School ADDITION HILLS INTEGRATED SCHOOL Grade: 10

Teacher Ms. Shela Marie Regala Learning Area: ENGLISH

Date Quarter: SECOND
Time and
Section

I OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objective
s Giovanni boccaccio translated by G.H. McWilliam
II CONTENT
III. LEARNING RESOURCES
The learner demonstrates 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.
The learner composes a short but powerful persuasive text using a variety of persuasive
techniques and devices.
At the end of the 60-minute period, students must be able to:
a. Analyze the sequence of events in “Federigo’s Falcon” from the Decameron
b. Justify the actions of the characters; and
c. Express the emotions evoked in the story through acting activity.
FEDERIGO’S FALCON

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages DepEd K to 12 Learner’s Material (Grade 10), Celebrating Diversity through World Literature,
Module 2
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
INITIAL TASK
Have you been in love? Can you give up everything for love?
 The students will explain the following quote:
“love is sacrifice.”

C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skills
#1
The students will watch a video about “Federigo’s falcon” they are to answer the guide
questions afterwards.
1. Who are the main personalities in this story? How are they related?
2. who is Monna Giovanna in Federigo’s life?
3. What was the son’s request to his mother Monna Giovanna?
4. What is the reason why federigo cook his beloved falcon?
5. If you were Federigo, would you give everything for love?

E. Discussing new concepts  The students must demonstrate understanding of the story by reciting the answers
and practicing new skills to the comprehension questions.
#2
1.How do you feel about both characters?

2.Who do you like better Federigo or Monna Giovanna? Why?

3.What made the characters change?

F. Developing mastery SACRIFICE FOR LOVE

(leads to formative  How was love demonstrated in this story?
assessment)  Can there be love without sacrifice?
G. Finding practical
applications of concepts
and skills in daily living
GROUP TASK: The students are grouped into 4 and given the following task.
GROUP 1: Draw the characters/ Characterization
GROUP 2: Conflict (symbolism)
GROUP 3: Sequence of events
GROUP 4: Theme/ Moral lesson

H. Evaluating Learning

Identify what is being asked for in the following:
1. The young Florentine who lost his heart to a noble lady.
2. This animal is the pet of the main character.
3. She is one of the loveliest woman in Florence.
4. The one who told Monna to remarry.

I. Additional activities for Study your notes.

application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
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?