The Students/pupils in The Long Run and On Their Own Will Be Able To

St.
Mary's College of Catbalogan

(Formerly Sacred Heart College)
Corner Mabini & Del Rosario St., Catbalogan City
PAASCU Accredited
LEARNING PLAN 1
Subject: English Grade: 10 Section: OLP Date: June 18, 2019

(2:00-3:00PM)
Transfer Goal/s:
The students/pupils in the long run and on their own will be able to …
apply communicative competence through his/her understanding of literature and other text
types for a deeper appreciation and welfare of the blessings given by our Almighty God.
Essential Understanding
The students/pupils will understand that…
literature is a worldview from another perspective, place, time, or world. Literature is just
kind of a time capsule of information being passed down for years and years, which
makes it understandable today and make point of its relevance.
Essential Questions
The students/pupils will keep considering the following:
1. How does literature help in expressing appreciation and love of one’s culture?
2. How do people use literature as a vehicle to understand the society of the past relevant to
today?
I.PRELIMINARIES:
Focus: Make Inference
Review: Have you decided already what strand to take in senior high school? How did you
come up with that decision?
Acting prior knowledge: Have you ever experienced an embarrassing moment when you
were wrong about what you guessed or expected? How did it happen?
Motivation: The teacher will do some actions, voice variations and facial expressions and let
students observe. Afterwards, the students will be asked to make inferences from all of it.
Scenario One: (Actions)

• Leave the classroom and walk in slamming the door as if you are mad.
• Leave the room and walk in as if you are shy.
• Leave the room and walk in as if you are curious.
Scenario Two: (Voice)

• Say the word, “What” as if you wonder, as if you are angry, as if you don’t know, etc. (No/
Yes; Great; Good-bye)
• Say the sentence, “You are so smart.” in different ways (genuine, sarcastic)
Scenario Three: (Facial Expressions)

• Have the students infer what you are feeling by your facial expression: happy, sad, shy,
angry, curious, bored, excited, etc.
II.LESSON DEVELOPMENT: B. Broadening of Concept (Meaning)
A. Presentation of Concepts C - How do we know we inferred correctly?
The students/pupils will know… E - How important is inferring in our opinions about people
- the concept of inferring. and society?
L – Why do we need to infer?
The students/pupils will be able E - How do people use literature as a vehicle to
to… understand the society of the past relevant to today?
- make an inference.
Strategies / Activities C. Integration (Meaning and Transfer)
 Drill C.1 Ignacian Core / Related values:
 Story reading
 Making inference Core values: Excellence
activity by pair
 Raising of motive Related values: Self-Reliance - Uses confidently one’s
question giftedness and training in pursuing goals
 3-2-1 activity
C.2 Social Orientation: Common Sense
C.3 Lesson Across Discipline

-SCIENCE (Formulating hypotheses in scientific method)
C.4 Faith/Biblical Reflection

Romans 2:11
“For God does not show favoritism.”
D. EVALUATION/ASSESSMENT (TRANSFER)
Directions: Read each passage and then respond to the questions. Each question will ask you
to make a logical inference based on textual details. Explain your answer by referencing the
text.
Missy looked at her brother Kirk with burning eyes. Her hatred seared through him. Sensing this,
Kirk turned toward her and they met eyes. Kirk knew Missy well, but he had never seen this
particular expression on her face before and it startled him. He said, "Look, there's no use
wasting a bunch of energy fighting. Let's look for it. Where does it go anyway?" Missy fumed at
his nonchalance. She replied, "Look at the puzzle, Kirk. You can't miss it." Kurt looked at the
jigsaw representation of the Statue of Liberty that lay on the table. It was composed of 2,500 tiny
pieces, well, only 2,499 really. The red and yellow piece that went in the center of the torch
flame was mysteriously absent. Missy sneered at him and said in a vitriolic tone, "I told you not
to move the puzzle pieces, but you insisted. You said that you had to have a better seat. Well, I
hope you're happy, Kirk." Kirk ran his index finger along the inside of his shirt collar. "Gee,
Missy… I'm sorry," he murmured.
1. Why is Missy in such a bad mood?

___________________________________________________
How do you know this?
2. Why is Missy specifically mad at Kirk?

________________________________________________
Pam clutched the steering wheel awkwardly. The man in the passenger seat looked at her from
behind wireframe glasses and then looked back at his clipboard and made some checks. Pam
attempted to pull out from the parking spot slowly, but her foot slipped and she pressed on the
gas too hard. The car jerked back suddenly and she almost crashed into a parked van. The man
scowled at her and made another check on his clipboard. He said dryly, "Turn right here." Sweat
beads gathered on Pam's brow. She timidly exited the parking lot. Now she was on a
thoroughfare and was travelling 15 MPH below the speed limit. Traffic accumulated behind her.
The man made a few more checks on his clipboard and wrote a comment. "Turn left at this stop
sign," he said. Pam slowly turned left, but she did not stop. Several cars honked, and then she
ran over a curb and bumped into a newspaper vending machine. The man hurriedly made
several more checks on his clipboard and said, "OK, we're done here. Please get in the
passenger seat. I will drive back to the facility."
3. What is Pam doing?

_______________________________________________________________
4. Who is the man with Pam?

__________________________________________________________
5. What information is the man putting on his clipboard?

____________________________________
E. SUMMARY/ACTION (TRANSFER)
Summary:
I have learned that to infer is important because _______________________________.
Action:
As a Marian, how am you going to make use of your skill in making inferences to create more
understanding in the school?
F. PURPOSIVE ASSIGNMENT
Make a three-paragraph essay on your opinion whether you agree or not that making inferences
can make the world a better place. Place it on a short bond paper. You will be graded as follows:
Thesis/Opinion - 20
Development - 20
Details - 20
Writing - 30
Grammar – 10
Total - 100
Prepared by: Checked by: Approved by:

Ms. Aura Anne Rose B. Tan Mr. Niño T. Jimenez S. Ma. Jesusita L. Bernate,
Teacher SAC – Date RVM
Mrs. Vilma T. Cabueñas Principal – Date
Academic Coordinator –
Date
Status of Implementation
_________ Implemented
_________ Partially implemented
_________ Not Implemented
Remarks:
Date Observed: Remarks:
____________________________
_
Observed by:
____________________________

The Students/pupils in The Long Run and On Their Own Will Be Able To

Uploaded by

Copyright:

Available Formats

The Students/pupils in The Long Run and On Their Own Will Be Able To

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Students/pupils in The Long Run and On Their Own Will Be Able To

Uploaded by

Copyright:

Available Formats

St.

Mary's College of Catbalogan

Subject: English Grade: 10 Section: OLP Date: June 18, 2019

Scenario One: (Actions)

Scenario Two: (Voice)

Scenario Three: (Facial Expressions)

C.3 Lesson Across Discipline

C.4 Faith/Biblical Reflection

1. Why is Missy in such a bad mood?

How do you know this?

2. Why is Missy specifically mad at Kirk?

How do you know this?

3. What is Pam doing?

How do you know this?

4. Who is the man with Pam?

How do you know this?

5. What information is the man putting on his clipboard?

How do you know this?

Prepared by: Checked by: Approved by:

You might also like