LESSON PLAN FOR DEMONSTRATION TEACHING

Teacher Jules T. Martinez Learning Area English

Quarter 2nd Grade Level 10
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards The learner transfers learning by composing and delivering a brief and
creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and
appropriate prosodic features, stance, and behavior.
C. Learning Competencies / Learning Competency: EN10LT-IIe-2.2.3: Determine the tone, mood,
Objectives. technique, and purpose of the author.
Write the LC code for each
At the end of the lesson, 80% of the grade 10 students are expected
to:
a. Identify the tone and mood of a given selection,
b. Write the tone and mood of the literary piece, and
c. Appreciate the importance of tone and mode of a given texts.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach
in the CG, the content can be tackled in a week or two.
Tone and Mood
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources  [Link]
 [Link]
 [Link]
V. PROCEDURES These steps should be done across the week. Spread the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation on their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous 1. Greetings: “Good morning, everyone!”
lesson or presenting the new 2. Prayer: “somebody please lead the
lesson prayer.”

Checking Attendance: (positive and Non-

Violent Discipline Management)

3. Reminders:
 Maintain cleanliness and Orderliness.
 Refrain from roaming around during

class activities. (Positive and Non-

Violent Discipline Management)
4. What do you remember about sensory images? (Let the students
give a brief explanation about sensory images. Then have a short
review on the topic. Show a rock to the students and let them describe
its color, texture, etc.)
B. Establishing a purpose This time, the teacher will introduce to the students the topic and the
for the lesson expected output.
C. Presenting examples/ Students will identify the atmosphere and the intent of the artists given
instances of the new lesson from the pictures that will be presented.

1. What have you observed so far from the pictures?

2. What did you feel about the pictures?
 3. What was the intention of the artists when they created their artworks?
4. Why did you choose those words to describe how you felt about the
artworks?
5. How are the tone and mood functioning?

D. Discussing new concepts Mood is the feeling the reader gets when reading a passage. Mood is the
and practicing new skills #1 atmosphere the author creates using descriptive language. To determine
the mood, think about the setting, actions of the characters, and language.

Example:
1. She hesitated, listening for sounds of the creature. The forest seemed
empty, but she could sense something else out there. Something watching
and waiting. (: suspenseful mood)
2. There was no moon, and everything beneath lay in misty darkness: not
a light gleamed from any house, far or near all had been extinguished long
ago (setting: depressing mood)
3. The river, reflecting the clear blue of the sky, glistened, and sparkled as
it flowed noiselessly on. (Setting: serene and non-violent mood)

The Road Not Taken (By Robert Frost)

“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less travelled by,
And that has made all the difference.”
(Through tone: unhappy)

Mood helps in creating an atmosphere in a literary work by means of

setting, theme, diction, and tone. It evokes various emotional responses in
readers, and thus ensures their emotional attachment to the literary piece
they read. Once the readers are emotionally stirred, they fully comprehend
the message that the writer tries to convey to them.
E. Discussing new concepts Tone is how the author feels about what he is talking about. A tone can be
and practicing new skills #2 serious, sarcastic, wicked, proud, sympathetic, light-hearted, or hostile.
 1. "I will not!" she shouted. "I will not be left at the mercy of our enemies
while you slink away!" (angry)
2. “Can someone tell me what is going on here!? Who locked us in a
room?” (aggressive)
3. “They plan to kill General Washington." He leaned forward, his elbows
on his knees. "Tell me everything at once." (serious)

A River Runs Through It By Norman Maclean

“This was the last fish we were ever to see Paul catch. My father and I
talked about this moment several times later, and whatever our
other feelings, we always felt it fitting that, when we saw him catch
his last fish, we never saw the fish but only the artistry of the
fisherman.” (loss and nostalgia)

Function of Tone
Tone, in a piece of literature, decides how the readers read a literary piece,
and how they should feel while they are reading it. It stimulates the
readers to read a piece of literature as a serious, comical, spectacular, or
distressing manner. In addition, tone lends shape and life to a piece of
literature because it creates a mood. Moreover, tone bestows voice to
characters, and throws light on the personalities and dispositions of
characters that readers understand better.
F. Developing mastery IDENTIFYING TONE & MOOD
(Leads to Formative For each example identify the tone, what context clues are used to convey
Assessment 3) the tone, and the overall mood of the sentence.
1. Bouncing into the room, she lit up the vicinity with a joyous glow on her
face as she told about her fiancé and their wedding plans.
Tone:
_____________________________________________________________
Mood:
_____________________________________________________________
Clues:
_____________________________________________________________
2. She huddled in the corner, clutching her tattered (old & torn) blanket
and shaking convulsively, as she feverishly searched the room for the
unknown dangers that awaited her
Tone:
_____________________________________________________________
Mood:
 _____________________________________________________________
Clues:
_____________________________________________________________
4. Drawing the attention of his classmates as well as his teacher, the
student dared to experiment with his professor’s intelligence by
interrogating him about the Bible.
Tone:
_____________________________________________________________
Mood:
____________________________________________________________
Clues:
_____________________________________________________________
5. He furtively glanced behind him, for fear of his imagined pursuers, then
hurriedly walked on, jumping at the slightest sound even of a leaf crackling
under his own foot.
Tone:
_____________________________________________________________
Mood:
_____________________________________________________________
Clues:
_____________________________________________________________

G. Finding practical How can you relate our topic with your personal life?
applications of concepts and
skills in daily living
H. Making generalizations The teacher will call at least three students to wrap up the topic of the
and abstractions about the day.
lesson
I. Evaluating learning
1. What is the feeling or atmosphere of a literary piece?
A. Tone
B. Technique
C. Mood
D. Imagery

2. How do authors set the tone?

A. Using strong verbs
B. Involving the reader's senses
C. The choice of setting, details, images, and words
D. Through adjectives
3. What feeling does the author cause you to feel for the victim?
A. Happiness
B. Fear
C. No feeling
D. Sympathy
4. What is the writer’s attitude toward a subject or character?
A. Mood
B. Exposition
C. Characterization
D. Tone
5. What is the tone of the given sentence? “Bursting through the
door, the flustered mother screamed uncontrollably at the innocent
 teacher who gave her child an F.”
A. Angry
B. Witty
C. Weird
D. Suspicious
6. What is the mood? When I stepped out into the bright sunlight from the
darkness of the movie house, I had only two things on my mind: Paul
Newman and a ride home.
A. Relaxed
B. Terrified
C. Worried
D. Perplexed
7. What is the mood? When the Darkness creeping towards me ,I was
shaking in fear of IT.
A. Peculiar
B. Relaxed
C. Terrified
D. Worried
8. Which of the following does NOT create mood in a story?
A. Setting Description
B. Imagination
C. Imagery
D. Character Speech/Feeling

9. Alice's Adventures in Wonderland “She stretched herself up on tiptoe,

and peeped over the edge of the mushroom, and her eyes immediately
met those of a large caterpillar, that was sitting on the top with its arms
folded, quietly smoking a long hookah, and taking not the smallest notice
of her or of anything else.”
A. Pity
B. Mysterious
C. Discouragement
D. Gloomy

10. The School by Donalod Bathelme(tone)

“And the trees all died. They were orange trees. I don’t know why they
died, they just died. Something wrong with the soil possibly or maybe the
stuff we got from the nursery wasn’t the best. We complained about it. So
we’ve got thirty kids there, each kid had his or her own little tree to plant
and we’ve got these thirty dead trees. All these kids looking at these little
brown sticks, it was depressing.”
A. Loss
B. Nostalgia
C. Excited
D. Gloomy
J. Additional activities for What is the tone and mood of this picture? What is the artist is trying to
application or remediation portray? How do you feel about it i? Explain your answer in 3 – 5
sentences. Write your answer on ½ CW
 V. REMARKS 85% target number of students to get mastery learning outcome
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% on the formative
assessment.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson.
D. No. of learners who
continue to require remediation
E. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

Prepared by: Checked by:

JULES T. MARTINEZ Mr. Kieth Aquilam

Student-Teacher Instructor