G10 English Lesson Exemplar 4th Quart

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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

understanding of how world speech for a special occasion
literature and other text types through utilizing effective verbal
serve as sources of wisdom in and non-verbal strategies and ICT
expressing and resolving conflicts resources.
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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4th Quarter
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.
https://encrypted-
tbn3.gstatic.com/images?q=tbn:ANd9GcRw6tcXtTEhTLbaWWVBwIblkJJvUh8eOtg6BaySC
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4th Quarter
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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4th Quarter
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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4th Quarter
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- http://images.hellokids.com/_uploads/_t clipart-male-face-profile.svg
download-to-you-Air0hO-clipart.jpeg
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
4 3 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

of 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.
II - LEARNING CONTENT
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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4th Quarter

 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, You like exotic foods, you

then you might enjoy making one might enjoy making one of my
of my banana splits. The only banana splits. The only
ingredients you need are ingredients you need are
bananas, ice cream, all kinds of bananas, ice cream, all kinds of
syrups, and topping s such as syrups, and topping s such as
chopped nuts, M and M’s, chopped nuts, M and M’s,
jimmies, and shredded coconut. jimmies, and shredded coconut.
To To
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4th Quarter
make this tasty snack, first, slice make this tasty snack, slice the
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.
ADDITIO RESU COMPARISO CONTRA

N LT N ST
TIME LOGICAL DISTANCE

SEQUENCE THINKING
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4th Quarter
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 writng
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
Focus &Details
topic. Main ideas topic. Main ideas somewhat clear. clear.

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
Organizatio
provides an an overview conclusion is conclusion.

overview of the of the paper. A included.
n
paper. Information conclusion is

is relevant and included.
presented in a
logical order. The
conclusion is
strong.
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4th Quarter
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
Voic
e
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
Choic
vivid words and vivid words and words that limited

e
placement of placement of writing lacks may be present
phrases. The phrases. The communicate vocabulary.

choice and choice & clearly, but the Jargon or clichés
Wor
words seems words is variety. and detract from

d
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
Mechanics,&Spelling
and have varied constructed and constructed, but distractingly

SentenceStructure,Grammar,
but they do not that interfere with and/or spelling
structure and have varied they have a similar repetitive, or are

length. The author structure and structure and/or difficult to
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,
interfere with understanding. that interfere with
understanding. understanding.
COMMENT
S
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

of 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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4th Quarter

 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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4th Quarter
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
ABSTRACTION
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

of 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.
23
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
24
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.
25
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 descripton
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 is not Credit is rarely Credit is given Credit is given
Credit
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
PRESENTATION Presentation is Presentation is Presentation is Presentation is
Pr
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

of 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:
28
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 Educaton
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 21 st century skills?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
30
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 21 st
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 21 st century learners must possess.
Skills
21st century
Learners
Knowledge Attitude
APPLICATION
TASK 6. LET ME EXPLAIN!
After gaining insights regarding the characteristics of a 21 st century
learner, answer the question that follow and explain your answer.
How can liberal education help the learners acquire 21 st century

skills?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____
32
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
Criteria 4 3 2 1
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

of 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.
_____________________ _____________________
LIMITATIO _____________________ LOCATION _____________________
N
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
COMPARISO _____________________ LABELING _____________________
N
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
DISCOVERY _____________________ NOTE-TAKING _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________
EXPANDING _____________________
_____________________
_____________________
_____________________
_____________________
36
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
Common Reasons of Absenteeism Among G10

students Factors Influencing Teenagers to join
Group 4 Fraternity
Group 5
TITLE SOURCE / AUTHOR/S OR YEAR NOTES and
TYPE PROPONENT/S FINDING
38
4th Quarter
LESSON
EXEMPLAR
Grade 10-
English
Quarter: Fourth
Sub-Theme: Moving Towards Convergence

of 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 injustces or discriminaton as conveyed powerfully by
literature, fill out the diagram to deepen your understanding of the poem. (Note: The groupings
used in preliminary actvity 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

of 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.
What conclusion can you draw from the sentence above?
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/
46
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:
Excellent Very 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

of 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 citzen? Form groups composed of 8-10 members. Create 3-5
slides in your presentaton showing your advocacy as a global citzen. Be guided by the rubric below.
RESEARCH REPORT PRESENTATION
CRITERIA 4 3 2 1
Excellent Satisfactor Developing Beginning
y
Preparednes Presenter is Presenter seems The presenter is The presenter
s
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

of 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:
Introducton
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.
Introducton Background
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
Identfy the Sources of General Background Informaton
Focus on your Topic
Make a List of Useful Keywords
Be Flexible
Define Your Topic as a Focused Research Queston
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:
2.1Transcription
2.2Word and Phrase Recognition
2.3Spelling
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
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.
Criteria 4 3 2 1
Excellent Proficient Developing Beginning
Catchy Exceptional Proficient Basic Weak or no
Introductio introduction introduction introduction introduction of
n
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- Control of Contains few Contains So many
written
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

II- LEARNING CONTENT

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-

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

III - LEARNING TASKS

Read the following paragraphs and compare the structure. What

If you like exotic foods, You like exotic foods, you

Source: English for a Better World

TASK 2: YOUR OWN WORK

ADDITIO RESU COMPARISO CONTRA

TIME LOGICAL DISTANCE

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

topic. Main ideas topic. Main ideas somewhat clear. clear.

provides an an overview conclusion is conclusion.

paper. Information conclusion is

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

vivid words and vivid words and words that limited

placement of placement of writing lacks may be present

phrases. The phrases. The communicate vocabulary.

words seems words is variety. and detract from

accurate, natural, inaccurate at the meaning.

and have varied constructed and constructed, but distractingly

but they do not that interfere with and/or spelling

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

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

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

TASK 5. LET US COMPARE

GROUP GROUP GROUP GROUP

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

Content Standard: Performance Standard:

The learner demonstrates The learner skilfully delivers a

III - LEARNING TASKS

3. Good writers know the rules of grammar

4. I don’t bother rewriting my written output

5. I don’t usually pay attention to the purpose

6. It is important to reread, revise, and edit

7. I am nervous about writing in English.

8. I find it helpful to show my written

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