lesson plan in english 10 second quarter

7/23/2019 Lesson Plan in English 10 Second Quarter

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Lesson Plan in English 10

QUARTER 2

Date: September 1, 2015 Tuesday Day 2I. Objective/s Assess the efectiveness o the ideas presented in the

material vieed, ta!in" into account its purpose #$%10&'

((a'1)*+

Sitch rom one listenin" strate"y to another to e-tract

meanin" rom the listenin" te-t #$%10./ ((a'11II. Sbject !atte" To#ics$

Assessin" the efectiveness o the ideas presented in thematerial vieedSitchin" rom one listenin" strate"y to another toe-tract meanin" rom the listenin" te-tS%ill$ &iein" and .istenin"!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 11'11+ T3 pa"es 114'121

III. Lea"ning Tas%sTeachers Tas!s Students Tas!s

!otivation

1* 6or! ith a partner* 7bserve

the picture and list don in your

noteboo! the thin"s you see*

2* Anser 8our (nitial Tas!s Tas!

1

)* 9resent your observation and

discuss the picture in class*

'. 9rocess students ansers*

1st9resentation

1* 9resent the photo o odaline to

the class* Tell the class that

odaline is an (rish ;and and that

theyre "oin" to listen to their

popular son" hich is included in

(reland Sin"les Top 100*

2*6rite the title o the son"

* .et them e-plain their ideas or

concepts o /ommon 3round*

5* 9rocess students ansers*

2n(P"esentation

1* ;rin" 9) or /D o the son"

)o" Initial Tas%s

Task 1 WHAT YOU SEE IS WHAT YOU GET! *Pai" +o"%,7bserve the picture belo and identiy details that

symboli?e the thin"s to consider in resolvin" con@icts* Do

you thin! the persons in the picture are tryin" to ma!e

amends to resolve a con@ict Discuss ith a partner*

Task 2 PREDICT AND EXPECTA. You will listen to a song entitled Common Ground by

Kodaline.

Tas% 2-. *In(ivi(al Tas%,

Predict words or phrases that you expect to hear from the song

through its title. rite your answer in the box. !o this in your

noteboo".


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"roups*

2* (nstruct them to s!etch in the

bo- an obEect that they have

visuali?ed in the son"*

)* Bave them e-plain and discuss

their "roup or! in class*

>* 9rocess students ansers*

9repared by:

OSEIA P. OSTATIO

SST' (

%oted:

UA P. A-RERA

9rincipal

Date: September 2, 2015

6ednesday

Day )

I. Objective/s Transcode inormation rom linear to non'linear te-ts and vice

versa #$%10F/'((a'11II. Sbject !atte" To#ic$

Transcodin" inormation rom linear to non'linear te-ts andvice versa #$%10F/'((a'11

S%ill$ Feadin"!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 11+' 121 T3 pa"e 122


Fevie:

Guestions

1* 6hat is the son" all about

2* Bo did you eel hile

listenin" to the son"

)* 6hat advice is "iven in the

son" Do you a"ree ith it

6hyC6hy not

>* 6ould you ollo the advice"iven 6hy or hy not

5* $-plain hat is emphasi?ed in

the son"*

9re'Feadin" Activities

!otivation

As! the students to anser the

Huestion in the introduction o

the selection* /all a volunteer to

Task 3A READ ME (Individa Task"&he family is the smallest unit of' society and it is e(erything. Yet theris no such thing as a perfect family.

Can you recall one unforgettable misunderstanding that happened iyour family) *ow did your family cope with the tension it caused)

+ead the text about the causes of conflicts in a family.

' ases o& 3ail4 on5ictby * .ee ;an!s

Iamily harmony provides a sense o belon"in"and a eelin" o security unli!e many other types orelationships* 6hen con@ict arises, it threatens thatsecurity* 6hether the disharmony initiates rom ithinthe amily unit or rom e-ternal sources, individualamily members and the amily as a hole cane-perience a ran"e o ne"ative emotions and

conseHuences* Jnresolved con@ict may irreparablydama"e a marria"e and the entire amily, i amilymembers do not see! help*

7ne maEor source o amily con@ict is ithin thearea o Knances'speciKcally, the lac! o enou"hmoney to pay bills, maintain the mort"a"e or rent,buy suLcient ood and other necessities and haveany remainin" money or recreation, Eob or careermay contribute to con@ict ithin a amily* ( a parents

Eob !eeps himCher aay rom home most o the time,the spouse at home ith the children oten eels

ne"lected or overhelmed* /onversely, i the parentbecomes unemployed, this causes its on orm o


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share his or her e-perience about

misunderstandin" in the amily*

6ocabla"4 7evelo#ent

The olloin" ords ere ta!en

rom the selection that you are

about to read* 3ive the meanin"

o the underlined ords* /hoose

your anser rom the list o

ords belo*

1* on5ictarises2* %e"ative emotions and

conse8ences)* i""e#a"abl4dama"e a

marria"e as Knances>* inevitablerivalry

Durin" Feadin":

7ral Feadin"

Ater Feadin"

9rocess the readin" te-t by

as!in" students the olloin"

Huestions:

a* 6hat is the maEor source o

amily con@ict

Fesult

9roblems

too bad to be corrected

or repaired

decrease

unavoidable

Another cause o amily con@ict is the inevitable rivalrythat occurs beteen siblin"s* /hildren typically see! theirparents attention and approval, even i this reHuires tattlin" on,or sometimes causin" harm to a siblin"* 6hether a childe-presses Eealousy o a siblin", competes ith himCher or teaseshimCher non'stop, it is destined to cause con@ict* $ach childdeserves an eHual amount o parental love and acceptance, yet

sometimes a parent may avor one child over another* Thismerely intensiKes the con@ict*

6hile mutual a"reement on the subEect o child disciplineis crucial, the lac! o consensus opens up another potential areaor amily con@ict* ( one parent acts as the


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b* 6hat causes amily con@ict

c* Describe the causes o amily

con@ict

Discuss ith the students the

diferent types o non'linear te-ts

such as line "raph, pie "raph,

chart "raph, and "raphic

or"ani?er*

Discuss hen and ho these non'

linear te-ts are used*

ene"ali9ation$

A##lication$

.et students Kll in the "raph

Transcode e ound in the .Ansers

Knances, siblin"s rivalry,

avoritism,

in'las

Bo does your !noled"e in

transcodin" linear to non'linear

te-t help you understand the

selection

Answer the ,uestions below.

-. rom the gi(en conflicts% which of these ha(e you experienced wityour family) hy)

///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////0. hat did you do to resol(e the said conflict in your family)

//////////////////////////////////////////////////////////////////////////////////////////////////////////

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

E:ten(e( Lea"ning Activit4

Bave the students read another

article and transcode this linear

te-t to non'linear*

+hat;s the P"oble< The 3o" lassic

on5ict T4#es

/on@ict is vital to any story, but it isnt alays

beteen people* Some stories pit the hero a"ainst

society, or a natural disaster* 7thers have the

traditional hero vs villain setup* .ets loo! at the our

classic story con@ict types and ho they deKne thebasic con@ict structure*

This is probably the most common type* (ts a

character a"ainst another character, people vs

people, even i those people are non'human* Theyre

still a PcharacterP li!e any other* A i?ard ants to

!ill the hero and enslave the orld* A scientist needs

to Knd the cure and stop the madman ith the virus*

An orphan "irl needs to save her sister rom bad

men* The person standin" in the ay o your

prota"onist is another person*

This is here the character is at odds ith

themselves and K"htin" somethin" personal and

internal* 7vercomin" a dru" problem, dealin" ith

betrayal, etc* The person standin" in the ay o your

prota"onist is them*

This is where a character has a problem with

something that is status quo in the world. It's not any one

person who is causing trouble, it's how things are being

done. A man tries to change an unfair law. A girl rebels

against a tyrannical society that forces kids to fight to the


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9repared by:

OSEIA P. OSTATIO

SST' (

%oted:

UA P. A-RERA

9rincipal

Date: September ), 2015

Thursday

Day >

I. Objective/s Transcodin" inormation rom linear to non'linear te-ts andvice versa #$%10F/'((a'11

II. Sbject !atte" To#ic$ Transcodin" inormation rom linear to non'linearte-ts and vice versaS%ill$ Feadin"!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 11+' 121 T3 pa"e 122



7/26

/hec!in" Q 9rocessin" o

Students Assi"nment*

Bave the students present their

assi"nment*

9rocess students responses*

As!: Bo does your !noled"e in

transcodin" linear to non'linear

te-t help you understand the

selection

Application #/ont*

Tas! >* I8(

A* A Survey to /onvey

1* Bave the class orm a "roup

consistin" o ten members*

2* (nstruct them to do the activity

ound in the .*

)* (norm them that they may use

diferent "raphs such as line"raph, bar "raph or pie "raph*

>* As! a representative rom each

"roup to present their output ith

the rest o the class by e-plainin"

the interpretation o the survey

conducted*

8our (nitial Tas!s

Task # $YI (Pai% W&%k"

A' S%v) *& C&nv)

Conflict situations arise among teenagers on a daily basis. 1antimes% minor conflict and disagreements can result in (iolence.

#elow are common conflict situations among teenagers2

orm a group consisting of -3 members.

4 Conduct a sur(ey about the common conflict situations in your group

4 As" each member in the group who experienced the conflict. rom

the responses% ran" the conflict from the most number of persons to

the least who experienced it.

4 Graph the results of the sur(ey you conducted in your group.

rite your interpretation of the graph in the box.


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Evalation

Bo can e prevent con@ict

/omplete the or"ani?er on ays

to prevent con@ict* Analy?e each

situation careully*

+' C&n,i-* P%vn*i&n

7ne must consider ho to avoid con@icts* /omplete the table

belo by ritin" ays to prevent each common con@ict

situation*

Femar!s:%o* o learners ithin mastery level OOOOOOOOOOOOOOOOOOOOOO%o* o learners needin" reinorcementCremediationOOOOOOOOO

Assignent Rsa%-. &n *. /a-k0%&nd &, Dan* Ai0.i%i'9repared by:

OSEIA P. OSTATIO

SST' (

%oted:

UA P. A-RERA

9rincipal

Date: September R, 2015 onday Day 5


9/26

I. Objective/s $-plain ho the elements speciKc to a selection build its

theme #$%10.T'((a'1>*2

II. Sbject !atte" To#ic$$-plainin" ho the elements speciKc to a selection build itthemeSelection$ (%I$F%7 by Dante Ali"hieri translated by Mohn/iardi

S%ill$.iterature!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 12)'12+ T3 pa"es 12)'12>


Fevie:Fecall the diferent types o

non'linear te-ts and their uses*

P"e ="ea(ing

Int"o(ction$

Discuss ith the class that they are

"oin" to read and study a part oone o the masterpieces o Dante

Ali"hieri

Divine /omedy hich is /anto ((( o

The (nerno*

6ocabla"4 7evelo#ent

Tas% >. Thin% Th"ogh

1* (norm the students that they

ould come across some unamiliar

ords in the selection*.et them loo! or a partner and as!

them to anser Tas! 5*

Ansers

1* primordial

2* orsa!en

)* omnipotence

>* vestibule

5* summon

* torment

Bave students use the ord in a

sentence or better understandin"*

;ac!"round o the Author

/all voluntary to read his or

assi"nment on the bac!"round o

Dante Ali"hieri*

)o" Te:t *+ith a Pa"tne",

Tas! 5* Thin% Th"ogh

A* (n the bo- is a pool o ords you ill come across in

the te-t* Fead each deKnition and then choose the

deKned ord rom the pool* 6rite your anser in your

noteboo!*

1* e-istin" rom the be"innin"2* abandoned or deserted*

)* an a"ency or orce o unlimited poer>* typically reers to a small room ne-t to the outer

door andconnectin" it ith the interior o the buildin"*

5* authoritatively or ur"ently call on * somethin" that causes e-treme physical or mentapain

;* /hoose ) ords and use in meanin"ul sentence#6hole /lass

orsa!en omnipotence

vestibule

summon primordial


10/26

Fead ith the students the

Background of Divine Comedy and

Inferno

The Divine /omedy as the poetic

Eourney o a man stru""lin" to

reconcile himsel to a bitter political

e-ile throu"h the triumph o love*

The (nerno is the Krst part o Dante

Ali"hieris poem, the Divine

/omedy, hich chronicles Dantes

Eourney to 3od, and is made up o

the (nerno #Bell, 9ur"atorio#9ur"atory, and

9aradiso #9aradise*

The poems are Huite short: they

ould ta!e about as lon" to read

the

hole (nerno as it ould to read

the detailed canto summaries and

analysis, althou"h they mi"ht be

helpul or understandin" DantesdiLcult lan"ua"e*

!otive Qestion

1* Allo the students to anser the

motive Huestion beore the te-t*

*a(e you e(er been to a house of

horrors) *a(e you seen a horror mo(ie)

hat are the things that shoc"ed or

frightened you)

2* $ncoura"e them to share their

e-periences on this*

Durin" Feadin"

1* 7ral Feadin"

2* Bi"hli"ht important points and

ta!e note o the diferent senses

you discovered hile readin" the

te-t*

A&te" Rea(ing

Task READ AND IMAGINE *9air 6or!

*a(e you e(er been to a house of horrors) *a(e you seen a horror

mo(ie) hat are the things that shoc"ed or frightened you)

+ead the excerpt below from the !i(ine Comedy56nferno. 7ote the

frightening things !ante wrote to illustrate hell. 8hole Class9

8:ee attached :ummary of Canto 666 &he ;estibule of *ell9

/omprehension /hec! up

T.inkin0 a/&* *. T* (Individa"

-. hat is ;irgil


11/26

Tas! READ AND IMAGINE

1* Tell the class to anser Thin!in"

about the te-t ound in the .*

2* Discuss the ansers to the class

Tas% ? A. 7i@e"entiate( Tas%s

#. Us )&% Snss (Sa G%&4"

orm > groups. Perform the tas" assigned in your group.

-. ?ye Group @ 1a"e a poster of what hell loo"s li"e based on the

text

0. ?ar Group @ +ecord sounds of hell based on the details from thetext or use your (oice and other materials a(ailable in producing

the sounds.

=. *and Group @ :how an interpretati(e dance to reflect the

mo(ements of tormented souls.

>. ?ye and hand group5 ma"e a collage that depicts what hell

loo"s li"e.

$valuation 3ive the theme o /anto (((* $-plain ho the elementsspeciKc to a

selection build its theme*

/haracter#&ir"ils Advice and $-planation o the inscriptions

/haracter#/harons statement

/haracter: Dantes Feaction

Settin": &estibule o Bell


12/26

E:ten(e( Lea"ning Activit4

3ive the theme o /anto (((* $-plainho the elements speciKc to a


Fubrics

5$-planations are properly

presented and are related to

the theme*

$-planations are properly

presented and are partially

related to the theme*

Task 5 / SENSE CHART (Individa"

6n Canto 666% !ante begins his description of *ell% which becomes aassault on the senses of the readers. As we read his harrowingdescriptions of the sounds% sights% and e(en smells of *ell% we comto share in !ante


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hile*7verall

understandi

n" o the

topic

3roup didnt

sho suLcient

understandin"

o the messa"e

and con@ict o

the story*

3roup shoed

understandin" o

the messa"e o

the story and its

con@ict*

3roup sho

"ood

understandin" o

the entire story

and its con@ict*

3roup shoed

complete

understandin"

o hole story

and its con@ict*

Date: September +, 2015

6ednesday

Day R

I. Objective/s $-plain ho the elements speciKc to a selection build its

theme #$%10.T'((a'1>*2

II. Sbject !atte" To#ics$$-plainin" ho the elements speciKc to a selection build it

themeSelection$ (%I$F%7 by Dante Ali"hieri translated by Mohn/iardiS%ill$.iterature!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 12+'1)0 T3 pa"es 12)'12>


Fevie:

1* 6hat is the name o the riverhich circles the rim o Bell2* 6hat as the name o theerryman)* 6ho ere thecowardsin /anto((( hom Dante describes>* The uncommitted had savedtheir blood all their lives* 6hat asthe ultimate result o this act5* 6hat is Dantes initial reaction tothe many souls he sees in the&estibule o Bell* 6hat is Dantes reaction to thesi"hts and sounds o Bell at the end

Task 5 A SENSE CHART

(n /anto (((, Dante be"ins his description o Bell, hicbecomes an assault on the senses o the readers* As

read his harroin" descriptions o the sounds, si"hts, aneven smells o Bell, e come to share in Danterepu"nance o the horrible e-perience the poet encounters


14/26

o /anto (((R* 6hat messa"e the does storyant to convey to us reader

Anse"s1* The river as the Acheron*2* The erryman as named/haron*)* Thecowardsare those ho erearaid to ma!e a decision orchoices* The coards that Dantedescribes are the people ho erenot brave enou"h to ma!e adecision one ay or the other*>* They no Knd their blood spilledby asps and hornets and drun! byorms*5* Dante is surprised at theirnumbersN he had no idea so manyhad died or that so many had dieduncommitted** Dante is ri"htened and alls intoa soon*

9rocess students e-tended

learnin" activity*

Bo does ima"ery help you better

understand the selection

Tas% B. A##l4ing hat 4o "ea(1* .et the class read aloud the

hi"hli"hted Huestion ound in this

activity*

2* (nstruct them to e-plain their

anser on the space provided ater

the Huestion*

)* Allo the students to share their

e-planation ith the rest o the

class*

#. Us )&% Snss (Sa G%&4"

orm > groups. Perform the tas" assigned in your group.

=. ?ye Group @ 1a"e a poster of what hell loo"s li"e based on the

text

>. ?ar Group @ +ecord sounds of hell based on the details from the

text or use your (oice and other materials a(ailable in producing

the sounds.

=. *and Group @ :how an interpretati(e dance to reflect the

mo(ements of tormented souls.

>. ?ye and hand group5 ma"e a collage that depicts what hell

loo"s li"e.

Task 6 APP7YING WHAT YOU READ (Individa"

6n Canto 666 of 6nferno by !ante% Charon tells the souls to #ury

here and fore(er all hope of Paradise.

?xplain your answer2

//////////////////////////////////////////////////////

//////////////////////////////////////////////////////


15/26

$valuation: 3ive the theme o

/anto (((* $-plain ho the elements

speciKc to a selection build its

theme*

Fubrics

5$-planations are properly

presented and are related to

the theme*

$-planations are properly

presented and are partially

related to the theme*

3ive the theme o /anto (((* $-plain ho the elementsspeciKc to a


Femar!s:%o* o learners ithin mastery level

OOOOOOOOOOOOOOOOOOOOOO

%o* o learners needin"

reinorcementCremediationOOOOOOOOO

9repared by:

OSEIA P. OSTATIOSST' (

%oted:

UA P. A-RERA9rincipal

Date: September 10, 2015Thursday

Day +

I. Objective/s 3ive technical deKnitions #$%10&'((a'1)*+

DeKne technical and operational deKnitionsII. Sbject !atte" To#ic$3ivin" technical deKnitions

S%ill$ &ocabulary!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 1)0'1)1 T3 pa"es 12>'125


Tas% C !ADI 7E3IITIOS *+hole lass,

/haracter#&ir"ils Advice and $-planation o the inscriptions

/haracter#/harons statement

/haracter: Dantes Feaction

Settin": &estibule o Bell


16/26

Int"o(ction$

As! the students ho they deKne

terms* #Bo do you usually

deKne terms or unamiliar ords

7iscssion$

1* Discuss ith the students the

to ays o deKnin" ords:

technical and operational

deKnitions*

2* /lariy the diference beteen

technical deKnition and

operational deKnition*

A technical deKnition is a

deKnition in technical

communication describin" or

e-plainin" technical terminolo"y*

Technical deKnitions are used tointroduce the vocabulary hich

ma!es communication in a

particular Keld concise and clear'

cut*

#Ior e-ample, the illiac crest rom

medical terminolo"y is the top

rid"e o the hip bone*

There are three main types otechnical deKnitions:

1 9arenthetical deKnitionsN

2 Sentence deKnitionsN

) $-tended deKnitions

An operational deKnition is a

demonstration o a process

such as a variable, term, or

obEect in terms o the speciKc

process or set o validation tests

used to determine its presence

and Huantity*

)* Discuss the "uidelines in

ritin" a technical deKnition*

3enerali?ation

Application

Bave the students do Tas! +*

DeKnitions are a core part o any dictionary* 6ritin" basic

deKnitions reHuires s!ill, practice, and sometimes help*

7ene !e *Sall "o#,Alphabeti?e the ords*6ith your "roup, "o over the other unamiliar ords in yourmain te-t*a!e deKnitions o these unamiliar ords by olloin" the"uidelines*

+o"( 7enition


17/26

$-tended .earnin" Tas! A* 3ive the deKnitions o the olloin" ords #eitherparenthetical or sentence deKnition

1. %ovice2. /oardiceF. 9andemonium'. Despicable>. Fetro"rade

Jse in your on meanin"ul sentences*

;* Fesearch on ar"umentative essay*

9repared by:

OSEIA P. OSTATIO

SST' (

%oted:

UA P. A-RERA

9rincipal

Date: September 1>, 2015 Day 10


18/26

ondayI. Objective/s (dentiy parts and eatures o ar"umentative essays #$%10.T'

((a'1>*2II. Sbject !atte" To#ic$(dentiyin" parts and eatures o ar"umentative

essaysSelection$A""ressive Drivin" Should ;e AvoidedS%ill$ 6ritin" and /omposition!ate"ials$/opy o the activities, pictures

Re&e"ence$. pa"es 1)2'1)> T3 pa"es 125'12III. Lea"ning Tas%sTeachers Tas!s Students Tas!s

/hec!in" o assi"nment

Fevie

P"e="ea(ing

(ntroduction:

As! the class to "ive their idea on

ar"umentative essay* #6hat is an

ar"umentative essay

otive Guestion:

Bave them anser the motiveHuestion: Bave you ever ta!en a

ride in a public transportation

ith an a""ressive driver

Bo did you eel 6hat did you

do Did you ar"ue ith the

driver

/all a student to share hisCher

anser to the motive Huestion

ith the rest o the class*

&ocabulary Development;elo are some ords ta!en rom

the ar"umentative essay


19/26

7"ing Rea(ing

Fead the model ar"umentative

essay*

9ost Feadin"

Tas! 10 A

A* Reason Ot

Iind a partner and or! on the

activity ound 8our Discovery Tas!

10 A*

Ansers:

1* (t causes crashes*

2* (t causes inEuries*

)* (t causes atalities*

Tas! 10 ;*

Discuss ith class hat anar"umentative essay is and its

characteristics*

Tas! 10 AA' Ras&n O*! (Pai% 8&%k"

6nside the box pro(ided below% gi(e three reasons why aggressi(edri(ing should be a(oided. rite your explanation opposite the box.

An a%0n*a*iv ssa) tries to change the reader


20/26

Tas% 11. I(enti&4 an( lassi&4

1* (norm the class to "o over on

the model ar"umentative essay*

2* .et them do the tas!*

statements which exactly summariBe the arguments and support the

main premise.

Tas% 11 I7ETI3) A7 LASSI3)G *+hole lass,

Irom the model ar"umentative essay, identiy its parts by

reritin" the essential statements in the bo-*

A""ressive Drivin" Should ;e Avoided

$valuation #See attached rubrics Fead the ar"umentative essay belo*

I(enti&4 its #a"ts. *1> #oints,

Femar!s:

%o* o learners ithin masterylevel OOOOOOOOOOOOOOOOOOOOOO

%o* o learners needin"

reinorcementCremediationOOOOOOO

OO

$-tended .earnin" Tas!s A* 6rite an ar"umentative essay on any o the ollointopics* ;e sure to observeCconsider the eatures o th


21/26

A* As! the students to rite an

ar"umentative essay*

-. Have the so Tas% 11 -. I

Sa the Sign

an ar"umentative essay* ;e "uided by its parts also*

1* (s "lobal climate chan"e man'made2 (s our electionprocess air)* Do cures !eep teens out o trouble>* (s cheatin"out o control5* Are e too dependent on computers* Are parents clueless about child predators on the (nternet

R* Should ci"arette smo!in" be banned4* Are cell phones dan"erous+* (s child behaviorbetter or orse than it as years a"o10* 6hen should parents let teens ma!e their on decisions11* Does boredom lead to trouble12* Does participation in sports !eep teens out o trouble

;* Tas! 11 ;* ( Sa the Si"n

6rite common si"na"e you see alon" the road* 6rite it on

clean bond paper*

Advance Assi"nment

. Fesearch on Ar"umentative speech about resolvin

con@ict* The olloin" topics may "uide in ma!in" you

research* 3et ready or your Knal perormance.1* Fesolvin" /on@icts2* Jnity in Diversity)* Barmoni?in" Felationship ith 7thers>* ;rid"in" the 3ap>. Feco"ni?in" (nterpersonal /over"ence

9repared by:

OSEIA P. OSTATIO

SST' (

%oted:

UA P. A-RERA

9rincipal

Fubrics or the Assessment o the Ar"umentative $ssay

5 ) 1 0A.

Int"o(ction

6ell'developed

introductory

para"raph containsdetailed

bac!"round , a clear

e-planation or

deKnition o the

problem

(ntroductory

para"raph

containssome

bac!"round

inormation

and states

the

problem,

but does

not e-plain

usin"

(ntroduction

states the

thesis butdoes not

adeHuately

e-plain the

bac!"round o

the problem*

The

problem is

stated, but

lac!s detail*

problem is

va"ue or

unclear*;ac!"round

details are a

seemin"ly

random

collection o

inormation,

unclear, or

not related

to the topic*
http://homeworktips.about.com/od/politicalscience/a/Mock-Election-Ideas.htmhttp://homeworktips.about.com/od/homeworktopics/a/cheating.htmhttp://learningdisabilities.about.com/od/ac/g/Child-Behavior-Checklist-What-Is-The-Child-Behavior-Checklist.htmhttp://homeworktips.about.com/od/homeworktopics/a/cheating.htmhttp://learningdisabilities.about.com/od/ac/g/Child-Behavior-Checklist-What-Is-The-Child-Behavior-Checklist.htmhttp://homeworktips.about.com/od/politicalscience/a/Mock-Election-Ideas.htm


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details*-. !ain

Points

-o(4

Pa"ag"a#hs

Re&tation

Three or more main

points are ell

developed ith

supportin" details*

Feutation

para"raph#s

ac!noled"es the

opposin" vie and

summari?es their main

points

Three or

more main

points are

present

but may

lac! detail

and

developmen

t in one or

to*

Feutation

para"raph#s

ac!noled"

es the

opposin"

vie but

doesntsummari?e

points*

Three or more

main points,

but all lac!

development*

Feutation

para"raph#s

missin" andCor

va"ue

.ess than

three main

points,

ith poor

development

o

ideas*

Feutation

missin" or

va"ue*

. onclsion /onclusion

summari?es the main

topics ithout

repeatin" previous

sentencesN riters

opinions and

su""estions or

chan"e are lo"ical

and ell thou"ht out*

/onclusion

summari?es

main topics*

Some

su""estions

or chan"e

are

evident*

/onclusion

summari?es

main topics,

but is

repetitive* %o

su""estions

or

chan"e andCor

opinions are

included*

/onclusion

does not

adeHuately

summari?e

the main

points* %o

su""estions

or chan"e or

opinions are

included*

7.

O"gani9ation

.o"ical, compellin"

pro"ression o

ideas in essayNclearstructure hich

enhances

and shocases the

central idea or

theme and moves the

reader throu"h

the te-t* 7r"ani?ation

@os so

smoothly the reader

7verall, the

paper is

lo"icallydeveloped*

9ro"ression

o ideas in

essay

ma!es

sense and

moves the

reader

easily

9ro"ression o

ideas in essay

is a!ard,yet moves the

reader

throu"h the

te-t ithout

too much

conusion* The

riter

sometimes

lun"es ahead

Arran"ement

o essay is

unclearand illo"ical*

The ritin"

lac!s a

clear sense o

direction*

(deas,

details or

events seem

strun"


23/26

hardly thin!s about it*

$fective, mature,

"raceul transitions

e-ist throu"hout the

essay*

throu"h the

te-t*

Stron"

transitions

e-ist

throu"hout

and add to

the essays

coherence

too Huic!ly or

spends

too much time

on details that

do not

matter*

Transitions

appear

irre"ularly, but

not eHually

throu"hout

the essay*

to"ether in a

loose or

random

ashionN there

is no

identiKable

internal

structure and

readers

have trouble

olloin" the

riters

line o

thou"ht* Ie,

orced

transitions in

the essay or

no

transitionsare present*

Evalation

HEALTH A7 HEALI AT )OUR 3IERTIPS

Thro out the bottles and bo-es o dru"s in your house* A ne theory su""ests thamedicine could be bad or your health, hich should at least come as "ood nes to people hcannot aford to buy e-pensive medicine* Boever, it is a blo to the medicine industry, and aeven bi""er blo to our conKdence in the pro"ress o science* This ne theory ar"ues thahealin" is at our Kn"ertips: e can be healthy by doin" Fei!i on a re"ular basis*


24/26

Supporters o medical treatment ar"ue that medicine should be trusted since it is efectivand scientiKcally proven* They say that there is no need or spiritual methods such as Fei!i, 8o"a

Tai /hi* These aste our time, somethin" hich is Huite precious in our material orld* There medicine that can !ill our pain, -'rays that sho us our ractured bones or F( that scans oubrain or tumors* 6e must admit that these methods are very efective in the e-amples that theprovide* Boever, there are some


25/26

!ate"ials$/opy o the activities, picturesRe&e"ence$. pa"es 1)'1)4 T3 pa"es 1)0


/hec!in" o assi"nment

otivation:

6hat are the Hualities o

a "ood spea!er Do you !no

that intonation afects the

meanin" o a sentence

9resentation:

(ntonation afects the meanin" o

a sentence* Listen to the

tele#hone conve"sation.

Analysis:6hat do you notice ith

the conversations Bo does theintonation afect the

conversation

Discussion:

In*&na*i&n @ the sound changesproduced by the rise and fall of the(oice when spea"ing% especially whenthis has an effect on the meaning ofwhat is said.

9n-*% @ the manner in whichwords come together and aconnection is made.

S*%ss @ accent% the relati(eprominence of a syllable or musicalnote

Pi*-.@ the property of sound with

(ariation in fre,uency of (ibration

%ote: $-amples are provided

throu"h video presentation*

Application

Tas% 1F E:#"ess )o"sel&G

Tas% 1F. E:#"ess )o"sel&G *Sall "o#,

;elo are the commonly used e-pressions* These arnecessary ords to be respected and accepted*

A* Iorm a "roup and perorm the intonation activities or oral@uency*

"o# 1Say hen you "ive a command


26/26

"o# >Say

lesson plan in english 10 second quarter

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