G10 English Lesson Exemplar 4th Quarter

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4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding our Societies
Sub-Theme: Approaching Differences
Content Standard: Performance Standard:
The learner demonstrates The learner skilfully delivers a speech

understanding of how world for a special occasion through
literature and other text types serve utilizing effective verbal and non-
as sources of wisdom in expressing verbal strategies and ICT resources.
and resolving conflicts among
individuals, groups and nature; also
how to use evaluative reading,
listening and viewing strategies,
special speeches for occasion,
pronouns and structures of
modification.
I - LEARNING COMPETENCY
 EN10LT-IVa-2.2: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
 EN10LT-IVa-2.2.1: Express appreciation for sensory images used
Objectives:
 Note down important details from the story.
 Explain the theme of the story as suggested by the elements
 Express appreciation for sensory images used by analyzing the elements
of the story.
 Show understanding of the main idea of the story through differentiated
tasks.
II - LEARNING CONTENT
Lesson: The Little Prince by Antoine de Saint-Exupery
Materials:
 Paper
References:
 K to 12 Curriculum Guide (May, 2016) p. 229
 Celebrating Diversity Through World Literature (pp 407-421)
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
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III - LEARNING TASKS

 Introduction:
TASK 1. QUOTABLE QUOTE
What is your favorite quotation about friendship? Share it in class and
explain it using your personal experience.
http://emilysquotes.com/wp-content/uploads/2014/06/EmilysQuotes.Com-friendship-conversation-
togetherness-relationship-heart-true-friends-inspirational-unknown.jpg
 Preliminary Activity:
TASK 2. ACROSTIC
Write the name of your closest friend on a piece of paper. Think of
adjectives that describe his/her most admirable characteristics and make
an acrostic. You may use the sample below.
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tbn3.gstatic.com/images?q=tbn:ANd9GcRw6tcXtTEhTLbaWWVBwIblkJJvUh8eOtg6BaySC
BVAEZmJpVJgnQ
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ACTIVITY
TASK 3. LET’S READ
Read the excerpt from the novel “The Little Prince” by Antoine de Saint-
Exupery. Take note of the important details from the story. Use the graphic
organizer below.
CHARACTERS IMPORTANT EVENTS
CONFLICT
THEME
ANALYSIS
TASK 4. LET’S INVESTIGATE
The class will be divided into 3 groups. Each group will analyse the story
and do the following activities by group.
Group 1. COMPARE AND CONTRAST

Compare and contrast the Little Prince and the Fox. Use venn diagram to
show their similarities and differences.
FOX
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Group 2. WHAT DID THEY SAY?

List down at least five remarkable lines that struck you the most. Cite
instances that you can associate with the lines. Present your work in
class.
http://www.lepetitprince.com/wp-
content/uploads/2008/actu2009_gally.jpg
Group 3. TOTS (THEME OF THE STORY)

Determine the theme of the story. Create a poster to show your
interpretation of the theme.
Image from http://minds-in-bloom.com/wp-content/uploads/2012/10/Screen2BShot2B2015-02-

052Bat2B6.30.452BPM.jpg
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ABSTRACTION
TASK 5. USING THE SENSES
What did you observe in the characters? Describe the characters
using words that appeal to the senses. Use the graphic organizer
below.
SIGHT SIGHT
HEARING HEARING
FEELING FEELING
http://www.clipartkid.com/images/711/to-draw-a- http://images.clipartpanda.com/profile-
angry-wolf-face-free-cliparts-that-you-can- clipart-male-face-profile.svg
http://images.hellokids.com/_uploads/_ti
download-to-you-Air0hO-clipart.jpeg
ny_galerie/20150728/the-fox-and-the-
APPLICATION
TASK 6. FANTASTIC FRIENDSHIP
Make a short article about anyone you know whose friendship is
admirable. Be sure to answer the following questions in your work.
 How did their friendship start?
 What is the greatest struggle in their friendship? How did they
resolve that?
 What admirable trait does each of them possess?
 What is their philosophy in friendship?
 What is the secret of lasting friendship?
 Final Task:
TASK 7. DIFFERENTIATED TASKS
Divide the class into four groups. Assign each group with the following
tasks.
Group 1 : The Painters
Illustrate the relationship of the fox and the Little Prince using symbols.
Explain your work in class.
Group 2 : The Singers
Explain the meaning of friendship through a 2 – 3 minute original song
composition. Present the song in class.
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4th Quarter
Group 3 : The Speakers

Prepare a chamber theater based on the story. Present it in class.
Group 4 : The Dancers
Prepare a 2-3 minute creative dance interpretation of the characters’
conversation. Present it in class.
 Assessment:
RUBRICS FOR DIFFERENTIATED TASKS
3
4 2 1
Criteria Very
Excellent Good Fair
Good
The group showed strict adherence to
the instruction.
The presentation made the story clear.
The group use their allotted time

properly.
All of the members participated in the
activity.
TOTAL
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4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Theme: Rebuilding Our Societies
Sub-Theme: Responding to Natural Phenomena

modification.
 EN10WC-IVa14.1.1: Expand ideas using principles of cohesion and
coherence
 EN10SS-IVh-1.8.1: Point out relationships among statements
Objectives:
1. Elaborate the importance of coherence in a paragraph.
2. Create a short paragraph observing coherence.
3. Express ideas in a logically coherent paragraph.
Lesson: Coherence in a Paragraph
Materials:
1. Paper and Pen
2. Crayons
References:
 Curriculum Guide (May 2016) pp. 229
 English Learner’s Material for Grade 10 (pp. 299-305)
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 Introduction:
Every writer wishes to make their points clearly to their readers, with
pieces of writing that are easy to read and have logical links between the
various points made. This coherence, this clarity of expression, is created by
grammar and vocabulary (lexis) through cohesion. This is the "glue" that joins
your ideas together to form a cohesive whole.
In this Learning Object we are going to focus on how this is done, in
order to assist you when you come to write your next assignments and in your
reading. In reading, if you understand how the author makes connections
within the text, you gain a better understanding of his or her message. As
regards your writing, after analyzing the texts in this Learning Object, you
should analyze your own writing in the same way. This will help you to realize
which techniques you could use more to benefit your reader.
TASK 1. SPOT THE DIFFERENCE
Read the following paragraphs and compare the structure. What makes
the two different from each other? Which one do you like better? Justify your
answer.
Set A
Paragraph 1 Paragraph 2
For me, the worst thing For me, the worst thing
about waiting tables is the uniform. about waiting tables was the
All the waitresses had to wear this uniform. At the last place I worked,
ugly brown striped jumper. The all the waitresses had to wear an
shirts were polyester. Sometimes ugly brown striped jumper.
someone you know comes in. Now Underneath it we had to wear an
I have a job in an office. even uglier polyester shirt.
Sometimes someone I knew would
come in and I'd feel embarrassed
by my outfit. Now I have a job in an
office, where I can wear my own
clothes.
Source: http://writing.colostate.edu/guides/teaching/rhet-terms/pop3d.cfm
Set B
Paragraph 1 Paragraph 2
If you like exotic foods, then You like exotic foods, you
you might enjoy making one of my might enjoy making one of my
banana splits. The only ingredients banana splits. The only ingredients
you need are bananas, ice cream, you need are bananas, ice cream,
all kinds of syrups, and topping s all kinds of syrups, and topping s
such as chopped nuts, M and M’s, such as chopped nuts, M and M’s,
jimmies, and shredded coconut. To jimmies, and shredded coconut. To
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make this tasty snack, first, slice the make this tasty snack, slice the
bananas and put it in a bowl. Next, bananas put it in a bowl. You lay
you lay out three scoops of ice out three scoops of ice cream on
creams on the banana slices. Then the banana slices. Then you put
you put lots of syrup on top. After lots of syrup on top. You sprinkle
the syrup, you sprinkle jimmies, jimmies, chopped nuts, and M and
chopped nuts, and M and M’s on M’s on your dessert. You have
your dessert. Now that you have made your banana split, you have
made your banana split, you have the thrill of making your creation.
the thrill of eating your creation.
Ethan Kleinberg
Source: English for a Better World
ACTIVITY
TASK 2: YOUR OWN WORK
Are you aware of the different ways in creating a coherent paragraph?
How do you connect your sentences in writing? Write a short piece of
creative writing about a student. The first time you read it, try to think of a title
for the piece.
ANALYSIS
TASK 3: COLORING ACTIVITY
How do you achieve coherence in your paragraph? One way is by
the use of conjunctions or connectives. Using the paragraph you have
written, color-code the words and phrases that show various kinds of
sentence relationship indicating addition, result, comparison and
contrast, time sequence, logical thinking, or distance. Use different
colors for the different indicators.
ABSTRACTION
TASK 4: COMPLETION
What words did you find? Aside from them, what other examples can
you give? Complete the table below by writing the words that express
the following. Put an asterisk (*) on the words used in the text.
ADDITION RESULT COMPARISON CONTRAST
TIME LOGICAL DISTANCE

SEQUENCE THINKING
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Cohesion has a strong connection to coherence (logic and meaning). In

fact, cohesion is the grammatical and lexical realization of coherence at a
profound level within the text. It is what makes a text more than just a jumbled
mixture of sentences.
APPLICATION
TASK 5. WRITING
Prewriting: Think of one situation needing effective thinking. Stock your
brain with ideas about this topic through a pre-writing strategy called Listing
that will make you list down in a column every idea that will come into your
mind about your topic.
Writing: Write a paragraph based on the result of your pre-writing strategy.
Remember to make your sentences coherent with one another by using
correct conjunctions or connectives. Give your work an interesting title.
Postwriting: Exchange your work with your partner. Proofread each other’s
work, then, revise your composition based on the comments and suggestions
of your partner.
 Assessment:
Essay Rubric
Your essay will be graded using this rubric. Consequently, use this rubric as
a guide when writing your essay and check it again before you submit it.
Traits 4 3 2 1
There is one clear, There is one clear, There is one topic. The topic and
well focused well focused Main ideas are main ideas are not
topic. Main ideas topic. Main ideas somewhat clear. clear.
Focus &
Details
are clear and are are clear but are

well supported by not well supported
detailed and by detailed
accurate information.
information.
The introduction is The introduction The introduction There is no clear
inviting, states the states the main states the main introduction,
main topic, and topic and provides topic. A structure, or
Organization
provides an an overview conclusion is conclusion.

overview of the of the paper. A included.
paper. Information conclusion is
is relevant and included.
presented in a
logical order. The
conclusion is
strong.
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The author’s The author’s The author’s The author’s

purpose purpose of writing purpose of writing purpose of writing
of writing is very is somewhat is somewhat clear, is unclear.
clear, and there is clear, and there is and there is
strong evidence of some evidence of evidence of
Voice attention to attention to attention to
audience. The audience. The audience. The
author’s extensive author’s author’s
knowledge and/or knowledge knowledge and/or
experience with and/or experience experience with
the topic is/are with the topic the topic is/are
evident. is/are evident. limited.
The author uses The author uses The author uses The writer uses a
vivid words and vivid words and words that limited
Word Choice
phrases. The phrases. The communicate vocabulary.

choice and choice & clearly, but the Jargon or clichés
placement of placement of writing lacks may be present
words seems words is variety. and detract from
accurate, natural, inaccurate at the meaning.
and not forced. times and / or
seems overdone.
All sentences are Most sentences Most sentences Sentences sound
well constructed are well are well awkward, are
and have varied constructed and constructed, but distractingly
Mechanics, & Spelling
Structure, Grammar,
structure and have varied they have a similar repetitive, or are

length. The author structure and structure and/or difficult to
Sentence
makes no errors in length. The author length. The author understand. The
grammar, makes a few errors makes several author makes
mechanics, in grammar, errors in grammar, numerous errors in
and/or spelling. mechanics, mechanics, grammar,
and/or spelling, and/or spelling mechanics,
but they do not that interfere with and/or spelling
interfere with understanding. that interfere with
understanding. understanding.
COMMENTS
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf
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4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Bridging Gaps

modification.
 EN10LT-IVb-2.2: Explain how the elements specific to a genre contribute to
the theme of a particular literary selection
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
pledge
Lesson: A Martian Sends a Postcard Home by Craig Raine
Materials:
1. Tarpapel of some Filipino riddles
2. Photocopies of the lecture
References:
 http://tagaloglang.com/mga-bugtong-at-sagot-tagalog-riddles-answers/
 http://www.encyclopedia.com/article-1G2-2691500021/martian-sends-
postcard- home.html
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 Introduction:
Have you ever experienced being misinterpreted or misunderstood?
Let’s say you were doing one thing (with a sincere intention/motivation)
but people around you would interpret your act differently. How do you
then bridge the gap between you and the people around you?
Read the poem A Martian sends a postcard home by Craig Raine. It
was written from the point of view of a Martian attempting to describe
what he sees on earth to his fellow Martians; the poem employs a series of
metaphors to explain both natural and man-made phenomena.
TASK 1. GUESS WHAT I AM!
You will be given Filipino riddles with English translation. Try to figure
out what is being described and write it on your paper.
Isang balong malalim, punong-puno ng patalim.
A deep well that is full of chisels.
Answer: bibig (mouth)
Dalawang batong maitim, malayo ang dinarating.

Two black stones that reach far.
Answer: mata (eyes)
Dalawang balon, hindi malingon.

Two wells, which you cannot turn to look at.
Answer: iyong tenga (your ears)
Naligo ang kapitan, hindi nabasa ang tiyan.

The captain took a bath without his belly getting wet.
Answer: bangka (canoe)
Naligo ang kapitan, hindi nabasa ang tiyan.

The captain took a bath without his belly getting wet.
Answer: bangka (canoe)
Limang puno ng niyog, isa’y matayog.

Five coconut trees, one stands out
Answer: daliri (fingers)
Nang hatakin ko ang baging, nagkagulo ang mga matsing.

When I tugged on the vine, the monkeys went crazy
Answer: kampana (large bell)
Source: http://tagaloglang.com/mga-bugtong-at-sagot-tagalog-riddles-answers/
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Note: The teacher should be able to explain how the act of solving the
riddles is related to the poem. The teacher may mention about
strangeness of things and how one’s interpretation of things differ among
people depending on cultural background, family orientation or social
affiliations.
ACTIVITY
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.
TASK 3. DISCUSSION OF THE TEXT

Study the use of metaphors as a literary device of poetry.
Metaphor Definition
Metaphor is a figure of speech which makes an implicit,

implied or hidden comparison between two things that are unrelated
but share some common characteristics. In other words, a resemblance
of two contradictory or different objects is made based on a single or
some common characteristics.
In simple English, when you portray a person, place, thing, or

an action as being something else, even though it is not actually that
“something else,” you are speaking metaphorically. “He is the black
sheep of the family” is a metaphor because he is not a sheep and is not
even black. However, we can use this comparison to describe an
association of a black sheep with that person. A black sheep is an
unusual animal and typically stays away from the herd, and the person
you are describing shares similar characteristics.
Furthermore, a metaphor develops a comparison which is

different from a simile i.e. we do not use “like” or “as” to develop a
comparison in a metaphor. It actually makes an implicit or hidden
comparison and not an explicit one.
SAMPLE METAPHORS
 My brother was boiling mad. (This implies he was too angry.)
 The assignment was a breeze. (This implies that the assignment was not
difficult.)
 It is going to be clear skies from now on. (This implies that clear skies are
not a threat and life is going to be without hardships)
 The skies of his future began to darken. (Darkness is a threat; therefore, this
implies that the coming times are going to be hard for him.)
 Her voice is music to his ears. (This implies that her voice makes him feel
happy)
Source: http://literarydevices.net/metaphor/
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4th Quarter
After the lecture on metaphors, an activity will be answered to lead them in

understanding the poem.
TASK 4. MATCH US
Match the lines of the poem with the mechanical object being referred to.
Write only the letter of the correct answers.
_______1. Television A. Lines 1-6
_______2. Automobile/Car B. Lines 7-10
_______3. Mist/Fog C. Lines 11-12
_______4. Books D. Lines 13-16
ANALYSIS
TASK 5. LET US COMPARE

Based from your answers in MATCH US!, make the comparisons between what
the Martian thought of and the actual mechanical object he found on earth.
Divided into 4, each group will be assigned specific lines to explain. Common
guide questions will be given to each group.
GROUP GROUP GROUP GROUP

1 2 3 4
Lines 1 - 6 Lines 7 -10 Lines 11-12 Lines 13-16
Guide Questions:
1. What two objects are compared in the lines assigned to you?
2. What characteristics do the two objects have in common?
3. What words in the lines make you think that that is the object being
referred to by the Martian?
4. Is the object referred to in the line natural or man-made?
5. If you happened to meet the Martian, what will you tell him to
convince him not to leave the Earth anymore and not to go back to
Mars? What positive things about the Earth will you tell him?
6. How will you convince him to also spend some time to stay in Tayabas
City?
7. What if the Martian were your age, how will you convince him to study
in Luis Palad National High School?
The answers will be reported orally by the representative of each group.
After each group has reported, the following may or may not be given by
the teacher depending on how substantial the report of each group has
been.
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4th Quarter
Lines 1-6
Based on the first six lines, we understand that the poem will be a
description of human culture seen through the eyes of a Martian. The
speaker uses the word “Caxtons” to refer to books. Englishman William
Caxton, who lived during the fifteenth century, was the first person to print
books in English. In these lines, the Martian compares books to birds. Like
birds, books have wings (pages), and, like birds, they are marked in ways
that give them value. Birds can be distinguished by their color(s), books by
the words they contain. Because the speaker does not know the words for
“cry” or “laugh,” he says that books can “cause the eyes to melt / or the
body to shriek without pain,” referring to humans’ emotional response
when they read books. In lines 5 and 6, the speaker returns again to the
comparison of books to birds, focusing on the way in which humans
frequently hold books. To the Martian, a book in a person’s hands looks
like a bird perching.
Lines 7-10
Again, a comparison is made between a manufactured item and a
natural thing. By saying that “Mist is when the sky is tired of flight,” the
speaker is suggesting that the sky is like a vessel of some sort, presumably a
flying saucer or a spaceship. It is often difficult to see the sky when the
ground is shrouded in fog, hence the idea that the sky is resting itself on the
ground. In lines 9 and 10, the speaker returns to the image of the book. We
can understand this comparison if we see the outlines of things in the
world—e.g., buildings, trees, mountains, etc.—as looking like words, or
“engravings under tissue paper.” This is a complicated image to visualize,
but it deepens our own understanding of how mysterious the earth could be
to someone who has never experienced it before. Combined with some of
the other descriptions of the natural world, this image, in effect, “de-
naturalizes” nature for the reader.
Lines 11-12
There are several ways to read these lines. One way is to think of
rain as being like a machine, in this case television. Like television, rain
makes “colours darker” by shrouding our view of what is really there. This
reading also raises the question of what “is” really there, suggesting that
reality itself.
Lines 13-16
A Model T is an automobile. Not knowing the words for the parts of
a car, the speaker instead refers to it as “a room” (the seats and the space
inside the car) “with the lock inside” (the ignition into which the key fits).
After the car is started, it moves. The Martian compares the experience of
seeing things go by, to “free[ing] the world / for movement ...” The “film”
is the rear view mirror. We can see what we missed by looking at it, and in
this way, it is like a movie. …
ABSTRACTION
Source: http://www.encyclopedia.com/article-1G2-2691500021/martian-sends-postcard- home.html
TASK 6. DECODE THE QUOTE

With your group mates, prepare a short explanation of the following
quotation by Thomas Dexter Jakes. You may use your own experiences to
justify your answer.
“I like to see myself as a bridge builder; that is me building bridges

between people, between races, between cultures, between
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4th Quarter
APPLICATION
TASK 7. A PLEDGE OF LOVE
Recall Republic Act No. 10627 also known as the Anti-Bullying Act of 2013.
Based on what you remember about it, write a Pledge of Love expressing
your promise not to bully anyone and to support the bullied, and to be
cordial to everyone.
The Pledge of Love shall serve as an assessment of students’ learning. The
following rubrics may be used:
Good (33 pts.) Fair (25 pts) Poor (20 pts.)
Promises  The group gives  The group gives  The group gives
3 promises of 2 promises of 1 promise of
love love love
 Clear plans  Clear plans  Clear plans
how to fulfil the how to fulfil the how to fulfil the
promises promises promise
Use of  Appropriate  Only a few  Most words are
Vocabulary word choice in words are inappropriate
making inappropriate
promises or
expressing a
pledge
Spelling and  The pledge of  The pledge of  The pledge of
grammar commitment commitment commitment
has a few has more than has many
spelling and a few spelling spelling and
grammatical and grammatical
errors grammatical errors
errors
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4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Learning in the 21st Century

modification.
 EN10G-IVa-32: Observe the language of research, campaigns and
advocacies
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
Lesson: Writing a Campaign and Advocacy
Materials:
1. Photocopies of activities
2. Photocopies of the lecture
References:
 Curriculum Guide (May 2016) pp. 226-228
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4th Quarter
 http://ctb.ku.edu/en/table-of-contents/advocacy/advocacy-
principles/overview/main
 http://www.making-prsp-inclusive.org/8-advocacy-and-lobbying-
influencing-policies/81-advocacy-lobbying-and-campaigning-some-
definitions.html
 http://acosa.org/syllabi_johnson3.pdf

 Introduction:
Look into or investigate some school and social issues.
Try to play ambassadors of good will.
TASK 1. MY WRITING DISPOSITION
A. Before you set out to write your draft, answer the writing disposition survey
found below. Place a check mark on the response that best describes how
you generally feel towards writing. To what extent do you agree or disagree
with the following statements.
1 – Strongly Disagree
2 – Disagree
3 – Neither agree or disagree
4 – Agree
5 – Strongly Agree
My Writing Disposition
STATEMENTS 1 2 3 4 5
1. I write well in English
2. Being a proficient writer will help me
succeed academically and professionally
3. Good writers know the rules of grammar
and mechanics.
4. I don’t bother rewriting my written output
especially when I am busy.
5. I don’t usually pay attention to the purpose
why I’m writing an output or to whom it is
addressed.
6. It is important to reread, revise, and edit my
written outputs.
7. I am nervous about writing in English.
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4th Quarter
8. I find it helpful to show my written output to

others and get feedback.
9. I find it difficult to express my ideas
accurately.
10. I write it hard to write fluidly.
11. I always consider the intended purpose
when I write.
12. It is important to consider my audience
when I write.
13. Writing is a social activity.
14. I need not engage others in my writing
process.
15. Engaging in the writing process helps me
become a better writer.
Questions to answer:
1. Based on your responses, what is your view of the writing process?
2. Is writing a solitary or social affair?
3. Why should you consider your intended audience or readers when you
write?
B. Review what you have learned about academic honesty. Read the
statements below and write A if the act shows academic honesty or P if
otherwise.
A or P STATEMENTS
A student…
1. submits the same paper to two teachers without the
knowledge of both
2. copies a paragraph from a source, uses quotation marks,
and neglects to cite the source
3. changes the structure of copied sentences from a source,
and cites the source of the sentences.
4. forgets the original source of the copied material and
creates a fictional author’s name.
5. copies the passage verbatim, encloses it in a quotation
marks, and cites the source
6. grabs a photo from the internet, includes it in a submitted
work, and fails to cite the source.
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4th Quarter
7. uses another concept from a source, rephrases the idea,

and provides proper citation.
8. purchases an essay from the internet, and submits it to the
professor.
9. paraphrases a passage completely and claims it as her or
his.
10. asks a family member to write her or his class requirement,
and submits it to the professor.
ACTIVITY
TASK 2. ADVOCACY
Note to the Teachers: This entails further researches from our part. References
are indicated here, anyways!
Several ingredients make for effective advocacy, including:

• The rightness of the cause
• The power of the advocates (i.e., more of them is much better than
less)
• The thoroughness with which the advocates researched the issues,
the opposition, and the climate of opinion about the issue in the
community
• Their skill in using the advocacy tools available (including the
media)
• Above all, the selection of effective strategies and tactics
For some people, advocacy is a new role. It may be uncomfortable--

particularly if confrontation and conflict are involved. But, for others,
advocacy is more attractive than setting up and running service
programs in the community.
Advocacy can be glamorous: the David vs. Goliath image, manning
the barricades, making waves. But the decision to put major resources
into advocacy is not one to be taken lightly. If it doesn't work--if you stick
your necks way out and don't succeed--not only will you fail, but you may
do so in public, discrediting your cause, perhaps making conditions worse
for the people you set out to help.
22
4th Quarter
UNDERSTANDING THE ISSUE

You probably already have a pretty good idea of what the issue or
problem is.
For example:
• You are aware of a growing problem of homelessness, particularly
among people with small children
• You feel that not nearly enough is being done in your community to
prevent youth smoking
• Your group is afraid that a new industrial park up river will pollute
the water
However, it is important to develop a deeper understanding of the
issue, including research to analyze of who has power. Remember,
advocacy is about power--who can influence things that matter. You will
need to know where the power of your opponents lies, and how you can
most effectively influence or confront it.
DEVELOPING A PLAN FOR ADVOCACY

Planning for advocacy is often a complex program because we
have to deal with power and opposition. As you know by now, an
advocate will usually have to overcome obstacles much greater than
"mere" inertia, or lack of funds, which are often the main barriers where
other types of community development projects are concerned. In
advocacy situations, there are likely to be well-prepared opponents
waiting in the tall grass. And they will need to be out-planned.
You will need to develop a plan based on your knowledge of who
those opponents are; and knowledge of who can help you.
For a useful analogy, we'll invite you to think of the overall campaign as a
building project:
• Your vision and mission is to provide a place to live that is warm
and safe
• Your objective is to build a house
• Your strategy will take the form of blueprints for the house
• Your action plan will include the specifics: who will pour the
concrete for the foundation, put up a frame, add the roof, et cetera, and
when will they do it
And all will go together as part of one big action plan.
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4th Quarter
IN SUMMARY
Advocacy is exciting work. You get the pleasure of fighting the
good fight, and sometimes, the thrill of victory. In order to have that,
though, you need to get through all of the day-to-day details and
specifics. You'll need to keep an eye on the forest while working on the
trees individually. By going through this chapter carefully, we think you will
be better prepared to bring about the changes that matter to your
community.
Source: http://ctb.ku.edu/en/table-of-contents/advocacy/advocacy-principles/overview/main
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4th Quarter
ANALYSIS
TASK 3. WHAT DO YOU KNOW? IS IT A YES OR A NO?
A. Analyze which are TRUE about an advocacy campaign. Write Yes or
No before each statement.
Advocacy:
________1.is an active promotion of a cause or principle.
________2. involves actions that lead to a selected goal.
________3. is one of many possible strategies or ways to approach a
problem.
________4. can be used as part of a community initiative, nested in
with other components.
________5. is a direct service.
________6. Needs to involve confrontation or conflict.
B. Let’s clarify further, write Yes if the sample is an advocacy, if not, write
No.
________7. You join a group that cleans Alitao River twice a year.
________8. You organize a group of students to appeal to the
school principal that classes be held from 8:00 a.m. to
4:00 p.m. instead of 7:15-3:15 to give considerations to
those living far from school.
________9. You spend time on Saturdays to hold tutorial classes to
street children of Lucena City for free.
________10. Your family and your neighbourhood has a problem
with water distribution scheme given by LUPATA
(Lucena-Pagbilao-Tayabas) Waterworks, you and your
friends in the neighbourhood sit down to plan writing
to the waterworks administrators.
Note: For numbers 7-10, the number not identified as an advocacy,
is service.
ABSTRACTION
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.
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4th Quarter
APPLICATION
TASK 4. 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:
• Your vision and mission is to provide a place to live that is warm
and safe
• Your objective is to build a house
• Your strategy will take the form of blueprints for the house
• Your action plan will include the specifics: who will pour the
concrete for the foundation, put up a frame, add the roof, et cetera, and
when will they do it and all will go together as part of one big action plan.
The members of the group will first do the brainstorming about the
issues or problems in their own school, community, or region.
Then they will accomplish the following:
VISION-MISSION
OBJECTIVES
STRATEGY
ACTION PLAN
 Assessment:
The advocacy plan shall serve as an assessment of students’

learning. The following rubric may be used.
Public Awareness Campaign Project
Enter rubric description
Poor OK Good Excellent
1 pts 2 pts 3 pts 4 pts
RESEARCH Information is Information is Information is Information is
Outlines current, sparse, inadequate; adequate and abundant,
interesting and inadequate, Few images are current; Some current and
important incorrect or used and are images are interesting; All
information into outdated; No disconnected helpful and used images are
text and images. images are from the topic in relation to the helpful and used
used and the text text in relation to the
text
RESEARCH All websites and Some websites Most websites All websties and
Internet sources internet sources and internet and internet internet sources
used for used are sources used are sources contain contain
research (at outdated, outdated, adequate and adequate,
least 5) are contain contain current current and
current, incorrect incorrect information; The interesting
professional, information or information or minimum information; The
26
4th Quarter
trustworthy and are not are not requirement for minimum

verifable. verifiable by verifiable by sources was requirement for
professional professional met sources was met
source, author source, author or exceeded
or research; The or research; The
minimum minimum
requirement for requirement for
internet sources internet sources
was not met was not met
RESEARCH Credit Credit is not Credit is rarely Credit is given Credit is given
was properly given properly given properly properly to properly to
given to sources. to sources; to sources; sources; sources;
Annotated Annotated Annotated Annotated Annotated
bibliography bibliography is bibliography bibliography is bibliography is
was complete. incomplete partially minimally complete and
complete complete detailed
PROJECT PowerPoint or PowerPoint or PowerPoint or PowerPoint or
PowerPoint or poster-board is poster-board is poster-board is poster-board is
poster-board is incomplete unorganized, complete, complete,
complete. unorganized, not visually organized, creative,
not visually appealing and visually organized,
appealing and contains few appealing, and visually
does not images contains some appealing and
contain images; images contains several
The audience is useful images
not informed or
persuaded
PRESENTATIONPr Presentation is Presentation is Presentation is Presentation is
esentation of dull and dull and informative and interesting,
public uninformative; somewhat persuasive; helpful,
awareness Presentation informative; Presentation informative and
campaign using does not meet Presentation does meet the persuasive;
PowerPoint or the minimum does not meet minimum time Presentation
poster-board time the minimum requirement does meet the
was informative requirement time minimum time
and/or requirement requirement
persuasive.
27
4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Learning in the 21st Century

modification.
 EN10LT-IVg-3: Evaluate literature as an instrument to express and resolve conflicts
within, between and among societies
 EN10LC-IVa-16: Listen to simplify, reorganize or synthesize and evaluate
information to expand, review, or update knowledge
Objectives:
1. Develop familiarity with African culture and education.
2. Create a doll representing an educated and successful man or
woman.
3. Value the importance of education.
Lesson: Excerpt from The Kaffir Boy
Materials:
 Paper and Pen
References:
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4th Quarter

 Introduction:
Education is the most powerful tool you can use to change the world – -
Nelson Mandela.
TASK 1. MY LEARNING CURVE
Use the following illustration to assess and graph your learning progress in
the different subject areas. Based on these assigned numerical values, (0-
100%), determine your level of proficiency. Use the guide below the
graph. Afterward, answer the questions that follow.
My Learning Curve
100
95
90
85
80
75
70
65
60
Math English Filipino Social Science MAPEH Values TLE
Studies Education
Levels of Proficiency
(Source: Deped Order No. 73, s. 2012)
Level of Proficiency Equivalent Numerical Value
Beginning 74% and below
Developing 75% - 79 %
Approaching Proficiency 80% - 84 %
Proficient 85% - 89 %
Advanced 90% and above
What is your level of proficiency in each subject?

Subjects Level of Proficiency
Math
English
Filipino
Social Studies
Science
MAPEH
Values Education
TLE
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4th Quarter
In what subject areas are you doing well? How can you sustain this?
I am good at…
________________________________________________________________
________________________________________________________________
________________________________________________________________
I can sustain this by…
________________________________________________________________
________________________________________________________________
________________________________________________________________
What areas need improvement? How can you address this?
I need help with…
________________________________________________________________
________________________________________________________________
________________________________________________________________
I can improve in this/these area/areas by…
________________________________________________________________
________________________________________________________________
________________________________________________________________
TASK 2. LEARNING IN THE 21st CENTURY

Being a 21st century learner means capturing the essential
knowledge, skills and the right attitude to navigate the world. One of the
most important skills that will enable you to achieve this is your skill in doing
research.
In what way can research help you achieve 21st century skills?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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4th Quarter
ACTIVITY
TASK 3. LET’S READ!
Read the two texts, Excerpt from Kaffir Boy (Mark Matahbane) and What
is a Liberal Education? (Sir Richard Livingstone) and think about the
importance of education. Think about the relevance of the story to 21st
century education.
ANALYSIS
TASK 4. OPPOSING VIEWS
Determine the different views toward schooling as seen in the excerpt
from Kaffir Boy. Use Venn Diagram to note the contrast in these views.
Summarize your notes in three sentences by completing the phrase, “They
say…”. Forward your own views by completing the phrase “I say…”.
FOX
They say..
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
I say…..
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________
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4th Quarter
ABSTRACTION
TASK 5. PORTRAIT OF 21st CENTURY LEARNERS
Use the graphic organizer below to indicate what you have learned about
the knowledge, skills and attitude that 21st century learners must possess.
Skills
21st century
Learners
Knowledge Attitude
APPLICATION
TASK 6. LET ME EXPLAIN!
After gaining insights regarding the characteristics of a 21st century
learner, answer the question that follow and explain your answer.
How can liberal education help the learners acquire 21st century
skills?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____
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4th Quarter
 Final Task:
TASK 7. DIFFERENTIATED TASKS FOR DIFFERENT TYPES OF LEARNERS
Group yourselves into five.
Group 1: OPPOSING VIEWS!
The students will map their views about what people say and
what their’s about education, using a Venn Diagram.
Group 2: PLAY ME YOUR ROLE!

The students will present a scene that shows how parents try
to persuade their children to go to school.
Group 3: LETTER FROM THE HEART!

The students will create a short letter addressed to their
parents expressing how grateful they are that they have the
chance to go schooling.
Group 4: SING ME A SONG!

The students will perform a song related to the importance
of education in one’s life.
Group 5: DRESS ME UP!

The students will dress up dolls that show an educated and
successful man or woman.
 Assessment:
RUBRICS FOR DIFFERENTIATED TASKS
4 3 2 1
Criteria Excellent Very Good Fair
Good
The group showed strict adherence
to the instruction.
The presentation made the story
clear.
The group use their allotted time
properly.
All of the members participated in
the activity.
TOTAL
33
4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Moving Towards Convergence

modification.
 EN10SS-IVa-1.5: Use locational skills to gather information from primary
and secondary sources of information
 EN10SS-IVi-2.3: Compose a research report on a relevant social issue
Objectives:
1. Explain the Importance of Related Literature in a study.
2. Use locational skills to gather information from primary and secondary
sources of information
3. Compose a research report on a relevant social issue
4. Participate in the activity by performing the tasks diligently
Lesson: Qualities of a Good Literature Review Matrix
Materials:
1. Swivel chair
2. Blindfold
3. Paper and Pen
4. Emoticon Boards
34
4th Quarter
References:

 Introduction:
A well-written research report is partly founded on the presentation
and discussion of existing bodies of literature related to the study at hand. It is
always helpful to be able to clearly see how the topic builds upon previous
works. Researchers must explicitly connect the existing body of knowledge to
the study that they want to complete.
A literature review or review of related literature, is the part of the
research at discusses published information in a particular subject area. Some
might think that it is simply a summary sources, but it is actually more than
that. It provides the recap and a reorganization of information, or it might
also trace the intellectual progress on the subject at hand. Furthermore, the
literature review evaluates the sources and advises the reader on the most
pertinent or relevant evaluation.
The task of writing a literature review becomes complicated when
there are plenty of authors that have researched about the subject matter.
When faced with this situation, how will you keep track of the information?
One way to do so is to create a graphic organizer that allows you to see the
different author’s ideas conveniently. One of the kind of graphic organizer for
this Literature Review Matrix.
TASK 1. GUESSING GAME
Divide the class into four groups. Drawing of lots will be used to determine
the turns of each group. A representative from the group shall pick one
mystery word. The category is references. The remaining members will be
given 5 chances to give the answer one by one for 30 seconds. For every
answer given, the representative shall raise the following icons.
If the answer is If the answer is if the answer is

correct wrong almost correct
35
4th Quarter
They will get 1point for every correct answer. The group who gets the
highest point will be declared as the winner.
Topic: REFERENCES
Mystery Words: NEWSPAPER ENCYCLOPEDIA
(The word shall be MAGAZINE JOURNAL
returned) BOOK THESIS
INTERNET ARTICLE PERIODICAL
ACTIVITY
TASK 2. QUALITIES OF A GOOD LITERATURE REVIEW MATRIX
Divide the class to 7 groups. Assign each group with one quality of a good
literature review matrix and explain it. After listening from the explanations, write
your own interpretation in your notebook. Use the graphic organizer below to
show your answer.
_____________________ _____________________
LIMITATION _____________________ LOCATION _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
COMPARISON _____________________ LABELING _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
DISCOVERY _____________________ NOTE-TAKING _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________
EXPANDING _____________________
_____________________
_____________________
_____________________
_____________________
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4th Quarter
ANALYSIS
TASK 3. TELL ME
What is the importance of a literature review? Write a short essay to
explain your answer.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_
ABSTRACTION
TASK 4. LET’S RECALL
What are the qualities of a good review of literature matrix? Without
looking at your notes, complete the graphic organizer below.
37
4th Quarter
APPLICATION
TASK 5. A DAY IN THE LIBRARY
You will spend your time in the library. The class will be divided into 5
groups, but each member in the group will work individually. Look for at least
three related literatures about the topic assigned to you. Use the table below
to write your research. Use the table for your answer.
TOPICS: Group 1 Factors Affecting Drug Addiction
Group 2 Risks of Early teenage pregnancy
Group 3 Extra Judicial Killings and its effects to young minds
Group 4 Common Reasons of Absenteeism Among G10 students
Group 5 Factors Influencing Teenagers to join Fraternity

SOURCE / AUTHOR/S OR NOTES and
TITLE YEAR
TYPE PROPONENT/S FINDING
38
4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Moving Towards Convergence

modification.
 EN10LT-IVg-3: Explain how a selection may be influenced by culture, history,
environment, or other factors
 EN10LT-IVg-3: Evaluate literature as an instrument to express and resolve conflicts
within, between and among societies
Objectives:
1. Explain how the history of Latin America influenced the message of the poem
2. Evaluate literature as an instrument to express and resolve conflicts within,
between and among societies using “I think, I feel, I do” graphic organizer
3. Express appreciation of the poem through rap, poster slogan, interpretative
dance, speech choir and tableau.
Lesson: The United Fruit Co. by Pablo Neruda
Materials:
1. Paper and Pen
2. Manila paper and Marker
3. Drawing Materials
4. Music / MP3
39
4th Quarter
References:

 Introduction:
You will not understand the status of your nation unless you will look back on its
history.
TASK 1. MIND YOUR OWN BUSINESS
Form 9 groups. Assign topics using drawing of lots. The topics are divided
into two major categories, the Businesses and the Dictators.
Using the semantic web below, write 6 shocking or unusual information
about the topics given to you. Make sure to include an image (in long bond
paper) at the center of the graphic organizer. Each group will be tasked to
report their work in class. You will be graded based on the following criteria.
Content – 10 points
Defense – 10 points
Visual – 10 points
The Businesses - Coca-Cola, Anaconda, Ford Motors, The Fruit Company,
The Dictators - Rafael Trujillo, Anastacio Somoza, Tiburcio Carias Andino,
Maximiliano Hernández Martínez, Jorge Ubico
Note: This activity should be given one or two days before the lesson.
40
4th Quarter
ACTIVITY
TASK 2. A SALUTE TO THE AUTHOR
You will be given individual metacards, approximately 6”x 2”. On your
metacard, write any information about Pablo Neruda. Your teacher will post the
tarpapel of the picure of Pablo Neruda. Around his pictures, post the metacard
while elaborating it in class. Let everyone take note of the important information
being discussed. As an output, required everyone to create an infographics of
Pablo Neruda.
TASK 3. READ TO ACHIEVE

You will be given 15 minutes to read the selection entitled “The United Fruit
Co.” by Pablo Neruda, LM, pp. 477-479
ANALYSIS
TASK 4. POINTS TO PONDER
 What is referred to in the first five lines of the poem?
 Which company seems to be in the most advantageous position?
 What does the line, “The Fruit Company, reserved for itself the most
succulent, the central coast of my land, the delicate waist of America.”
mean?
 What name does it give its territories and what is the significance behind
the name?
 What does the Fruit Company do as stated in stanza 2?
 Who suffers the most as described in stanza 3?
 What do the line, “a body rolls, a thing that has no name…” imply?
 What are possible historical and social realities that have influenced the
writing of this poem?
 What prevents convergence or connectedness from happening in this
situation?
 Does the poem continue to reflect how the world is today?
ABSTRACTION
TASK 5. I THINK, I FEEL, I DO
After being exposed to these injustices or discrimination as conveyed
powerfully by literature, fill out the diagram to deepen your understanding of the
poem. (Note: The groupings used in preliminary activity will also be applied on this
part.)
What do you think How do you feel about this? Is the What do you intend
about how the poem effective in making you realize to do about a
“Indians” are treated that such situations existed and situation such as
as depicted in the continue to exist in the Philippines? this?
poem? Give a specific example and explain.
41
4th Quarter
APPLICATION
TASK 6. DIFFERENTIATED TASKS
Using the poem “The United Fruit Co.” by Pablo Neruda, choose which
activity you prefer to do.
1. Poster Slogan - (individual output)
Make a poster depicting the message of “The United Fruit Co.” with
embedded slogan. The slogan itself should touch the theme of the poem, should
contain rhyme scheme and should not exceed to 25 words.
2. Interpretative Dance – (must be composed of at least 7 members)

One member of the group would be the narrator and the remaining 3
pairs would be the dancers. Insertion of background music is aloud.
3. Speech Choir – (10-15 members)
4. Tableau – (maximum of 12 members)

Tableau is a depiction of a scene usually presented on a stage by silent
and motionless costumed participants. Make a tableau out of the poem.
Appropriate costume and make up is highly recommended to portray a realistic
outcome.
5. Rap or Song – (maximum of 4 members)

Choose a song (any genre) that can be anchored to the poem. The
poem will serve as the lyrics of their chosen song. To add excitement to their
performance, you may remix the music if you wish.
42
4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Responding to Natural Phenomena

modification.
 EN10RC-IVg-2.12: Draw conclusions from the set of details
 EN10VC-IVc-29: Appraise the unity of plot, setting and
characterization in a material viewed to achieve the writer’s
purpose
Objectives:
1. Explain the meaning of conclusion
2. Identify the strategies in drawing conclusions.
3. Show respect of others’ opinions.
Lesson: Drawing Conclusions
Materials:
1. Paper and Pen
2. Trash bins / paper bags
3. Garbage(choose dry and clean garbage)
43
4th Quarter
References:

 Introduction:
For with what judgment you judge, you shall be judged: and what
measure you mete, it shall be measured to you again.
Matthew 7:2
TASK 1. INVESTIGATE
Form groups of three. Each group will inspect each thrash bin (suggested
materials are listed in the bins). Write your findings in the sheets below.
compact disc, plastic cups, laces, spools, brown

crumpled papers, disposable fork and paper, pages of
empty bottle of ink, spoon, plastics, broken fashion magazine,
pieces of cardboard, toys, candy wrapper, remnants of cloth
old newspaper, gift wrapper, empty (retaso), zipper waste,
pictures, pieces of milk carton, notebook, candy wrappers,
crayons cardboard
BIN 1 BIN 2 BIN 3
What items did you What items did you What items did you
find? find? find?
Who owns the Who owns the Who owns the

trash bin? trash bin? trash bin?
44
4th Quarter
ACTIVITY
TASK 2: LET’S WATCH
Watch the short film “Lutang” (Float). (“Lutang” is the official entry
of the Division of Tayabas City in the Regional Festival of Talents 2015
which won 3rd place.)
ANALYSIS
A. After watching, answer the following questions.
1. Who is Boyet?
2. Narrate how Boyet helped the following
a. his mother
b. the vendor
c. the storekeeper
d. the dog
e. the teacher
3. How do Boyet’s classmates treat him in school? How did he react?
4. What do you think happened to Boyet in the end?
5. What happened to the other characters in the end?
7. Why do you think it was entitled “Lutang”?
8. How can you relate with the characters in the story?
B. How did you come up with your answers for the last three questions?
ABSTRACTION
TASK 3. WRAPPING UP
What strategies can be used in drawing conclusions? Use the graphic
organizer below to show your answers. You may add more shapes if
necessary.
DRAWING
CONCLUSIONS
45
4th Quarter
Conclusions
A conclusion is a judgment or opinion formed after a careful
consideration of presented information.
Drawing Conclusions
Drawing a conclusion is an important skill in reading. It involves analysis
and requires you to anticipate events and predict outcomes from what you
read in the text. When we read a passage or text, we use our inferencing skills
to make conclusions from the given context. Context clues or hints from the
passage help us create logical conclusions.
https://link.quipper.com/en/classes/57a0cfd2a3db627a640000ea/courses
APPLICATION
TASK 4. PAPER AND PENCIL TEST
What Conclusion Can You Make? Answer each question below. Be
prepared to explain your answer.
1. The horse reared up on its hind legs, pawing the air and neighing loudly.
What conclusion can you draw from the sentence above?
A. The horse was white. C. The horse was sleepy.
B. The horse was excited. D. The horse was calm.
2. As his mother honked the horn outside, Tom ran down the stairs, buttoning
his shirt.
A. Tom liked to run. C. Tom was hurrying.
B. Tom was hungry. D. It was raining.
3. As she sat on the front porch, Loisa wiped the sweat from her face and
took another drink of water.
A. It was cold. C. A storm was coming.
B. Loisa lives is Tagaytay. D. It was hot.
4. The line of voters at the voting place grew larger, but no one wanted to
leave, although the wait would be very long.
A. The voters were interested in the election.
B. The election workers were gone.
C. There was going to be a riot.
D. The voters were being paid.
5. At the end of each school day, Miss Rubia would sweep the floor, empty
the trash, arrange the desks and clean the board in her classroom.
A. The school was too poor to hire a janitor.
B. Miss Rubia had nothing else to do.
C. Miss Rubia likes to have her room clean.
D. The students were messy.
http://www.k12reader.com/worksheet/what-conclusion-can-you-make/view/
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4th Quarter
 Final Task:
TASK 5. WHAT’S THE ENDING?
Based on the title, what do you think is the story all about?
Listen to your teacher as he reads the story below. Give a 4-6 sentence
paragraph that tells the ending of the story.
The Power of Prayer
Amy and Val are best friends. Both of them are grade 10 students in
the same public school. They treat each other more than family. Living in the
same subdivision, their families never had any problem with each other.
Physically, both of them have a lot of resemblance. There is only one thing
noticeable between the two, Val is paler than her.
One night, Amy’s father went to their house and talked to her
parents. She did not intend to listen to the conversation but she heard that
they are talking about Val. She could not understand the whole thing so she
decided to lock up herself in her bedroom. Feeling confused, she tried to
call Val but there was no answer. She tried it again but still Val was not
picking was up her phone. Suddenly, she heard her mother exclaimed. She
called Val again. Someone spoke on the other line.
What happened next?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 Assessment:
Very
Excellent Good Fair
Good
5 4 3 2
Cohesion and Coherence
Logical organization
Grammar, Usage, Mechanics (GUM)
Correct format
Neatness
TOTAL
47
4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Advocating Global Citizenship

modification.
 EN10SS-IVh-1.8.1: Point out relationships among statements
 EN10SS-IVc-1.8: Synthesize essential information about a chosen issue
Objectives:
1. Distinguish the connection of statements in forming the message
2. Create an infographic depicting the message of the reading text
3. Internalize the reading text by creating an ICT presentation
Lesson: What Does it Mean to be a Global Citizen?
Materials:
1. Paper and pen
2. Oslo Paper / Illustration Board
3. Computer / Laptop
References:
 English Learner’s Material for Grade 10 (pp. 485 - 499)
48
4th Quarter

 Introduction:
We all have different inspirations, but one goal: A BETTER WORLD.
-Ernesto Arguello
TASK 1. LET’S FILL THE WORLD WITH POSITIVITY
What are the characteristics of a positive world? Create a collage
inside the picture that shows a positive world.
TASK 2. THINK GLOBALLY, ACT LOCALLY

What does it mean to be a global citizen? Assess your global
citizenship competencies by using the checklist below. Place a ____
on the left column to signify that you possess the indicated competency.
As a global citizen, I….
am aware of current global issues and trends
embody universal values (peace and human rights,
diversity, justice, democracy, tolerance, and non-
discrimination)
have cognitive skills for critical creative and innovative
thinking, problem solving and decision making.
have cognitive skills such as empathy, openness to
experiences and other perspectives, interpersonal /
communicative skills and aptitude for networking and
interacting with people of different backgrounds and
origins.
have behavioural capacities to launch and engage
proactive actions.
49
4th Quarter
ACTIVITY
Read the texts entitled What does it mean to be a Global Citizen?
by Ronald C. Israel and the short write up about Severn Suzuki and her
speech.
ANALYSIS
TASK 4. ALL ABOUT WHAT YOU READ
Answer the following questions after reading.
A. What does it Mean to be a Global Citizen?

1. What does global citizenship mean?
2. What are its basic consumption?
3. What is the foremost challenge that we face in the new
millennium?
4. What have the world leaders been advocating for the past 70
years?
5. What does global citizenship entail?
6. How can you play your goal as a global citizen?
B. Write-up about Severn Suzuki

1. What organizations does Severn Suzuki belong to? What is the
goal of her group?
2. What comparison does the speaker make in the second
paragraph? What does she mean by this comparison?
3. What environmental phenomenon is Suzuki referring to in
paragraph 4?
4. What are the 4 points that she posits concerning the inability of
the adults to address the problems of the world?
5. What appeal does she make?
6. What fault does she articulate concerning her country?
7. Describe her encounter with the street children in Brazil.
8. What is her comment concerning the money spent in war?
9. What message does she want to emphasize when she recounts
all the lessons taught to her in kindergarten?
10. What challenge does she pose at the end of her speech? What
can you say about this?
50
4th Quarter
ABSTRACTION
TASK 5. THINK, SHARE, ACT
Create an infographic containing the message of the reading texts that
you read. You may include pictures of activities in your school or in your
community. Use an oslo paper for this activity. You may refer to the sample
infographic on page 491 of your learning material.
APPLICATION
TASK 6. ADVOCACY THROUGH ICT
What is your advocacy as a global citizen? Form groups composed of 8-
10 members. Create 3-5 slides in your presentation showing your advocacy as
a global citizen. Be guided by the rubric below.
RESEARCH REPORT PRESENTATION
CRITERIA 4 3 2 1
Excellent Satisfactory Developing Beginning
Preparedness Presenter is Presenter seems The presenter is The presenter
completely pretty prepared somewhat does not seem
prepared and has but might have prepared but it at all prepared
obviously needed a is clear that to present.
rehearsed. Report couple more rehearsal was
is well organized rehearsals. lacking.
Visual Visuals are Visuals are Visuals are used Visuals are at a
Support comprehensively adequately but do not seem minimum or not
utilized to utilized to to showcase the used at all.
showcase the showcase the product or
product or service. product or service
service. adequately.
Effective Speaks clearly and Speaks clearly Speaks clearly Often mumbles
Verbal distinctly all (95- and distinctly all and distinctly or cannot be
Strategies 100%) the time, (95-100%) the most (85-94%) of understood, or
and time, and the time, and mispronounces
mispronounces no mispronounces mispronounces more than one
words. one word. no more than word.
one word.
Effective Presenter looks Presenter Presenter Presenter
Non-Verbal relaxed and slouches but slouches slouches all the
Strategies confident. Eye quickly self- occasionally. time and fails to
contact with corrects. Eye contact with establish eye
everyone in the Occasional loss the audience is contact with the
room is established of eye contact is intermittent. audience.
and maintained. observed.
51
4th Quarter
LESSON EXEMPLAR
Grade 10-English
Quarter: Fourth
Sub-Theme: Advocating Global Citizenhip

modification.
 EN10SS-IVe-2.3: Compose a research report on a relevant social issue
Objectives:
1. Formulate a thesis statement
2. Apply the guidelines on how to select and limit a research topic
3. Write a research title with corresponding statement of the problem
4. Show perseverance in doing the task by submitting it on time
Lesson: How to Select and Limit a Research Topic
Materials:
1. Paper and Pen
References:
 https://www.youtube.com/watch?v=yt6XXDF7xaQ
52
4th Quarter

 Introduction:
http://www.michellehenry.fr/boywithresearchpaper.jpg
TASK 1. ANAGRAM
In 1 minute, form words out of the word RESEARCH.
Possible answers:
ARE SEE SEA ACE SHE
CAR RAD RED ARC EAR
HER HAS EARS ARCH ACHE
ACES RACE HEAR REAR CASE
CARE CARS CASH HARE HARES
CARES CRASH RACES RACERS HEARS
CHASE ARCHS ACHES ERASE CAREER
SHEAR ERASER SEARCHER
ACTIVITY
TASK 2. LET’S RECALL
Research is a systematic inquiry that investigates hypotheses,
suggests new interpretations of data or texts, and poses new questions for
future research to explore.
Recall the characteristics of a research. Write at least three
characteristics in the graphic organizer below.
53
4th Quarter
TASK 3. LET’S WATCH

Students will watch a video clip that explains what research is all
about.
https://www.youtube.com/watch?v=yt6XXDF7xaQ
1. How is research defined based on the video?
2. Are gathering information, rearranging of facts, and combining a
paragraph from encyclopedia with couple of paragraphs
from the web considered as a research? Why? Why not?
TASK 4. PARTS OF A RESEARCH

Complete the graphic organizer below by describing the following:
Introduction
Background of the Study
Statement of the Problem
ANALYSIS
TASK 5. LET’S DIG DEEPER
A. What is the difference between Introduction and Background of the
Study? Use the graphic organizer below to show the answer.
Background
Introduction
of the Study
54
4th Quarter
2. What pattern is provided for you to form an Introduction and

Background of the Study?
3. What kind of questions are you going to include in Statement of the
Problem?
ABSTRACTION
TASK 6. E=mc2 (ELABORATE = my comprehension, my concept)
Explain the following based on your understanding on How to Select and
Limit a Research Topic. Write your answer on the provided space.
Brainstorm for Ideas
Identify the Sources of General Background Information
Focus on your Topic
Make a List of Useful Keywords
Be Flexible
Define Your Topic as a Focused Research Question
Formulate a Thesis Statement
55
4th Quarter
APPLICATION
TASK 7: THESIS STATEMENT
Divide the class into 10 groups with 5 members each and
accomplish the following:
A. Think of academic or behavioral problems that students of Luis
Palad National High School are facing today. The problem that you
would choose would serve as your thesis title.
B. After you have chosen two specific problems, write 3 questions
for each that would solve and determine the factors of your
chosen thesis title.
Guide Sample:
Title: Text Messaging Assessment for Phonological Skills
This study attempted to determine the relationship between the

level of performance on the text messaging assessment used to measure
the spelling and phonological skills and the academic standing in English
of selected fourth year students in Luis Palad National High School A.Y.
2016-2017.
Specifically, this study sought to answer the following questions:
1. What is the academic standing in English of the selected fourth

year students in Luis Palad National High School A.Y. 2016-2017?
2. What is the performance in the text messaging assessment used to
measure the phonological and spelling skills of the selected fourth
year students in Luis Palad National High School A.Y. 2016-2017:
2.1 Transcription
2.2 Word and Phrase Recognition
2.3 Spelling
3. Is there a significant relationship between the academic standing
in English and the performance in the text messaging items used to
measure the spelling and phonological skills of selected fourth year
students in Luis Palad National High School A.Y. 2016-2017?
56
4th Quarter
 Final Task:
TASK 8. WRITE WITH YOUR HEART
Using what you have learned in research report, and the notes
that you have gathered in the previous learning segments, you can
now write the draft of your research. Remember that writing is a
recursive process. Do not be discouraged if you have to gather more
information to support the claims that you have stated in your thesis
statement. Also, you may be encountering writer’s block; do not fell
frustrated if words evade you. Refer to the notes and outline you made
earlier. These tools will help you organize thoughts. Use the guide
below in writing the draft of your research report.
I. Introduction
A. Background information
B. Objectives of the study
C. Significance of the study
D. Related Literature
II. Body
III. Conclusion
 Assessment:
Read closely the scoring rubric below. Underline the key words on the
Proficient column. Compare the standards under Excellent column. Take
note of what you need to accomplish in order to achieve your target
score.
4 3 2 1
Criteria
Excellent Proficient Developing Beginning
Catchy Exceptional Proficient Basic Weak or no
Introduction introduction introduction introduction introduction of
that grabs that grabs that states topic
interest of interest of topic but lacks
reader and reader and interest
states topic states topic
Credible Exceptionally Information Information Information
researched; relates to the relates to the has little or
detailed and man topic / main topic, nothing to do
accurate thesis / few details with the thesis;
information; objectives; and / or in formation
information well- examples are has weak or no
clearly relates researched in given; uses connection to
to the thesis or detail and limited the thesis
the research from a variety resources
statement of sources
questions /
objectives
Well- Exceptionally Consistent Some Limited or no
explained critical, connections connections connectios
relevant and made made made
consistent between between between
57
4th Quarter
connections evidence and evidence and evidence and

made thesis; good theiss; some thesis; lacks
between analysis analysis analysis
evidence and
thesis;
excellent
analysis
Well- Exceptionally Clear Somewhat Lacks
organized clear, logical, andlogical clear an development
mature and order that logical of ideas with
thorough supports the development weak or no
development topic with with basic transitions
of the topic good transitions between and
with excellent transitions between and within
transitions between and within paragraphs
between and within paragraphs
within paragraphs
paragraphs
Compelling Excellent Good Basic summary Lacks summary
Conclusion summary and summary of of topic with of topic
topic with topic with some final
concluding clear concluding
ideas that concluding ideas;
impact reader; ideas; introduces no
introduces no introduces no new
new new information
information information
Well-written Control of Contains few Contains So many
grammar, spelling, several spelling,
usage, and punctuation, spelling, punctuation,
mechanics; and punctuation and
almost entirely grammatical and grammatical
free of spelling, errors. grammatical errors that the
punctuation, errors that paper cannot
and which detract be
grammatical from the understood
errors papers
readability

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1

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a speech

III - LEARNING TASKS

CHARACTERS IMPORTANT EVENTS

Group 1. COMPARE AND CONTRAST

Group 2. WHAT DID THEY SAY?

Group 3. TOTS (THEME OF THE STORY)

Image from http://minds-in-bloom.com/wp-content/uploads/2012/10/Screen2BShot2B2015-02-

Group 3 : The Speakers

The presentation made the story clear.

The group use their allotted time

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a speech

III - LEARNING TASKS

ADDITION RESULT COMPARISON CONTRAST

TIME LOGICAL DISTANCE

Cohesion has a strong connection to coherence (logic and meaning). In

are clear and are are clear but are

provides an an overview conclusion is conclusion.

The author’s The author’s The author’s The author’s

phrases. The phrases. The communicate vocabulary.

structure and have varied they have a similar repetitive, or are

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a speech

III - LEARNING TASKS

Dalawang batong maitim, malayo ang dinarating.

Dalawang balon, hindi malingon.

Naligo ang kapitan, hindi nabasa ang tiyan.

Naligo ang kapitan, hindi nabasa ang tiyan.

Limang puno ng niyog, isa’y matayog.

Nang hatakin ko ang baging, nagkagulo ang mga matsing.

TASK 3. DISCUSSION OF THE TEXT

Metaphor is a figure of speech which makes an implicit,

In simple English, when you portray a person, place, thing, or

Furthermore, a metaphor develops a comparison which is

After the lecture on metaphors, an activity will be answered to lead them in

TASK 5. LET US COMPARE

GROUP GROUP GROUP GROUP

TASK 6. DECODE THE QUOTE

“I like to see myself as a bridge builder; that is me building bridges

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a speech

III - LEARNING TASKS

8. I find it helpful to show my written output to

7. uses another concept from a source, rephrases the idea,

Several ingredients make for effective advocacy, including:

For some people, advocacy is a new role. It may be uncomfortable--

UNDERSTANDING THE ISSUE

DEVELOPING A PLAN FOR ADVOCACY

Then they will accomplish the following:

The advocacy plan shall serve as an assessment of students’

trustworthy and are not are not requirement for minimum

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a speech

III - LEARNING TASKS

What is your level of proficiency in each subject?

I can sustain this by…

What areas need improvement? How can you address this?

I need help with…

I can improve in this/these area/areas by…

TASK 2. LEARNING IN THE 21st CENTURY

Group 2: PLAY ME YOUR ROLE!

Group 3: LETTER FROM THE HEART!