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
E STANDARD issue.

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
Teachers 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.

28
 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.

29
 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 Terms 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. Its 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

30
 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
everyones differences.

Groups 7, 8, and 9: Create 10 hugot lines about

taming one another.

Consider the following criteria in making the group

activity.

Performance: 15
Relevance: 15
Creativity: 10
Cooperation: 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 join the ideas
in the sentences or paragraphs.

31
 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 4 3 2 1
The reader
The writing is
The writing is will not be
hard to follow
Writing is clear pretty able to
and is
IDEAS and easy to understandable. understand
somewhat
understand. One idea may be this writing.
confusing.
out of place. Ideas do not
make sense
The paragraph
The paragraph
is well- The paragraph
The paragraph is needed more
ORAGNIZATION developed, and is hard to
clear. details to make
the end is follow.
it satisfying.
satisfying
Writing has free The writing
of spelling, contains a lot of It is hard to
The writing still
punctuation, spelling, read and
CONVENTION contains some
and capitalization, understand the
errors.
capitalization and punctuation writing.
errors. errors

Prepared by:

(Sgd) JUDITH S. FETALVER

Grade 10 English Practice Teacher

Approved by:

(Sgd) Mr. CHRISTIAN M. RENALES

Grade 10 English

32
 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
CONTENT The learner demonstrates understanding of how world literature and other text types
STANDARD 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
E STANDARD issue.
Valuing: Bridging Gaps
III. MATERIALS
Instructional Materials
Reference: Celebrating Diversity through World Literature
Module 4 Lesson 2: pages 422-437
IV. PROCEDURE
Teachers 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?

33
 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 members are the girls and Group 2 members 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.

34
 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

35
 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 everyones 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 Definitions

1. Alliteration 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.
2. Allusion 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
3. Hyperbole several levels.

36
 D. Playing around with words such that the meaning implied by a
sentence or word is actually different from its literal meaning.
4. Irony
E. A figure of speech whereby the author refers to a subject matter
such as place, event, or literary works by way of a passing
reference.
5. Metaphor
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.
6. Metonymy
G. Words whose sounds are close to the sound they meant to
depict.
H. A symbolism device where the meaning of a greater, often
7. Onomatopoeia
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
8. Oxymoron
phrases that exaggerate and overemphasize the basic crux of the
9. Paradox statement in order to produce a grander, more noticeable effect.
J. The practice of attaching human traits and characteristics to
10. Personification
inanimate objects, phenomena, and animals.
11. Simile 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
12. Litotes
is intricately linked to one another.
13. Analogy L. Involves creating a fracture of sorts within a sentence where the
two separate parts are distinguishable from one another yet
14. Allegory
intrinsically linked to one another.
15. Caesura M. A literary device that helps to establish a relationship based on
similarities between two concepts or ideas.
16. Deus Ex Machina
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 terms 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

37
 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. Daniels 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 mehe 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 panel 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 countrys 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

38
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

39