Lesson Plans 581467

Detailed Lesson Plan in English – Grade 10 Module 4 – Lesson 1 CONTENT

The learner demonstrates understanding of how world literature and other text

STANDARD

types serve as instruments to resolve social conflicts, also how to use the language of research, campaigns and advocacies.

PERFORMANC

The learner competently presents a research report on a relevant socio-cultural issue.

E STANDARD

I. OBJECTIVES At the end of the sixty-minute period, the Grade 10 learners should be able to: a. determine meanings of unfamiliar words; b. identify and utilize the primary and secondary sources of information; c. Expand ideas through coherence and cohesion; and d. participate willingly and actively in the classroom discussion and activities. II. SUBJECT MATTER Literature: The Little Prince by Antoine de Saint-Exupery Valuing: Respecting Differences III. MATERIALS 

Instructional Materials



Reference: Celebrating Diversity through World Literature Module 4 – Lesson 1: pages 407-421

IV. PROCEDURE Teacher’s Activity

Learners’ Activity

 Preparatory Activities  Greetings Good Morning/Afternoon class.  Prayer Before we start our class, let us have a short prayer. Everybody stand and let us pray.  Checking of Attendance Class monitor, do we have absentees for today?

Lesson Proper I. ACTIVITY Directions: The class will recall the time when they had their Lakbay-Aral in the city of Tanauan recently. The teacher will ask questions about their experiences that would lead to the topic - primary and secondary sources.

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1. Cite the places where you went during your Lakbay-Aral and your experiences in those places. 

The concept in this activity is that, the experiences shared by the students are the authentic or first-hand experiences. Those experiences served as primary sources while the teacher

where

the

students

stated

their

experiences became the secondary sources.

II. ANALYSIS Listening Skill #1 A. Pre-reading Activity - Vocabulary Development The students will answer a word match. Directions: Match the words under column A with the definitions under column B. Write the letter of the best answer on the space provided.

A

B

1. tame

a. to take a deep audible breath

2. neglect

b. no longer wild

3. sigh

c. to fail to give the proper care or attention

4. burrow

d. a ceremonial act

5. rite

e. necessary; important

6. essential

f. a hole dug as s living space by small animals g. a pointless star

B. Reading Activity  The class will read the story. There will be two persons to read the conversation and present it to the class in a dialogue form.

C. Post-reading Activity  The class will answer comprehension questions regarding the excerpt. 1. Who are the characters in the excerpt? Describe each.

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2. How important is the “rite” or “ritual” of taming in the friendship of the Little Prince and the Fox? 3. Do you think you have tamed another and have been tamed as well? Listening Skill #2 A. The teacher will discuss about the second literary skill that should be learned by the students. The second literary skill is the coherence of ideas, sentences, details and paragraphs of an essay. Listed below are the devices that would help the students make coherent essays and also on what part of the excerpt is found or emphasized. 

Repetition of Key or Phrase – page 412: 3rd paragraph, second sentence. “What does that mean – ‘tame’?” This sentence is repeated thrice.



Synonyms – page 412: 8th paragraph, first and second sentences. “It’s an act too often neglected,” said the Fox. “It means to establish ties.” This shows synonymous definition of the word ‘tame’.



Pronouns - page 412: 10th paragraph. The use of pronouns me and you was numerous.



Transitional Words: There is minimal use of transitional words but it is still present in the excerpt. Transitional words used are and in consequence, for example, and, but, and so that.

III. ABSTRACTION  In relation with your real-life experiences, do you experience having different insights or thoughts with somebody?  How were you able to respect those differences?  Based on your observations, how do the barangay, the city and the country address differences?

IV. APPLICATION

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1. The class will be divided into 9 groups. The tasks of the groups are as follows: Groups 1, 2, and 3: Supposed that you are the author of the excerpt. Make your own version of book cover of the excerpt The Little Prince. Groups 4, 5, and 6: Construct a jingle on how to develop or maintain respect to each and everyone’s differences.

Groups 7, 8, and 9: Create 10 hugot lines about taming one another.

Consider the following criteria in making the group activity.

Performance: Relevance: Creativity: Cooperation:

15 15 10 10 50

2. Quiz For items 1-4, classify the following sources whether it is a primary source or secondary source. Write P for primary source and S for secondary source. 1. Magazines 2. Newspapers 3. Diaries 4. Journals

For items 5-10, identify who or what is asked in the test items. 5. It is the main source or the first-hand source of information and data. 6. He is the pure and innocent traveler from outer space. 7. This word means necessary or important. 8. This is the place where the fox is staying. 9. These are words that connect or the ideas in the sentences or paragraphs.

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10. This helps to focus your ideas and to keep your readers on track.

V. ASSIGNMENT: Directions: Construct an essay about respecting differences. Choose whether differences in age, language, skin color, gender, opinions or gender. Consider the following criteria. Rubric

IDEAS

4

3

Writing is clear and easy to understand.

The writing is pretty understandable. One idea may be out of place.

The paragraph is wellORAGNIZATION developed, and the end is satisfying Writing has free of spelling, punctuation, CONVENTION and capitalization errors.

2

1

The writing is hard to follow and is somewhat confusing.

The reader will not be able to understand this writing. Ideas do not make sense

The paragraph is clear.

The paragraph needed more details to make it satisfying.

The paragraph is hard to follow.

The writing still contains some errors.

The writing contains a lot of spelling, capitalization, and punctuation errors

It is hard to read and understand the writing.

Prepared by:

(Sgd) JUDITH S. FETALVER Grade 10 – English Practice Teacher

Approved by:

(Sgd) Mr. CHRISTIAN M. RENALES Grade 10 – English

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Detailed Lesson Plan in English – Grade 10 Module 4 – Lesson 2 I. OBJECTIVES At the end of the sixty-minute period, the Grade 10 learners should be able to: e. determine meanings of unfamiliar words used in the poem; f. examine the lines in the poem; g. answer comprehension questions regarding the poem; h. analyze literary devices used in the poem; i. use persuasive techniques to show courtesy and politeness in a working VISA interview; and j. participate willingly and actively in the classroom discussion and activities. II. SUBJECT MATTER Literature: A Martian Sends a Postcard Home by Craig Raine Literary Skill: Literary Devices The learner demonstrates understanding of how world literature and other text types CONTENT STANDARD

serve as instruments to resolve social conflicts, also how to use the language of research, campaigns and advocacies.

PERFORMANC E STANDARD

The learner competently presents a research report on a relevant socio-cultural issue.

Valuing: Bridging Gaps III. MATERIALS 

Instructional Materials



Reference: Celebrating Diversity through World Literature Module 4 – Lesson 2: pages 422-437

IV. PROCEDURE Teacher’s Activity  Preparatory Activities  Greetings Good Morning/Afternoon class.  Prayer Before we start our class, let us have a short prayer. Everybody stand and let us pray.  Checking of Attendance Class monitor, do we have absentees for today? Lesson Proper I. ACTIVITY Directions: The class will work in pairs in each column according to their seating arrangement. In pairs, one student should face the teacher and the other student should face the back of the room. The teacher will show pictures and the student facing the teacher will describe the image to the student facing the back of the room.  What did you feel or experienced in doing the activity?

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 From the activity, were you able to describe the images correctly? How did you do it?

II. ANALYSIS Literary Skill #1 A. Pre-reading Activity - Vocabulary Development Directions: The teacher will give three uncommon words used in the poem. The class will be divided in to two groups. Group 1 are the girls and Group 2 are the boys. Each group will pick their representative and the representative will be the one and only student who can say the answer of their group. Students should construct their own definition of the words through the clues and pictures that would be given by the teacher.

1. Shriek- utter high-pitched, piercing sound; scream, screech, shout

2. Perch- a thing on which the bird roosts or rest; pole, rod, branch

3. Soothe- gently calm, relieve or ease pain; comfort, hush, quiet

B. Reading Activity  The class will read the poem aloud.  The class will analyze the lines of the poem. The teacher will provide pictures that fit to the descriptions in the lines and stanzas of the poem. The students will match the pictures to the proper line or stanza that it corresponds.

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A Martian Sends a Postcard Home (Craig Raine) Caxtons are mechanical birds with many wings and some are treasured for their markings – they cause the eyes to melt or the body to shriek without pain.

I have never seen one fly, but sometimes they perch on the hand. Mist is when the sky is tired of flight and rests its soft machine on ground:

the world is dim and bookish like engravings under tissue paper.

Rain is when the earth is television. It has the property of making colours darker. Model T is a room with the lock inside – a key is turned to free the world

for movement, so quick there is a film to watch for anything missed.

But time is tied to the wrist or kept in a box, ticking with impatience.

In homes, a haunted apparatus sleeps, That snores when you pick it up.

If the ghost cries, they carry it To their lips and soothe it to sleep

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With sounds. And yet, they wake it up deliberately, by ticking with a finger.

Only the young are allowed to suffer openly. Adults go to a punishment room with water but nothing to eat. They lock the door and suffer the noises alone. No one is exempt and everyone’s pain has a different smell. At night, when all the colours die, they hide in pairs and read about themselves – in colour, with their eyelids shut.

C. Post-reading Activity  The class will answer comprehension questions regarding the poem. 4. Who is the persona speaking in the poem? 5. What is the first object that the Martian is able to describe? 6. What two forms of weather are mentioned in the poem? 7. What other objects are described by the Martian and how different does the Martian see the objects? 8. After examining the lines in the poem, what do you think does the persona wanted to convey or say to the readers? 9. How will you bridge the gaps between differences of views and opinions?

Literary Skill #2 The class will answer an exercise about literary devices. The students will use their prior knowledge to answer the exercise. Directions: Match the literary devices in Column A to its best definition in Column B then choose its example in column C.

Literary Devices 1. Alliteration

2. Allusion

3. Hyperbole

Definitions A. The incidence where the implausible concept or character is brought into the story in order to resolve the conflict and to bring about a pleasing solution. B. Meaning or identity ascribed to one subject by way or another. C. The use of concepts and ideas that are contradictory to one another, yet, when placed together hold significant value on several levels.

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4. Irony

5. Metaphor

6. Metonymy

7. Onomatopoeia

8. Oxymoron 9. Paradox 10. Personification 11. Simile 12. Litotes 13. Analogy 14. Allegory 15. Caesura 16. Deus Ex Machina

D. Playing around with words such that the meaning implied by a sentence or word is actually different from its literal meaning. E. A figure of speech whereby the author refers to a subject matter such as place, event, or literary works by way of a ing reference. F. The practice of drawing comparisons between two unrelated and dissimilar things, people, beings, places and concepts. It is marked with words “like” and “as.” G. Words whose sounds are close to the sound they meant to depict. H. A symbolism device where the meaning of a greater, often abstract, concept is conveyed with the aid of a more material object or idea being used as an example. I. A literary device wherein the author uses specific words and phrases that exaggerate and overemphasize the basic crux of the statement in order to produce a grander, more noticeable effect. J. The practice of attaching human traits and characteristics to inanimate objects, phenomena, and animals. K. The practice of not using formal word for an object or subject or subject and instead referring to it by using another word that is intricately linked to one another. L. Involves creating a fracture of sorts within a sentence where the two separate parts are distinguishable from one another yet intrinsically linked to one another. M. A literary device that helps to establish a relationship based on similarities between two concepts or ideas. N. A literary device that allows the author to use contradictory, contrasting concepts placed together in a manner that actually ends up making sense in a strange and slightly complex manner. O. A discreet way of saying something unpleasant without directly using negativity. P. A literary device that uses words in quick succession. It begins with letters belonging to the same sound group.

III. ABSTRACTION  Create a one stanza poem that tells how are we going to bridge the gaps between people with different views and opinions in of gender?

IV. APPLICATION A. Directions: For items 1-4, answer the following and identify what is asked in the item numbers. 1. It is the thing on which the bird rests. 2. From the poem, what thing does the author refer to when he said “Model T”? 3. During the night, this pair hides. 4. Who is the author of the poem? For items 5-20, match the literary devices in column A to its best example in column B. Literary Devices

EXAMPLES

5. Alliteration

a. The sack fell into the river with a splash.

6. Allusion

b. Their dogs grew up as big as an elephant.

7. Hyperbole

c. I cannot say that I think you are very generous to the ladies; for,

8. Irony

whilst you are proclaiming peace and good-will to men,

9. Metaphor

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10. Metonymy

emancipating all nations, you insist upon retaining an absolute

11. Onomatopoeia

power over wives.

12. Oxymoron

d. Sing a song of sixpence, // a pocket full of rye.

13. Paradox

Four and twenty blackbirds, // baked in a pie.

14. Personification

e. A rich man is no richer than a poor man.

15. Simile

f. Potato chips are my diet's Achilles heel.

16. Litotes

g. My alarm clock yells at me every morning.

17. Analogy

h. Daniel’s dog dove deep in the dam, drinking dirty water as he

18. Allegory

dove.

19. Caesura

i. It was so cold I saw polar bears wearing jackets.

20. Deus Ex Machina

j. “If you kill me”–he told them, “I can darken the sun in its heights”, he told to help the prince. k. "A business that makes nothing but money is a poor business. l. Just as a sword is the weapon of a warrior, a pen is the weapon of a writer. m. We must wait to hear from the crown until we make any further decisions. n. “All animals are equal but a few are more equal than others.” o. The skies of his future began to darken. p. A plumber spends all day working on leaky faucets and comes home to find a pipe has burst in his home.

B. Directions: The class will conduct a interview. It will be an interview for a working VISA. The class will be group into five and that would be the assigned country for them. Group 1.

USA

Group 2.

Middle East

Group 3.

Japan

Group 4.

Europe

Group 5.

Italy

Interview Questions: 1. Introduce yourself. 2. Why did you choose to work on that country instead of our country? 3. Do you have any background of the country you are going to work? How will you communicate? 4. Are you confident that you will also learn their culture and respect it? How? 5. How will you assure me that you will maintain our country’s pride on that country?

V. ASSIGNMENT: Directions: In a clean one whole sheet of paper, answer the question below.  If you were on the positions of the following persons/leaders, how will you address the gaps regarding gender: a. President of the Philippines

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b. Human Rights secretary c. Barangay Captain

Prepared by:

(Sgd) JUDITH S. FETALVER Grade 10 – English Practice Teacher

Approved by:

(Sgd) Mr. CHRISTIAN M. RENALES Grade 10 – English

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