Learning Area English

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School PRES. JOSE P. LAUREL NATIONAL Grade Level 10
LESSON HIGH SCHOOL
EXEMPLAR Teacher JEANETH P. ESCANO Learning Area English
Teaching Date Quarter First
Teaching Time No. of Days 4

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. identify the writer’s intention;
b. appreciate the overall artistic value of a text; and
c. evaluate how the writer successfully achieved his/her intention.
A. Content Standards 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.
B. Performance The learner composes a short but powerful persuasive text using a variety of persuasive techniques and
Standards devices.
C. Most Essential EN10RC-IIh-2.22: Evaluate text content, elements, features, and properties using a set of criteria
Learning Competencies
(MELC)
D. Enabling N/A
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Evaluating and Making Judgments
III. LEARNING
RESOURCES
A. References
a. Teacher’s Curriculum Guide and BOW
Guide
Pages
b. Learner’s PIVOT 4A Learner’s Material, pp. 28-32
Material
Pages
c. Textbook English Horizon p. 48-50
Pages
d. Additional “Miss Universe 2018”. Retrieved from https://www.youtube.com/watch?v=3hCd48kqsPY
Materials “Nelson Mandela’s Speeches”. Retrieved from https://www.un.org/en/events/mandeladay/
from legacy.shtml
Learning
Resources
B. List of Learning “Cohesion”. Retrieved from https://www.teachingenglish.org.uk/article/cohesion
Resources for “To Love Again”. Retrieved from https://www.youtube.com/watch?v=bWIblM4Y74g
Development “To Love Again”. Retrieved from https://www.youtube.com/watch?v=KIg450LquwA
and “Tone”. Retrieved from https://study.com/academy/lesson/listening-for-tone-attitude.html
Engagement
 Activities
IV. PROCEDURES
A. Introduction WHAT I NEED TO KNOW?
The learners will do the walkthrough of the lesson expectations. The content of the lesson will be
presented. Learning objectives will also be introduced to guide the learners on the learning targets founded
on KSAV principles.

WHAT’S NEW?
The learners will examine the painting/picture below. They will be asked about their idea about
it?

Learning Task 1: Using the painting/picture above, the learners will answer the
questions below in their notebook.
1. What specific features of painting/picture are manifested?
2. What do you think is the painter’s inspiration in his/her masterpiece?
3. What message is portrayed by the painting/picture?
4. What positive points are manifested in the painting/picture?
5. How can the painter still improve this painting/picture?

B. Development WHAT I KNOW?

Learning Task 2: The learners will read the lyrics of the song entitled
To Love Again. They will be informed that there have been a number of
renditions of this song. Two of the famous versions are those of Vanya Castor
and Daryl Ong. The learners will listen to their renditions and assess their
similarities and differences using the questions below. They will write their
answer in their notebook.

1. How do the two differ in terms of expressing emotions portrayed in the song?
2. For you, which rendition is more relevant and charismatic?
3. Which of the two has better vocal quality and voice range?
4. Which rendition portrays better intonation, diction and enunciation?

TO LOVE AGAIN
Vanya Castor/Daryl Ong

Castor’s version may be accessed at Ong’s rendition may be accessed at

https://www.youtube.com/watch? https://www.youtube.com/watch?
v=KIg450LquwA v=bWIblM4Y74g

The radio's fine Friends are great (friends are great)

 It helps me forget for a while They cheer me up for some time
I look back and recall Only for some time (only for some time)
Those days I had with you But when the day is done
Sometimes I need a friend My mind is back again with you
Just to make it through Oh God, I need a friend
Another day spent without you Just to make it through
Another day spent without you
You gave me all the reasons to live
But then you had to go And I don't want to go on pretending
And I just got to let you know That it's gonna to be a happy ending
It's hard to love again If I should love again
Just to make it through Once I've learned to love again
Another day spent without you And, oh, it will never be the same
Without you, baby
And I don't want to go on pretending This pain inside me is driving me crazy
That it's gonna to be a happy ending 'Cause, it's hard to love again
If I should love again
Once I've learned to love again And, oh, it will never be the same
And, oh, it will never be the same Without you, baby
Without you baby This pain inside me is driving me crazy
This pain inside me is driving me crazy 'Cause, it's hard to love again.
'Cause, it's hard to love again

WHAT IS IT?
The learners will read the text to understand the lesson.
EVALUATING AND MAKING JUDGMENTS

In making judgments, it is necessary that evaluators form the sense of objectivity. Being objective
means being fair. There is no presence of bias. Personal feelings are detached from the act of
judgment. Giving judgment vary from images, media, texts and images. Judging these complex
works or performances becomes easier with the help of criteria. These criteria guide the evaluators
on the scope and limitation of what to judge or examine.

Basically, criteria are set of standards and/or principles considered in judging a particular work,
output or performance. They may vary depending on what is to be judged or evaluated, i.e. criteria in
evaluating an essay may be different in evaluating a song.

The most common indicators in evaluating a text include the following:

1. Content refers to the idea, concept, focus or details of the subject matter as discussed in
text.
2. Cohesion refers to the connection and organization of words, phrases, ideas and concepts
presented in the texts.
3. Grammar deals with fluency and accuracy in terms of language structure and facility.
4. Mechanics refers to accuracy in punctuations and capitalization.
5. Word Choice deals with appropriateness of words especially in terms of depth and level of
formality.
6. Tone refers to the emotion or feelings attached as expressed by the texts.

Thought there are still other points to consider in evaluating texts, these six (6) indicators are the
 most common criteria used.

C.Engagement WHAT’S MORE?

Learning Task 3: The learners will read and examine the poem below written by Jose La
Villa Tierra, a famous poet hailed from Atimonan, Quezon. Then, in their notebook, they will
answer the questions that follow.

Ballad of A Mother's Heart

Jose La Villa Tierra

The night was dark, for the moon was young Without another word,
And the stars were asleep and rare; Youth left and went to his mother dear. And
The clouds were thick, yet Youth went out opened her breast and took her heart.
To see his Maiden fair. He did not shed a tear!

"Dear One," he pleaded as he knelt Before her Then back to his Maiden fair he ran, Unmindful
feet, in tears, of the rain;
"My love is true; why have you kept But his feet slipped and he fell down And loud
Me waiting all these years?" he groaned with pain!

The maiden looked at him unmoved, Still in his hand he held the prize
It seemed, and whispered low: "Persistent That would win his Maiden's hand;
Youth, you have to prove And he thought of his mother dear
By deeds your love is true." So kind, so sweet, so fond.

"There's not a thing I would not do And then he heard a voice,

For you, Beloved," said he. Not from his lips but all apart:
"Then go," said she, "to your mother dear And "Get up," it said; "Were you hurt,Child?"
bring her heart to me." It was his mother's heart.

1. What significant characteristics of a mother are described in the poem?

2. How is the mother’s heart measured in the poem?
3. How will you relate the context of the poem to your own mother?
4. What do you think is the reason why La Villa Tierra entitled his work as such?

WHAT I CAN DO
Learning Task 4: The learners will evaluate the poem above using the criteria below. They
will write their answers in their notebook.
Indicators Observations/Explanations
Content
Cohesion
 Grammar
Mechanics
Word Choice
Tone

D. Assimilation WHAT I HAVE LEARNED

Learning Task 5: The learners will read and examine the speech of Nelson Mandela. Then,
in their notebook they will answer the questions that follow.

ON FIGHTING POVERTY
Former South African President Nelson Mandela
Johannesburg, South Africa—July 2, 2005

As long as poverty, injustice and gross inequality persist in our world, none of us can truly
rest. We shall never forget how millions of people around the world joined us in solidarity to fight
the injustice of our oppression while we were incarcerated. Those efforts paid off and we are able to
stand here and join the millions around the world in support of freedom against poverty.
Massive poverty and obscene inequality are such terrible scourges of our times — times in
which the world boasts breathtaking advances in science, technology, industry and wealth
accumulation.
We live in a world where knowledge and information have made enormous strides, yet
millions of children are not in school. We live in a world where the AIDS pandemic threatens the
very fabric of our lives. Yet we spend more money on weapons than on ensuring treatment and
support for the millions infected by HIV. It is a world of great promise and hope. It is also a world of
despair, disease and hunger.
Overcoming poverty is not a gesture of charity. It is an act of justice. It is the protection of a
fundamental human right, the right to dignity and a decent life. While poverty persists, there is no
true freedom. The steps that are needed from the developed nations are clear.
The first is ensuring trade justice. I have said before that trade justice is a truly meaningful way
for the developed countries to show commitment to bringing about an end to global poverty. The
second is an end to the debt crisis for the poor countries. The third is to deliver much more aid and
make sure it is of the highest quality.
1. What are the three major problems identified by Mandela?
2. Why do you think Mandela deals with these three problems as personal issues?
3. What pandemic was mentioned by Mandela? Has the world overcome this health crisis?
4. How can the world overcome poverty?
5. What possible steps can be undertaken to overcome poverty?
6. Explain this line: While poverty persists, there is no true freedom.

r Learning Task 6: The learners will evaluate the speech above using the criteria below. They will
write their answers on a sheet of paper.
Indicators Observations/Explanations
Content
Cohesion
Grammar
Mechanics
Word Choice
Tone

 WHAT I CAN ACHIEVE

 Learning Task 7: The learners will be asked if they are familiar with the Miss Universe
Competition. They will be informed that Miss Universe 2018 Catriona Gray set a clear landmark
with her performance during its 2018 edition. The learners will read the final question and the final
answers during the contest. They will compare and contrast their answers by completing the diagram
below.
"What is the most important lesson you've learned in your life, and how would you apply it to your
time as Miss Universe?"
The video may be accessed at https://www.youtube.com/watch?v=3hCd48kqsPY
1. Venezuela: Sthefany Gutiérrez
"I grew up in a family filled with women and each one of them taught me something very important.
But what I always remembered is that by working hard and chasing for our dreams, and by
having courage and strength and willingness to achieve these dreams, we can achieve anything
we want in this lifetime. And tonight, I am proving this, I am here at Miss Universe.
2. South Africa: Tamaryn Green
"Throughout my life, I've been exposed to both those who are privileged and underprivileged. And
what I’ve learned is that we are all human. We all want to be loved, we all want to belong, and
we all want to be seen, so we should treat each other that way. Thank you.”
3. Philippines: Catriona Gray
"I worked a lot in the slums of Tondo, Manila. And the life there…it's poor, and it's very sad. And
I've always taught myself to look for the beauty in it. To look in the beauty in the faces of the
children, and to be grateful. And I would bring this aspect as a Miss Universe to see situations
with a silver lining, and to assess, where I could give something, where I could provide
something, as a spokesperson, and if I could teach also people to be grateful, we could have an
amazing world where negativity could not grow and foster, and children would have a smile on
their faces."

Venezuela South Africa

Philippines

Learning Task 8: The learners will evaluate the answers above using the criteria below. They will
write their answers in their notebook.

Indicators Venezuela South Africa Philippines

Content
Cohesion
Grammar
Mechanics
Word Choice
Tone
V. REFLECTION The learners in their notebook will write their reflection about the lesson by answering the
questions below.

1. What important insights have you gained from this lesson?

2. How do I find the activities in this lesson? Which activity did I enjoy most?

Prepared:

JEANETH P. ESCANO
English Teacher

Checked: Noted:

DANILO M. MUTIA EDITHA M. RODRIGUEZ

Principal I Public Schools District Supervisor – WEST III

Validated:

VICTORIA B. BURGOS, Ed.D. EDNA U. MENDOZA, Ph. D

Education Program Supervisor I-English Chief Education Supervisor

Recommending Approval:

RHINA O. ILAGAN
OIC, Asst. Schools Division Superintendent

Approved:

HELEN A. RAMOS
Schools Division Superintendent