Kristell C. Lagarde, LPT
English 10
Learning Competency:
-IVb-2.2: Explain how the elements specific to a genre contribute
to the theme of a particular literary selection
I.
Objectives:
1. Identify metaphor as a literary device used in the poem
2. Interpret the lines of the poem
3. Appreciate the value of camaraderie and bridging gaps by writing a Objectives:
II.
Subject Matter
Topic: A Martian Sends a Postcard Home by Craig Raine
References: English Learner’s Material for Grade 10 (pp. 423-437)
http://tagaloglang.com/mga-bugtong-at-sagot-tagalog-riddleshttp://www.encyclopedia.com/article-1G2-2691500021/martian-sendspostcard- home.html
III.
Procedure
A. Preparation
 Prayer
 Checking of Attendance
 Motivation
B. Presentation
LET’S READ
Listen as your teacher reads the poem. Afterwards, everybody in class reads the poem
altogether. Then, some volunteers will also be asked to read it aloud in class.
C. Practice
IV.
Evaluation
V.
Assignment
Kristell C. Lagarde, LPT
English 10
Learning Competency:
EN10G-IVa-32: Observe the language of research, campaigns and advocacies
I.
Objectives:
1. Explain the basic techniques in writing campaigns and advocacies
2. Create a specific campaign or advocacy
3. Value their role as advocates of good will by creating an advocacy plan
II.
Subject Matter
Topic: Writing a Campaign and Advocacy
References:
Curriculum Guide (May 2016) pp. 226-228
English Learner’s Material for Grade 10 (pp. 467-468)
III.
Procedure
A. Preparation
 Prayer
 Checking of Attendance
 Motivation
B. Presentation
C. Practice
Ask the students to come up with an explanation of the following quotation by William
Faulkner:
“Never be afraid to raise your voice for honesty and truth and compassion against injustice
and lying and greed. If people all over the world...would do this, it would change the earth.”
Explain the quotation in writing; choose a few volunteers to share it orally to the class.
IV.
V.
Evaluation
MY V-O-S-A (VISION, OBJECTIVE, STRATEGIES, ACTION PLAN)
The students will be grouped with five members. They will be tasked to create an advocacy plan using
the following template:
Assignment
Kristell C. Lagarde, LPT
English 07
Learning Competency:
EN7LT-IVd-2.2.2: Explain the literary devices used
I.
Objectives
1. Appraise the various sensory images and symbolism used in the literary piece “I am a
Filipino” by Carlos P. Romulo
2. Prepare numerous outputs utilizing sensory images and symbolisms through their
assigned multiple intelligence.
3. Imbibe the spirit of patriotism and love for country through their presentations.
II.
Subject Matter
Lesson: Sensory Images and Symbolisms
III.
Procedure
A. Preparation
Prayer
Checking of Attendance
Motivation
B. Presentation
The teacher presents the topic.
C. Practice
IV.
Evaluation
V.
Assignment
Kristell C. Lagarde, LPT
English 07
Learning Competency:
EN7LT-IVe-2.2.3: Determine the tone, mood, technique, and purpose of the author
EN7OL-IVc-1.7: Orally narrate events in factual and personal recounts using appropriate verbal and
non-verbal cues
I.
Objectives
1. Evaluate the tone, mood, and technique employed by Carlos P. Romulo in “I am a Filipino,”
together with his purpose in writing.
2. Execute the appropriate tone in the choral reading of selected passages, connected with the
mood, technique, and message implied.
3. Internalize the successes and struggles of Filipinos as related by the selected literary piece.
II.
Subject Matter
Lesson: Tone, Mood, Technique, and Purpose of the Author
III.
Procedure
A. Preparation
Prayer
Checking of Attendance
Motivation
Analysis
Guide Questions:
1. By just reading the following excerpts of movie lines, what are the emotions that you can
sense from the words?
2. After watching how the actors say their lines, what have you felt from them?
3. Do you have a different answer for the two charts? Explain why or why not.
B. Presentation
The teacher presents the topic.
C. Practice
You will be divided into groups. Each group must create a short narrative story with
the following themes on Filipino culture. On your special narratives, you must be
able to incorporate an effective tone, mood and technique.
GROUP 1: Pinoy Ghost Stories - frightful, scary, gloomy
GROUP 2: A Typical Pinoy Love Story – romantic, inspirational, light
GROUP 3: Pinoy Comedy – funny, witty, humorous
GROUP 4: A Pinoy Family – dramatic, tragic, lonely
GROUP 5: Pinoy News –formal, dignified
The groups will eventually select narrator/s who will tell your final short narrative
in front of the class. He/She must be able to convey the needed emotions in the
story, as relayed by your chosen theme and tone.
IV.
Evaluation
Read Together!
The literary piece, “I am a Filipino” will be divided into seven portions. At the same time,
the class will also be divided into seven groups. With the literary portion that you randomly
picked, you must have a good presentation of a choral reading, according to the necessary
tone, implied mood, used techniques, and intended purpose of the text that they have
selected.Accordingly, they must prepare an improvised book for their piece and present in
front of the class.
V.
Assignment
Kristell C. Lagarde, LPT
English 09
Learning Competency:
EN9G-Iva-22: Use active and passive constructions
I.
Objectives
1. Define voice of the verb
2. Differentiate active voice from passive voice
3. Identify what type of voice is used in the given sentences
4. Change active voice to passive voice
5. Use active and passive voice in writing their speeches
II.
Subject Matter
Topic: Active and Passive Voice
III.
Procedure
A. Preparation
Prayer
Checking of Attendance
Motivation
READ AND REVIEW
B. Presentation
The teacher presents the topic.
C. Practice
IV.
Evaluation
Change the sentences into the passive constructions.
V.
Assignment
Kristell C. Lagarde, LPT
English 08
Learning Competency:
EN8LT-IVa-13: Identify notable literary genres contributed by South and West Asian writers.
EN8RC-IVi-15: Synthesize essential information found in a given text.
I. Objectives
1. Introduce ― The Arabian Nights‖ and ―Ali Baba and the Forty Thieves‖ as notable
literary texts contributed by a West Asian writer.
2. Discuss the essential information found in the selection.
3. Show understanding of the lesson by writing the plot diagram of the story.
II.
Subject Matter
Lesson: Ali Baba and the Forty Thieves
References:
1. K to 12 Curriculum Guide (May, 2016) p. 30
III.
Procedure
A. Preparation
Directions: Each burger patty contains a word from the literary selection Ali baba
and the Forty Thieves. In the table below are the synonyms as well as the antonyms of the
words. Create your own veggie burger by matching the word with its synonym and
antonym. Write its synonym on the upper bun while the antonym on the lower bun. Work
on this for three minutes. Enjoy! Note: The words in the table do NOT necessarily match as
listed.
B. Presentation
Silent Reading of the selection ―ALI BABA AND THE FORTY THIEVES‖
C. Practice
Enumerate both the major and the minor characters in the selection. Write the name of
the character at the center. At its right, write his good qualities while at his left write his
bad qualities. Make sure to explain briefly why you consider such attributes good or
bad.
VI.
Evaluation
VII.
Assignment