Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Samar
CALBIGA NATIONAL HIGH SCHOOL
Macaalan, Calbiga, Samar
School ID No. 303597
Website: www.calbiganhsweb.wordpress.com
Email: [email protected]

ENHANCED BUDGET OF LESSON

Subject Area: English Quarter: First Grade Level: Grade 10
INTEGRATION
CODE DOMAIN OBJECTIVE/S CONTENT STRATE MANDATED
GIES CULTURE- LOCALIZATI DIFFERENTIATED PROGRAMS YOUR
BASED ON INSTRUCTION & INITIATIVE/S
PROJECTS
EN10LC-Ia- LC Get information that Inspiration Video Present an Recall the (Fast Learners): Task 1 Blocks that (GAD)
11.1: Listening can be used in to Life: Presentati inspirational name of a Block: Each block represents a saying -must choose
Comprehension everyday life from Motivational on story in person you or well-known phrase. Identify the two successful
news reports, video of a Waray- know phrases or idiom graphically presented personalities
speeches, young boy, Waray, personally in in each square. with disability
informative Nick Vujicic relate the your (Average Learners): Task 2 You’ve in their
talks, panel story in your community Got A Fiend: Remember the time when community(on
discussions, etc. daily living. who has been you were weak and low. Fill out the e male and
successful in speech balloons with your experiences one female)
performing an in life.
important role (Slow Learners): Task 4 I Think: Use
in his/her life the chart to jot down your answers to
despite of his the three questions.
physical Oral report writing is …..
disability/ies. It is used in …..
It can be organized by …..
EN10RC- RC Determine the effect “Daedalus Reading of In your (Fast Learners): Task 13 Imagine In (GAD)
Ia-2.15.2: Reading of textual aids like and Icarus” the Text, community or My Mind: Illustrate the images in your -must name a
Comprehension advance organizers, by Nick Advance in your own mind as you encountered the following successful
titles, non-linear Pontikis, Organizer, home can you story. father who
illustrations, etc. on Advance Group describe to us G1: The Labyrinth sacrifice
the understanding of Organizer Activity the sacrifices G2: Icarian Sea everything for
a text your father G3: Minos’s Shell his children
had given to G4: Minotaur
your family? G5: Icarus’s Wings
(Average Learners): Task 14
Timeline: Read the text once again.
Create a graphic organizer of what
happened in each of the following
places: The palace of Minos, In
Prison, Icarus in the Sea, Sicily.
(Slow Learners): Task 11 Fact or Not:
Tell whether the statement is a fact or
not. Draw WINGS before each number
if the statement is a fact and SUN if
otherwise.
EN10G-Ia- G Use reflexive and Reflexive Discussion (Fast Learners): Task 16 Grammarian
27: Grammar intensive pronouns and For A Day: C: Construct your own
Awareness Intensive sentences by using the following
Pronouns pronouns as reflexive pronouns.
(Average Learners): Task 16
Grammarian For A Day: B: Pick at
least five (5) sentences with pronouns.
Rewrite the statements and make the
pronouns reflexive. Make sure these
pronouns reflect the subject of the
sentence.
(Slow Learners): Task 16
Grammarian For A Day: A. Scan the
paragraph below. Underline all the
pronouns used by the author.
EN10WC- WC Identify features of Features of Essay Write a Write a (Fast Learners): Task 27 The Great
Ia-12.1: Writing and persuasive texts Persuasive Writing, persuasive persuasive Eight: Group Activity
Composition Texts, Oral composition composition A. Across Thy Mind
Personal Communic convincing convincing B. Youth Power (Verbal-Linguistic)
Challenges ation Skill your fellow your fellow C. A Tree for a Day (Naturalistic)
students not students not D. Goal Setting (Intrapersonal)
to use to skip E. Waterproof!
drugs. classes. F. Strong U (Bodily-Kinaesthetic)
G. Sing (Musical)
H. Ma’am May I? (Interpersonal)
 (Average Learners): Task 26 Matter
of Judgement: Weighing two or more
things to solve a problem could be real
challenge. It you were a judge and you
are to set freee one of the following
prisoners, who would it be and why?
(Slow Learners): Task 28 My
Purpose: Create a Personal Mission
Statement and discovery your purpose.
To write your mission statement, begin
by answering these questions: What do
I value most in life? What is my life’s
purpose? What legacy do I want to
leave my school?
EN10OL- F Identify the factors Republic Oral In your (Fast Learners): Present a concise (ANTI- -Make a role lay
Ia-3.14: BULLYING)
Oral Language and of public speaking Act No. Presentati community, oral presentation on the causes/ effects depicting on the effect
Fluency 10627 or on, Writing name of cyberbullying, would help you Make a of bullying in the life of
the Anti- Skill someone who prepare for such a performance at the signage about students.
Bullying Act became end of the quarter. Anti-Bullying to
of 2013 successful (Average Learners): Task 30 A Day In be posted
despite of A Life: What would you do to stop or at around the
being bullied least minimize the cases of bullying if campus.
you would be any of the following for a
day?
(Slow Learners): Task 29: Bull And
Bully: The text above is lifted from the
Republic Act No. 10627 or the Anti-
Bullying Act of 2013. Study the text
carefully and accomplish the chart
below.
EN10LC- LC Determine the Video Oral Look for a (Fast Learners): Task 5 Enduring (GAD) Compose a four-
Ib-4: Listening implicit and explicit Presentatio Presentati Waray- And Essential: Answer the question. -Shall stanza song that
Comprehension signals, verbal, as n on Waray song How do I build best defences against interview a depicts on how to
well as non-verbal, that depicts challenge to acquire the best quality of successful build up defences.
used by the speaker on Building life? person (one
to highlight Up (Average Learners): Task 4 male & one
significant points Defenses. Reflection: Watch/listen to the sing female)on how
“Reflection” from the movie Mulan and they build up
answer the questions that follow. defences in
(Slow Learners): Task 1 What Am I?: facing
Read each statement closely, and challenges in
identify what is suggested by each their lives.
statement.
EN10RC- RC Determine the effect “The Reading of (Fast Learners): Task 10 Visualizing
Ib-2.15.2: Reading of textual aids like Gorgon’s Text the Text: Each group will be given a
Comprehension advance organizers, Head” from specific task to work on.
titles, non-linear Ancient G1: Create a Timeline of events in the
illustrations, etc. on Greece by story. Why are these significant events?
the understanding of Anne Terry G2: Create a Venn Diagram …
a text White, G3: Create a Diagram ….
Graphic G4: Create a Gorgon’s Head as a
Organizers Diagram ….
V
Differentiate formal G5: Create a Diagram ….
EN10V-Ib- Vocabulary
from informal (Average Learners): Task 12 My Coat
13.9: Development
definitions of words of Arms: Identify what these defences
are through the coat of arms diagram
on the next page. Explain the value of
each of those defences a Perseus
faced his challenges.
(Slow Learners): Task 11 Act and
Counteract: Examine all the group
outputs from the previous task. Nate
down your observation about the
outputs of the other groups.
EN10LT- LT Explain how the Elements of Analyzing Presentatio (Fast Learners): Com Me! Compose a (YES-O)
Ib-2.2: Literature elements specific to Literary the text, n of Waray- poem/song with the use of Sensory -Make a Four-
a genre contribute to Selection, SGDA Waray Images. Stanza poem
the theme of a Sensory Poem and (Average Learners): Cut Me Out! Cut- about
particular literary Images identify the out pictures which shows sensory environment
selection sensory images and explain it. with the use of
images (Slow Learners): Task 13 Makes the sensory
Express appreciation used in the Sense To Me: Pick out at least ten images.
EN10LT-Ib- poem. sentences from the myth “The Gorgon’s
for sensory images
2.2.1: used Head” that shows sensory images.
Identify the senses to which these
statements appeal.
G Use reflexive and Reflexive Discussion (Fast Learners): Task 14 Triple Treat-
Grammar intensive pronouns and , SGDA C: Using the previous examples of
Awareness Intensive reflexive and intensive pronouns,
Pronouns compare and contrast the two kinds of
pronouns.
EN10G-Ib- (Average Learners): Task 14 Triple
27: Treat- B: Paraphrase at least five
sentences by transforming the circled
pronouns into reflexive or intensive
pronouns IF APPLICABLE. Write R on
the blank before each item if the
pronoun is Reflexive or I if Intensive.
 (Slow Learners): Task 14 Triple
Treat- A: Circle all the pronouns from
the paragraph.
EN10RC- RC Determine the effect Non-linear, SGDA Set an An editorial (Fast Learners): Task 20 Your (GAD)
Ib-2.15.2: Reading of textual aids like Illustration interview cartoon from Brochure: Create a quality brochure Set an
Comprehension advance organizers, with the newspaper of that will feature your own defences interview with
titles, non-linear LIAD group the school against discrimination. the LIAD
illustrations, etc. on on how they (The Echo) (Average Learners): Task 16 Award group on how
the understanding handle will be In The Ward: Examine the editorial they handle
of gender examined by cartoon below and answer the gender
a text discriminati the students. questions that follow. discrimination.
on. (Slow Learners): Task 18 Caps
Locked: Each cap below represents a
characteristics you need to use in
deciding how to go about the situation
described in the task content.
EN10LC-Ic- LC Determine the Implicit and Video (Fast Learners): Task 1 Boy-Girl
4: Listening implicit and explicit Explicit Presentati power!: Joaquin and Cristina are
Comprehension signals, verbal, as Signals, on trapped in a magic box. They want to
well as non-verbal, be free!
used by the speaker (Average Learners): Task 2 Let It
to highlight Go!: Listen to the song entitled “Let It
significant points Go” from the movie Frozen. Determine
implicit and explicit signals from the
lyrics that used by the composer to
highlight significant points.
(Slow Learners): Task 3 What Are
You Made Of: Below are materials that
symbolize certain levels of your
expectations at the moment.
Considering the objectives of the
lesson, share everything that you know
about capitalizing on strengths or
weaknesses on the stone tablet-all that
you are not sure of in the quill, and all
that you still want to know in the pencil.
EN10RC-Ic- RC Determine the effect “Orpheus” Reading of Present a (Fast Learners): Task 7 Alice Low: (GAD)
2.15.2: Reading of textual aids like by Alice the Text, love story Read the story “Orpheus” once again. As a man or
Comprehension advance organizers, Low Advance which also Determine the tone, mood, technique, as a woman, o
titles, non-linear Organizer, and purpose of the author in writing the what extent
illustrations, etc. on Literary text. would you use
the understanding of Elements (Average Learners): Task 6 Element- your strength
a text Array: Study the bulb puzzle below. to save the
EN10LT-Ic- LT Explain how the Supply each part of the puzzle given person you
2.2: Literature elements specific to the plot of the story “Orpheus”. love?
EN10LT-Ic- a genre contribute to (Slow Learners): Task 4 Mystery
2.2.2: the theme of a Words: Knowing the following words
particular literary will help you as you read “Orpheus”.
selection Remember how these words are
Explain the literary defined.
devices used

EN10VC- VC Determine how Determinin Movie (Fast Learners): Task 8.1 Thin Line:
Ic-1.4/2.4: Viewing connected events g how Review of Create a Timeline of events for the
Comprehension contribute to the connected the movie movie Life of Pi. How did the connected
totality of a material events “Life of Pi” events contribute to the totality of the
viewed contribute movie?
to the Discussion (Average Learners): Task 9 Modal
F Describe the totality of a
EN10OL-Ic- Modes: Create a sentence using
Oral Language and techniques in material
3.16: Fluency
SGDA modals that express probability.
effective public viewed, (Slow Learners): Task 9.2 Classifying
speaking
Things: You will be working in pairs.
Techniques
Remember the animas found in patel’s
in Public
EN10G-Ic- G zoo. In how many different ways can
Use Speaking,
26: Grammar you classify them? Use modals
words and
Awareness
Modals possibility in classifying them.
expressions that
emphasize a point
EN10WC- WC Formulate a Opinion or Debate (Fast Learners): Task 13 Best Magic
Ic-12.2: Writing and statement of opinion Assertion Over: How would you overcome the
Composition or assertion following personal conflicts? (choose
whatever is applicable.)
1. Depression
2. Anger
3. Discrimination
4. Intimidation
5. Health Issues
6. Jealousy
(Average Learners): Task 11 A Gift
Of Change: Remember the gifts of
Orpheus, Pi, and Queen Elsa. If you
possessed all the gifts they have, how
would use them in improving/resolving
each of the following social issues?
(Slow Learners): Task 12 A Letter
Later: Write a letter to yourself that
you will only open 2 years from now.
Highlight in your letter how you were
able to capitalize on your strengths and
recognize your weaknesses to become
 a better person. Use statements
expressing op
EN10OL-Ic- F Describe the Techniques Oral Do you Task 14 Past (Fast Learners): Task 17 Thanks For
3.16: Oral Language and techniques in in Effective Presentati know Forward: The AD! Draw inspiration from Task 14.
Fluency effective public Public on someone or Research on a Make your own Information Ad (TV,
speaking Speaking a Waray- person or radio or print) that would campaign for
Waray group of capitalizing on your strengths and
group of people in your recognizing your weaknesses. *Rubric
people community shall be used for evaluating your work.
whose whose (Average Learners): Task 15 Ask A
advocacies advocacies Professional: Speak to the school
are to make are to make nurse/doctor/dentist about some
people self- people self- advertising claims. Sample questions
reliant. reliant. could be: is generic medicine better
than the branded one? Are there
toothpaste brands that make teeth
whiter?
(Slow Learners): Task 14 AD
Typecast: Recall as many TV
commercials as you can. Then, analyse
the commercials using the following
questions:
Who plays with action toys? , Who stars
in the kitchen, the laundry, or the
market? , Who seems to be given more
active, dynamic role?
EN10VC-Id- VC Express insights Expressing Sharing of (Fast Learners): Task 3 Three
25: Viewing based on the ideas insights Ideas Control: Form triads, and list at least
Comprehension presented in the based on three questions abo personal
material viewed the ideas challenges that you hope to answer in
presented this lesson. How do I deal with
in the personal challenges?
material (Average Learners): Task 2 A
viewed Puzzling Trial: Think about a puzzling
problem, a trial, or a challenge you
have experienced.
(Slow Learners): Task 1 Picture
Perfect: Analyze the drawing
presented and try answering the
questions that follow.
EN10LT-Id- LT Explain how the Elements of Reading of Task 5 SMALL GROUP
2.2: Literature elements specific to Literary the Text DIFFERENTIATED ACTIVITIES
a genre contribute to Selection “Arachne” (SGDA) – THE GOLDEN DOOR
the theme of a retold by -Form four groups, and work on your
particular literary assignment task.
 selection Literary Olivia -Remember to share your ideas,
EN10LT-Id- devices Coolidge thoughts, and experiences with the
2.2.2: Explain the literary used class.
devices used G1: Word finder
G2: Image Makers
G3: Justifiers
G4: Theme Builder
EN10G-Id- G Using Words and Discussion (Fast Learners): Task 6 Language
26: Grammar words and expressions Pen and Watch: C: Blissful: Pair up and take
Awareness expressions that that Paper turns in answering these questions.
emphasize a point emphasize Activity (Average Learners): Task 6
a point, Language Watch: B: Giving
Conjunction Emphasis: Read the following
, sentences from “Arachne”, and think
Parenthetic about the italicized words/ phrases.
al (Slow Learners): Task 6 Language
Expression, Watch: A: Which Is Which: Classify
Adverb/Con the words inside the box, and tell which
junctive of them is a conjunction, parenthetical
Adverb expression, or adverb/conjunctive
adverb.
EN10WC- WC Formulate a Opinion or Small Task 5 SMALL GROUP
Ie- Writing and statement of Assertion Group DIFFERENTIATED ACTIVITIES
12.2: Composition opinion or assertion Differentiat (SGDA) – BEYOND TEXT REAL-LIFE
ed Activity EXTENSION
-Form four groups, and draw lots for a
Compose a Persuasive task to work on.
EN10WC-
persuasive text of Texts -Share your ideas, thoughts, and
Ie-
three paragraphs experience with the class.
12.3:
expressing one’s G1: Thematic Funny Home Videos
stand on an issue G2: The Best Advice
G3: Power Play
G4: Fact + Opinion = The Best Way
to Deal with Challenges
EN10LT-Ie- LT Explain how the Tone, Photo -Make a Photo Task 8 FOR A VIP (VERY (YES-O)
2.2: Literature elements specific to Mood, Essay Essay about IMPRESSIVE PHOTO) ESSAY Make a photo
a genre contribute to Technique the different -Form small group of five (5) and do the essay
the theme of a and tourist following tasks. depicting on
particular literary Purpose of attraction in Saving our
A: Connect and Decide
selection the Author our Mother Earth.
community.
B: Scout for Remarkable/Influential
Determine tone, Figures
EN10LT-Ie- mood, technique,
2.2.3: and purpose of the
C: Unlimited
author
 RC Compare new Comparing Sharing of (Fast Learners): Task 2 OUTLOOK
Reading insights and Thoughts/ Turn Up: Form a triad, and study the
Comprehension with previous expressing Insights drawing.
learnings new -Use picture clues and see how it
insights relates to your idea about winning over
with challenges.
EN10RC-If- previous (Average Learners): Task 3 Tune In:
21: learnings -Listen to “Roar” by Katy Perry, and find
out what it says about challenges.
Express insights
-List down words and expressions that
EN10VC-If- VC based on the ideas
Viewing
relate to ways we deal with challenges.
25: presented in the
-Discuss with your partner what the
Comprehension material viewed message of the song is all about.
(Slow Learners): Task 1 Connect to
the Cap: For three minutes, think back
and list down the personal challenges
you’ve experienced or encountered in
your readings.
EN10V-Ig- V Differentiate formal “How Odin Reading of Task 5 SMALL GROUP
13.9: Vocabulary from informal Lost his the Text DIFFERENTIATED ACTIVITIES
Development definitions of words. Eye” retold (SGDA) UNDERSTANDING THE
by SGDA TEXT
Catherine -Read “How Odin Lost His Eye” as
Explain how a F. Sellew retold by Catherine F. Sellew
EN10LT-Ig- LT
selection may be
Literature
3: influenced by G1: Vocabulary Hunt
Formal and
culture, history,
Informal
environment, or G2: The Power of C2 (Conflict and
Definitions
other factors Character )
of Words
G3: Lasting Value
Culture,
history,
G4: Thinking It Through
environmen
t, or other
G5: Theme Connection
factors
G6: Winning Appeal
EN10G-Ig- G Use Modals Discussion (Fast Learners): Task 6 Language
3.6: Grammar modals Line: C: Rewarding: Write at least five
Awareness desirable desirable traits or habits you
need to develop, and five undesirable
traits or habits you ought to weed out.
(Average Learners): Task 6
Language Line: B: Saving Grace:
 Pair up and take turns in answering
these questions.
(Slow Learners): Task 6 Language
Line: A: Sense of Value: Read the
following sentences from “How Odin
Lost His Eye.” Form a triad, and answer
the following questions.
EN10WC- Compose a Persuasive Sharing Find Task 5 SMALL GROUP
Ih-12.3: persuasive text of Text your ideas, ads/commerci DIFFERENTIATED ACTIVITIES
three paragraphs thoughts, al in our (SGDA)
expressing one’s and community -Form six groups, and work on your
stand on an issue experience that use fair or assigned task.
s with the unfair -Remember to share your ideas,
class. persuasive thoughts, and experiences with the
techniques. class.
G1: Striking Lines
G2: Follow Up
G3: The Gift
G4: The Power of a Song
G5: What Always Worked
G6: Thoughts for Today
EN10VC- VC Draw generalizations Making Sharing (Fast Learners): Task 2 View and
Ii1.5/2.5: Viewing and conclusions Generalizati your ideas, Make Generalizations: View the
Comprehension based on the on thoughts, drawing or the video clip of “One-Armed
materials viewed and Young Lady and a One-Legged Young
experience Man” (a very unique and unequalled
s with the ballet performance) and see how it
class. relates to challenges and opportunities.
(Average Learners): Task 1 I Always
Connect Game: Think about ways to
win over challenges. In ten minutes, list
all the possible ways that you know in
order to win over challenges.
(Slow Learners): Task 4 Mapping
Targets: Using the essential question
as a focal point, make a map by listing
what you expect and hope to learn in
this lesson.
EN10V-Ii- v Differentiate formal Differentiat SGDA Discussion, Task 5 SMALL GROUP
13.9: Vocabulary from informal ing formal Sharing of DIFFERENTIATED ACTIVITIES
definitions of words from Ideas, (SGDA)-For The Stakes
informal thougts, and -Form a small groups of eight, and work
definitions experiences on your assigned task.
of words with the
class.
 -Remember to share your ideas,
thoughts, and experiences with the
class.
G1: Striking Lines
G2: Follow Up
G3: The Gift
G4: The Power of a Song
G5: What Always Worked
G6: Thoughts for Today
EN10RC-Ii-21: RC Compare new Making Video Clip Name a Name a -Make a mirror collage
Reading insights Generalizati Presentati successful successful (Fast Learners): Task 2 View and on what will you do to
Comprehension with previous on, Video on, personality personality in Make Generalizations: View the win over challenges
learnings Clip “One Generaliza in our our drawing or the video clip of “One-Armed you encounter in your
Arm Young tion country that community Young Lady and a One-Legged Young life.
Lady and despite of that despite of Man” (a very unique and unequalled
One his/her his/her ballet performance) and see how it
Legged physical physical relates to challenges and opportunities.
Young disability/ies disability/ies (Average Learners): Task3 Three In
Man” he he continued Control: Answering the question “How
continued his life and do I turn challenges to opportunities?”
his life and was able to (Slow Learners): Task 1 Always
was able to achieved Connect: Think about ways to win over
achieved something. challenges.
something.
EN10V-Ii- V Differentiate formal Denotative Reading of Share a Give an Task 5 SMALL GROUP
13.9: Vocabulary from informal and the text Parable in example of DIFFERENTIATED ACTIVITIES
definitions of words Connotative “From the Waray- saying/s (SGDA)-For The Stakes
Meaning of Analects” Waray that “Darawhunun” -Form a small groups of seven, and
Compose short Words, by has the that you hear work on your assigned task.
EN10WC-Ii-12: WC persuasive texts Confucius, same theme from your -Remember to share your ideas,
Writing and using a variety of Persuasive SGDA with the text grandparents. thoughts, and experiences with the
Composition persuasive Techniques “From The class.
techniques and
& Devices Analects” G1: Meaning Search
devices
G2: Theme Connection
G3: Taking a Stand-For or Against
Evaluate literature as
EN10LT-Ii-18: LT a way of expressing
Resolving G4: Thinking It Through
Literature and resolving one’s
one’s G5: Taking Challenges as
personal conflicts personal Opportunities
conflicts G6: Enduring Experiences
G7: Making Personal Adjustments
EN10G-Ii-3.6: G Use modals Modals Pen & Did you know
Grammar Paper someone in (Fast Learners): Task 6 Language
Awareness Test, our locality Patrol: C. Using Modals: Pair up and
Lecture who was take turns in answering questions.
doing
 something Remember to use modals. *Note:
bad but Questions are on p101 of LM
change his life (Average Learners): Task 6
or doing for Language Patrol: B. Looking Ahead:
the betterment Reread the statements lifted from “The
of his life. Analects and Zen Parables”: The thief
who became a disciple,”” then consider
how the underlined words are used.
(Slow Learners): Task 6 Language
Patrol: A. Like A Disciple: Read this
short parable and answer the questions
after it.*From Zen Parables: The Thief
who Became a Disciple

EN10OL-Ii- F Employ the Techniques Oral Write Present a Task 5 SMALL GROUP (YES-O)
3.16.1: Oral Language techniques in public in Public Recitation, speech Role Play DIFFERENTIATED ACTIVITIES Compose a
and Fluency speaking in a sample Speaking SDGA encouraging encouraging (SGDA)-For The Stakes Persuasive
public speaking your fellow the your fellow -Form a small groups of four, and work Speech on
situation students not students not on your assigned task. how are you
to use to skip -Remember to share your ideas, going to
drugs. classes. thoughts, and experiences with the convince
class. people on
G1: In Another Dimension earth to
G2: Spotlight to Follow Up conserve
G3: Connecting to 2 day Mother Nature
G4: Inner Speech
Prepared by:
DIANA A. LATORRE
SST-I, English

Noted:

ANITESS JOANNA C. DACUT

SSHT-III/Department Head-English
Approved:

ANTONIO F. CAVEIRO, Ph. D.

Secondary School Principal IV
 Republic of the Philippines
Department of Education
Regional Office No. VIII
Division of Samar
CALBIGA NATIONAL HIGH SCHOOL
Macaalan, Calbiga, Samar
School ID No. 303597
Website: www.calbiganhsweb.wordpress.com
Email: [email protected]

ENHANCED BUDGET OF LESSON

Subject Area: English Quarter: Second Grade Level: Grade 10

INTEGRATION
CODE DOMAIN OBJECTIVE/S CONTENT STRATEG MANDATED
IES CULTURE- LOCALIZAT DIFFERENTIATED PROGRAMS YOUR INITIATIVE/S
BASED ION INSTRUCTION & PROJECTS
EN10VC- VC Assess the Accepting Picture How do you In your own (Fast Learners): Task 1 What you (GAD) Oral Recitation
IIa-3.8 Viewing effectiveness of the Individual Analysis, accept the home how do see is what you get: Observe the Among your (Finding Common Grounds);
Comprehensi ideas presented in Differences differences you accept picture below and identify details that peers in what
on the material viewed Sentence among you individual symbolize the things to consider in aspect that you
taking into account Analysis, cultures? differences resolving conflicts. Do you think the differ from
its purpose. among your persons in the picture are trying to them?
Video Sketching siblings? make amends?
presentation (Average Learners): Task 2 Predict
Switch from one
of the song and Expect: A: Predict words or
listening strategy to
LC Common phrases that you expect to hear from
another to extract
Listening Ground by the song through its title. Write your
EN10LC- meaning from the
Comprehensi Kodaline answer in the box, B: While listening
IIa-11: listening text
on to the song for the second time,
sketch an object in the box on what
you visualize in the song. Explain and
discuss in front of the class.
(Slow Learners): Task 3 Sing It!:
Sing the song together with the
instrument.
EN10RC- RC Transcode Reading Reading, With the Interview a (Fast Learners): Task 4: A. Survey (GAD) Transcode Me!
IIa-11 Reading information from Material: Discussion culture that friend or a to Convey: Conflict situations arise How could a -Fill in the diagram with
Comprehensi linear to non-linear “4 Causes of we have, neighbour in among teenagers on a daily basis. mother or father causes of family conflicts.
on texts and vice-versa Family what can your Many times, minor conflict and handle the a Write a short description of
Conflict” by you notice to Barangay on disagreements can result in violence. each conflict.
 K. Lee the families how they Form a group consisting of 10 conflict in their
Banks on how they cope-up with members. – Further instruction will be family?
solve or their family given by the teacher.
cope up with problem (Average Learners): Task 4: B.
problems? Conflict Prevention: One must
consider how to avoid such conflicts.
Complete the table below by writing
ways to prevent it in each common
conflict situation.
(Slow Learners): Task 3 Read Me:
Read the text titled “Four (4) Causes
of Family Conflict” by K. Lee Banks.
A: Transcode Me: Fill in the diagram
with cause of family conflicts. Write a
short description of each conflict.
EN10V-IIa- Vocabulary Give technical and Technical Sentences (Fast Learners): Task 7: A Sense
13.9 Development operational and Analysis, Chart: B. Use Your Senses: From
definitions Operational four (4) groups. Perform that task
Definitions SGDA assigned in your group.
Reading Scan for needed G1-Eye Group - Make a poster of
EN10SS- Comprehensi information. what hell looks like based on the text.
IId-1.5.2: on G2-Ear Group – Record sounds of
hell based on the details from the text
Explain how the
Literary or use your voice and other materials
elements specific to
Device available in producing the sounds.
a selection build its
(Sensory G3- Hang Group – Dhow an
EN10LT- theme
Literature Images) interpretative dance to reflect the
IIa-14.2: movements of tormented souls.
G4- Lip Group – Present a speech
choir about doing good to avoid being
in hell (based on the text).
(Average Learners): Task 7:A
Sense Chart: As we read his
harrowing description of the sounds,
sights and even smells of hell, we
come to share in Dante’s repugnance
of the horrible experience the poet
encounters.
(Slow Learners): Task 5 Think
Through: In the box is a pool of
words you will come across in the
text. Read the list of definitions and
then choose the correct word from
the pool.
EN10WC- WC Identify parts and Argumentati Paper and (Fast Learners): Task 10: Read To (YES-O) Give Me Tips!
IIa-13.1 Writing and features of ve Essays Pencil Test; Write: A. Reason Out! With your Create a Slogan -Make list of Tips on Safety
Composition argumentative Peer group, create a friendly reminding the Driving. (At Least 10 Tips)
essays. Activity reminder/signage on motorist’s safety motorist’s not to
Paragraph while driving. Write it in the box. throw
Formulate claims of Analysis Present the signage to the rest of the garbages/waste
EN10WC- fact, policy, and class. s in the street.
value. (Average Learners): Task 10: Read
IIb-13.2:
To Write: B. I Saw the Sign! Inside
the box provided below, give three
reasons why aggressive driving
should be avoided. Write your
explanation opposite the box
(Slow Learners): Task 11: Identify
and Classify: From the model
argumentative essay, identify its part
by rewriting the essential statements
in the box.
F Employ appropriate Employing Oral Task 13 SMALL GROUP Oral recitation/ pronouncing
EN10OL- Oral pitch, stress, appropriate Recitation, DIFFERENTIATED ACTIVITIES the words correctly
Language and juncture, intonation, pitch, stress, (SGDA)-For The Stakes
IIa5
Fluency etc. juncture, -Form a group of five (5) and perform
intonation, the Intonation activities for oral
etc. Group fluency.
Work; G1: Say “Hello” in different
SGDA situations.
G2: Say “How are you”? in
different aspects.
G3: Say “Thank you”to the
following poeple
G4: Say “Please” in different
situations
G5: Say “Excuse me” in different
situations
*Note: The performance will be
rated based on performance
rubric.
EN10SS- RC Scan for needed Scanning for Scanning Write a (Fast Learners): Task 14: News (YES-O) (EARTHDAY)
IId-1.5.2: Reading information needed information, current news Writing and Reporting: C. Organize Write a current Write a current news story on
Comprehensi information Dissecting, story on the information of your news story news story on resolving conflicts that
on News resolving from the most important to the least. resolving happened with our Mother
Writing conflicts that Then rewrite the final news story in a conflicts that Earth. Fill in the chart below to
happened in short bond paper. happened with be guided in writing the first
your school or (Average Learners): Task 14: News our Mother paragraph or the lead.
community. Writing and Reporting: B. Write a Earth. Fill in the
 Fill in the News: With a partner, write a current chart below to
chart below to news story on resolving conflicts that be guided in
be guided in happened in your school or writing the first
writing the community. Fill in the chart below to paragraph or the
first be guided in writing the first lead.
paragraph or paragraph or the lead.
the lead. (Slow Learners): Task 14: News
Writing and Reporting: A. News..
News.. News..: Bring a newspaper.
With your partner evaluate one article
from the newspaper if it contains the
key components of a good story.
EN10LC- LC Assess the Effectivenes Song Look for (Fast Learners): Task 2: Listen and
IIb-15.1: Listening effectiveness of a s of a Analysis; Waray- Imagine: E. With your group,
Comprehensi material listened to material Picture Waray song interpret the message of the song
on taking into account listened to. Analysis with the through a painting or drawing. Make
the speaker’s “Imagine” same theme your output colourful and creative.
purpose. by John with the (Average Learners): Task 2: Listen
Lennon song and Imagine: D: Analyze the
“Image”. questions provided then answer
them.
(Slow Learners Task 2: Listen and
Imagine: A: Before you listen to the
song “Imagine” by John Lennon,
complete its lyrics by filling – out the
lines with correct word using the
pictures below as clues.
EN10RC- RC Reading (Fast Learners): Task 3: Read To (GAD)
IIb-11.2: Reading Explain illustrations Copy of the Text Lead: D. My Point of View: With Name a famous
Comprehensi from linear to non- text “Values Analysis; your group, brainstorm and discuss personality/ies
on linear texts and vice Education Content about the important statements who advocate
versa. for Human Analysis included in the speech. Develop your human
Solidarity ” chosen lines into a 5 sentence solidarity.
by Lourdes paragraph expressing your belief and
R. disbelief of the statement. Deliver the
Quisumbing 5 sentence paragraph by group with
conviction.
(Average Learners): Task 4: I Want
A Pizza: What values and qualities of
people must possess to attain
harmony and solidarity? Discuss with
a partner and write these values on
the slices of the pizza. Explain with
the rest of the class why you came up
with such values.
 (Slow Learners) Task 3: Read To
Lead: C. TWOgether!: Work with
partner and list down the important
words or phrases from the speech
that may be related to Human
Solidarity.
EN10RC- RC Explain illustrations Linear to Think of a Task 13 SMALL GROUP
IIb-11.2: Reading from linear to non- Non-Linear Text situation in DIFFERENTIATED ACTIVITIES
Comprehensi linear texts and vice Text Analysis your family (SGDA)-For The Stakes
on versa. when betrayal -Form a group of five (5) and perform
Group happens. the Intonation activities for oral
Reading text Activity What are you fluency.
Analysis; (SGDA) going to do in The theme of a work of literature
Discussion order again to is the insight it gives into life. “The
L Explain how the on build ties with
elements specific to Song of Roland” may be
Literature understandin each other. considered an epic which deals
a selection build its
g the theme
EN10LT- theme with the theme of betrayal. Within
used in a
IIb-14.2 reading text the confines of medieval society,
betrayal of one’s lord or vassal
was considered the greatest
violation of the feudal code. –With
your group think of a situation
when betrayal happens in your
society. Then discuss with your
group the best solution for this
emphasizing on how to build ties.
Present it through a short
dramatization. *Note: Presentation
will be rated with the guide of a
rubric.
EN10OL- F Use the correct Watch the Video Clip (Fast Learners): Task 9: Say Your
IIc-3.11: Oral sound of English sample Presentatio Piece! C. Stand and Deliver!:
Language and when delivering videos of n Choose one quote given by famous
Fluency impromptu and impromptu authors and deliver a five-minute
extemporaneous and extemporaneous speech. Follow the
speech. extemporan Oral tips for a well-delivered speech.
eous Recitation (Average Learners): Task 9: Say
speeches Your Piece! B. Youtube Sensation!
Discussion With your group, watch a sample of
on the ethics impromptu or extemporaneous
of public speeches in youtube. Take note of
speaking. what makes the speaker deliver
his/her speech well.
 (Slow Learners) Task 9: Say Your
Piece! A. Speak Up!: There are
times when we are asked to get up
and say a few words about a topic we
have no intention of speaking about.
Has this ever happened to you?
VC Assess the Assessing Discussion Family List (GAD)
EN10VC- Viewing effectiveness of the the on Gender At your home, (Fast Learners): Task 3: Watch Divide the class
Comprehensi ideas presented in effectivenes Bias, list down the That Label: A. Here’s a video into 2 groups.
IIc-3.8:
on the material viewed s of the Pictures/Ph things each featuring a Filipina actress who List down the
taking into account ideas otos; one of you claims that it’s not right to put a label things that both
its purpose. presented in Comic Strip are doing on anyone. Watch it and find out the men and women
the material including your label attached to her. B. Do you hear n can do and list
viewed Information father and and see examples of bias around down also that
Present information taking into analysis mother. you? Fill out the table below for more they can’t
EN10RC- using tables, graphs,
account its through the examples of bias and prejudice you handle both. Be
IIc-5.4 and maps.
purpose. discussion experience around you? C. Can ready to depend
RC biases be avoided? How? your answers.
Reading Presenting Oral (Average Learners): Task 2: Mind
Comprehensi Detect bias and information Recitation/ Your Mind: Find out the message
on prejudice in the using tables, Argument conveyed by the comic strip and be
EN10VC- material viewed. graphs, and ready to share your ideas in class.
maps. (Slow Learners) Task 1: Pictures
IId-26
Talk: Look at the photos below. What
Detecting do they reveal about men, women
bias and and children? Write your answers on
prejudice in the space below.
the material
viewed.
EN10VC- LC Assess the Reading of Analysis of What is the Task 6 THINK ABOUT THE POEMS LOVE ME!
IIc-3.8: Listening effectiveness of the Summaries; the video Filipino way SMALL GROUP DIFFERENTIATED Make a love letter to your
Comprehensi ideas presented in Watching and of ACTIVITIES (SGDA)-For The loved ones or to your crush.
on the material viewed the video. comparing “Panliligaw” Stakes
taking into account it from in our -Form a group of five (5) and answer
its purpose. Power Point student’s country? the questions about the three poems.
Presentation “ideal Imagine how Petrarch’s Laura was
VC Explain how the of courtship”. like. In your group, work on the task
elements specific to
EN10LT- Viewing Summaries that will be assigned by your teacher.
a genre contribute
Comprehensi of some
IIc-2.2 to the theme of a
on novels; G1: Based on Petrarch’s description
particular literary
Copies of of Laura, draw her image on a short
selection.
the different bond paper with a dedication
Assess whether the texts/poems addressed to Petrarch.
L speaker’s purpose is
Literature achieved or not.
EN10LC- Downloaded G2: Choose a song that best
IIc-15.2 video about describes the love that Petrarch has
courtship for Laura.
G3: Prepare and perform a “rap”
intended for courtship.
G4: Pretend that you are Petrarch
with undying love for Laura and write
a love letter to her.
G5: Deliver a short speech
addressed to your beloved who has
died without saying farewell to you.

EN10RC- RC Evaluate text Read the Defining (Fast Learners): Task 13: Read for (GAD)
IIh-2.22: Reading content, elements, news report; terms by Info: Scan the given texts and Copies of the
Comprehensi features, and While completing advertisement. Based on your report about
on properties using a reading the working definition, decide whether the male and female
set of criteria. answer the sentences content of the article or advertisement equalities in the
strip of is valid, accurate, relevant and with country.
paper given; adequate information.
Discussion (Average Learners): Task 11:
on Validity, Listen To A Point: listen as your
Accuracy, teacher reads a report from a video
Reliability clip accessed on July 2014 about
and the male and female equalities in the
Adequate country. Take note of information that
Information will help you decide whether the news
an article report is valid, accurate, relevant, and
should have. with adequate information.
(Slow Learners) Task 12: Agree or
Disagree: Listen to news article that
will be read by the teacher. On the
space provided, write your response
to the article. Write agree if you think
the article is valid, accurate, reliable,
and with adequate information, and
disagree if you think otherwise.
EN10SS- WC Acknowledge Bibliographic Discussion Task 6 THINK ABOUT THE POEMS Bibliographic entries
IId-1.6.3: Writing and citations by entries on SMALL GROUP DIFFERENTIATED identification(if it is using APA
Composition preparing a Analysis Bibliograph ACTIVITIES (SGDA)-For The or MLA format) using checklist
bibliography. y, Stakes
Group -Form five (5) groups and do the
Use writing Work following activity.
conventions to
indicate Almost anything in everyday life that
EN10SS-
IIe-1.6.4 you deal with has aspects that are
 acknowledgement debatable. As with school issues, any
of resources. topic that calls for change is worth
researching. Gather the facts now
and don’t forget to acknowledge your
sources.
-Brainstorm on a topic that you feel
strongly about.
-Now that you have chosen your main
topic, give it a good life.
-Make an outline of sub topics that
would be needing to argue your point.
-Research on those topics using the
books you have brought (about your
topic) and by searching from the
internet.
-Using ¼ index cards, write down
your annotations to support our topic
or argument and on top of it, write the
bibliography. Each sub topic should
have at least two paragraphs
annotations that support it.
EN10OL- F Use the correct Reviewing of Analysis of Task 6 THINK ABOUT THE POEMS
IId-3.11: Oral sound of English the dos and the text SMALL GROUP DIFFERENTIATED
Language and when delivering don’ts in through ACTIVITIES (SGDA)-For The
Fluency impromptu and delivering sharing of Stakes
extemporaneous speeches. ideas by -Form five (5) groups and do the
speech. the following activity.
students
Almost anything in everyday life that
you deal with has aspects that are
debatable. As with school issues, any
topic that calls for change is worth
researching. Gather the facts now
and don’t forget to acknowledge your
sources.
-Brainstorm on a topic that you feel
strongly about.
-Now that you have chosen your main
topic, give it a good life.
-Make an outline of sub topics that
would be needing to argue your point.
-Research on those topics using the
books you have brought (about your
topic) and by searching from the
internet.
 -Using ¼ index cards, write down
your annotations to support our topic
or argument and on top of it, write the
bibliography. Each sub topic should
have at least two paragraphs
annotations that support it.
EN10VC- VC Detect bias and Detecting Picture (Fast Learners): Task 3: Read For (GAD) Giving conclusion on the
IIf-26: Viewing prejudice in the Bias and Exhibit, Bias: Read the following articles and From the picture pictures shown.
Comprehensi material viewed. Prejudice in rate level of bias in each of them. Use shown identify
on the material Paragraph the rating scale that follows each the bias and
viewed Analysis article. Be able to cite examples of prejudice in the
bias to support your answer. Do this material viewed
Oral activity with a partner.
Recitation (Average Learners): Task 1: Great
Names To Name: Read about these
personalities and be ready to name
each one of them. Write the name of
the featured personalities on the
space provided.
(Slow Learners) Task 2: Bias
Detectives 2: Here are signs found in
different places in the world. Read
each once carefully and find out its
messages. In your group, answer the
questions that follow.
EN10LT- L Draw similarities Identify the Reading of Task 8 LIKE THE OTHERS
IIg-2.3 Literature and differences of Similarities the -It has been said that the theme of
the featured and selection Boccaccio’s tales has become a
selections in Differences “Federigo’s source of inspiration for different
relation to the of each Falcon authors. Go through the synopsis or
theme. story. form The excerpts of the stories listed below.
Decameron Then, compare and contrast them
” with Decameron. Work on this with
your group.

LC Employ analytical Reading and Reading of Task 6 THINK TANK SMALL

EN10LC- Listening listening in problem answering the text, GROUP DIFFERENTIATED
Comprehensi solving. some ACTIVITIES (SGDA)
IIe-13.2
on questions -Form five (5) groups and do the
about the Group following activity.
text Activity
L Determine tone, Copies of In your group, discuss your answer to
Literature mood, technique, the text “The the following questions about the
and purpose of the
Decameron” story.
author.
 EN10LT- by Giovanni G1: What is the difference between
IIe-2.2.3 Boccaccio saying that Monna, “took no notice” of
Federigo’c love and saying that she
did not notice it? Is it important to
explain this distinction? Why?
G2: Federigo’s decided to kill his
falcon. Is it in a way similar tto
Monna’s decision to ask him for it?
G3: What social and moral problems
came up when Monna Giovanna’s
son asked her to obtain Federigo’s
Falcon
G4: Can we say that the two
characters were models of
behaviour? In what way? What faults
if there were, did they have? How did
you feel when Monna decided to
marry Federigo in the end.
G5: What is the theme of the story?
Task 7 TMT (Tone, Mood, Theme)
Art
EN10RC- RC Read closely to get Copy of the Reviewing Task 10 Purpose Galore!
IIe-7.3 Reading the author’s text of the text.
Comprehensi purpose. “”Follow Directions: Read the description
on Your Heart; of each item and determine the
Pursue Your
author’s purpose (to entertain,
Dreams” by
Jessie M.
persuade, or inform).
Robredo

EN10G-IIe- G Use words and Identify if the Task 6 THINK TANK SMALL Use words to Affirm or Negate
28: Grammar expressions that statement is GROUP DIFFERENTIATED For the Country (Nos. 1-5)
Awareness affirm or negate. an ACTIVITIES (SGDA)
Affirmation -Form twelve (12) groups and do the
or a following activity.
Negation
Read the summary of the book “12
Little Things Filipino Can Do To Help
Our Country” by Atty. Alexander
Lacson. Comment on each of the
following items. Use expressions that
affirm or negate.
 G1: Follow traffic rules. Follow the
Law
G2: Alays ask for an official receipt
G3: Don’t buy smuggled goods. Buy
Local. Buy Filipino.
G4: Speak positively about us and
our country.
G5: Respect your traffic officer,
policeman & other public servants.
G6: Throw your garbage properly.
Segregate. Recycle. Conserve.
G7: Support your church.
G8: During elections, do your solemn
duty.
G9: Pay your employees well.
G10: Pay your taxes.
G11: Adopt a scholar or a poor child.
G12: Be a good parent. Teach your
kids to love our country.
EN10OL- F Observe the correct Identify the (Fast Learners): Task 14: Speak for
IIe-3.8 Oral stance and proper behavior Keeps: C. Speak your Heart Out!
Language and stage behavior as used by the Following the speech you have
Fluency deemed necessary. speaker in written, be ready to share it in the
delivering class. Keep in mind the message you
the speech. want to convey to your audience and
don’t forget to observe the proper
Downloaded stage behaviour when delivering your
video of a speech.
speech titled (Average Learners): Task 14:
“How to Speak for Keeps: B. Try It Out!
Believe In Based on the situations given here,
Yourself” by prepare your speech. Remember the
Jim Cathcart PREP strategy you have learned in
your previous lesson.
(Slow Learners) Task 14: Speak for
Keeps: A. This time, watch a video
which showcases the speech of
notable speaker. As you view it, take
note of how he presents his ideas
and how he acts when delivering his
speech
EN010LC- LC Determine Determining Analysis of Task 1 EXAGGERATING THE
IIh-15.3 Listening unsupported unsupported the GENERALS!
Comprehensi generalizations and generalizatio Statements -Listen carefully to the text that will be
on exaggerations ns and read by your teacher. Distinguish
 exaggeration form the statements the exaggerated
s words/expressions and write them
under the appropriate heading of the
box.
-Clarify these expressions by
substituting them with more
appropriate words.

EN10VC- VC Use previous Using Random (Fast Learners): Task 4: Essential (GAD)
IIg-27 Viewing experiences as previous Pictures; Essence: Test your understanding Group Activity
Comprehensi scaffold to the experiences Sample of, “Accepting Individual Differences”. Role Play with
on: message conveyed as scaffold statement/ What do you expect to gain or learn? the theme
by a material to the Situation in (Average Learners): Task 3: I Am “Accepting
viewed. message real life What I Am!: Go over the picture Individual
conveyed by situation again and note down the qualities Differences”
a material and traits each person in the picture
viewed. Analysis of possibly possess.
the pictures (Slow Learners) Task 2: People or
relating it to People: Pair work. Look at the
the real drawings of people engaged in
world different activities intently.
situation
G Give technical and Defining the Picture Name Task 5 THE OPER-TECH SYSTEM
EN10V-IIg- Grammar operational unfamiliar Exhibit, someone in -From the past lessons you have
Awareness definitions. words in the our locality learned how to define terms
13.9
text by Discussion whom you operationally and technically. Below
giving its know has are five words/terms in the text, “The
Technical physical Hunchback of Notre Dame”. Use your
L and SGDA disability/ies skill in defining terms in two days.
Literature Explain how a Operational but has a Task 7 FROM THE STORY, WE
selection may be
EN10LT- Definition. pure heart for DIFFER
influenced by
Reading of others. -Form groups with ten students and
IIh-3 culture, history,
the text discuss within the group the task
environment, or
thoroughly. below.
other factors.
G1: The characters in the story, face
Copies of problems when…prejudice.
the text “The G2: Choose two characters from the
Hunchback story…understanding?
of Notre G3: Which characters face
Dame” by challenges bravely? Name… answer.
Victor Hugo G4: Using what you know the culture
during…story.
G5: How does history influence the
development…timeline.
EN10G-II- Grammar  Use words and Using the Discussion (Fast Learners): Task 10: My
h-28 Awareness expressions that expressions Motion! Study and reflect on the
affirm or negate. to affirm and Oral issues inside the boxes. Choose one
negate in a Recitation topic then decide whether you affirm
conversation or negate.
. (Average Learners): Task 9: I
Agree…She Doesn’t (Dyad Work)
With a partner talk about the ff. ideas
for the story. One will negate and the
other will affirm the statement. Use
expressions above stating your
opinion.
(Slow Learners) Task 8: Lookout
For The Outlook: You are entitled
with your own opinion. In your
interaction with others, you affirm or
negate to ideas expressed for a
certain motion or issue. Bear in mind
the reminders about the expressions.
EN10RC- RC Read closely to get Differentiatin Discussion Task 11 THE EXPLICITS AND Look for a song, identify the
IIg-13.1 Reading explicitly and g Explicit OTHERWISE lyrics if it is an Explicit or an
Comprehensi implicitly stated from Implicit Oral -Read and analyse the text. Implicit one.
on information. Information Recitation -The underlined sentences are
explicit ideas that point out whaht
Presidents Ramon Magsaysay did to
accomplish things during his
presidency.

EN10SS- WC  Use in-text Reviewing Read the Task 12 THE LEGAL CITE Identify whether the citation
IIg-1.6.5 Writing and citations. all the paragraph -Take note of the differences between made is an in-text citation or a
Composition pointers in and give its in-text citation and a parenthetical parenthetical citation.
writing the in-text citation.
bibliography, citation.
specifically
the In-Text
Citation.
EN10LT- L  Explain how a Individual Text Task 13 VARYING GROUPS Oral Recitation
IIh-3 Literature selection may be Differences Reading -Form groups with ten students and -How do you differ from
influenced by discuss within the group the task others?
culture, history, below.
environment, or G1: The Survey –Conduct a school
other factors. survey…it.
G2: The Net –Gather
pictures/photographs…group.
 G3: The Search-Search for a
person…group.
G4: The Display-Organize mini
classroom exhibit…student.
G5: The Song-Compose a song
about…instrument.
EN10F-IIh- F Demonstrate Demonstrati Group Task 14 THE BATTLE OF WITS From the samples video clip,
3.7 Oral confidence and ease ng Activity; -The debate program aims to what are you going to do to
Language and of delivery. confidence Group enhance the students’ intellectual enhance your self-
Fluency and ease of Presentatio abilities and social/communicative confidence?
delivery. n skills.

Debate
EN10VC- VC Downloaded (Fast Learners): Task 2: Solid Group Works
IIi-27 Viewing  Use previous Using Video video clip During the Odds: Have you Gauge your Understanding of
Comprehensi experiences as previous Presentatio during the experienced being devastated by a “Embodying Solidarity”
on scaffold to the experiences n, Picture devastation of strong typhoon? An earthquake? Or a
message as scaffold Exhibit typhoon tsunami…picture? Analyzing the video, what did
conveyed by a to the Yolanda and (Average Learners): Task 3: feel about the situation?
material viewed. message its aftermath. Making E-Sense: Gauge your own
conveyed by understanding of “Embodying
a material Solidarity”. What do you
viewed. hope…solidarity.
(Slow Learners) Task 1: Overdoing
The Generals: Listen attentively to
the statements that will be
read…exxaggerations.
EN10LT-IIi- L Evaluate literature Evaluating Movie Task 6 TIME FOR A CHECK-UP! Answer the Movie Review
19 Literature as a vehicle of literature as Review, SMALL GROUP DIFFERENTIATED Guide
expressing and a vehicle of Discussion ACTIVITY
resolving conflicts expressing -Form groups of five and discuss
between and among and within the group the task below.
individuals or resolving 1. The three musketeers
groups. conflicts proclaim…mean?
between and 2. How would you describe…story?
among 3. How do the protagonists…why?
individuals Why not?
or groups. 4. What principle do D’Artagan.. not?
Copy of the 5. What personal code of ethics…so?
movie, “The 6. What conflict did the
Three following…heading?
Muskeeters”;
EN10WC- WC Compose an Composing Reading (Fast Learners): Task 11: Weigh Identify the sentences (Steps
IIi-13 Writing and argumentative argumentativ the text In!: A. Compose an argumentative in Planning and Drafting Your
Composition essay. e essay closely; essay and present it to the class. Speech)
 Copies of Discussion (Average Learners): Task 11:
the text on the Weigh In!: B. Look for an
“Language different argumentative essay and identify the
Advantage” Techniques features of an argumentative essay
form Phil. of present in the essay.
Daily Argumentat (Slow Learners) Task 1: Overdoing
Inquirer; ion The Generals: What are the Do’s
List of and Don’ts in delivering impromptu
Techniques and extemporaneous speech?
of
Argumentati
on
EN10F-IIi- F Make and deliver Making and Reviewing Make the (Fast Learners): Task A:. Compose Oral Recitation
1.15 Oral impromptu and delivering all the Dos Final Draft of an impromptu speech and Recite the Speech with the
Language and extemporaneous impromptu and Don’ts the Speech extemporaneous speech and present observance of the criteria
Fluency speeches with ease and in Making about the it to the class. agreed.
and confidence. extemporan and incoming (Average Learners): Task B. Look
eous Delivering National for a piece of speech it maybe an
speeches a Speech. Election and impromptu or extempo speech, and
with ease Practice identify the characteristics present.
and Delivering the (Slow Learners) Task C. What are
confidence. Speech. the Do’s and Don’ts in delivering
impromptu and extemporaneous
speech?

Prepared by:

DIANA A. LATORRE
Secondary School Teacher I

Noted:

ANITESS JOANNA C. DACUT

SSHT-III/ Department Head-ENGLISH

Approved:

ANTONIO F. CAVEIRO, Ph.D.

Secondary School Principal IV