A Semi- Detailed Lesson Plan in English 10

Grade 10 B & C
June 11, 2019

I OBJECTIVES:
At the end of the lesson, the students will be able to:
1. identify the meaning of myth
2. determine facts and details from the text
3. use textual aids in understanding better the text

II SUBJECT MATTER:
Materials: strips of cartolina, textbook
Topic: Myth ( The story of Daedalus and Icarus)

III PROCEDURE:
Motivation:
Each block represents a saying or well known phrase. Identify the phrase or idiom
graphically presented in each square.

r
o
chicken Late never roads
d
s
t I’m t
r r
o trouble o History
u u History forgotten
b b history
l l
e e

 Read carefully the succeeding text. Let the chart below be your guide in reading the text.

Discussion:
Read the story Daedalus and Icarus.
* Who hired Daedalus?
* What did Daedalus design to hold the Minotaur?
* What did Daedalus invent to help him and Icarus escaped from the Labyrinth?
* What did he warn Icarus not do?
* What happened to Icarus?
* Why did Minos imprison Daedalus in the Labyrinth?
* Why did Daedalus leave his wings in the altar of Apollo? Why wouldn’t he want
to fly some more?

Generalization:
What is myth?
Who are the characters in the story?
Kindly describe the personality of Daedalus being the main character in the
story?

IV EVALUATION:
 Read the text once again. Create a graphic organizer of what happened in each of the following
places.

1. The Palace of Minos

2. In prison
3. Icarus in the sea
4. Sicily

V ASSIGNMENT:
Make a list of all the personal challenges Icarus and Daedalus needed to overcome to escape
from the cruel living.

VI REFLECTION:

Prepared by:

PERLITA S. GALLA

Checked by:
ISANIE K. COLLO
Principal I

A Semi- Detailed Lesson Plan in English

Grade10B&C
June 17, 2019

I OBJECTIVES:
At the end of the lesson, the students will be able to:
1. determine the meaning of pronoun
2. construct sentences by using pronoun
3. identify all the pronouns used by the author in the given paragraph
II SUBJECT MATTER:
Topic: Pronoun
Materials: Textbook, Manila Paper

III PROCEDURE:
Motivation:
* Let the students describe their selves.
* Ask them to describe also one of their classmate of their seatmate.

Presentation:
* Identify the words/ the subject in the following sentences.
* Let the students guess what we call to those subjects used in the sentences.

Discussion:
* Tell the meaning of Pronoun?
* Give examples of pronoun
* Use pronoun in a sentence for better understanding
* Read paragraphs from the text, “Daedalus and Icarus”
* Underline all the pronouns used by the author

* Generalization:
Let the students construct sentences by using pronoun.

IV EVALUATION:
Construct sentences by using the following pronouns.
1. him 4. it
2. her 5. she
3. them 6. They

V ASSIGNMENT:
Read the text on page 27-28..

VI REFLECTION:

Prepared by:
PERLITA S. GALLA

Checked by:
ISANIE K. COLLO
Principal
A Semi- Detailed Lesson Plan in English 10
Grade 10 B & C
June 6, 2019

I OBJECTIVES:
At the end of the lesson, the students will be able to:
1. identify literature
2. familiarize types of fiction
3. do correctly the given activity

II SUBJECT MATTER:
Materials: Textbook, PowerPoint presentation
Topic: Literature

III PROCEDURE:
Motivation:
 Do you love reading books? What kind of books do you like?
Are they real or just produced on imagination?

Presentation:
* Process their answers.
* Introduce literature to the learners.

Literature – is an art which uses language to convey sympathy, carry off

hidden grief, reveal the secrets of the human, heart, relieve the pain of the
soul, record experience, impart counsel, and perpetuate wisdom.
- John Henry Cardinal

Literature covers all the writings of a particular country, time, kind etc.
especially those valued for excellence of form and expression.

Discussion:
Prose- it is a branch of literature written in the form of ordinary language.
Compared with poetry which uses lofty language and expressions, prose uses
common place expression or quality.

DIVISION OF PROSE

A. FICTION
- is a type of prose whose content is produced by the imagination and is not necessarily based
on fact. Though fiction is a product of the imagination, it illustrates truths about human life.
TYPES OF FICTION

1. Novel – an extended fictional prose narrative of considerable length,

typically having a plot that is unfolded by the actions, speech and thoughts by the
characters. It is usuaaly includes the psychological development of central characters
and of their relationship with the broader world.

2. Short story – a fictiona work depicting one character’s inner conflict or

conflict with others, usually having one thematic focus. Short stories generally
produce a single, focused emotional and intellectual responses in the reader.

3. Fable – a short literary composition in prose or verse, conveying a universal

cautionary or moral truth. The moral is usually summed up at the end of the story,

which generally tells of conflict among animals, which are given the attributes of
human beings.

4. Legends – legends are traditional narratives intended usually to explain the

origin of things. Legends, originally oral, have been developed into literary
masterpieces.

5. Parable – a simple story told to illustrate a moral principle or spiritual

truth.

6. Myth – a traditional story originating in preliterate society, dealing with

supernatural beings, ancestors or heroes.

7. Folktale – the traditional tale of the common uneducated people,

transmitted orally.

Generalization:
* What is literature again?
* Enumerate the types of Non- Fiction.
* Kindly give example of parable.

IV EVALUATION:
 In a ¼ sheet of paper, kindly elaborate this line by Arsenia Tan, “ Literature is a mirror of
life.” Write what is your understanding in that line.

V ASSIGNMENT:
Write at least one example of each of the type of fiction.
- Novel
- Short Story
- Fable
- Legend
- Parable
- Myth
- Folktale

VI REFLECTION:

Prepared by:

PERLITA S. GALLA

Checked by:
ISANIE K. COLLO
Principal I

A Semi – Detailed Lesson Plan in English 10

English 10 B& C
June 10, 2019

I OBJECTIVES:
At the end of the lesson, the students will be able to:
1. familiarize literature
2. discuss the different types of Non- Fiction
3. give examples of Non- Fiction

II SUBJECT MATTER:
Topic: Literature ( Non- Fiction)
Materials: Textbook, sample of reading materials

III PROCEDURE:
Motivation/Review:
What are the types of Fiction?
Give atleast one example of each type.

Discussion:
Types of Non- Fiction
 A Semi- Detailed Lesson Plan
Grade 10 B&C
June 18, 2019

I OBJECTIVES:
At the end of the lesson, the students will be able to:
1. determine kinds of bullying
2. execute oral report about cyber bullying

II SUBJECT MATTER:
Materials: Textbook, copy of reading text
Reading Text: R.A No. 10627 or the Anti Bullying Act of 2013

III PROCEDURE:
Preparation:
Ask the students to stand for a short prayer.

Motivation:
Have you tried being teased by your classmate, friends or people around you?
What do you usually do when you experience such things like these?

Discussion:
* Read the text “Anti Bullying Act”
* Explain the term “bullying”
- any unwanted physical contact between the bully and the victim.
- any act that causes damage to a victim’s psyche and or emotional well-
being
- any slanderous statement or accusation that causes the victim undue
emotional distress
* Kinds of bullying
- cyber bullying
- social bullying
- gender- based bullying

Generalization:
 * State at least one kind of bullying
* What do we call to the student who commits acts/ bullying as defined by the
act?

IV EVALUATION:
What would you do to stop or at least minimize the case of bullying if you would be any of the
following someday?
Group I : A Senator
Group II: A School Janitor
Group III : A Teacher
Group IV A Parent

V ASSIGNMENT:
Review and finalize your activity and present it tomorrow.

VI REFLECTION:

Prepared by:
PERLITA S. GALLA

Checked by:
ISANIE K. COLLO
Principal I
A Semi- Detailed Lesson Plan in English 10
Grade 10 B,C& D
June 20, 2019

I. Objectives:
At the end of the lesson the students will be able to:
1. determine how textual aids help in understanding of a text
2. determine the implicit and explicit signals- verbal and non verbal- used by the speaker to highlight
significant point.
3. express insights based in the material viewed

II Subject Matter:
Topic: Capitalizing on Strengths and Recognizing our Weaknesses
Listening Text: Song entitled “Let It Go”
Materials: Laptop, Speaker, Copy of the song

III Procedure:
Motivation:
BOY-GIRL POWER!
Joaquin and Cristina are trapped in a magic box. They want to be free! Using the chart below, list down
the individual strengths that Joaquin and Cristina could use to free themselves from the box.
1. What qualities have you identified?
2. In what way could these qualities help them escape from the box?
3. Do you think we could interchange the qualities of Joaquin and Cristina? What would interchanging
their qualities imply?

Discussion:
Listen to the song entitled “Let It Go”from the movie Frozen. Determine implicit and explicit
signals from the lyrics that are used by the composer to highlight significant points.
 What is the song all about?
 What implicit and explicit signals were used by the singer to highlight significant points?
 How do these signals add value to the lyrics and overall meaning of the song?

Generalization:
What are your insights about the song? What is the message of the song?

IV Application:
Share everything that you know about capitalizing on strengths or weaknesses on the stone
tablet- all that you are not sure of in the quill, and all that you still want to know in the pencil.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

abc ________________________________________________________________
________________________________________________________________

V. Assignment:
Make your own organizer and indicate your strengths and weaknesses.

IV REFLECTION:

Prepared by:

Perlita S. Galla

Checked by:
ISANIE K. COLLO
Principal I

A Semi- Detailed Lesson Plan in English 10

Grade10B&C
June 26, 2019

I OBJECTIVES:
 At the end of the lesson, the students will be able to:
1. note the following background information about the text
2. look for the heroic qualities of Perseus and the personal challenges he has to overcome to acquire
“the Gorgon’s head”.
3. rearrange letters to form the correct word

II SUBJECT MATTER:
Reading Text: The Gorgon’s Head
Materials: Handouts, module, sample pictures

III PROCEDURE:
Motivation:
Study the definition and word forms. Ten, rearrange the letters in bold to form the
correct word for each item below.

1. to escape or avoid (verb) eveda -

2. dangerous ( adjective) erpisulo –
3. poisonous (adjective) vsmuoneo –
4. ashamed (verb) aeadhbs –
5. satisfy, gratify (verb) peeapsa –
6. brave (adjective) vorlsaou -

Presentation:
The Author
Anne Terry White (1896), who was born in Russia, had worked as a
teacher, a social worker, and a translator of Russian Literature. Among her most-
loved tales is the “Gorgon’s Head.”

Oral Tradition
= is the manner in which information is passed from one generation to the
next in the absence of writing or a recording medium.

Discussion:
* Let the students read the story.
* What is the “dreadful oracle” that was delivered to King Acricius.
* What adventure does Polydectes suggest that Perseus undertake?
* Explain how the oracle given to King Acricius is fulfilled?
* What is Polydectes true motive in sending Perseus to kill Medusa?
* Medusa was beheaded by Perseus, yet her head continued to have power?
* What heroic characterisctics does Perseus have?
* What help does he get on his quest?
* How does Perseus’ quest enable him to prove himself a hero?

Generalization:
* Who is the main character in the sory?
* Who is Medusa?
* Compare the characteristics of Medusa and Perseus.

IV EVALUATION:
Group Activity:

Group I: Create a timeline of events in the story. Why are these significant events?
Group II: Create a Venn diagram that compares the characteristics of Perseus and Medusa.
Provide evidence.
Group III: Using the Gorgon’s head as a diagram, point out at least five utterances of Perseus that
strike your group the most. Explain why.
V ASSIGNMNET:
How do you build the best defenses against challenges to acquire the best quality of life?

VI REFLECTION:

Prepared by:

PERLITA S. GALLA

Checked by:

ISANIE K. COLLO
Principa l I
 A Semi- Detailed Lesson Plan in English 10
Grade 10 B&C
July 2, 2019

I OBJECTIVES:
At the end of the lesson, the students will be able to:
1. differentiate reflexive and intensive pronoun
2. use reflexive pronouns in complete sentences

II SUBJECT MATTER:
Materials: Laptop, TV, PowerPoint presentation
Topic: Reflexive and Intensive pronoun

III PROCEDURE:
Motivation:
* Present students with a riddle: I’m made of glass, this much is true. But when
you look, you won’t see through. Reflect on this, and you’ll have a clue!
* Give students time to think about their answer.
* Allow students to make guesses. Tell students that the correct answer to the
riddle is a mirror.
* Prompt students to talk to their shoulder partners about the job of a mirror.

Presentation:
* Accept student answers and explain that today’s pronoun lesson is connected to
mirrors because of what a mirror is made to do. A mirror’s job is to reflect back to
you. Today’s lesson covers a type of pronoun that reflects, too.

Discussion:
* Introduce reflexive pronouns by giving the definition: a type of pronoun that
refers back to the subject of the sentence.
* Remind students that the subject of a sentence is who or what the sentence is
about.
* Explain that reflexive pronouns are used when the subject and the object of the
sentences are the same. (Example: The baby saw herself in the mirror. The subject
is the baby, and the object is also referring to the baby.)
* Tell students that reflexive pronouns are also used to emphasize the subject.
(Example: The boy will clean up the mess himself. The word “himself”
emphasizes that the boy will do the job on his own.)
*Write an example sentence on the board. Circle the reflexive pronoun and draw
an arrow back to the subject to which it refers. (Example: The ladies made
themselves a reservation at a nice restaurant.)
* Tell the meaning of intensive pronoun: it gives emphasis to the subject.
* Examples are:
1. He himself wanted to see her.
2. They wanted to check the damage themselves.

Generalization:
* Group students into brainstorming teams.
* Give each group a T-chart with the left column labeled "Subject Pronouns" and
the right column labeled "Reflexive Pronouns." The left side of the T-chart should
be filled in with the subject pronouns—I, you (singular), he, she, it, you (plural),
we, they.
* Challenge students to brainstorm which reflexive pronouns match the subject
pronouns.
* Give groups two minutes to complete the chart.
* Go over answers so that each group has the correct reflexive pronouns that go
with the subject pronouns.

* Instruct students to use the blackboard to write a sentence with each

reflexive pronoun.
 * Note that each sentence does not need to have both a subject pronoun and a
reflexive pronoun.

* Just using a reflexive pronoun will meet the requirements for this task.
* Direct students to circle the reflexive pronoun and draw an arrow to the subject
that the reflexive pronoun refers back to.
* Remind students that this is how the reflexive pronoun does the same job as a
mirror.

IV EVALUATION:
Write 5 sentences on reflexive and 5 sentences on intensive pronoun. Put your answer in a 1
whole sheet of paper.

V ASSSIGNMENT:
Review your notes for a short quiz tomorrow.

VI REFLECTION:

Prepared by:
PERLITA S. GALLA

Checked by:
ISANIE K. COLLO
Principal I