Detailed Lesson Plan

English Grade 10
2nd Quarter

I.OBJECTIVES
A.CONTENT STANDARDS:
The learner demonstrates understanding of how world literatures and
other text types serve as vehicles of expressing and resolving conflicts
among individuals or groups; also, how to use strategies in critical reading,
listening, and viewing, and affirmation and negation markers to deliver
impromptu and extemporaneous speeches.
B.PERFORMANCE STANDARDS:
The learner proficiently delivers an argumentative speech emphasizing
how to resolve conflicts among individuals or groups.
C.LEARNING COMPETENCIES/OBJECTIVES:
At the end of the lesson the students will be able to give their
responsive actions about the question that will be given base from a
selection, deliver an impromptu and extemporaneous speech (EN10OL-IId-
3.11) and explain how a selection may be influenced by culture, history,
environment, or other factors (EN10LT-IIh-3:)

II. CONTENT
Argumentative speech, impromptu and extemporaneous speech from
the speech of Mahatma Gandhi “My Fast as a Protest”

III. LEARNING RESOURCES

A. References: Beers and Politics:
http://www.beersandpolitics.com/discursos/mahatma-gandhi/my-
fast-as-a-protest/434
B. Materials: Video Presentation, Power Point Presentation (Laptop
and projector), Paper Point Presentation, Strips of paper
IV. PROCEDURES
A. Preparatory

Teacher’s Task Students’ Task

 Good Morning Class!  Good Morning Ma’am/Sir!

 How was your day?  It’s alright ma’am (The

students answer in chorus)
 Before we go on to our  (The student will stand for a
discussion let us all stand for a prayer)
prayer. Ronald please led the
prayer.
Our Father, who art in heaven,
hallowed be thy Name,
thy kingdom come,
thy will be done,
On earth as it is in heaven.

Give us this day our daily

bread.
And forgive us our trespasses,
as we forgive those
Who trespass against us.

And lead us not into

temptation,
But deliver us from evil. Amen.

 Okay, thank you. Now I will be  (The students will say present
checking the attendance, as I as their name were called).
call your name please say
present.
B. Motivation

Teacher’s Task Students’ Task

 Alright class, right now, I want  (the students will look at the
you to look at the pictures on picture presented)
the Power point presentation,
think of a description in every
picture presented.

Possible Answers:
 Now, what can you say about Student1: I can see in the picture
those pictures presented? that the people were in protest

 Yes, you’re right, another Student2: I notice in the picture

idea? that they were Muslims.

Student3: I think that Mahatma

 Yes, they were. Any additional Gandhi is an advocator.
answer?
 (the students will share varied
 Was there a time in your life ideas or experience)
that, you were not in favour of
a particular law or process of
one’s culture or the culture of
your place?
 Okay! Very Good, Thank you
for your different ideas. Sit
back at this moment, for your
ideas will be a big help in our
lesson for today.

C. Review of the Past Lesson

Teacher’s Task Students’ Task

 Before we go on to our
lesson proper. Let’s have a
short recap of our past
lesson, for that will be very
essential in our topic for
today.

 Last meeting, we talked

about argumentative speech,
the definition, and its
features. We also tackled
about the extemporaneous
and impromptu speech, who
can give a definition of
-Student1: Argumentative speech is a
- Argumentative Speech persuasive speech in which the
speaker attempts to persuade his
audience to alter their viewpoints on a
controversial issue

- Impromptu Speech -Student2: Impromptu speaking is a

speech and debate individual event
that involves a five- to eight-minute
speech with a characteristically short
preparation time of one to seven
 minutes.
- Extemporaneous Speech
-Student3: Extemporaneous
speaking, colloquially known as
extemp, is a limited-preparation
speech event based on research and
original analysis. Extemporaneous
speaking is a competitive speaking
event in the United States in both
 Very well said everyone! high school and college forensics
competition.
 I also gave you something to
read in advance and that is
the speech of Mahatma  Yes Ma’am!
Gandhi “My Fast as a
Protest”

 Alright! You should be,

because that will be our
lesson for today.

D. Presentation of the New Lesson

Teacher’s Task Students’ Task

 Our lesson for today is all
about the speech of Mahatma
Gandhi “My Fast as a Protest”.
Since you’ve done reading the  Absolutely Ma’am!
speech, I will be expecting
that you already have
background of what the
speech is all about. Am I
correct?

 Before anything else, I will be

introducing first the author’s
background so that, you will
be aware of the reasons why
he wrote the speech.

Short Biography of
Mahatma Gandhi

- Mohandas K. Gandhi or
known as Mahatma Gandhi
- Born in 1869, in Porbandar,
India.
- Came from the social cast
of tradesmen.
- His mother was illiterate,
but his common sense and
religious devotion had a
lasting impact on Gandhi’s
character.
- As a youngster, Mohandas
was a good student, but the
shy young boy displayed no
signs of leadership.
- On the death of his father,
Mohandas travelled to
England to gain a degree in
law.
- He became involved with
the Vegetarian Society and
was once asked to translate
the Hindu Bhagavad Gita.
(This classic of Hindu
literature awakened in
Gandhi a sense of pride in
the Indian scriptures, of
which the Gita was the
pearl.)

- Around this time, he also

studied the Bible and was
 struck by the teachings of
Jesus Christ – especially the
emphasis on humility and
forgiveness.

- He remained committed to
the Bible and Bhagavad
Gita throughout his life,
though he was critical of
aspects of both religions.
POSSIBLE ANSWERS:
 So, now why do you think Student1: Mahatma Gandhi fasted
Gandhi wrote the speech? because he believed that there is
some goodness in every human
being and every human being is
capable of showing qualities such as
 Very good! Any additional compassion, brotherhood,
ideas? tolerance, generosity and love.

Student2: Ma’am, He really believed

that no matter how cruel or
 Very noble idea. inhumane a person might appear to
be, deep down somewhere he too
has a heart.

 In addition to your different

ideas. He fasted on several
occasions. At times he fasted
for freedom from British and
at other times he fasted to
stop riots. There was an
occasion when Calcutta was at
the brink of savage riots, he
declared that he would not
break his fast unless people
(Hindus and Muslims) convince
him that they will not kill each
other. He was hoping that
people who are killing each
other will have a change of
 heart after seeing his sacrifice.
And it worked! There were
actually some people who
came to him and surrendered
their weapons which they
confessed they had used to kill
people of the other religion.

 I will be presenting a short  (The students will watch the

video related to our topic. video projected by the
Please watch and listen teacher.)
carefully.

 Here is also the speech of

Gandhi:

My Fast as a Protest

One fasts for health’s sake under

laws governing health, fasts as a
penance for a wrong done and felt
as such. In these fasts, the fasting
one need not believe in Ahimsa.
Here is, however, a fast which a
votary of non-violence sometimes
feels impelled to undertake by way
of protest against some wrong done
by society, and this he does when
as a votary of Ahimsa has no other
remedy left. Such an occasion has
come my way.

When on September 9th, I returned

to Delhi from Calcutta, it was to
proceed to the West Punjab. But
that was not to be. Gay Delhi
looked a city of the dead. As I
alighted from the train, I observed
gloom on every face I saw. Even
the Sardar, whom humour and the
joy that humour gives never desert,
was no exception this time. The
cause of it I did not know. He was
on the platform to receive me. He
lost no time in giving me the sad
news of the disturbances that had
taken place in the Metropolis of the
Union. At once I saw that I had to
be in Delhi and ‘do or die’. There is
an apparent calm brought about by
prompt military and police action.
But there is storm within the breast.
It may burst forth any day. This I
count as no fulfilment of the vow to
‘do’ which alone can keep me from
death, the incomparable friend. I
yearn for heart friendship between
the Hindus, the Sikhs and the
Muslims. It subsisted between them
the other day. Today it is non-
existent. It is a state that no Indian
patriot worthy of the name can
contemplate with equanimity.
Though the Voice within has been
beckoning for a long time, I have
been shutting my ears to it, lest it
may be the voice of Satan otherwise
called my weakness. I never like to
feel resourceless, a Satyagrahi
never should. Fasting is his last
resort in the place of the sword–his
or other’s. I have no answer to
return to the Muslim friends who
see me from day to day as to what
they should do. My impotence has
been gnawing at me of late. It will
go immediately the fast is
undertaken. I have been brooding
over it for the last three days. The
final conclusion has flashed upon
me and it makes me happy. No
man, if he is pure has anything
more precious to give than his life. I
hope and pray that I have that
purity in me to justify the step.

Worthy of Blessing

I ask you all to bless the effort and

to pray for me and with me. The
fast begins from the first meal
tomorrow. The period is indefinite
and I may drink water with or
without salts and sour limes. It will
end when and if I am satisfied that
there is a reunion of hearts of all
the communities brought about
without any outside pressure, but
from an awakened sense of duty.
The reward will be the regaining of
India’s dwindling prestige and her
fast fading sovereignty over the
heart of Asia and there through the
world. I flatter myself with belief
that the loss of the hope of the
aching, storm-tossed and hungry
world. Let no friend, or foe if there
be one, be angry with me. There
are friends who do not believe in
the method of the fast for the
reclamation of the human mind.
They will bear with me and extent
to me the same liberty of action
that they claim for themselves. With
God as my supreme, and sole
counsellor, I felt that I must take
the decision without any other
adviser. If I made a mistake and
discover it, I shall have no
hesitation in proclaiming it from the
housetop and retracing my faulty
step. There is clear indication, as I
claim there is, of the Inner Voice, it
will not be gainsaid. I plead for all
absence of argument and inevitable
endorsement of the step. If the
whole of India responds or at least
Delhi does, the fast might be soon
ended.

No Softness

But whether it ends soon or late or

never, let there be no softness in
dealing with what may be termed as
a crisis. Critics have regarded some
of my previous fasts as coercive and
held that on merits the verdict
would have gone against my stand
but for the pressure exercised by
the fasts. What value can an
adverse verdict have when the
purpose is demonstrably sound? A
pure fast, like duty, is its own
reward. I do not embark upon it for
the sake of the result it may bring. I
do so because I must. Hence, I urge
everybody dispassionately to
examine the purpose and let me
die, if I must, in peace which I hope
is ensured. Death for me would be a
glorious deliverance rather than
that I should be a helpless witness
of the destruction of India,
Hinduism, Sikhism and Islam. That
destruction is certain if Pakistan
ensures no equality of status and
security of life and property for all
professing the various faiths of the
world, and if India copies her. Only
then Islam dies in the two India's,
not in the world. But Hinduism and
Sikhism have no world outside
India. Those who differ from me will
be honoured by me for their
resistance however implacable. Let
my fast quicken conscience, not
deaden it. Just contemplate the rot
that has set in beloved India and
you will rejoice to think that there is
a humble son of hers who is strong
enough and possibly pure enough to
take the happy step. If he is
neither, he is a burden on earth.
The sooner he disappears and clears
the Indian atmosphere of the
burden the better for him and all
concerned.

I would beg of all friends not to rush

to Birla House nor try to dissuade
me or be anxious for me. I am in
God’s hands. Rather, they should
turn the searchlights inwards, for
this is essentially a testing time for
all of us. Those who remain at their
post of duty and perform it
diligently and well, now more so
than hitherto, will help me and the
cause in every way. The fast is a
process of self-purification.
  Was there a similarity between Student1: Yes ma’am there was,
the video presented and the both of them were protesting not by
speech of Gandhi? means of a bloody war but instead
they suffer through fasting to find a
solution of the conflicts.

E. Evaluation

Teacher’s Task Students’ Task

 Come up with an
argumentative speech with
the concept of “Racism”.
Maximum of 2 paragraph  The students do as what they
minimum of 300 words. Each were asked to do.
will be given 15 minutes to
prepare. And 3 minutes for
the presentation.

You will be graded according to the

following criteria:

Criteria
Content 15pts
Presentation 15pts
Persuasiveness 15pts
Organization 15pts
Total 60pts
 F. Activity

Teacher’s Task Students’ Task

(Bring Home Activity)  (Students will have the
 I will divide you into 3 groups. counting).
Count off 1-3. Starting at the
back. You will be given a strip
of paper that contains your
assigned task.

Differentiated Instruction  They will do the task assigned

Directions: Do the following task. to them.
You will be given 10-12 minutes to
prepare. And 3 minutes for your
presentation.

Group1: Think of a profession

where you can show how to value
your nationality and culture. Present
it in front.

Group2: Think of a song that will

relate to our topic for today. Present
it in front.

Group3: Make a poster about the

topic being discussed. Write it in a
one whole cartolina.

 Your performance will be

graded according to the
following criteria.

Criteria
Content 15pts
Presentation 15pts
Teamwork 10pts
Organization 10pts
Total 50pts
G. Generalization

Teacher’s Task Students’ Task

 What have you learned from Student1: I do not think that non-
our discussion? violence can survive. People are now
tainted with the illusion that money,
fame and power are everything.
Corruption is rampant among
societies, sometimes through very
violent means. People do not take
you seriously if you use non-violent
means. It will just be a waste of
time and effort.

Student2: We should not be

involved in a bloody fight, even
though that we are not in favor of
how a particular place impose a law.
There is another way of showing
protest, like what Mahatma Gandhi
did, she made a sacrificed but not in
 Okay! Thank you for your a chaotic way.
ideas. Indeed, it is truly
important that we fight for our
rights, especially if it
overpassed our dignity as
human. But then, our protest
must be in a rightful manner,
where it does not upset or
cause chaos in other people.
IV. Assignment

Teacher’s Task Students’ Task

 Study further the topic being  Okay Ma’am!
discussed and look for other
resources which are relevant
to our discussion today. In,
the next meeting we will be
having an impromptu and
extemporaneous speech.

Teacher: That’s all for today, goodbye class!

Students: Goodbye Ma’am!

V. Remarks

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 Republic of the Philippines
Republic of the Philippines
Palompon Institute of Technology
Palompon, Leyte

Detailed Lesson Plan

in

English (Grade 10)

Prepared by:

Group1: Think of a profession where you can

show how to value your nationality and
culture. Present it in front.
 Criteria
Content 15pts
Presentation 15pts
Teamwork 10pts
Organization 10pts
Total 50pts

Group2: Think of a song that will relate to our

topic for today. Present it in front.
Criteria
Content 15pts
Presentation 15pts
Teamwork 10pts
Organization 10pts
Total 50pts

Group3: Make a poster about the topic being

discussed. Write it in a one whole cartolina.
Criteria
Content 15pts
Presentation 15pts
Teamwork 10pts
Organization 10pts
Total 50pts