W

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ly Learning Plan
Subject: ENGLISH Grade Level: 10
Unit Topic 1: Getting Information and Making Generalization
Quarter: 1
Date: August 2- 9, 2024
Teachers’ Name: Ms. Jeneva E. Canoy

UNIT STANDARDS AND COMPETENCIES DIAGRAM

UNPACKING DIAGRAM – ENGLISH 10 UNIT 1

TRANSFER GOAL:
UNPACKING OF UNIT LEARNING GOALS DIAGRAM PERFORMANCE TASK
Students on their own and in the
long run will be able to take down Political Campaign
notes while listening to political Generalization
campaign speeches and create
TRANSFER
generalization using discourse
markers.

PERFORMANCE STANDARD
The learner composes a short but powerful persuasive text using a variety
of persuasive techniques and devices.

ACQUISITION:
MAKE MEANING:
1. Get information that
can be used in everyday EQ: What constitutes
life from news reports, a persuasive text?
speeches, informative
EU: Students will
talks, panel discussions,
understand that
etc. (EN10LC-Ia-11.1).
persuasive text aims to
2. Determine the roles of convince the reader to
discourse markers (e.g. take action or simply to
conjunctions, gambits, agree with the writer’s
adverbs) in signaling the stand.
functions of statements
made (EN10LC-If-14.2).

CONTENT STANDARD
The learner demonstrates understanding of how world literature
and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking,
emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns.

LEARNING PLAN
1
 EXPLORE
LEARNING
COMPETENCIE FIRM-UP (ACQUISITION)
S

Pre- Test

Directions: Identify the following.

_________________1. The process of taking down the key ideas while listening,
viewing, or reading a particular material
_________________2. A note-taking strategy that presents key ideas in a framework
or a skeleton
_________________3. A note-taking strategy used when classifying specific ideas
under a more general idea
_________________4. A note-taking strategy that clusters key ideas in a web

MET 1- Noting Activity 1

Down Important
Information Directions: Listen to the passage read by the teacher. Also, take down notes while
listening. Answer the questions that follow.
LC1 Get information
that can be used in 1. What are the important words you have taken note of?
everyday life from
news reports, 2. Without looking at the passage and only focusing on the words you have taken
speeches, down, could you recall the main points of the paragraph?
informative talks,
panel discussions,
etc.

Learning Target:

I can get information

that can be used in
everyday life from
news reports,
speeches, Discussion in a form of a presentation can be accessed through this link:
informative talks,
panel discussions, English 10_Unit 1_Lesson 1_Noting Important Information - Google Slides
etc.
PDF (TG)_English 10_Unit 1_Lesson 1_Noting Important Information.pdf -
Google Drive

Activity 2- Synthesis

Directions:
1. Listen to the text that your teacher will read out loud.
2. Note down the important information from the text.
3. Choose the appropriate note-taking method.

A copy of the text may be accessed through this link:

https://drive.google.com/file/d/1N1veet2X4RmsdZiAMUFPLBk4xf5YSScD/view?
usp=sharing

2
 Activity 1

MET 2- Using Directions: Read the conversation below. Study the underlined words.
Discourse Markers
Cindy : Do you want to watch a movie?
Kristel : Absolutely! There is one that I actually want to watch.
LC2 Determine the Cindy : Well, that’s good to know. Let’s go!
roles of discourse Processed Questions:
markers (e.g.
conjunctions, 1. What do the underlined words express?
gambits, adverbs) in 2. Will the conversation still sound the same if we remove these words?
signaling the 3. Discuss your answers with a partner.
functions of
statements made.
Discussion in a form of a presentation can be accessed through this link:

Learning Target: English 10_Unit 1_Lesson 2_Using Discourse Markers - Google Slides

I can determine the PDF (TG)_English 10_Unit 1_Lesson 2_Using Discourse Markers.pdf - Google
roles of discourse Drive
markers (e.g.
conjunctions, Activity 2- Synthesis
gambits, adverbs) in
signaling the The teacher will ask the students to work on the following. Teacher may print out
functions of copies of the worksheet from this link: PDF (Texts)_English 10_Unit 1_Lesson
statements made. 2_Using Discourse Markers_Synthesis.pdf - Google Drive

Directions: Improve the paragraph below by adding discourse markers. Make sure that
the meaning will remain intact throughout the paragraph.

Charlie and Mike share an apartment. They are very different people.
Charlie is a pack rat. He’s a bit messy. He collects pens, watches, guns, and old
coins. He still has his pogs and ‘teks’ from 1990. Mike is like a zen monk when it
comes to his things. He’s a neat freak. Before he allows himself to bring a new item
home from the store, one old item has to go into the donation bin or handed to his
younger siblings.
It’s amazing that Charlie and Mike can be roommates. They have quite opposite
approaches to apartment living.

LEARNING
COMPETENCIE DEEPEN (MAKE MEANING)
S
LC3 Determine the
roles of discourse GUIDED GENERALIZATION TABLE
markers (e.g.
conjunctions, Essential Text 1
gambits, adverbs) in Question The Dog
signaling the By: Ivan Turgeniv
functions of What constitutes Answer: Persuasive Text aims to convince the
statements made. a persuasive readers
text? Supporting Texts:
Learning Target: I understand that at this instant there is living in
him and in me the same feeling, that there is no
I can determine the difference between us. We are the same; in each
roles of discourse of us there burns and shines the same trembling
markers (e.g. spark.
conjunctions,
Death sweeps down, with a wave of its chill
gambits, adverbs) in
broad wing....
signaling the

3
 And the end!
Who then can discern what was the spark that
LC3 Show
glowed in each of us?
appreciation for
No! We are not beast and man that glance at one
another....
songs, poems, and
They are the eyes of equals, those eyes riveted
other listening texts. on one another.
Learning Target: And in each of these, in the beast and in the
man, the same life huddles up in fear close to the
I can show other.
appreciation for
songs, poems, and Reason: To convince audience that your opinion
another listening is valid and worth reading.
texts.

Activity 3

The teacher will ask the students to do the following at home. Tell the students to
submit their work on a piece of short bond paper and use the font Times New Roman
in size 12.

Directions: Compose a short creative nonfiction about your daily travel to school. Use
appropriate discourse markers to indicate fluency in your composition.

ASYCHRONOUS ONLINE LEARNING MATERIALS

1. Quipper Philippines

Text 1

The Dog
Ivan Turgenev

Us two in the room; my dog and me.... Outside a fearful storm is howling.
The dog sits in front of me, and looks me straight in the face.
And I, too, look into his face.
He wants, it seems, to tell me something. He is dumb, he is without words, he
does not understand himself—but I understand him.
I understand that at this instant there is living in him and in me the same
feeling, that there is no difference between us. We are the same; in each of us
there burns and shines the same trembling spark.
Death sweeps down, with a wave of its chill broad wing....
And the end!
Who then can discern what was the spark that glowed in each of us?
No! We are not beast and man that glance at one another....
They are the eyes of equals, those eyes riveted on one another.
And in each of these, in the beast and in the man, the same life huddles up in
fear close to the other.

Guided Generalization

Read the following poem. Then, formulate generalizations based on the context of the

4
 poem, the characters portrayed, the author, and the author’s beliefs regarding life.

Holistic Rubric for Guided Generalization:

4 - Advanced Essay has a clear focus, with multiple

supporting details aligned to each claim.
Each claim is logical and is consistent
with the overall purpose. There are few
or no spelling or grammar errors that
interfere with meaning.

3 - Proficient Essay has a focus, and there is at least

one supporting detail for each claim. The
argument is logical but lacks some
transitions or enumerations to support
the reader’s understanding. There are
few or no spelling or grammar errors that
interfere with meaning.

2 - Developing The purpose is somewhat unclear and is

left to the reader to infer. There is a least
one supporting detail for each claim.
There is a logical order to the
information, but there are few
enumerations or transitions. Some
spelling or grammatical errors interfere
with meaning and clarity.

1 - Needs Improvement The purpose is unclear, and the logic of

the claims is disorganized. Some claims
do not have supporting details. The
number of spelling or grammar errors
significantly interferes with meaning and
clarity

LEARNING TRANSFER
COMPETENCIE
S
PERFORMANCE Transfer Goal: Students on their own and in the long run will be able to take down
STANDARD: notes while listening to political campaign speeches and create generalization using
discourse markers.

MET 3- Making Directions: Listen to a political speech of Emma Watsons. A copy of the video may be
Generalizations accessed through this link:

LC4 Make https://www.youtube.com/watch?v=gkjW9PZBRfk

Generalization
Discussion in a form of a presentation can be accessed through this link:
Learning Target:
https://docs.google.com/presentation/d/
I can make 1VH8O2dubYqKfYKlWUwu4tKa1pa3DFu48xsWg_YV2rTE/edit
generalization.
PDF (TG)_English 10_Unit 1_Lesson 3_Making Generalizations.pdf - Google Drive

B. Write a one paragraph persuasive text.

PERFORMANCE TASK ANALYTIC RUBRIC

5
 Criteria Accomplished Sufficient Developing Inadequate
Content The output is The output is The output is The output is
original and original and original and original but
includes many includes has few details contains no
details from several details from research. details from
research. from research. research.
Technical Images are Images are Images are Some images
Aspect appropriate; appropriate; appropriate, are
Layout is very Layout is but images are appropriate;
pleasing to the somewhat somehow Layout is
eyes. pleasing to the cluttered and messy.
eyes. not pleasing to
For video/ the eyes. For video/
audio: Voice For video/ audio: Voice
is well audio: Voice is not
modulated. It is well For video/ modulated. It
engages the modulated. It audio: Voice doesn’t engage
viewers/ engages the is modulated viewers/
listeners. viewers/ listeners.
listeners.

Mechanics Texts are in Texts are in Texts are in Not all texts
author’s own author’s own author’s own are in author’s
words, and words but
word but with own words,
there no there are fewsome spelling and there
spelling or spelling or
or spelling nd
grammatical grammatical grammatical grammatical
errors. errors. errors. errors.
Organization Structure of Structure is
Structure of Organization
and Structure the paper is mostly clear the paper is and structure
clear and easy and easy to not easy to detract from
to follow. follow. follow. the message
Transitions
Transitions are Transitions are need Writing is
logical and present. improvement. disjointed and
maintain the lacks
flow of Conclusion is Conclusion is transitions of
thought logical. missing or if thoughts.
throughout the provided, does
paper. not flow from
the body of
Conclusion is the paper.
logical and
flows from the
body of the
paper.

Performance Task
1. One Product
● One paragraph persuasive text

2. Modality-based Products
● Sentence / Paragraph

3. Integrated Subject- Araling Panlipunan

4. 21st Century Skill- Critical Thinking

CALENDAR OF ACTIVITIES
6
 WEEK 1
MON TUE WED THU FRI (Aug 2)

Discuss the
class rules
and
regulations

Subject
Orientation

Pre- Test

MON (Aug 5) TUE (Aug 6) WED (Aug 7) THU (Aug 8) FRI (Aug 9)

Warm-Up Review of Pre- Review of Pre-

Activity the Assessment the Assessment
previous Activity previous Activity
Discuss the lesson lesson
Most Discuss the Discuss the
Essential Formative Most Formative Most
Topic 1 Assessment Essential Assessment Essential
(Noting Topic 2 Topic 3
Important Synthesis (Using 10-item (Making
Information (Group Discourse quiz on Generalizati
) Activity) Markers) Quipper ons)