SUBJECT TITLE: English Communication Arts and Skills through World Literature
GRADE: 10
Prepared by: Ms Shiela C. Ejurango, LPT
I. AUP PHILOSOPHY:
The work of education and the work of redemption are one, to restore in humanity the lost image of God
through the harmonious development of the mental, physical, social, and spiritual faculties.
II. AUPA MISSION:
The AUP Academy is committed to provide quality Bible-based secondary education nurturing students for
academic excellence, Christian character and exemplary service.
III. AUPA VISION:
To be a leading Secondary Adventist educational institution in the country by 2022.
IV. SUBJECT DESCRIPTION:
This course focuses on domains, content standards, and performance standards of a multi-faceted language
arts curriculum. This subject specifically focuses on oral language, fluency, writing and composition, grammar,
vocabulary development, listening comprehension, attitudes, and study strategies. Furthermore, other subject areas
are also integrated in this subject to be aligned with the program of the Philippine’s Department of Education K-12
Curriculum. Above all, this subject emphasizes biblical principles in various topics to prepare learners not only for
this world, but for the world to come.
V. GENERAL OBJECTIVES:
At the end of the school year, the learner is expected to have developed his/her skills in:
1. Responding to literary texts through the appreciation of literary devices and an understanding of story
grammar.
2. Understanding English discourse by interacting with others in sharing about personal experiences and
texts listened to or read.
3. Employing strategies to decode the meaning of words in isolation and in context.
4. Expressing ideas effectively in formal and informal compositions for a particular purpose and audience.
5. Communicating effectively in oral and written forms using the correct grammatical structures of
English.
6. Showing love for reading and viewing various texts and confidence in responding/ participating in
various communicative performance tasks.
7. Utilizing discrete study techniques and applying them in all disciplines.
8. Becoming self-aware in discussion and analyzing texts to create new meanings and modify old
knowledge.
School AUP Academy
Teacher/Instructor Ms Shiela C. Ejurango
DLP:
Daily Lesson Plan
LEARNING
COMPETENCY:
(LC)
EN10LT-Ib-2.2:
Explain how the
elements
specific
to a genre
contribute to
the
theme of a
particular
literary
selection
EN10VCIc1.4/2.4:
Appraise the
unity of plot,
setting and
characterization
in a material
viewed to
achieve the
writer’s
purpose
EN10VC-Id25:
Compare and
contrast the
contents of the
materials
viewed with
outside
sources of
information in
terms of
accessibility
and
effectiveness
EN10RC-Ib2.15.2:
Determine the
effect of textual
aids like
advance
organizers,
titles, nonlinear
illustrations,
Class 4 times a week
schedule/week
LIFE SKILLS:
Discovering
and
promoting
one’s cultural
heritage
Valuing the
legacies of
ancient
civilization
Despite
inevitable
differences,
respect
bridges
understanding
Organizing
and
presenting
information
Interpreting
nonlinear text
ETERNAL
VALUES:
(IFVL)
Jesus is our
real hero
Bible verse~
Micah 7:8
Though I fall,
I will rise
again.
Though I sit
in darkness,
the Lord will
be my light
Colossians
2:8
See to it that
no one takes
you captive
through
hollow and
deceptive
philosophy,
which
depends on
human
tradition and
the elemental
spiritual
forces[a] of
this world
rather than
on Christ
But all things
should be
done
decently and
in order. 1
Corinthians
14:40
LESSON/CONTENT
TITLE:
Lesson 1: Greek Epics
• Greece
• Mythological
Background of
the Iliad
• Farewell
between
Hector and
Andromache
• Priam
Ransoms the
Body of
Hector
Lesson 2: Greek
Drama and Lyric
Poetry
• Greek Drama
• Major
Dramatist of
the Athenian
Age
Lesson 3: Early
Roman Literature
• Major Writers
of Rome
• Understanding
different types
of reading
Lesson 4: Graphic
Organizers and
Nonlinear Text
Grade Level Grade 10
Learning Area English
Grading
Period/Semester
ASSESSMENT/
EVALUATION
STRATEGIES:
Think Talk
and Write
(TTW)
Character
Maps
A. 1st Grading
REFERENCE/
MATERIALS:
English
Communication
Arts and Skills
through World
Literature
Week/No.
of Days
Lesson 1
-Week
2/4 days
Lesson 2Week
3/4days
Sidebar
questions
Performance
Task
Lesson 3Week
4/4days
Information
Map
Journal Entry
Frame Your
Learning
Deepen Your
Understanding
Summative
Test
Matrix Linear
and Nonlinear
text
Graphic
Organizers
English
Communication
Arts and Skills
through World
Literature
Catayong, M.J,
Comis, M.A,
et.al (2017)
Week
5/4days
etc. on the
understanding
of a text
EN10WCIa12.1: Identify
features of
persuasive texts
EN10WCIg12.3:
Compose a
persuasive text
of three
paragraphs
expressing
one’s stand on
an issue
Developing
writing skills
"For I am
persuaded,
that neither
death, nor
life, nor
angels, nor
principalities,
nor powers,
nor things
present, nor
things to
come, Nor
height, nor
depth, nor
any other
creature,
shall be able
to separate
us from the
love of God,
which is in
Christ Jesus
our Lord."
Romans
8:38-39, KJV
Lesson 5: Features of
Persuasive Texts
• Fundamentals
in Writing a
Persuasive
Text
• Persuasive
Essay
Summative
Test 2
accessing
Language Skills
through World
Literature.
Quezon City:
Inteligente
Publishing, Inc.
Nonlinear-p18
Top The
Trends: My
Music Video
English
Communication
Arts and Skills
through World
Literature
Catayong, M.J,
Comis, M.A,
et.al (2017)
accessing
Language Skills
through World
Literature.
Quezon City:
Inteligente
Publishing, Inc.
p35
Culminating Activity: Composing a short but powerful persuasive text
FIRST GRADING EXAMINATION
Week
6/4days
TEACHING PROCEDURES:
Lesson 1: Greek Epics
Status
Indicator:
(check &
date done)
I. Specific OBJECTIVES:
1. Discover and promote one’s cultural heritage
2. Infer a character’s values and disposition
3. Recognize and forms words from mythological characters
*Essential Question/ or
Specific skill/Concept
The students should be able to answer the following
questions:
✓ Are epic heroes really heroic?
✓ How are tragic heroes “heroic”?
✓ What qualities make someone a hero?
✓ Are “heroic” qualities universal and timeless?
✓ How can past events affect what may happen at
present and in the future?
✓ How important is respect when unifying two
opposing groups?
In the discussion, present the essential questions for
Lesson 1: Greek Epics. Underscore the importance of these
questions as a skeleton of what knowledge and skills they
can unravel as they go through each lesson
Session 1
(S)
A. Reviewing previous lesson or
presenting new lesson (indicate
mode of lesson delivery)
Flexi-Blended: Ask students to point and mark the
Session 1
countries where authors, stories, and novels originated
(S)
that they have read even without discussing it
Introduce the first unit by showing pictures of the posters
for some of the films: (“Troy” 2004, “300” 2006,
“Gladiator” 2000, “Pompeii’ 2014, and Spartacus; War of
the dammed” 2013). Ask the student to identify the movies
and the countries they were set in. Afterward, task them to
speculate on the reasons for our continuing fascination
with these ancient civilization
Home-schooling: Make a list of stories that they have read
and indicate who is the author and from what country its
originated.
B. Establishing a purpose for the
lesson
Jump-start the session by posting the popular phrase: “the
glory that was Greece and the grandeur that was Rome,” on
the MS Teams platform for the whole class to read and
analyze. Keep it posted and lead students in performing
motivational activity.
Session 2
(AS)
C. Presenting examples/instances
of the new lesson/IFVL
Think, Talk, and Write
To tap students’ interest in the discussion, let them take
part in an activity called TTW. Present the materials and
the guidelines.
Session 2
(AS)
D. Discussing new concepts and
practicing skills #1
✓ Who are the literary heroes that you remember
most?
✓ What characteristics make them heroes?
✓ Who are the Philippine heroes whom you believe
made a great impact in the history of the
Philippines as a nation? (List three)
✓ What characteristics make them heroes?
Encourage students to keep the essential questions in
mind as they get to know the heroes of ancient Greece and
Rome
E. Discussing new concepts and
practicing new skills #2
Let the students read The Iliad and Odyssey, Farewell
between Hector and Andromache, Priam Ransoms the
Body of Hector
Sessions 3
and 4 (AS)
F. Developing Mastery (Leads to
formative assessment)
Answer Sidebar questions of every stories.
Session 1-4
G. Finding Practical Applications of
concepts and skills in daily
living/IFVL
Colossians 2:8 New International Version (NIV)
See to it that no one takes you captive through hollow and
deceptive philosophy, which depends on human tradition
and the elemental spiritual forces[a] of this world rather
than on Christ
If someone has done you wrong, do not repay him with a
wrong. Try to do what everyone considers to be good. Do
everything possible on your part to live in peace with
everybody.
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
Sharing Time!
a) What are your expectations from your English
class this year?
b) In your perspective, what major role do you think
English language plays in communicating one’s
ideas?
Task 1: Matrix: Greek god and goddesses
Identify the words that come from the Greek language in
the given sentences. Then, complete the matrix
II. Teacher’s
REMARKS/Justification:
(S)
Task 1:
Session 2(As)
Task 2: Character Maps
Task 2:
Session 3 (AS)
Students will select at least two main character from the
Priam Ransoms the Body of Hector.
Task 3:
Session 4 (AS)
Task 3: Create a 3-minute video clip about “Who is your
real hero that makes an impact in your life?” What make
them a hero?
J. Additional Activities for
application or remediation
Session 1
III. REFLECTION (To be filled up by
Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment
Phoenix:
Pleiades:
Polaris:
B. No of learners who require
additional activities for remediation
who scored below 80%
Phoenix:
Pleiades:
Polaris:
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
Phoenix:
Pleiades:
Polaris:
D. No. of learners who continue to
require remediation
Phoenix:
Pleiades:
Polaris:
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?
Checked by:
_______________________
Date:
TEACHING PROCEDURES:
Lesson 2: Greek Drama and Lyric Poetry
Status
Indicator:
(check &
date done)
I. Specific OBJECTIVES:
1. Evaluate the text they have read and listened to
2. Familiarize with the Athenian dramatists
3. Reflect of what they know about tragic hero
*Essential Question/ or
Specific skill/Concept
A. Reviewing previous lesson or
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson/IFVL
D. Discussing new concepts and
practicing skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
formative assessment)
G. Finding Practical Applications of
concepts and skills in daily
living/IFVL
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional Activities for
application or remediation
II. Teacher’s
REMARKS/Justification:
Start the class by giving a brief discussion on the focus on
Lesson 2, which is Greek Drama and Lyric Poetry. Present
a video presentation to further encourage students to
participate actively in the discussion
Divide the class into three groups. Unlock the term tragic
by playing the game. Explain the mechanics of the game.
Conclude the game by summarizing students’ insights.
Session 1 (S)
Post a project on the screen the saying, “A picture is worth
a thousand words.” Call on students who can give their
insight on this.
Direct students’ attention to the discussion on Major
Dramatists of the Athenian Age. Provide ppt
Session 1 (S)
Direct students’ attention to the discussion on Working on
an Information Map. Ask students to give examples on
situations wherein information maps are used.
Session 2 (AS)
Session 1 (S)
Session 3 (AS)
Diversity of Bible Writers
Deuteronomy 8:18 New International Version (NIV)
But remember the Lord your God, for it is he who gives
you the ability to produce wealth, and so confirms his
covenant, which he swore to your ancestors, as it is today.
Review of Lesson 1 and 2 in preparation for the
summative test
Session 3 (AS)
Task 1: Ask students to work on Exercise 1 A. Then with
a partner, task them to continue working on B and C (page
49 of the worktext)
Task 1:
Session 2 (AS)
Summative Test Lesson 1 and 2
Session 4 (AS)
III. REFLECTION (To be filled up by
Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment
Phoenix:
Pleiades:
Polaris:
B. No of learners who require
additional activities for remediation
who scored below 80%
Phoenix:
Pleiades:
Polaris:
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
Phoenix:
Pleiades:
Polaris:
D. No. of learners who continue to
require remediation
Phoenix:
Pleiades:
Polaris:
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?
Checked by:
_______________________
Date:
TEACHING PROCEDURES:
Lesson 3: Early Roman Literature
Status
Indicator:
(check &
date done)
I. Specific OBJECTIVES:
1. Explain the language Roman's used and how it impacted their culture
2. Describe important Roman authors and their work
3. Familiarize and apply different types of reading styles
*Essential Question/ or
Specific skill/Concept
A. Reviewing previous lesson or
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the
lesson
Activate schema by asking the students what they know
about Rome. Accept all reasonable answers.
Session1 (S)
Wrap up the sharing by letting the students know that the
lesson will be on Early Roman Literature, beginning with
Virgil, who wrote an epic about Rome’s beginning.
Session 1 (S)
Ask these to your students.
Have you ever been in a situation that you anxiously
immitate someone? How was the experience? Was it good
or bad? How did you reach a realization?
Provide a ppt presentation with Audio about the Major
writers of Rome
Session 1 (S)
E. Discussing new concepts and
practicing new skills #2
Book of Aeneid: An Excerpt
Session 3 (AS)
F. Developing Mastery (Leads to
formative assessment)
Understanding Types of Reading
G. Finding Practical Applications of
concepts and skills in daily
living/IFVL
Romans 12:16 New International Version (NIV)
Live in harmony with one another. Do not be proud, but be
willing to associate with people of low position.[a] Do not
be conceited.
C. Presenting examples/instances
of the new lesson/IFVL
D. Discussing new concepts and
practicing skills #1
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
Session 2 (AS)
Students will read an excerpt from Book 1 of Aeneid and
answer Deepen Your Understanding on their Learning
guide by pair.
Task 1: Speech Bubbles
Task 2: Deepen Your Understanding by pair
Session 4 (AS)
Task 1:
Session 1
Task 3:
Session 3
J. Additional Activities for
application or remediation
II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up by
Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment
Phoenix:
Pleiades:
Polaris:
B. No of learners who require
additional activities for remediation
who scored below 80%
Phoenix:
Pleiades:
Polaris:
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
Phoenix:
Pleiades:
Polaris:
D. No. of learners who continue to
require remediation
Phoenix:
Pleiades:
Polaris:
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?
Checked by:
_______________________
Date:
TEACHING PROCEDURES:
Lesson 4: Linear and Nonlinear Text, Graphic
Organizers
Status
Indicator:
(check &
date done)
I. Specific OBJECTIVES:
1. Differentiate linear and nonlinear text
2. Demonstrate an understanding of texts using graphic organizers
*Essential Question/ or
Specific skill/Concept
A. Reviewing previous lesson or
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson/IFVL
D. Discussing new concepts and
practicing skills #1
How can information be better understood from linear to
nonlinear forms and vice versa?
Difference between Linear and Nonlinear
Venn Diagram
Session 1 (AS)
Session 1 (AS)
Examples of Graphic Organizers
Session 1 (AS)
Facilitate a comprehensive discussion on linear and
nonlinear text. PowerPoint presentation with audio will be
sent to the students
Session 2 (AS)
E. Discussing new concepts and
practicing new skills #2
Facilitate a comprehensive discussion on graphic
organizer. PowerPoint presentation with audio will be
sent to the students
Session 2 (AS)
F. Developing Mastery (Leads to
formative assessment)
Let the students research the pros and cons of using linear
and nonlinear text.
Session 2 (AS)
G. Finding Practical Applications of
concepts and skills in daily
living/IFVL
Presentation of graphic organizer and their learnings
about the given topic.
Session 4 (S)
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional Activities for
application or remediation
II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up by
Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment
But all things should be done decently and in order. 1
Corinthians 14:40
Task 1: Using a graphic organizer, retell the story of
(Peter, Judas, John, Paul, and Andrew) by group.
Session 3 (AS)
Summative Test 2
Session 4 (AS)
Lesson 3 and 4
Phoenix:
Pleiades:
Polaris:
B. No of learners who require
additional activities for remediation
who scored below 80%
Phoenix:
Pleiades:
Polaris:
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
Phoenix:
Pleiades:
Polaris:
D. No. of learners who continue to
require remediation
Phoenix:
Pleiades:
Polaris:
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?
Checked by:
_______________________
Date:
TEACHING PROCEDURES:
Lesson 5: Features of Persuasive Texts
Status
Indicator:
(check &
date done)
I. Specific OBJECTIVES:
1. Identify feature of persuasive texts
2. Recognize the fundamentals in writing a persuasive text
3. Write a persuasive text
*Essential Question/ or
Specific skill/Concept
A. Reviewing previous lesson or
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson/IFVL
D. Discussing new concepts and
practicing skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
formative assessment)
G. Finding Practical Applications of
concepts and skills in daily
living/IFVL
What makes a text persuasive?
When and how do I make a stand?
Journal Entry
Review the previous lessons. Ask students to share their
journal entry.
Let the students share their answer on the essential
questions.
Session 1 (AS)
Session 1 (AS)
Facilitate a comprehensive discussion on Features of
Persuasive Text. PowerPoint presentation with audio will
be sent to the students
Session 1 (AS)
Write Right!
Session 2 (AS)
Write an open letter to the people who are experiencing
depression or suffering from low self-esteem. …..
"For I am persuaded, that neither death, nor life, nor
angels, nor principalities, nor powers, nor things present,
nor things to come, Nor height, nor depth, nor any other
creature, shall be able to separate us from the love of God,
which is in Christ Jesus our Lord."
Romans 8:38-39, KJV
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional Activities for
application or remediation
II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up by
Teachers after
Students will prepare their topic for the culminating
activity
Session 3 (AS)
Task 1: Most schools usually block social media sites in
their computer and Internet laboratories. Do you agree or
disagree with this move? Complete the matrix.
Session 3 (AS)
A. No. of learners who earned
80% + in the
evaluation/assessment
Phoenix:
Pleiades:
Polaris:
B. No of learners who require
additional activities for remediation
who scored below 80%
Phoenix:
Pleiades:
Polaris:
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
Phoenix:
Pleiades:
Polaris:
D. No. of learners who continue to
require remediation
Phoenix:
Pleiades:
Polaris:
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?
Checked by:
_______________________
Date:
Status
Indicator:
(check &
date done)
TEACHING PROCEDURES:
UNIT 1: PERSUASIVE TEXT
I. Specific OBJECTIVES:
1. Compose a persuasive text of three paragraphs expressing one’s stand on an issue
*Essential Question/ or
Specific skill/Concept
A. Reviewing previous lesson or
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson/IFVL
D. Discussing new concepts and
practicing skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
formative assessment)
CULMINATING ACTIVITY: Composing a short but powerful
persuasive text
G. Finding Practical Applications of
concepts and skills in daily
living/IFVL
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional Activities for
application or remediation
II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up by
Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment
Phoenix:
Pleiades:
Polaris:
B. No of learners who require
additional activities for remediation
who scored below 80%
Phoenix:
Pleiades:
Polaris:
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
Phoenix:
Pleiades:
Polaris:
D. No. of learners who continue to
require remediation
Phoenix:
Pleiades:
Polaris:
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?
Checked by:
_______________________
Date: