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GRADE 10 - ENGLISH SYLLABUS (Week 10)

The document is an instructional planning chart for an English class in Grade 10 for the first quarter of the 2017-2018 school year. It outlines objectives, content, procedures, and evaluation for lessons on argumentative essays from August 14-18. Students learned about the parts of argumentative essays and practiced making claims and counterarguments. They watched videos to help build their skills and had an in-class debate on whether chickens or eggs came first to apply what they learned about constructing arguments.

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Rodion Romanovich Raskolnikov
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59 views

GRADE 10 - ENGLISH SYLLABUS (Week 10)

The document is an instructional planning chart for an English class in Grade 10 for the first quarter of the 2017-2018 school year. It outlines objectives, content, procedures, and evaluation for lessons on argumentative essays from August 14-18. Students learned about the parts of argumentative essays and practiced making claims and counterarguments. They watched videos to help build their skills and had an in-class debate on whether chickens or eggs came first to apply what they learned about constructing arguments.

Uploaded by

Rodion Romanovich Raskolnikov
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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THE QUANTUM ACADEMY, INC.

NLSA Road, San Isidro, General Santos City

INSTRUCTIONAL PLANNING CHART


School Year : 2017 – 2018 First Quarter Level: Grade 10 Subject Area: English
OBJECTIVES CONTENT / PROCEDURES
TARGET REFERENCES /
(Content Standards, Performance Standards INSTRUCTIONAL (Learning experiences and activities that will lead to EVALUATION RESULTS/ REMARKS / LOGS / REFLECTION
DATE
,Learning Competencies) MATERIALS lifelong learning)

Students learned the different parts and


features of an argumentative essay. They
learned how to make a claim, the types of
claims, how to make a support, the types of
support and how to make a refutation.
Identify parts and features of
argumentative essays (EN10WC-IIa- They watched two (2) videos that helped
August 14-18 13.1); them build their arguments and stance over
Employ appropriate pitch, stress, a particular issue. This can help them in the
Online Resources Group Work (Debate)
juncture, intonation, etc. (EN10OL- future for their research papers or even in
11a5) and their critical assessments over some topics.
Observe correct grammar in making
definitions (EN10G-IIa-29). The had a debate over what came first, the
chicken or the egg. I divided the class into
two groups, the other agreeing that the
eggs came first and the other, the chicken.
They came up with various arguments but
the claim that eggs came first won.

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