LESSON PLAN in ENGLISH 10

Date & Time: March 3, 2025 Grade 10 Dagohoy

(11:10am-11:55am)

Content Standard: The learner demonstrates communicative competence

through his/her understanding literature and other text
types of a deeper appreciation of World Literature,
including Philippine Literature.
Performance Standard: The learner composes a short but powerful persuasive
text using a variety of persuasive techniques and
devices.
Learning Competency: EN10G-IIa-29: Obseve correct grammar in making
definition.
I. Objectives At the end of the lesson, the students are expected to:

a. identify the techniques in extending definition

through an interactive activity;
b. appreciate the importance of the 5 different
techniques in extending definition by actively
participating in class discussion; and
c. create a graphic organizer that provides an
example for each technique in extending
definition.
II. Subject Matter
Quarter 4 – Lesson 4 Week 3:
Day 1: 13 Rules of Subject Verb Agreement

References English – Curriculum Guide

Internet Reference Demver (2019). Techniques of Extending Definition.
https://www.scribd.com/document/428948345/Techniqu
es-of-Extended-Definition-docx

Mount San Jacinto College. (n.d.). Writing an extended

definition. Learning Resource Center. Retrieved from
https://www.msjc.edu/learningresourcecenter/document
s/writing-handouts/elements/Rhetorical-Definition.pdf

Thesaurus (2020). What is Subject? What is Verb?

https://www.thesaurus.com/e/grammar/subject-vs-
predicate/
Materials SMART TV, Laptop, PowerPoint Presentation, and
Visual Aids
Values Integration Makatao at Makabansa
GAD Integration Two representatives from the class (girl and boy) will be
asked some questions.
WATCH Integration Observe timeliness on the given tasks.
Time Allocation Preliminary Activity 5 minutes
45 minutes Activity 5 minutes
 Analysis 5 minutes
Abstraction 15 minutes
Application 5 minutes
Evaluation 5 minutes

III. Procedure
A. Preliminaries
Time Allocation: 5 minutes
Teacher’s Dialogue Student’s Dialogue
Good morning, everyone! Good morning, Sir! Greetings
This section is the opening marks of the class.
Class Secretary, please note Yes, Sir! Checking of Attendance
all the absentees today. This section is the checking of attendance of the
class.
“Before we start our new Our previous lesson Recollection of ideas from the previous lesson
lesson, has anyone of you was all about the 10 This section is a recollection of ideas from
remember what our previous Techniques in previous lesson.
lesson was?” Expanding
Definition.
Great job! Now, what are
the10 Techniques in
Extending Definition? (student A raised his
hand)
Yes, student A?
The 10 techniques
in Extending
Definition are
Formal Sentence,
Etymology, History,
Cause and Effect,
Description,
Principles and
Operation,
Classification,
Very well said! Now that you Comparison, and
already know the techniques Analogy.
in extending definition, it is
now time to introduce our
topic this afternoon.
B. Activity
Time Allocation: 5 minutes
Before we start our new (The students will
topic, first, let us have an share their ideas “And the Best Actor Goes to.......”
activity first. and opinions.)
Instruction: The students will be divided into two
(The teacher will instruct the groups. Each group should have 1 representative
students about the activity to act out the sentence provided by the teacher.
and get the students opinion The group that successfully completes the
about the picture presented.) sentence will have a point.

Sentences:

The cat is sleeping.

The house is burning.
 My heart is broken.
C. Analysis
Time Allocation: 5 minutes
Okay! Now, let us answer Instruction: The teacher will ask the students
some series of questions to (The students are questions related to the activity.
test on what we have thrilled)
understood on our activity 1. What have you observed from our activity?
this afternoon. 2. What strategy did you use to identify the
given sentence?

First question, what have you (Student B raised 3. How did you determine if the subject w as
observed from our activity? her hand) singular or plural?

Yes, student B? I have observed

from our activity that
the sentence was
being acted on by
our classmate, in
which the exact
sentence needs to
be identified.

Absolutely! The activity is

really challenging, yet it will
give us a clue to interpret the
given sentence.

Now, for the second

question. What strategy did (Student C raised
you use to identify the given his hand)
sentence?

Yes, student C?
I carefully identify
each words and
connect them to
form a sentence.

Very Well, Student C!

For our last question. How

did you determine if the
(Student D raised
subject was singular or
her hand)
plural?

Yes, student D?
I determine the verb
 by carefully
identifying the
gestures of my
classmate.

That’s right, student D!

Now that we have completed

the activity and answered all
the questions, let's move on
to our topic for this
afternoon. But before that,
let's first read the objectives.
(The students read
the objectives)
D. Abstraction
Time Allocation: 15 minutes
(The teacher will discuss the (The students will What is Subject? What is Verb?
new lesson.) listen and answer
some questions.) - The subject of the sentence is what (or whom)
the sentence is about. In the sentence “The cat is
sleeping in the sun,” the word cat is the subject.

- A predicate is the part of a sentence, or a

clause, that tells what the subject is doing or what
the subject is.

What is an Oxford Comma?

- The Oxford comma (also known as the serial

comma) is the comma used before the
conjunction (such as and or or) in a list of three or
more items. It is placed just before the final item in
the list.

Example:

I bought pens, papers, and notebooks.

I love my parents, sir Roi, and maam Sitti.

I love my parents, sir Roi and maam Sitti.

Subject-Verb Agreement

Rule Number 1: Two or more subjects joined by

“and” are considered plural and require a verb
form without an “s.”

Example:
 Jan, John, and Bob walk to the store.
Bob and his brothers walk to the store.

Rule Number 2: If a subject is modified by the

words “each” or “every” that subject is singular
and will take a verb form that ends in “s.”

Example: Each boy and girl walks to the store.

Rule Number 3: If plural subjects are joined by

“or,” “nor,” or “but,” the verb must only agree with
the subject that is closest to it.

Example:
Either Bob or his brother walks to the store.
Neither Bob nor his brothers walk to the store.

E. Application
Time Allocation: 5 minutes
“Now that you already have (Students preparing “Am I right?”
the knowledge about what to answer)
are the techniques in Instruction: The students will identify the mistake
extended definition, let’s in the sentence provided by the teacher, and
have an activity.” figure out the subject and the predicate found in
the sentence.

Sentences:

He reads the book.

Vincent’s sisters are going to the school.
Aileen really liked the piece of artwork because it
reminded her of her childhood.
F. Evaluation
Time Allocation: 5 minutes
“To test your understanding (Students preparing “Example Overload”
about our topic today, let us to answer)
have a written activity.” Instruction: The teacher will provide words
that should be given a definition by the
students observing the rules of Subject-Verb
Agreement.

Alyssa Cellphone
Rhoy’s friends Cinema
He Fish

I. Assignment/Agreement
Instruction: Research in advance the proper way in writing correct grammar.
II. Reflection
A. Number of learners who earned 80% on the
formative assessment.
B. Number of learners who require additional
activities for remediation
C. Did the remedial lesson work? Number of
learners who have caught up with the lesson.
D. Number of learners who continue to require
remediation
E. Which of my teaching strategies work well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor help me solve?
G. What innovations or localized material did I
use / discover which I wish to share with other
teachers?