Lesson Exemplar in English 10 Mam Priscy

LESSON EXEMPLAR IN ENGLISH 10
QUARTER 1 WEEK 9
I. LEARNING COMPETENCY:
EN10LT-Ii-18: Evaluate literature as a way of expressing and
resolving one’s personal conflicts
EN10G-Ii-3.6: Use modals

 Appraise the effect of a literary piece in resolving one’s conflict
 Identify the modals used in the text
 Use modals appropriately
II. CONTENT/ CONCEPT

Lesson 6: Turning Challenges to Opportunities
Text: Short Parable From Zen Parables: The Thief Who Became a Disciple
translated by Paul Reps
LM. Pp. 100-101
 One can’t escape trouble, conflict, and pain as challenges
he/she has to face. The challenge is how to face these struggles/
troubles ?
 It is true that challenges can be frightening but they can be
turned into opportunities for a person to discover more about
himself/herself, others, and the world.
Materials:
A. Instructional aids: copy of the text, manila paper,
markers, rubric
B. Technology aids : laptop , smart TV
Process Skills: Writing and Speaking
Values Integration: Taking challenges as opportunities
III. LEARNING ACTIVITIES
A. Engagement/Motivation (10 minutes)

 Vocabulary Development (Mystery Word)
 Directions: Study the definitions and word forms. Then,
rearrange the letters in bold to form the correct word for each
item below. Write the word in the box.
1. in Buddhism, they are like scriptures, TUSRAS

containing the teachings of the Buddha
2. a person who goes/comes into URTDERIN

a place where he/she is not wanted/
welcome (noun)
3. something that is wrong or improper FENSEOF
4. returned to/ began again DEMSURE

after interruption (verb)
5. admitted that you did something ONFECSSED

wrong illegal (verb)
B. Exploration/ Presentation (10 minutes)
 Reading of the short parable.

 Appraising the effects of a literature piece in resolving one’s
personal conflicts through answering the given questions
 Dyadic activity: Pair up and take turns in answering these
questions.
a) Who faced the challenge?
b) What was the challenge?
c) How did the character win over his challenge?
d) How is poetic justice (good triumphs over evil) used in
the selection.
e) What did the thief learn from the experience?
f) Do they exemplify the importance of taking challenges
as opportunities? Explain.
 The teacher processes the students’ responses and gives verbal
feedback.
 Identifying the modals used in the text.
C. Explanation (5 minutes)
 Discussion on modals and their examples
D. Elaboration (20 minutes)

 Collaborative learning task (SGDA)
Direction: Group yourselves into four. Use modals appropriately in
accomplishing the following given mission:
1. Present a dialogue on how to resolve the improper waste
disposal in our school.
2. perform a rap on the possibility of turning challenges into
opportunities.
3. Make a five-line poem on your plan to be a successful
individual.
4. Perform a speech choir on how to win over challenges.
Group presentation rubric

TRAIT 4 3 2 1
EYE CONTACT Holds attention Consistent use Displays No eye
of the entire of direct eye minimal eye contact with
audience with contact with contact with audience as
the use of direct audience but audience while entire report is
eye contact, still returns to reading mostly read from
seldom looking notes. from notes. notes.
at notes.
ELOCUTION Students used Students’ Students’ Students’
clear voice and voices are clear
voices are low mumble,
correct and pronounce and incorrectly incorrectly
pronunciation of most words pronounce s pronounce
words so that all correctly. Mostterms. terms, and
audience can audience can Audience speak too
hear the hear the .members have softly for a
presentation. presentation. difficulty majority of
hearing the students to
presentation hear.
ORGANIZATION Students’ Students’ Audience has Audience
present present difficulty cannot
information in information in following understand
logical, logical presentation presentation
interesting sequence because because there
sequence which which audience students jump is no sequence
audience can can follow. around. They of
follow. They They use three use one to two information.
use five or more to four modals modals Fail to use
modals appropriately. appropriately. modals.
appropriately.
IV. ASSESSMENT(5 minutes)

Choose from the pool of answer the writer’s or speaker’s intention as hinted at
by each underlined expression.
A. willingness
B. probability
C. ability
D. obligation
___1. Mav: Is this a challenge I must face?

___2. Sol: Of course, you need to accept that as part of the bargain.
___3. Mav: I don’t believe I will do it now. After all I’m not yet ready for it.
___4. Sol: I believe you can do it if you try.
___5.Mav: Ok, I will.
Prepared by:
PRISCILLA A. AMI

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LESSON EXEMPLAR IN ENGLISH 10

EN10G-Ii-3.6: Use modals

II. CONTENT/ CONCEPT

III. LEARNING ACTIVITIES

A. Engagement/Motivation (10 minutes)

1. in Buddhism, they are like scriptures, TUSRAS

2. a person who goes/comes into URTDERIN

3. something that is wrong or improper FENSEOF

4. returned to/ began again DEMSURE

5. admitted that you did something ONFECSSED

B. Exploration/ Presentation (10 minutes)

 Reading of the short parable.

D. Elaboration (20 minutes)

Group presentation rubric

IV. ASSESSMENT(5 minutes)

___1. Mav: Is this a challenge I must face?

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