English Lesson Exemplar Cot 2

ENGLISH LESSON EXEMPLAR
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY/s NO. PAGE NO.
GRADE 10 3 1 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as instruments to
resolve social conflicts, also how to use the language of research, campaigns and advocacies
B. Performance The learner competently presents a research report on a relevant socio-cultural issue.
Standards
Learning Competency:
EN10V-IIa-13.9
C. Learning Give technical and operational definitions
Competencies/ 1. Give other technical and operational terms,
2. Differentiate technical and operational terms,
3. Use the technical and operational terms in sentences.
Objectives
Write the LC code for
each
II. CONTENT Technical and Operational Definitions
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials Pages 1-14
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT (Day 1)
Teacher extracts, checks or draws attention to prior understandings and knowledge. New knowledge is
A. Reviewing previous built on existing knowledge.
lesson or presenting
the new lesson Word Search
Find the at least eight (8) words related to the topic.
B. Establishing a ENGAGE (Day 1)

purpose for the The teacher raises the interest and curiosity of the learners. This is intended to capture students’
lesson attention, get students thinking about the subject matter, raise questions in students’ minds and
stimulate thinking.
C. Presenting Module, page 6-9.

examples/instances The teacher will discuss the parts and purpose of argumentative essay.
of the new lesson
D. Discussing new EXPLORE (Day 1)

concepts and In this stage, students should be given opportunities to work (or work together) following the initial
practicing new skills teacher input to solve/explore problems, building concepts through first-hand experience.
#1
E. Discussing new Module, page 6-9.
concepts and The teacher gives an example of an argumentative essay and identify its parts.
practicing new skills
#2
GRADE 10 3 1 2
EXPLAIN (Day 2)
This involved checking and asking questions. Using their knowledge gained from experience to develop
the concepts further. The teacher guides students toward coherent and consistent generalizations.
F. Developing mastery Activity # 2: Agree or Disagree, page 10-11

(leads to Formative DIRECTIONS: Think about the following thesis statements and decide whether you agree or disagree.
Assessment 3) Prepare one reason and write it on their respective column. Provide evidence to your answer.
Activity # 3: Planning Your Essay, page 11-12
DIRECTIONS: Complete the steps below to develop ideas for an argumentative essay. Choose a topic from
Activity 3 for your essay, write your thesis statement, think about several supporting ideas for your opinion,
and think about the counterargument. Follow the steps below to develop ideas for an argumentative essay.
G. Finding practical ELABORATE (Day 2)
applications of This is where students formalize and apply their learning. It provides an opportunity for students to apply
concepts and skills in their knowledge to new domains, which may include raising new questions and hypotheses to explore.
daily living
 Argumentative essay requires you to investigate a topic; collect, generate, and
evaluate evidence; and establish a position on the topic in a concise manner.
H. Making
generalizations and  It has three (3) parts namely; INTRODUCTION, BODY, REFUTATION, and
abstractions about CONCLUSION.
the lesson  In the INTRODUCTION, contains the HOOK (an introduction that catches
reader’s attention), THESIS (a statement that you’re trying to prove), and
BACKGROUND INFORMATION (historical dates/ explanation).
 In the body, this is where you explain evidences to support your thesis
statement.
 In the Refutation, it is an acknowledgement of the writer but does not imply
agreement.
 In the Conclusion, it is the restatement and summarization of key points.
EVALUATE (Day 2)
Teacher assess and evaluate the learning that has occurred. This might involve peer/self-assessment or
marking. Evaluation can be formative, summative, formal or informal. Teacher assesses the extent to
which set objective shave been achieved.
I. Evaluating learning
Set A.
In your learning module, answer Activity # 6 on page 14-15.
Set B.
DIRECTIONS: Develop a 4-paragraph argumentative essay on a topic of your choice by following the
structure. Write it on a short-size construction paper. It can be submitted either encoded or hand-
written.
EXTEND (Day 2)
Teachers need to make sure that knowledge is applied in a new context and is not limited to simple
elaboration. Its intention is to explicitly remind teachers of the importance for students to practice the
J. Additional activities transfer of learning.
for application or
remediation
V. REMARKS
VI. REFLECTION
Formative Assessment Point
This may appear in any part/component of the lesson exemplar. Which parts of the lesson offer opportunities for formal
formative assessment? Identify at least three. Explain how the activity/exercise can be used to get data that will give
information on whether students are learning or not. Develop rubrics, if needed. See sample Formative Assessment Point in
the lesson exemplars in the PRIMALS Compendium for your guidance.
GRADE 10 3 1 3
Name
School
Writer/s:
Divisio
n
Region
Name Name
School School
Reviewers:
Divisio Divisio
n n
Region Region

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ENGLISH LESSON EXEMPLAR

II. CONTENT Technical and Operational Definitions

III. LEARNING RESOURCES

B. Establishing a ENGAGE (Day 1)

C. Presenting Module, page 6-9.

D. Discussing new EXPLORE (Day 1)

F. Developing mastery Activity # 2: Agree or Disagree, page 10-11

Formative Assessment Point

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