PUGO CENTRAL NATIONAL HIGHSCHOOL
Cares, Pugo La Union
SEMI- DETAILED LESSON PLAN IN GRADE 10
ENGLISH
July 2, 2019
I. OBJECTIVES
At the end of the lesson, 85% of the students are expected to:
a) Identify acts of discrimination;
b) explore characteristics in deciding to stand up against discrimination; and
c) appreciate the lesson by actively participating on the activities.
II. SUBJECT MATTER
a) Topic: DISCRIMINATION
b) Materials: chart, Pictures, meta-cards
c) Reference: Learner’s Material page 47-49
[Link]
d) Time Frame: 1hour
e) Domain: Oral Language and written Fluency
III. LEARNING PROCEDURE
a) Preliminary activities
a. Daily Routine
o Classroom Cleanliness
o Checking of Attendance
b) Motivation
- The Teacher will ask the class to work in groups all throughout the period so
learners will stay in their groups before the lesson starts.
ACTIVITY 1: EXAMINE ME!!!
A B C
- Let the students examine the editorial cartoon and the picture A, B, and C
through a power point presentation.
- Each group will be identified through color coding.
c) Analysis
After the activity, ask the following questions to the students:
Processing questions:
1. What do the editorial cartoons show? Editorial cartoon A? Editorial cartoon B?
Picture C?
2. What kind of discrimination is shown in Editorial A and B? Picture C?
3. What would you do if you were in the shoes of them?
- Entertain varied answers from the learners.
d) Abstraction
- Introduce in class the Lesson on Discrimination and the characteristics in
deciding how to about in a certain situation.
DISCRIMINATION
Is the unequal treatment provided to one or more parties on the basis of a mutual accord or some
other logical or illogical reasons.
WHITE CAP- is the optimistic cap that sees all the positive and bright side of the
situation.
BLACK CAP- is the pessimist cap and sees nothing but the disadvantages of the
situation.
YELLOW CAP- is the creative cap and sees the creative and out-of-this-world side of
the situation.
RED CAP- is the emotional cap and expresses feelings about an issue.
BLUE CAP- is the rational cap and judges situations based on facts and obvious
evidence.
e) Application
- Students will work on their group activity.
ACTIVITY 2: CAPS LOCKED
- The students will examine the situation presented to them. Then, they will
complete the colored caps chart as part of their activity.
SITUATION: The Local tourism office of your community finally launched
your barangay as a tourism spot exclusively inviting foreign clients.
However, the office has issued a memorandum that only those who
are at least 5’7” in height for girls and 5’9” for boys could seek
employment in the tourism office. It also required applicants to have
competitive English communication skills.
CAPS YOUR RESPONSES
WHITE
BLACK
YELLOW
RED
BLUE
- Two representatives in each group will explain their responses in front.
- The Teacher will give feedback regarding their output.
f) Evaluation
WRITE! WRITE! WRITE!
- Work individually this time!
- Based on the activity, Create a personal goal for the next five years on
how you will build up defenses or strategies in achieving success.
1 whole:
What strategies will you develop to reach your personal goals? Explain why you
chose them.
How do I build the best defenses against challenges to achieve the best quality of
life possible for me?
- A rubric will be given as basis for learner’s written output.
This Lesson enabled me to learn _____________________________
________________________________________________________
It made me realize that ____________________________________
________________________________________________________
I, therefore, commit to _____________________________________
________________________________________________________
________________________________________________________
Prepared by:
CHERISH T. PIMMAENG
Observed by:
HERMOGENES T. DIAZ
RUBRIC FOR ESSAY WRITING
CATEGORY 16-20 points 15-10 points 9-8 points 7-points
I. Content of The content The prompts are The prompts There is no evidence
the Theme of the essay distinguished and are labeled in of the prompts
goes beyond there are some the essay, but detected in the
superficial accurate are not writing.
discussion of elaborations of the explained or
the prompts prompts. supported with
and includes content.
connections
to actual
practice and
experiences
II. The Theme is The introduction, There is an There is no clear
Organization clearly body and conclusion attempt to evidence of the
of the Theme organized. are clearly evident organize ideas introduction, body
Key issues with the smooth into a logical and conclusion.
are transition of ideas sequence but
developed without a
with details smooth
to inform transition
and between ideas.
elaborate.
III. There are no There are minimal There are There are spelling/
Conventions spelling or spelling/grammatical spelling/ grammatical errors
grammar errors, (3 error grammatical interspersed
errors. words).They do not errors throughout the
interfere with the interspersed theme and
reader’s ability to throughout the interferes in the
understand the theme. ( 4 understanding the
content. errors in a content.
page)The
reader has
some difficulty
understanding
the content.
IV. Academic Style reflects Style is mostly Style reflects Style reflects
Language formal academic, 1-2 casual or fragmented,informal
academic instances of informal informal use of use of language.
writing. writing. language
Source: DEPED [Link]
