Activity: - List Down Topics, Issues And/or Values Which May Interest, Affect, or Have Been Experienced by The Youth
Activity: - List Down Topics, Issues And/or Values Which May Interest, Affect, or Have Been Experienced by The Youth
2
Relationship with Technology
3
Special Issues with Gen Y
4
Top Youth Values
Learning Identity
Vision
English Grade 10
DEPARTMENT OF EDUCATION
The Learning Standards
English Grade 10 – Module 1
Content Standard: Performance Standard:
The learner demonstrates The learner
understanding of how world composes a short but
literature and other text types serve powerful persuasive
as ways of expressing and resolving text using a variety of
personal conflicts, also how to use persuasive techniques
strategies in linking textual and devices.
information, repairing, enhancing
communication public speaking,
emphasis markers in persuasive
texts, different forms of modals,
reflexive and intensive pronouns.
DEPARTMENT OF EDUCATION
The Learning Standards
Reference: DepEd Order No. 8 S. 2015
DEPARTMENT OF EDUCATION
The Connection
Le
ar Content
ni
ng Standard
Co
m
pe
Performance te
nc
Standard ie
s
Oral Grammar
Writing &
Literature Language & Awareness
Composition
Fluency
DEPARTMENT OF EDUCATION
Parts of the Learner’s Material (LM)
will enable learners to express their insights,
learnings, and realizations on the lesson. This part gives a bird’s eye view of what learners should
contains prompts and other graphic organizers that discover, learn, and develop in the lesson
My Your
will help learners to synthesize what they have Treasure Journey
learned
Your Text
includes tasks that will prompt learners to have
discussions beyond the context of the main reading
material. It also includes other activities for
contains the main reading
expansion of understanding, and enabling activities
material learners will read and
for the final task
analyze; this also contains
vocabulary development tasks
necessary for text understanding
and grammar integration
DEPARTMENT OF EDUCATION
How LM is Crafted
• Theme - based
• Sub – themes are broken down from main theme
• Grammar/language is functional
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Journey
Module 1 Overcoming Challenges
Lesson 6
___________________________________________________________________________________________________
_
Turning Challenges to Opportunities
YOUR JOURNEY
Have you ever been asked by someone to choose between a perfect world filled with joys and lacks troubles or
conflicts or a world full of pains but with lots of choices as cures? You know that you can’t escape troubles, conflicts and
pains as challenges you have to face. How do you face these struggles or challenges of different kinds? Perhaps, you have
tried a lot of ways to win over them like when you face situations too difficult or too painful to handle, you have to adjust to
protect yourself from a perceived threat. That’s great!
How do challenges affect you? It’s true that challenges can be frightening, but they can be turned into
opportunities for you to discover more about yourself, others, and the world. Apparently, this is the right time for you to start
with it since in this lesson, you are to demonstrate how to turn challenges to opportunities.
Introduction,
statement about Overview of
the sub-theme the lesson
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Objectives
YOUR OBJECTIVES • are taken from the
Charting the courses of your journey in this lesson, you are expected to: Curriculum Guide (CG)
• address the enabling
•compare new insights with previous learning (EN10RC-1f-21) knowledge and skills to
•draw generalizations and conclusions from the materials viewed (EN10VC-1g-1.5/2.5)
develop/achieve the desired
•use denotation and connotation to clarify meanings of words(EN10V-1h-13.9)
•appraise literature as a way of expressing and resolving one’s personal conflicts(EN10LT-1i-18)
content and performance
•state the effect of a literary piece in one’s value system(EN10LT-1g-3) standard
•use appropriate modals to express simple futurity and willingness • clarify expectations in terms
•(EN10G-1g-3.6) of what students should
•determine the effectiveness of argument, supports and stand of the speaker (EN10OF-1g-12.3)
know, understand and be able
•employ the techniques in public speaking to convey ideas (EN10 OL-1g-3.16.1)
•write a short persuasive text using persuasive techniques(EN10WC-1g-3.16.1) to do
Be reminded that your expected output is to present a short but powerful persuasive essay on turning challenges to
opportunities. The rating of the persuasive essay should be based on the following criteria: focus/content, persuasive techniques used,
development /organization, clarity of ideas, emphasis, language mechanics and convention.
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Text
YOUR TEXT
• Make sense of information,
Task 5 SGDA for the Stakes develop, reflect, rethink,
validate ,and revise
Group 1 Meaningful Search (Vocabulary DC) understandings of the lesson
Group 2 Theme Connection (identifying and Developing
the theme) • Check for understanding;
provide feedback; check
Group 3 Taking a Stand-For or Against against content standard
Group 4 Thinking it Through (Questions) (content to content)
Group 5 Taking Challenges as Opportunities (Mood) • Assess student’s skills
Group 6 Enduring Experiences (checking learner’s learning
Group 7 Making Personal Adjustments progress and interest)
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Discovery Tasks
• enrich understanding
• ask provocative questions
YOUR DISCOVERY TASKS
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
Your Final Tasks
• presents the
YOUR FINAL TASKS culminating task/s
for the lesson
Now, you are ready on your major task for this lesson. With you
classmates, you will create a short but powerful persuasive essay. First, let’s • serves as enabling
have this one. task for the main
product/
performance at the
TASK 8: Life Skills Connection
end of each module
A. Preparation for My Target
B. Call Up for Order Box Game
C. Steps in Writing Persuasive Essay • includes tasks that
D. Revising and Polishing are essential for
E. Publishing learners’
development
• GRASPS-based
(Refer to your copy of the LM for full text of this part) assessment criteria
DEPARTMENT OF EDUCATION
The Learner’s Material (LM)
My Treasure
MY TREASURE
Now is the right time for you to reflect and focus on the essential
points of the lesson that you
a. enjoyed
• provides opportunity
b. found helpful for reflection of
c. would like to work further on. learning
d. Keep a record of all of these.
e. Add your answers to the following questions.
• valuing
•What is the most difficult and the most challenging part in this lesson?
•Write at least 3 possible ways/ steps you can adopt for you to deal with.
•What skill do you hope to strengthen in the next lesson/s?
•Complete the chart as shown with entries called for.
DEPARTMENT OF EDUCATION
ASSESSMENT MAP
Your Journey
Your Objectives
FOR LEARNING
AS LEARNING
STANDARD
CONTENT
FORMATIVE
Your Text
SUMMATIVE
OF LEARNING
PERFORMANC
My Treasure
DEPARTMENT OF EDUCATION
• Multiple • Fill-in-the- • Presentation • Oral
Choice blank (words, • Movement questioning
• True-False phrases) • Science lab • Observation
• Matching • Essay • Athletic skill • Interview
• Short answer • Dramatization • Conference
(sentences, • Enactment • Process
paragraphs) • Project description
• Diagram • Debate • Checklist
• Web • Model • Rating scale
• Concept Map • Exhibition • Journal sharing
• Flowchart • Recital • Thinking aloud
• Graph a process
• Table • Student self-
• Matrix assessment
• Illustration • Peer review
23
•Goal
•Role
•Audience
•Situation
•Product / Performance
•Standards for grading
Goal
Performance Standards:
The learner composes a short but powerful persuasive text using a
variety of techniques and devices.
GRASPS MODEL
Goal:
Role:
Situation:
Performance/Products:
Objective:
•Share prior knowledge about the topic
•Process information mentioned in the text
•Perform task by following instructions.
•Infer thoughts, feelings and intentions.
•Present a well prepared Multimedia
advertisement
Your Initial Task:
Points to consider:
What is the advertisement all about?
What is the purpose of the advertisement?
Who are the target audience of the advertisement.
What are the basic feature of the ads?
Are factual information presented in the ads?
What makes the ads interesting?
What words/ taglines?
Are the music and voice over clear?
What are the advantages of this ads?
( RUBRICS)
Lesson 2.
The Old Grandfather and
His Little Grandson
- Leo Tolstoy
Thematic Focus:
What do this story suggest about the
bond between grandparents
and a grandchild?
Your Text.
"The Old Grandfather and His Little Grandson"
by Leo Tolstoy