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Final Demo JHS LP English 10
BS Secondary Education (Cotabato State University)
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A Semi-Detailed Lesson Plan in
English
Grade 10 Quarter 1
A.
Content Standard
The learner demonstrates an 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.
B.
Performance Standard
The learner composes a short but powerful persuasive text using a variety of persuasive
techniques and devices.
C. Learning Competency
Determine the effect of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text (EN10RC-Ia-2.15.2)
I.
II.
Learning Objectives
At the end of the 30-minute interactive discussion, all learners are expected to attain an
80% mastery level of the following objectives:
a. identify the various advance organizer from the given material;
b. organize ideas from a given materials using advance organizer and
. c. value the importance of understanding the use of advance organizer to
overcome challenges in understanding text across different subjects.
Subject Matter
A. Topic
 Use of Advance Graphic Organizers in Understanding Texts
B.
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III.
Integrated Values &21st Century Skills
Critical Thinking Skill
Creative Thinking skill
Writing skill
Appreciative
Sound Judgment
C.

Strategies
4 A’s Method
D.
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Reference & Materials
Celebrating Diversity through World Literature by Liza R. Almonte et.al, Pages 134-136
Smart T.V
Laptop
Visual Aid
Procedure ( 4A’s)
A. Preparation
 Prayer
 Greetings
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
Checking of attendance
B. Presentation
The teacher presents the new topic through enumerating the learning objectives.
C. Activity Proper
a. Activity
The learners are asked to watch the short video and to recall what they have learned in
their science class about Wax Material.
b. Analysis
The learners are asked about the following questions :
1. How do you find the activity?
2. What do you call the visual displays used?
3. Did it help you organizing your answers? How?
c. Abstraction
The learners validate the consolidated answers and relate it to the discussion. The
learners and the teacher then elaborate the content of the lesson through interactive
discussion regarding the following advance organizers:
. Venn Diagram
. Flow diagraph/ sequence chart
. Concept Map/ spider web
SWOT analysis
d. Application
The learners are given a short quiz about the lesson discussed. They are tasked to
illustrate their answer to the question using the prescribe graphic organizer.
IV.
Evaluation
The students’ outputs in the application part are graded using the rubrics below:
Correctness
Relevance
Organization
total:
V.
5 points
3points
2points
10 points
Assignment
Read the story of Pandora’s Box. On your note book choose 1 graphic organizer to tell
something about the story. This will be check on Friday, next meeting.
Celebrating Diversity through World Literature by Liza R. Almonte et.al, Pages 235-236
Prepared by:
Jean Tamon Perez
Teacher 1 Applicant
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Downloaded by Janisa Pangandaman (heartyjannah30@gmail.com)