Schools Division Office

COMMONWEALTH HIGH SCHOOL

Quezon City
ENGLISH DEPARTMENT

INSTRUCTIONAL PLAN IN ENGLISH 10

QUARTER: 1 LEVEL: Proficient/Average Performing

WEEK: 4 INCLUSIVE DATES: August 20, 2024 - August 22, 2024

PROGRAM STANDARD: The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.

GRADE LEVEL STANDARD: The learner demonstrates communicative competence through his/ her understanding of
literature and other text types for a deeper appreciation of World Literature, including Philippine Literature.

CONTENT STANDARD: The learner demonstrates understanding of how world literature and other text types serve as
ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing,
enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.

COMPETENCY: EN10VC-IVa-15: Compare and contrast the contents of the materials viewed with
outside sources of information in terms of accessibility and effectiveness

ENABLING OBJECTIVES SUBJECT MATTER

During and at the end of the learning session, the

learners should be able to: Topic: Compare and Contrast the Contents of
a. Identify the difference between comparison Materials Viewed
and contrast.; Reference: prescribed learning material for English 10
b. create a Venn diagram to compare and contrast Materials: teacher-made charts, activity sheets,
the content of the material viewed; and PowerPoint slides, TV screen
c. demonstrate a positive increase in attitude
towards interpreting the content of the material
viewed.

TEACHING-LEARNING PROCESS
PHASE TEACHER’S ACTIVITIES
Preliminary Activities Prayer, Greetings, Attendance Checking, Lesson Review and Recall Activity
Task 1. Would You Rather?

In this activity, the class will be divided into two groups. Each group will appoint one
representative to answer questions posed by the teacher. The teacher will present a
“Would You Rather” question with two options, and the representative must choose
Day 1 one and explain their choice.

Activity  Would you rather rely on a popular social media influencer for news updates
(Mood Setting/Priming) or read articles from a well-established news organization?
 Would you rather use a source with many user reviews but no expert
opinions or a source with expert reviews but fewer user opinions?
 Would you rather read a detailed, in-depth analysis from a blog or a brief
summary from a mainstream news site?

The teacher will explain that in this lesson, they will further dig deeper with their
initial activity and understand the contents of the material they viewed by
contrasting and comparing them, and their importance in both oral and written
communications for them to exhibit their understanding.

The teacher will pose a series of questions designed to stimulate a deeper

discussion about the activity and its broader implications. Students will examine the
provided graph and answer the questions, which are based on the recent survey
they analyzed. They should use the graph to support and inform their responses.
 Task 2. Textmates And Chatmates

Directions: Study the provided graph below. Answer the following questions. The
questions below are taken from the survey that you have just studied. Use the graph
to answer the questions.

Analysis

(Presenting examples/instances
of the new lesson)

Adapted from: https://www.pewresearch.org/internet/2015/08/06/chap ter-2-how-teenshang-out-and-stay-in-touch-with-theirclosest-friends/

1. Which among the teen groups have the lowest percentage in keeping in touch with
their closest friends?
2. Which among the teenage groups have similar percentage in keeping in touch
with friends?

3. What is the percentage difference between social media users and not social
media users?
4. Between internet users’ group and smartphone users’ group, which has greater
number of users?
5. Among the three groups with technology access, which has the highest
percentage?
The teacher will introduce the concept of comparing and contrasting by presenting
key concepts and providing illustrative examples. During the discussion, the teacher
will engage students with several questions to deepen their understanding of the
topic.
 We COMPARE when we look for the similarities between two persons, objects,
characters, ideas, and places.
 We CONTRAST when we look for the differences between two persons,
objects, characters, ideas, and places. There are special expressions we need
to consider in comparing and contrasting.

Questions:
Day 2
 When do we compare?
Abstraction  When do we contrast?
 Give a scenario based from
your experiences where you
(Discussing the new concepts had to compare and contrast
and practicing new skills)
 Graphic organizers are useful learning devices to organize and simplify
complex information. These help build understanding by showing relationships
between concepts.
In comparing and contrasting concepts, the most popular graphic organizer is
the Venn Diagram it is easy to create and modify.
 Venn Diagram - a graphic organizer that is made up of two overlapping circles.
It is used to compare and contrast the characteristics of any other items, like
groups of people, individual people, books, characters, animals, etc.
 Example: Look at the two pictures presented.
Guided with the following questions,
analyze the given example of Venn
diagram.
1. What does the picture show?
2. What can you tell about the families’
reaction?
3. Why does the youngest behave or act that
way?
Adapted from: https://www.freepik.com/premium-photo/capturingmoments-portrait-happy-loving-black-family-fourpeople-taking-selfie-together-closeup-positive-parentsposing-with-their-kids-smiling-girl-holding-camerapov_22279803.htm https://www.betterup.com/blog/family-values

Following the discussion of key concepts related to the topic, the teacher will provide
supplementary exercises to reinforce and apply the students' learning. Below is an
activity designed to practice these concepts.

Task 3. Venn-ture Into Comparisons

The class will be divided into four (4) groups. Each group will create a Venn diagram
to compare and contrast two related topics, highlighting their similarities and
differences. Have students share their diagrams and discuss their findings with the
class.

Group 1: Print Newspapers vs. Online News Sites

Group 2: Traditional Books vs. E-Books
Group 3: Online Learning vs. In-Person Learning
Group 4: Public Transportation vs. Personal Vehicles
DAY 3
During the presentation, the teacher will be guided by the given rubrics below in
Application and Valuing checking the output:

To gauge the learners’ mastery of the topic, the teacher administers a formative
assessment.
A. Multiple Choice. Answer the following questions to the best of your ability.
1.What is the primary purpose of a Venn Diagram?
a) To list items in chronological order
b) To show the relationship between two or more concepts
c) To create a flowchart of a process
d) To draw a comparison between unrelated topics
2. Which of the following is an advantage of using a Venn Diagram for comparison?
a) It shows the cause-and-effect relationship between two variables
b) It visually represents similarities and differences
c) It outlines a step-by-step procedure
d) It summarizes a lengthy narrative
 3. In a Venn Diagram comparing "Social Media" and "Traditional Media," where
would you list characteristics that are common to both?
a) In the non-overlapping sections of each circle
b) In the overlapping section of the circles
c) Outside of the circles
d) In the title area of the diagram
4. Which of the following topics would best be compared using a Venn Diagram?
a) The stages of cellular respiration
b) The differences between two types of renewable energy sources
c) The sequence of events in a historical timeline
d) The steps in a chemical reaction

5. Which of the following comparisons would NOT be effectively illustrated by a Venn

Diagram?
a) Comparing the features of different smartphone models
b) Contrasting the benefits of renewable vs. non-renewable energy
c) Tracking the sequence of events in a historical timeline
d) Analyzing the similarities between two types of exercise routines

B. Examine the provided pictures carefully. For each question that follows, select the
letter of the correct answer and write it in the space provided.

DAY 4

Assessment

1. What weather conditions are shown in the pictures?

a. rainy
b. windy
c. sunny
d. stormy
2. By looking at the background, what is the difference between picture A and picture B?
a. Picture A is in the pool while Picture B is on the hills.
b. Picture A is in the river while Picture B is at the rooftop.
c. Picture A is in an island while Picture B is in a lagoon.
3. How do these people differ in interests?
a. People in picture A love swimming however people in picture B love driving.
b. People in picture A love jumping however people in picture B love strolling
c. People in picture A love going out with friends however people in picture B love
staying indoor.
d. People in picture A love going to the beach however people in picture B love
climbing mountains.
4. How are the people in picture A similar to people in picture B? Both like ____________.
a. long rides
b. sightseeing
c. outdoor activities
d. extreme adventure
5. What type of persons do you think these people are?
a. cautious
b. humorous
c. indifferent
d. adventurous

ANSWER KEY:

Multiple Choice:
1. B
2. B
3. B
4. B
5. C
 Task 4. My Favorite Person & I
Think about someone who is very special to you—your favorite person. Attach a
picture of yourself and your favorite person together. On an A4-sized sheet of bond
paper, draw a heart-shaped Venn Diagram. Use the heart-shaped diagram to
compare and contrast the characteristics of yourself and your favorite person. Write
Additional Activity/ unique traits of each person in the non-overlapping sections of the heart, and list the
Assignment shared traits in the overlapping area.

Remarks

Prepared by:

JULIE JERMAINE A. DE JOSE

Teacher I

Checked by:

MRS. ANNABELLE E. SALAMIDA

Head Teacher VI

Approved:

DR. EDNA V. BAÑAGA

Principal IV