Detailed Lesson Plan in English-10 For Classroom Observation
Detailed Lesson Plan in English-10 For Classroom Observation
Detailed Lesson Plan in English-10 For Classroom Observation
Department of Education
MIMAROPA REGION
QUEZON NATIONAL HIGH SCHOOL
Quezon, Palawan
I. 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.
V. LEARNING CONTENT
Materials: Pictures, Visual Aids, Laptop, Projector, Speaker, and DLP, Video Clip, Teacher-Made
Visual.
Strategies: MOL, Groupings, Discussion, Board work, Games, Differentiated Instructions, Diagram, Bilingual,
Sternberg Triarchic or Practical Intelligence, Exponential Intelligence or Analytical intelligence
(abstract thinking & Logial Reasoning), Cubing and Tiered Activities (Complexity Stage), video and
PowerPoint presentation.
I. Procedures/Learning activities:
(COT: Objective 5. Plans, manages and implements developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts).
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
Daily Routine: ( 5 minutes)
(COT: Objective 3. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration, discovery and hands-
on activities within range of physical learning environment).
Kindly look around and check if there are pieces of papers and Yes Ma’am!
candy wrappers, then pick them up and place it on your trashcan
now if you don’t have trash can, please put it on your pocket instead
You may now take your seats. Don’t slouch. Thank you Ma’am.
2. Checking of Attendance:
I’ll be checking your attendance by group. Clap 1…2…3…,1…2…3…YES!
As we check your attendance, yell “yes clap” if you are
complete while wow clap”. if not Clap 1…2…3…,1…2…3…YES!
COT: Objective 2. Applies a range of teaching strategies to
develop critical and creative thinking, as well as other higher- within the curriculum
order thinking skills).
Learners judge or evaluate
situations, problems, or
A. Review: Task 10: DIGGING DEEPER (By group) issues at the same time
Each question is equivalent for 5 chips and 5 points. invite comments from their
Group leaders please assign your scorer. classmates during
discussion and challenge
one another’s thinking
Group 1 representative will be scorer of G2
Group 2 representative will be scorer of G3
Group 3 representative will be scorer of G1 Yes ma’am
Are you ready?
Student’s answer may vary.
Science/across 1. If you had access to building resources and
materials, how would you design a flying machine
i to help you escape from the island prison of
Crete?(COT: Objective 1. Applies knowledge of
content within and across curriculum teaching areas).
Students read the objectives in unison.
i B. PRESENTATION OF OBJECTIVES:
We are now about to switch the engine on for another
lesson and to start let us read the objectives today.
Clue:
It is one which runs from left to right across the page. It comes from
the word horizon in the sense parallel to the horizon. Then, its
cousin runs up and down the page while the other one is from a
different sloping direction yet managed to hold the rest.
(Across learning Area: Mathematics)
Locate the five (5) hidden words by following closely the direction. Soon as
you find it, write it on your group board to check. I will count 1-10 after that,
wait for my signal to raise your board.
-Bullying -Verbal
-Social -Cyber bullying N U A N C E S E D T Y G
-Intimidation A N G N I Y L L U B N E
W F E W S I M P L I E T
N U A N C E S E D T Y G
K R E S O C I A L N W E
A N G N I Y L L U B N E
W I V E R B A L O T I A
W F E W S I M P L I E T
A E E L E O U F V I N M
K R E S O C I A L N W E
R N R O M B N O E M T W
W I V E R B A L O T I A
D D Y Y R R F R L I H O
A E E L E O U F V I N M
N L T E E A O E Y D E R
R N R O M B N O E M T W
E Y B A N N R V A A T K
D D Y Y R R F R L I H O
S Y H L T D G E N T E S
N L T E E A O E Y D E R C P I T A I I R D I A T
E Y B A N N R V A A T K S O N Y R N V M S 0 C A
S Y H L T D G E N T E S T S G D Y G I O W N H Y
C P I T A I I R D I A T
S O N Y R N V M S 0 C A
T S G D Y G I O W N H Y
As you finish the task, what now is our lesson? Our lesson for today is about Bullying.
What is our legal basis? Our legal basis is Republic Act No. 10627 or the Anti-Bullying Act of
( Across learning area: APAN) 2013
(Build prior knowledge of the topic and was well paced with a
thoughtfully chosen sequence of learning activities).
1 INTIMIDATION 1
2 CYBER BULLYING 2
3 VERBAL BULLYING 3
4 CYBER-BULLYING
5 INTIMIDATION
6 PHYSICAL BULLYING
6
Kindly count the score. Who’s leading?
Group 2, Ma’am.
Now, when can you say that you are not practicing to become
a bully?
Everybody read.
Symptoms That Someone May Be Bullying Others
• Lies/deceives to avoid blame
• Avoids responding when questioned
• Responds as if irritated/annoyed
• Complaints made by others
• Overly critical of others
• Need for control
• Displays physical dominance
• Overbearing opinions
• Aggressive (not just toward people)
• Inappropriate behavior
• Uses manipulation
F. DEVELOPING MASTERY
Now I want you to watch another video clip but this time you The students watch the next video clip provided by
HAVE to react on the behaviour the students nowadays possess.
COT: Objective 4. Manages learner behavior constructively by the teacher.
applying positive and non-violent discipline to ensure learning-
focused environment).
a. SCHOOL ITSELF-If the organization where bullying is observed The students’ group answers may vary.
does not have strict regulations how to treat each other, then
bullying may be more rampant and have an effect on why
students bully.
c. FAMILY ISSUES-Families that are not warm and loving and The students’ group answers may vary.
feelings are not shared are more likely to have children who
bully, either within the family home or in the places they stay.
Another home environment that is fast to have bullies if
discipline and monitoring are not consistent and/or brutal
punishments are always observed.
Meta cards are posted on the board. Pick one situation you actually
experienced and tell me how you are overcoming it.
Loss of interest in or fear Students individually pick a Meta card which they
of normal activity Skipping school frequently
like to share personal experiences.
Aches/pains/headaches SHY
Excessive stress, anxiety,
nervousness
Group 1:
Group 2:
Group 3:
WHAT
W H
H O Students by group are having brainstorming about
E W their responses.
N
WHY
I. EVALUATING LEARNING:
COT: Objective 3. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration, discovery and
hands-on activities within range of physical learning environment).
With your group members, make an interpretation that
shows what the video clip are like.
It will directly state what you have understood. Whoever
finishes first will earn additional 5 points while 3 for the rest and a
surprise gift.(Differentiated instructions)- one instruction,
varied output. (Critical thinking).
Yes, Ma’am.
RUBRICS
CHORAL READING
17 18 19 20
Slogan making
CATEGOR
Y 20 19 18
Craftsmanshi The slogan is The slogan is attractive The slogan is acceptably
p exceptionally attractive in design, layout and attractive though it may be a
in design, layout, and neatness. bit messy.
neatness.
Visual Impact Slogan is catchy and Slogan is weak but Slogan is catchy but doesn't
supports the idea of supports the idea of support the idea of protecting
protecting our protecting our our environment.
environment. environment.
Originality Exceptional use of new Good use of new ideas. Average use of new ideas.
ideas.
Craftsmanshi The slogan is The slogan is attractive The slogan is acceptably
p exceptionally attractive in terms of neatness. attractive though it may be a
in terms of neatness. Good construction and bit messy.
Well-constructed and not very messy.
not messy
Song Performance
20 19 18
PREPARED BY:
AVEGAIL ALARCON-CONSTANTINO
Master Teacher I
OBSERVED BY:
CORROBORATED BY:
EMELYN M. PALMERO
Teacher 1
REPUBLIC ACT NO. 10627 OR THE ANTI-BULLYING ACT OF 2013
“Bullying” refers to any severe, or repeated use by one or more students of a written,
verbal,Republic Act No. 10627expression,
or electronic or the Anti-Bullying
orActaofphysical
2013 act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing
the latter in reasonable fear of physical or emotional harm or damage to his property;
creating a hostile environment at school for the other student; infringing on the rights
of another student at school; or materially and substantially disrupting the education
process or the orderly operation of a school; such as, but not limited to, the following:
1. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting, and the use of available objects as weapons;
2. Any act that causes damage to a victim’s psyche and/or emotional well-being;
3. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling,
tormenting, and commenting negatively on the victim’s looks, clothes, and body;
4. “Cyberbullying” or any bullying done through the use of technology or any
electronic means. The term shall also include any conduct resulting to harassment,
intimidation, or humiliation, through the use of other forms of technology, such as,
but not limited to texting, email, instant messaging, chatting, internet, social media,
online games, or other platforms or formats as defined in DepEd Order No. 40, s.
2012; and
5. Any other form of bullying as may be provided in the school’s child protection or
antibullying policy, consistent with the Act and this IRR. b. 1. The term “bullying”
shall also include:
1. Social bullying – refers to any deliberate, repetitive, and aggressive social
behavior intended to hurt others or to belittle another individual or group.
2. Gender-based bullying – refers to any act that humiliates or excludes a person on
the basis of perceived or actual sexual orientation and gender identity (SOGI).
c. Bully – refers to any student who commits acts of bullying as defined by the Act
or this IRR.
d. Bullied or Victim – refers to any student who experiences the acts of bullying or
retaliation as defined by the Act or this IRR.
CHORAL READING 17 18 19 20
SLOGAN MAKING
CATEGORY 20 19 18
Craftsmanship The slogan is exceptionally The slogan is attractive in The slogan is acceptably
attractive in design, layout, design, layout and neatness. attractive though it may be a bit
and neatness. messy.
Visual Impact Slogan is catchy and Slogan is weak but supports Slogan is catchy but doesn't
supports the idea of the idea of protecting our support the idea of protecting our
protecting our environment. environment. environment.
Originality Exceptional use of new Good use of new ideas. Average use of new ideas.
ideas.
Craftsmanship The slogan is exceptionally The slogan is attractive in The slogan is acceptably
attractive in terms of terms of neatness. Good attractive though it may be a bit
neatness. Well-constructed construction and not very messy.
and not messy messy.
Song Performance
20 19 18
DepED Order No. 40, s. 2012
SHY
Excessive stress,
anxiety,nervousness
Loss of solid
friendships
Task 30 PROBE TIME!
Play the CUBING where you will create
your own questions about the lesson you
just have and ask other groups. The
question will start with the word that will
be rolled in the cube. 5 chips for good
question and 5 chips also for appropriate
answer.
Group 1:
Group 2:
Group 3:
WHAT
W
H
H
E O
N W
WHY
WHAT
WHY
WHEN
HOW
S
predicate
1. Daedalus proved to
his bullies that he
can do great
inventions himself.
2. Daedalus himself
proved to his bullies
that he can do great
inventions .
There are five (5) hidden words which you need to find out by understanding closely the
direction. Soon as you find it, write it on your group board to check. I will count 1-10 after
that, wait for my signal to raise your board.
N U A N C E S E D T Y G
A N G N I Y L L U B N E
W F E W S I M P L I E T
K R E S O C I A L N W E
W I V E R B A L O T I A
A E E L E O U F V I N M
R N R O M B N O E M T W
D D Y Y R R F R L I H O
N L T E E A O E Y D E R
E Y B A N N R V A A T K
S Y H L T D G E N T E S
C P I T A I I R D I A T
S O N Y R N V M S 0 C A
T S G D Y G I O W N H Y