Republic of the Philippines

Department of Education
MIMAROPA REGION
QUEZON NATIONAL HIGH SCHOOL
Quezon, Palawan

DETAILED LESSON PLAN IN ENGLISH-10

FOR CLASSROOM OBSERVATION
Date of Observation: July 1, 2019
G10 SPA 2:50-3:50

I. CONTENT STANDARD
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.

II. PERFORMANCE STANDARD

The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

III. LEARNING COMPETENCIES

a. EN10LC-Ia-11.1: Get information that can be used in everyday life.
b. EN10LC-IIf-13.2: Employ analytical listening in problem solving regarding R.A. 10627

IV. LEARNING OBJECTIVES

At the end of a one-hour lesson, the students should be able to:
a. Critically reflect on the issues and concerns regarding R.A. 10627,
b. Complete the puzzle task indicating the topic
c. Perform a variety of activities related to R.A. 10627.

V. LEARNING CONTENT

Module 1- Overcoming Challenges

Topic: Republic Act No. 10627 or the Anti-Bullying Act of 2013

Lesson 1: Discovering Personal Challenges

References: Celebrating Diversity through World Literature: English Learner’s Material,

First Edition 2015.,pgs. TG 2-19, LM 20-24, 27-30.
Philippine Law Anti-Bullying Act.mp4
..\..\..\..\PANANAKSAK NG ISANG ESTUDYANTE SA BATO NATIONAL HIGH SCHOOL NAKUNAN NG VIDEO (1).mp4

Materials: Pictures, Visual Aids, Laptop, Projector, Speaker, and DLP, Video Clip, Teacher-Made
Visual.

Value Focus: Respect

Strategies: MOL, Groupings, Discussion, Board work, Games, Differentiated Instructions, Diagram, Bilingual,
Sternberg Triarchic or Practical Intelligence, Exponential Intelligence or Analytical intelligence
(abstract thinking & Logial Reasoning), Cubing and Tiered Activities (Complexity Stage), video and
PowerPoint presentation.

I. Procedures/Learning activities:
(COT: Objective 5. Plans, manages and implements developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts).
 TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
Daily Routine: ( 5 minutes)
(COT: Objective 3. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration, discovery and hands-
on activities within range of physical learning environment).

Management of Learning (MOL) Assigned group takes charge of the MOL

(The teacher calls the assigned group to lead the MOL). -Prayer
-Action Song
-Word of the day
-Food for thought
-tongue twister
-News report

1. Greetings: Good Morning Ma’am, good morning visitors. Nice to see

Good morning class! you today.

Hep hep? Hoooraayyy!

Kindly look around and check if there are pieces of papers and Yes Ma’am!
candy wrappers, then pick them up and place it on your trashcan
now if you don’t have trash can, please put it on your pocket instead

Kindly arrange your chairs properly.

(COT: Objective 4. Manages learner behavior constructively by
applying positive and non-violent discipline to ensure learning-
focused environment).

You may now take your seats. Don’t slouch. Thank you Ma’am.

2. Checking of Attendance:
I’ll be checking your attendance by group. Clap 1…2…3…,1…2…3…YES!
As we check your attendance, yell “yes clap” if you are
complete while wow clap”. if not Clap 1…2…3…,1…2…3…YES!
COT: Objective 2. Applies a range of teaching strategies to
develop critical and creative thinking, as well as other higher- within the curriculum
order thinking skills).
Learners judge or evaluate
situations, problems, or
A. Review: Task 10: DIGGING DEEPER (By group) issues at the same time
Each question is equivalent for 5 chips and 5 points. invite comments from their
Group leaders please assign your scorer. classmates during
discussion and challenge
one another’s thinking
Group 1 representative will be scorer of G2
Group 2 representative will be scorer of G3
Group 3 representative will be scorer of G1 Yes ma’am
Are you ready?
Student’s answer may vary.
Science/across 1. If you had access to building resources and
materials, how would you design a flying machine
i to help you escape from the island prison of
Crete?(COT: Objective 1. Applies knowledge of
content within and across curriculum teaching areas).
Students read the objectives in unison.
i B. PRESENTATION OF OBJECTIVES:
We are now about to switch the engine on for another
lesson and to start let us read the objectives today.

C. MOTIVATION: (BOARD WORK using Illustration Teacher distributes the worksheets

Board).

PUZZLE ME UP! FOLLOW THE DIRECTION & UNDERSTAND.

This is a group activity which gives you the chance to earn points
same with other activities to follow. Remember that your points will
be accumulated from the first task until the last one and to finalize
at the end, we shall count the scores and whoever earns the
highest points will be declared the winning group. Yes ma’am!
Your points will be recorded on your performance.
From the given pictures in every group, find it out at the
puzzle.

Clue:
It is one which runs from left to right across the page. It comes from
the word horizon in the sense parallel to the horizon. Then, its
cousin runs up and down the page while the other one is from a
different sloping direction yet managed to hold the rest.
(Across learning Area: Mathematics)

(COT: Objective 1. Applies knowledge of content within and across

curriculum teaching areas).

Locate the five (5) hidden words by following closely the direction. Soon as
you find it, write it on your group board to check. I will count 1-10 after that,
wait for my signal to raise your board.

-Bullying -Verbal
-Social -Cyber bullying N U A N C E S E D T Y G
-Intimidation A N G N I Y L L U B N E
W F E W S I M P L I E T
N U A N C E S E D T Y G
K R E S O C I A L N W E
A N G N I Y L L U B N E
W I V E R B A L O T I A
W F E W S I M P L I E T
A E E L E O U F V I N M
K R E S O C I A L N W E
R N R O M B N O E M T W
W I V E R B A L O T I A
D D Y Y R R F R L I H O
A E E L E O U F V I N M
N L T E E A O E Y D E R
R N R O M B N O E M T W
E Y B A N N R V A A T K
D D Y Y R R F R L I H O
S Y H L T D G E N T E S
N L T E E A O E Y D E R C P I T A I I R D I A T
E Y B A N N R V A A T K S O N Y R N V M S 0 C A
S Y H L T D G E N T E S T S G D Y G I O W N H Y
C P I T A I I R D I A T

S O N Y R N V M S 0 C A

T S G D Y G I O W N H Y

As you finish the task, what now is our lesson? Our lesson for today is about Bullying.

That’s right! (Chips and 5 points)

What is our legal basis? Our legal basis is Republic Act No. 10627 or the Anti-Bullying Act of
( Across learning area: APAN) 2013

Correct! (Chips and 5 points)

D. DISCUSSING NEW CONCEPTS AND PRACTICING

NEW SKILLS # 1 :
Motivate learners to investigate the content area to expand
their knowledge and satisfy their natural curiosity

Before we begin our discussion, may I know your idea of what

bullying is? COT: Objective 2. Applies a range of teaching strategies Bullying is any unwanted physical contact between the bully
to develop critical and creative thinking, as well as other higher-order and the victim like punching, pushing, shoving, kicking,
thinking skills). slapping, tickling, headlocks, inflicting school pranks, teasing,
fighting, and the use of available objects as weapons;

That’s correct! (Chips and 5 points)

Let’s give him/her 5 claps….Go!

1,2,3,4,5 claps.

Now, Let us watch a video clip on Philippine Law on Anti-Bullying

Act of 2013.Philippine Law Anti-Bullying Act.mp4
(See attached article)

So, what is REPUBLIC ACT 10627 (Anti-Bullying Act of 2013)?

• Bullying can be defined as “the use of one’s strength or status
to intimidate, injure, or humiliate another person of [perceived]
lesser strength or status.” Bullying must be distinguished from
other forms of peer aggression or conflict; bullying always involves
a power imbalance between the bully and the target. Bullying is an
intentional and repeated act, not something within the normal
range of playful or joking behavior.
• Bullying refers to any severe, or repeated use by one or more
students of a written, verbal or electronic expression, or a
physical act or gesture, or any combination thereof, directed at
another student that has the effect of actually causing or
placing the latter in reasonable fear of physical or emotional
harm or damage to his property.

To prevent the bullying incidents from happening and protect

Why do you think this law is important? all those who have experienced harassment and discrimination

E. DISCUSSING NEW CONCEPTS AND PRACTICING

NEW SKILLS # 2 :
Tell me something!(COT: Objective 3. Manages classroom
structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities
within range of physical learning environment).

Identify what type of bullying is the assigned scenario of pictures.

I will flash the pictures and write the type of bullying whether
(Intimidation, cyber-bullying, verbal bullying or physical bullying).

(Build prior knowledge of the topic and was well paced with a
thoughtfully chosen sequence of learning activities).

Write your answer on your activity board. 5 points every

correct answer.

1 INTIMIDATION 1

2 CYBER BULLYING 2

3 VERBAL BULLYING 3

4 CYBER-BULLYING

5 INTIMIDATION

6 PHYSICAL BULLYING
6
Kindly count the score. Who’s leading?
Group 2, Ma’am.

Very well, let’s give them yes clap…ready go!

1,2,3, 1,2,3 YES!

There are different types of bullying.

Who could tell me what those are?

We have physical bullying, verbal bullying, intimidation,
and cyber bullying.

That’s correct! Chips please. ( 5pts)

We have physical bullying, verbal bullying, intimidation, and cyber

bullying.

How about DepED Order No. 40, s. 2012? Anybody familiar?

Ma’am its cyber bullying.
It has something to do with electronics.

Exactly. Chips please. ( 5pts)

• Cyber- bullying” or any bullying done through the use of technology or

any electronic means. The term shall also include any conduct resulting
to harassment, intimidation, or humiliation, through the use of other
forms of technology, such as, but not limited to texting, email, instant
messaging, chatting, internet, social media, online games, or other
platforms or formats

Let us read the Symptoms That Someone May Be a Target of

Bullying: • Loss of interest in or fear of normal activity
• Drop in grades
• Fatigue/trouble sleeping
• Depressed/moody/sad
• Hopelessness, suicidal thoughts
• Aches/pains/headaches
• Excessive stress, anxiety, nervousness
• Skipping school frequently
• Unexplained physical trauma
• Anger/lashing out
• Loss of solid friendships
• Guilt, embarrassment, shame

Now, when can you say that you are not practicing to become
a bully?

Everybody read.
Symptoms That Someone May Be Bullying Others
• Lies/deceives to avoid blame
• Avoids responding when questioned
• Responds as if irritated/annoyed
• Complaints made by others
• Overly critical of others
• Need for control
• Displays physical dominance
• Overbearing opinions
• Aggressive (not just toward people)
• Inappropriate behavior
• Uses manipulation
 F. DEVELOPING MASTERY

Now I want you to watch another video clip but this time you The students watch the next video clip provided by
HAVE to react on the behaviour the students nowadays possess.
COT: Objective 4. Manages learner behavior constructively by the teacher.
applying positive and non-violent discipline to ensure learning-
focused environment).

..\..\..\..\PANANAKSAK NG ISANG ESTUDYANTE SA BATO NATIONAL HIGH

SCHOOL NAKUNAN NG VIDEO (1).mp4
(Across Filipino exercising Bilingual and current events.

LET US THINK IT OVER: (Oral)

(Using STERNBERG TRIARCHIC strategy or Practical Intelligence)
With your respective group mates, choose one letter from the following
point of views to evaluate your reaction about the video clip of bullying
incident in Taytay, Palawan. No duplication of choice. Justify your answer.
Remember that there is no wrong response here. All your opinions are
respected.

a. SCHOOL ITSELF-If the organization where bullying is observed The students’ group answers may vary.
does not have strict regulations how to treat each other, then
bullying may be more rampant and have an effect on why
students bully.

b. SOCIAL ISSUES-The fact that if a student gets more

involvement and record for negative attitude than positive ones The students’ group answers may vary.
can also add to reasons why students bully. Jealousy or envy
and a lack of personal and social skills can also be reasons why
students bully.

c. FAMILY ISSUES-Families that are not warm and loving and The students’ group answers may vary.
feelings are not shared are more likely to have children who
bully, either within the family home or in the places they stay.
Another home environment that is fast to have bullies if
discipline and monitoring are not consistent and/or brutal
punishments are always observed.

d. THE BULLY’S PERSONAL HISTORY-Children who are not

accepted or rejected by classmates and society and experience
failing grades are more likely to bully others.

G. FINDING PRACTICAL APPLICATION OF CONCEPTS

AND SKILLS IN DAILY LIVING
COT: Objective 2. Applies a range of teaching strategies to develop
critical and creative thinking, as well as other higher-order thinking
skills).

(Using STERNBERG TRIARCHIC strategy on analytical intelligence)

ABSTRACT THINKING AND LOGICAL REASONING or ABILITY TO
DEAL WITH ORIGINAL SITUATIONS. (individual) 1 chip every student
who shares.

Meta cards are posted on the board. Pick one situation you actually
experienced and tell me how you are overcoming it.
Loss of interest in or fear Students individually pick a Meta card which they
of normal activity Skipping school frequently
like to share personal experiences.

Drop in grades Unexplained physical trauma

Fatigue/trouble sleeping Anger/lashing out

Depressed/moody/sad Loss of solid friendships

Hopelessness, suicidal thoughts Guilt, embarrassment, shame

Aches/pains/headaches SHY
 Excessive stress, anxiety,
nervousness

H. MAKING GENERALIZATIONS AND ABSTRACTIONS

ABOUT THE LESSON COT: Objective 3. Manages
classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on
activities within range of physical learning environment). Students by group are having brainstorming about
their responses.
Task 30 PROBE TIME!
Play the CUBING where you will create your own questions about
the lesson we just have and ask other groups. The question will
start with the word that will be rolled in the cube. 5 chips for good
question and 5 chips also for appropriate answer.

Group 1:
Group 2:
Group 3:

WHAT

W H
H O Students by group are having brainstorming about
E W their responses.
N
WHY

I. EVALUATING LEARNING:
COT: Objective 3. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration, discovery and
hands-on activities within range of physical learning environment).
With your group members, make an interpretation that
shows what the video clip are like.
It will directly state what you have understood. Whoever
finishes first will earn additional 5 points while 3 for the rest and a
surprise gift.(Differentiated instructions)- one instruction,
varied output. (Critical thinking).

Yes, Ma’am.

What the law says... Present your answers in three

What is in my mind... different ways:
What is in my
heart...
A. Choral Reading
What does the text B. Putting a tune to the
tell... provided answer
C. Create a slogan

Please be guided with the rubrics distributed to your group.

Students by group are having presentation

concerning their responses.

Let’s count the over-all score to reveal the winning group.

And the group highest score is ____!
 J. ASSIGNMENT: Students individually is tasked to write a short but
persuasive text concerning their reactions against
YOUR FINAL TASK
You have been informed that the final task for this quarter is to write cyber bullying.
a short but persuasive text. A concise oral presentation on the
causes / effects of cyberbullying, would help you prepare for such a
performance at the end of the quarter. COT: Objective 1. Applies
knowledge of content within and across curriculum teaching areas).

RUBRICS
CHORAL READING

17 18 19 20

Slogan making
CATEGOR
Y 20 19 18
Craftsmanshi The slogan is The slogan is attractive The slogan is acceptably
p exceptionally attractive in design, layout and attractive though it may be a
in design, layout, and neatness. bit messy.
neatness.
Visual Impact Slogan is catchy and Slogan is weak but Slogan is catchy but doesn't
supports the idea of supports the idea of support the idea of protecting
protecting our protecting our our environment.
environment. environment.
Originality Exceptional use of new Good use of new ideas. Average use of new ideas.
ideas.
Craftsmanshi The slogan is The slogan is attractive The slogan is acceptably
p exceptionally attractive in terms of neatness. attractive though it may be a
in terms of neatness. Good construction and bit messy.
Well-constructed and not very messy.
not messy
Song Performance
20 19 18
 PREPARED BY:
AVEGAIL ALARCON-CONSTANTINO
Master Teacher I

OBSERVED BY:

HELEN C. CAMIAS HAYDEE L. MADRIŇAN

Head Teacher III Principal II

CORROBORATED BY:

EMELYN M. PALMERO
Teacher 1
 REPUBLIC ACT NO. 10627 OR THE ANTI-BULLYING ACT OF 2013

“Bullying” refers to any severe, or repeated use by one or more students of a written,
verbal,Republic Act No. 10627expression,
or electronic or the Anti-Bullying
orActaofphysical
2013 act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing
the latter in reasonable fear of physical or emotional harm or damage to his property;
creating a hostile environment at school for the other student; infringing on the rights
of another student at school; or materially and substantially disrupting the education
process or the orderly operation of a school; such as, but not limited to, the following:
1. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting, and the use of available objects as weapons;
2. Any act that causes damage to a victim’s psyche and/or emotional well-being;
3. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling,
tormenting, and commenting negatively on the victim’s looks, clothes, and body;
4. “Cyberbullying” or any bullying done through the use of technology or any
electronic means. The term shall also include any conduct resulting to harassment,
intimidation, or humiliation, through the use of other forms of technology, such as,
but not limited to texting, email, instant messaging, chatting, internet, social media,
online games, or other platforms or formats as defined in DepEd Order No. 40, s.
2012; and
5. Any other form of bullying as may be provided in the school’s child protection or
antibullying policy, consistent with the Act and this IRR. b. 1. The term “bullying”
shall also include:
1. Social bullying – refers to any deliberate, repetitive, and aggressive social
behavior intended to hurt others or to belittle another individual or group.
2. Gender-based bullying – refers to any act that humiliates or excludes a person on
the basis of perceived or actual sexual orientation and gender identity (SOGI).
c. Bully – refers to any student who commits acts of bullying as defined by the Act
or this IRR.
d. Bullied or Victim – refers to any student who experiences the acts of bullying or
retaliation as defined by the Act or this IRR.

Source: The Official Gazette of the Republic of the Philippines

What the law says... Present your answers in three
What is in my mind... different ways:
What is in my heart...
What does the text tell... A. Choral Reading
B. Putting a tune to the
provided answer
C. Create a slogan

What the law says... Present your answers in three

What is in my mind... different ways:
What is in my heart...
What does the text tell... A. Choral Reading
B. Putting a tune to the
provided answer
C. Create a slogan
What the law says... Present your answers in three
What is in my mind... different ways:
What is in my heart...
What does the text tell... A. Choral Reading
B. Putting a tune to the
provided answer
C. Create a slogan
 RUBRICS

CHORAL READING 17 18 19 20

SLOGAN MAKING
CATEGORY 20 19 18
Craftsmanship The slogan is exceptionally The slogan is attractive in The slogan is acceptably
attractive in design, layout, design, layout and neatness. attractive though it may be a bit
and neatness. messy.
Visual Impact Slogan is catchy and Slogan is weak but supports Slogan is catchy but doesn't
supports the idea of the idea of protecting our support the idea of protecting our
protecting our environment. environment. environment.
Originality Exceptional use of new Good use of new ideas. Average use of new ideas.
ideas.
Craftsmanship The slogan is exceptionally The slogan is attractive in The slogan is acceptably
attractive in terms of terms of neatness. Good attractive though it may be a bit
neatness. Well-constructed construction and not very messy.
and not messy messy.
Song Performance
20 19 18
 DepED Order No. 40, s. 2012

Cyber- bullying” or any bullying

done through the use of technology
or any electronic means. The term
shall also include any conduct
resulting to harassment,
intimidation, or humiliation, through
the use of other forms of
technology, such as, but not limited
to texting, email, instant messaging,
chatting, internet, social media,
online games, or other platforms or
formats.
 REPUBLIC ACT 10627
(Anti-Bullying Act of 2013)

Bullying refers to any severe, or

repeated use by one or more
students of a written, verbal or
electronic expression, or a
physical act or gesture, or any
combination thereof, directed at
another student that has the effect
of actually causing or placing the
latter in reasonable fear of
physical or emotional harm or
damage to his property.
 SYMPTOMS THAT SOMEONE MAY
BE A TARGET OF BULLYING:

•Loss of interest in or fear of normal activity

• Drop in grades
• Fatigue/trouble sleeping
• Depressed/moody/sad
• Hopelessness, suicidal thoughts
• Aches/pains/headaches
• Excessive stress, anxiety, nervousness
• Skipping school frequently
• Unexplained physical trauma
• Anger/lashing out
• Loss of solid friendships
• Guilt, embarrassment, shame
 Symptoms That Someone
May Be Bullying Other:
Lies/deceives to avoid blame
• Avoids responding when questioned
• Responds as if irritated/annoyed
• Complaints made by others
• Overly critical of others
• Need for control
• Displays physical dominance
• Overbearing opinions
• Aggressive (not just toward people)
• Inappropriate behavior
• Uses manipulation
With your respective group mates, choose a question you wish to
answer verbally. Remember that there is no wrong answer here all
your opinions are accepted.

a. SCHOOL ITSELF-If the organization where bullying is observed

does not have strict regulations how to treat each other, then
bullying may be more rampant and have an effect on why
students bully.

b. SOCIAL ISSUES-The fact that if a student gets more

involvement and record for negative attitude than positive ones
can also add to reasons why students bully. Jealousy or envy
and a lack of personal and social skills can also be reasons why
students bully.

c. FAMILY ISSUES-Families that are not warm and loving and

feelings are not shared are more likely to have children who
bully, either within the family home or in the places they stay.
Another home environment that is fast to have bullies if
discipline and monitoring are not consistent and/or brutal
punishments are always observed.

d. THE BULLY’S PERSONAL HISTORY-Children who are not

accepted or rejected by classmates and society and
experience failing grades are more likely to bully others.
 Loss of interest in or
fear of normal activity
Skipping school
frequently
Drop in grades
 Unexplained
physical trauma
Fatigue/trouble
sleeping
Anger/lashing out
 Depressed/moody/
sad
Hopelessness,
suicidal thoughts
Guilt, embarrassment,
shame
 Aches/pains/
headaches

SHY
Excessive stress,
anxiety,nervousness
Loss of solid
friendships
Task 30 PROBE TIME!
Play the CUBING where you will create
your own questions about the lesson you
just have and ask other groups. The
question will start with the word that will
be rolled in the cube. 5 chips for good
question and 5 chips also for appropriate
answer.
Group 1:
Group 2:
Group 3:
WHAT
W
H
H
E O
N W

WHY
WHAT
WHY
WHEN
HOW
 S
predicate
1. Daedalus proved to
his bullies that he
can do great
inventions himself.

2. Daedalus himself
proved to his bullies
that he can do great
inventions .
There are five (5) hidden words which you need to find out by understanding closely the
direction. Soon as you find it, write it on your group board to check. I will count 1-10 after
that, wait for my signal to raise your board.

N U A N C E S E D T Y G
A N G N I Y L L U B N E
W F E W S I M P L I E T
K R E S O C I A L N W E
W I V E R B A L O T I A
A E E L E O U F V I N M
R N R O M B N O E M T W
D D Y Y R R F R L I H O
N L T E E A O E Y D E R
E Y B A N N R V A A T K
S Y H L T D G E N T E S
C P I T A I I R D I A T
S O N Y R N V M S 0 C A
T S G D Y G I O W N H Y

LOCATE THESE WORDS

-Bullying -Verbal
-Social -Cyber bullying
-Intimidation
 ASSIGNMENT:
YOUR FINA/L TASK
You have been informed
that the final task for this
quarter is to write a short
but persuasive text. A
concise oral presentation
on the causes / effects of
cyberbullying, would help
you prepare for such a
performance at the end of
the quarter.
Identify what type of
bullying is the
scenario. Pictures
will be flashed and
write the type of
bullying whether
Intimidation, cyber-
bullying, verbal
bullying
or physical bullying.