Demonstration Teaching Lesson Plan in English 10

Using Structure of the Observed Learning Outcomes

(SOLO) Model

DAILY LESSON PLAN

School: KUMALARANG NATIONAL HIGH Grade Level: 10

SCHOOL

Teacher: JUSTICE GEE M. SUMAMPONG Learning Area: ENGLISH

Time 45 mins. / September 18,2024 Quarter: 1st

Allotment/Date:

I. OBJECTIVES

A. Content Standards The learner demonstrates communicative competence through his/ her
understanding of literature and other text types for a deeper
appreciation of World Literature, including Philippine Literature.

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

C. Learning Competencies Compare and contrast the contents of the materials viewed with outside
sources of

information in terms of accessibility and effectiveness (EN10VC-IVa-

15)

Specific Objectives

At the end of the lesson the students will be able:

1. identify the similarities and differences between movies and

texts,
2. discuss how the story is presented in both the book and the
movie; and
3. explain their preference for the book or the movie and
describe how each version shaped their understanding of the
story.

D. Learning Approach to be Constructivist and Collaborative Approach integrating Structure of

used Observed Learning Outcomes Model

II. CONTENT Movies vs Texts

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages -

2. Learners Material pages pp. 4-11

3. Textbook pages -

4. Additional materials -
from Learning Resource
(LR) portal.

B. Other Learning Resource Printed handouts, ppt, laptop and television

IV. PROCEDURES

REVIEW  Preparatory Activities

-reviewing previous lesson - Prayer
or presenting the new - Checking of attendance.
lesson/ unlocking of difficult - Setting of classroom standards (DAISY)
 D – Do your best: Always put in effort and strive for improvement in every task.
terms
 A – Act respectfully: Be polite and considerate to everyone in the classroom.
  I – Include others: Make sure to include everyone and promote teamwork.
 S – Stay focused: Pay attention, follow instructions, and avoid distractions.
 Y – Yearn to learn: Stay curious and eager to discover new things.

Before the conduct of the activity, teacher presents the rubrics and
explain how it works for guidance.

Activity 1: Word Scramble

Directions: Unscramble the jumbled letters to find the correct word

based on the meanings provided. After identifying the word, solve the
provided numerical formula to determine its score. The score from the
formula will be awarded for each correct word. The group with the
highest total score at the end wins.

1. Adaptation: TDAOIAAPTN - The process of transforming a

written story, drama or poem into a different medium. Formula:
(3+4)−2=?
Science: In biology, it refers to the process by which an
organism becomes better suited to its environment. It involves
changes in the structure, function, or behavior of an organism
that enhance its survival and reproduction.
2. Gorgon: RGOOGN - In Greek mythology, a monstrous creature
with snakes for hair, whose gaze could turn people to stone.
Formula: 10÷2=?
3. Perseus: SUPEERS - A hero in Greek mythology who is famous
for slaying the Gorgon Medusa. Formula: (8−3)+2=?
4. Portrayal: ATYLRORPA - The way in which a character, event, or
scene is represented or depicted, especially in a movie or story.
Formula: 9−(2×1)=?

MOTIVATION Activity 2: Show a short clip (4 minutes) from the movie

adaptation of the selected text.

Question:

1. What movie do you think this clip is from? (Unistructural)

2. What is the name of the character who has snakes on her head?
(Unistructural)
3. Who defeated Medusa in the scene? (Unistructural)
4. What did you notice about the way the movie portrayed this
scene? (Relational)

PRESENTATION MELC: Compare and contrast the contents of the materials viewed with
outside sources of

information in terms of accessibility and effectiveness (EN10VC-IVa-

15)
 Lesson Objectives:

At the end of the lesson the students will be able:

1. identify the similarities and differences between movies and texts,

2. discuss how the story is presented in both the book and the movie;
and

3. explain their preference for the book or the movie and describe how
each version shaped their understanding of the story.
LESSON DEVELOPMENT Activity 3: POPCORN READING

Procedure: Have students take turns reading aloud from a passage.

The teacher reads the first sentence and then "pops" the reading to the
students by calling their group name. Continue until everyone has had a
turn. After reading, discuss the passage to check understanding and
share insights.

Ask the following questions for interactive discussions:

1. What is the title of the story? (Unistructural)

2. What have you observed about the story? (Multistructural)
3. Which is better: stories in movies or stories in texts? (Relational)
4. What are stories in movies? (Unistructural)
5. What are stories in texts? (Unistructural)
6. What are their similarities and differences? (Multistructural)

APPLICATION (Collaborative Approach)

Activity 4: House of COLLAB!

Procedure:

1. Learners will be grouped into two (4) given differentiated instructions

to address learners needs by grouping them according to their
readiness.

Group 1: The Visuals. - Focus on the movie and create a simple

drawing or chart to show how the movie and text are different.

Group 2: The Responders. – Focus on how dialogue (the spoken

words of the characters) and sound (such as background noises, music,
or sound effects) differ between the text and the movie.

Group 3: The Kinesthetics. - Act out a scene from both the text
and movie to compare how the characters move and interact.

Group 4: The Analysts. - Use a comparison worksheet to find

differences in the story, characters, and themes.

Review and process the students' answers after all performances are
completed.

GENERALIZATION Which do you prefer, the movie or the text? How did each influence your
understanding of the story?

EVALUATION Directions: Read each questions carefully. Write your answers in a sheet
of paper.

1. Which of the following is a common similarity between movies and

texts? (Unistructural)

A. Both always use special effects

B. Both tell a narrative through characters and plot

 C. Both are presented in visual formats

D. Both have the same length

2. What is a key difference between how a story is presented in a text

compared to a movie? (Multistructural)

A. Texts include sound effects, while movies do not

B. Movies provide visual and auditory details, while texts rely on

written descriptions

C. Texts show real-life action, while movies use animated graphics

D. Movies use more descriptive language than texts

3. In discussing a story, which aspect is unique to the book compared to

the movie? (Unistructural)

A. The use of visual effects

B. The direct portrayal of characters by actors

C. The opportunity for readers to imagine scenes and characters

D. The inclusion of background music

4. Which of the following best explains how personal preference for a

book or movie might influence understanding of a story? (Relational)

A. Preferences do not affect understanding; they only influence

enjoyment

B. Preferences can shape how readers or viewers interpret the

story’s themes and characters

C. Preferences make the story more enjoyable but do not impact

comprehension

D. Preferences only affect how long the reader or viewer engages with
the story

5. If a student prefers the movie version of a story, how might this

preference affect their understanding compared to the book?
(Relational)

A. They might focus more on visual details and less on the

story’s internal dialogue

B. They will have a deeper understanding of the text’s language

C. They will ignore the movie’s special effects

D. They will likely recall more of the text’s specific details

AGREEMENT Directions: Fill out the shapes with corresponding questions to sum up your
understanding, questions to ask, and areas that are not clear.
 V. REMARKS

A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these works?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use / discover which I wish to share with other teachers?

Prepared by: Noted by:

JUSTICE GEE M. SUMAMPONG RIZA L. ARMENIO

Teacher – III Head Teacher – III

APPROVED:

JENNA L. CERVANTES, Ed.D.

School Principal - II