LESSON PLAN IN ENGLISH 10

School Patria National High School Grade Level & Section 10

Teacher Shellah Rose F. Dujali Quarter 1
Learning Area English Teaching Dates & Duration Up to 4 days

I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts and how to use strategies in linking textual information.
Performance Standards The learner composes an essay describing how discovering
personal challenge can help in understanding oneself better.
Learning Competencies/Code - Determine the effect of textual aids like advance
organizers, titles, non-linear illustrations, etc. on the
understanding of a text. (EN10RC-Ia-2.15.2)
Objectives
 Knowledge - explain the uses of graphic organizers as textual aids
- identify various textual aids from the given materials
 Skills - organize ideas from a given materials using textual aids
 Attitude - appreciate the importance of discovering personal
challenges through reflection activity.
II. CONTENT Textual Aids
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning SDO NegOr Self Learning Module for Quarter 1-Module 2 about
Resource (LR) portal Textual Aids written by Jenny Rose Sumagaysay
“Daedalus and Icarus – Primary Texts”. Understanding Myths
B. Other Learning Resources and Legends. Accessed June 30, 2020.
https://www.primarytexts.co.uk/free_resources/Myths17-21.pdf.
C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of the textual aids,
IV. PROCEDURES
A. Review/Introductory - The teacher asks the students to write the topic textual aids in the center
Activity circle and write phrases/words that they know about the topic inside the
boxes. They can draw this prior knowledge map graphic organizer in
their notebook.

Textual
Aids

- The teacher may say the following questions:

1. What did you write in the boxes around the circle?

2. How did you come up with those phrases or answers?
3. What can you say about textual aids based from your answers?

B. Activity/ Motivation - The teacher asks the class to recall what they have learned in their
Science class about wax material.
- Then, the students will be asked to write the answers to the questions
inside the corresponding boxes.

C. Analysis/Presenting - The teacher asks the following questions:

examples of the new lesson
where the concepts are - How did you find the activity?
clarified
- What do you call the visual displays used in the previous activities?

- Did it help you in organizing your answers and giving emphasis

on what should be focused on? Why or why not?

- What other tools do you know that may help you in understanding
the given text better?

- The teacher then shows a picture to the class and asks them to describe
what they see in the picture.
D. Abstraction - The teacher presents the story of Daedalus and Icarus using the textbook
or the module.
- The students are instructed to look closely at the text and examine
various textual aids used.
- Lead the class into the discussion of the story and relate it to how textual
aids are used as tools in understanding the text better.
- Introduce the following concepts:

Textual aids are tools/elements or materials that provide support and

facilitate understanding of texts (whether fiction or nonfiction). These aids are
most of the time, graphical outlines or images that gives a general idea of a
certain topic. Aids in the form of pictures or graphs give the reader additional
information to support that found in the text. Text aids are also useful for
previewing text.

Textual aids help students like you understand and comprehend any
story, subject, or topic. They give emphasis on what should be focused on.

Moreover, don’t forget that basic examples of textual aids are those
words being highlighted, bolded, italicized, and added with charts, graphs,
diagrams, maps, tables, pictures, etc. for better understanding of the text.

Our focus in this lesson is the use of graphic organizers as an example of

textual aids.
Graphic organizers are visual displays of key content information
designed to benefit learners who have difficulty organizing information (Fisher
& Schumaker, 1995). Graphic organizers are meant to help students clearly
visualize how ideas are organized within a text or surrounding a concept.
Graphic organizers provide students with a structure for abstract ideas.
Graphic organizers can be categorized in many ways according to the
way they arrange information: hierarchical, conceptual, sequential, or cyclical
(Bromley, IrwinDeVitis, & Modlo, 1995). Some graphic organizers focus on one
particular content area. For example, a vast number of graphic organizers have
been created solely around reading and pre-reading strategies (Merkley &
Jeffries, 2000).
Different types of graphic organizers and their uses with corresponding
examples are illustrated below:
E. Valuing: Finding Practical
Applications of Concepts Part A. Instruct the class to give the answers to the following questions by
and Skills in Daily Living completing the concept map below.

Part B. Tell the class to identify specific graphic organizers and other
textual aids shown in the images below.
Part C. Ask the class to apply what they have learned by composing a three-
paragraph essay describing how discovering personal challenges has helped
them in understanding themselves better. The rubric is presented below.

F. Generalization - The teacher instructs the students to make a journal on the lessons about
TEXTUAL AIDS and the value of discovering personal challenges from
the story of Daedalus and Icarus. Then, they will be asked to write their
reflection in their notebook by completing the statements below.
I have learned that
___________________________________________________
________________________________________________________________
___
I have realized that
____________________________________________________
________________________________________________________________
____

I will apply
___________________________________________________________
________________________________________________________________
________
G. Assessment - The teacher gives the following instructions:

Illustrate your answers to the questions below using the prescribed

graphic organizer.

1. In a short paragraph, describe how Daedalus planned to escape from

the island prison of Crete. (Use Flow Diagram/Sequence Chart)

2. Which events in the myth could have happened in real life?

(Use Concept Map)

3. Compare and contrast the personal challenges experienced by

Daedalus and Icarus in the story and your personal
experiences/challenges. (Use Venn Diagram)

4. If you had access to building resources and materials, how would you
design a flying machine to help you escape from the island prison of
Crete? (Use Main Idea and Details Chart)

V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 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.Which of my teaching
strategies worked well? Why
did these work?
F.What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:

SHELLAH ROSE F. DUJALI

Subject Teacher