Schools Division Office

COMMONWEALTH HIGH SCHOOL

Quezon City
ENGLISH DEPARTMENT

INSTRUCTIONAL PLAN IN ENGLISH 10

QUARTER: 1 LEVEL: Proficient/Average Performing

WEEK: 1 INCLUSIVE DATES: July 30, 2024 - August 2, 2024

PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.

GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of
literature and other text types for a deeper appreciation of World Literature, including Philippine Literature.

CONTENT STANDARD: The learner demonstrates understanding of how world literature and other text types serve as
ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing,
enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.

COMPETENCY: Use information from news reports, speeches, informative talks, panel discussions, etc. in
everyday conversations and exchanges (EN10LC-Ia-11.1)

ENABLING OBJECTIVES SUBJECT MATTER

During and at the end of the learning session, the

learners should be able to: Topic: Use of Information in Everyday
a. Get information that can be used in everyday life Conversations
from news reports, speeches, informative talks, Reference: prescribed learning material for English 10
panel discussions, etc; Materials: teacher-made charts, activity sheets,
b. identify and categorize different types of sources PowerPoint slides, TV screen
(primary, secondary, tertiary); and
c. evaluate the credibility and reliability of sources.

TEACHING-LEARNING PROCESS
PHASE TEACHER’S ACTIVITIES
Preliminary Activities Prayer, Greetings, Attendance Checking, Lesson Review and Recall Activity

POLL SURVEY

In this activity, the teacher will read out a series of statements. Students should pay
attention and raise their right hand if the statement is relevant or true for them.
Day 1 1. I use the internet as a source to know more about my lessons.
2. I use the books available in our home and school to know more about my
Activity lessons.
(Mood Setting/Priming) 3. I ask my parents, siblings, or any person that can help me with my
lessons.
4. I have other sources.

Ask the following questions:

1. What are the three common sources of information that you use in your
studies?
2. Which is the most used source according to the poll?
3. Which is the least used source according to the poll?
4. If you also answered number 4, what are these sources?

The teacher poses the following questions to stimulate a more in-depth discussion
about the activity and its broader implications.
Analysis
1. How did you find the activity?
2. Are the sources of information important? Why?
3. What will happen if there are no available source of information? Do you think
people can still live well? Why?
 The teacher introduces the concept of information sources and methods for
gathering data. An interactive discussion is then facilitated to explore these concepts
in depth, encouraging students to engage with and analyze various approaches.

Methods of Gathering Information: Listening, Reading, Interviews, Questioning,

Questionnaires, Observation, Study of Existing Reports
 News Reports are found in newspapers, televisions, or radios which aim to inform
the readers of what is happening in the world around them.
 Speech refers to the formal address or discourse delivered to an audience.
 Informative Talks tend to educate the audience on a particular topic. It helps the
audience understand a subject better and to remember what they learned later.
 Panel Discussion is a live or virtual discussion about a specific topic amongst a
selected group of panelists who share differing perspectives in front of a large
audience.
Three Sources of Information
1. Primary Source provides direct of firsthand information about an event, person, or
work of art. They are original materials which have not been interpreted, condensed,
or evaluated by a second party. Materials that were created at the time the event
occurred or those who experienced the event.

2. Secondary Source offers an analysis or restatement of primary sources. Materials

which summarize, interpret, reorganize, or otherwise provide an added value to a
Day 2
primary source. They are created after the event; created by someone not from the
time period
Abstraction
3.Tertiary Source lists, compiles, or indexes primary and secondary information
sources. These sources are most often used to look up facts or to get a general idea
about something.

Distinctions among these three types of sources:

 Rizal’s Novels (Primary)
 Biography of Jose Rizal (Secondary)
 An encyclopedia entry on Jose Rizal (Tertiary)

In using the information gathered whether they are primary, secondary or

tertiary sources, take note of these six (6) characteristics that information should
have.

1. Accuracy. Information should be reliable, useful, free from flaws and of highquality.
2. Completeness. Information should provide all needed details. It should be
able to answer the wh– & h– questions (what, who, when, where, why and how).
3. Timeliness. Information should be up-to-date.
4. Consistency. Information should be consistent for it to be considered accurate and
useful.
5. Relevance. Information should suit the demand, needs and interests of the
readers.
6. Uniqueness. Information should be distinct.

After discussing key concepts related to the topic, the teacher provides
supplementary exercises to facilitate the application of the learned material. The
following is a brief exercise designed for this purpose:

SOURCE DETECTIVE

In this activity, students will be divided into groups of 5. Each group will receive a set
of images. The task is to evaluate and label each image as either a Primary or
Secondary source. Groups should be ready to explain the reasoning behind their
classifications.
Day 3
1. A page from a Pre-Historic Encyclopedia.
Application and Valuing 2. One entry in Anne Frank’s Diary
3. Photograph of nurses treating Covid-19 patients
4. Front Page of New York Times about the what happened in the sinking Titanic.
5. “Last Supper” painting in Milan Museum.

Rubric for Source Detective Activity

 To bolster the learners’ mastery of the topic The teacher asks students to explain in
their own words why it is important to understand different sources of information
and how this knowledge can be applied in everyday communication. Students are
given the following statements to complete, demonstrating their understanding of the
topic:

Understanding the difference between primary and secondary sources is

important because …
Knowing how to evaluate the reliability of sources helps in everyday
communication by …
When sharing information with others, it is crucial to consider the source
because …
To assess the learners' understanding of the topic, the teacher will administer a 10-
item formative assessment.

Instructions: Choose the best answer for each question.

1. Which of the following is an example of a primary source?
o A) A biography of a historical figure
o B) An academic journal article analyzing a historical event
o C) A newspaper article written during the time of the event
o D) A textbook summarizing scientific theories
2. Which type of source provides interpretation or analysis of primary data?
o A) Primary Source
o B) Secondary Source
o C) Tertiary Source
o D) Raw Data
3. A government report detailing the results of a recent census is an example of which type
of source?
DAY 4 o A) Primary Source
o B) Secondary Source
Assessment o C) Tertiary Source
o D) Editorial
4. Which of the following would be classified as a secondary source?
o A) A diary entry from a soldier during a war
o B) A novel written about a historical event
o C) An original research paper
o D) A collection of letters from a historical figure
5. What is the primary purpose of a secondary source?
o A) To present original data and findings
o B) To interpret or analyze primary source information
o C) To provide firsthand accounts of events
o D) To collect raw data
6. An autobiography written by a famous person is an example of which type of source?
o A) Primary Source
o B) Secondary Source
 o C) Tertiary Source
o D) Summary Source

7. Which of the following sources would most likely be analyzed as a primary

source in historical research?
o A) A textbook summarizing historical events
o B) A letter written by a historical figure
o C) A documentary film about a historical event
o D) An encyclopedia entry on a historical topic
8. Why is it important to evaluate the credibility of a secondary source?
o A) To determine the accuracy of the primary data
o B) To understand the author’s perspective and potential biases
o C) To verify the authenticity of raw data
o D) To identify original sources of information
9. Which of the following is NOT typically considered a secondary source?
o A) A news analysis article
o B) An editorial opinion piece
o C) A scientific research report
o D) A magazine article summarizing research findings
10. When evaluating the reliability of a primary source, which factor is LEAST
important?
o A) The source’s publication date
o B) The author’s background and expertise
o C) The length of the source
o D) The context in which the source was created
Answer Key:
1. C) A newspaper article written during the time of the event
2. B) Secondary Source
3. A) Primary Source
4. B) A novel written about a historical event
5. B) To interpret or analyze primary source information
6. A) Primary Source
7. B) A letter written by a historical figure
8. B) To understand the author’s perspective and potential biases
9. C) A scientific research report
10. C) The length of the source

To deepen students' understanding of primary and secondary sources by

researching and presenting real-world examples.

Additional Activity/ Task: Each student will select a topic of personal interest or relevance to current
Assignment events (e.g., a historical event, a scientific breakthrough, a social issue).
Sources: Find at least three sources of information related to the chosen topic,
including at least one primary source and one secondary source. The third source
can be either primary or secondary

Remarks

Prepared by:

JULIE JERMAINE A. DE JOSE

Teacher I

Checked by:

MRS. ANNABELLE E. SALAMIDA

Head Teacher VI

Approved:
DR. EDNA V. BAÑAGA
Principal IV