Learning Area ENGLISH

Learning Delivery Modality SYNCHRONOUS

School LIAN NATIONAL HIGH SCHOOL Grade Level GRADE 10

Teacher JOHN PETER T. TOLENTINO Learning Area ENGLISH

Teaching NOVEMBER 27- DECEMBER 1,
Quarter FIRST
Date 2023
Teaching
7:00 – 8:00 No. of Days 4
Time

 Differentiate a statement of opinion and assertion

 Decode a statement using signal words
I. OBJECTIVES
 Demonstrate the use of signal words in making own examples of opinion and
assertion

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

B. Performance The learner composes a short but powerful persuasive text using a variety of
Standards persuasive techniques and devices.

C. Most Essential
Learning
EN10WC-Ie12.2: Formulate a statement of opinion or assertion
Competencies
(MELC)
D. Enabling
Competencies (if
available, write the Detect bias and prejudice in the material viewed
attached enabling
competencies)
II. CONTENT OPINION OR ASSERTION
III. LEARNING
RESOURCES
A. References
1. Teacher's
Guide Pages CLMD4A Budget of Work (BOW) for the English 10, p. 109
2. Learner's
Materials PIVOT4A – English 10 (Quarter 2), pp. 16 - 19
Pages
3. Textbook
Pages N/A
4. Additional
Materials from
Learning N/A
Resource (LR)
portal
B. List of Learning
Resources for
Development and N/A
Engagement Activities
 Establish safe and
secure learning
Preliminary Activity:
environments to
Greetings
enhance learning
Checking of Attendance
through the
IV. PROCEDURES Short Briefing of Class Schedule:
consistent
Day 1: Introduction
implementation of
Day 2 and 3: Development and Engagement
policies,
Day 4: Assimilation
guidelines and
procedures.
WHAT I NEED TO KNOW?
OBJECTIVES OF THE LESSON:
 Differentiate a statement of opinion and assertion
 Decode a statement using signal words
 Demonstrate the use of signal words in making own
examples of opinion and assertion
WHAT’S NEW?
PUZZLED! INDICATOR:
Solve the puzzles using the clues provided. Used a range of
teaching
strategies that
enhance learner
achievement in
literacy and
numeracy skills.
APPROACH:
Learner-centered

STRATEGY:
Collaborative

A. Introduction
 WHAT I KNOW? INDICATOR:
B. Development PRETEST Applied a range of
Choose the correct option in each number. teaching
1. An expression of strong belief towards a particular topic is strategies to
called a/an (fact / develop critical
opinion / assertion). and creative
2. It is best to formulate literary assertions (before / while / thinking, as well
after) reading a as other higher-
literary work. order thinking
3. A/An (fact / opinion / assertion) is any view or judgment skills.
drawn from facts.
4. A type of literary assertion that directly expresses beliefs APPROACH:
or opinions about Learner-centered
something is known as (basic / empathic / i-Language)
assertion. STRATEGY:
5. A/An (fact / opinion / assertion) is written to convey the Paper-pencil
writer’s ideas or Objective type
feelings towards a certain work of literature. test

WHAT’S IN?
ANALYSIS
Answer the questions below:
Which is the opinion? Which is the assertion?
I think that the reason why
Filipinos are poor is corruption.

It is wise to believe that

corruption is the reason why
Filipinos are poor.

WHAT’S IT?
LECTURE: OPINION OR ASSERTION
Technically, an opinion is defined as a view, judgment, or
appraisal drawn from facts. It is usually a concept or INDICATOR:
impression based on factual evidence. Opinions can change Planned,
often and usually reflect one person. managed and
implemented
Ex. I think that the Philippines is the best tourist destination developmentally
on the planet. sequenced
teaching and
Personally speaking, women should be able to choose learning
whether to have an abortion or not. processes to meet
curriculum
An assertion, on the other hand, is a declaration or requirements and
expression of strong belief towards a particular topic, often varied teaching
without evidence. It usually includes forceful or confident contexts.
statements regarding a belief or a fact.
APPROACH:
Learner-centered
Ex. There is no doubt that the Philippines is the number one
tourist destination in the world. STRATEGY:
Lecture
It cannot be denied that women should be able to choose
whether to have an abortion or not.
 LECTURE B: TYPES OF ASSERTION
1. Basic Assertion is a type of assertion that directly
expresses the writer’s feelings and beliefs through simple
statements. This type is usually used in standing up for
personal beliefs.
Ex. Without a question, alcohol consumption contributes to
violent behavior.
2. Empathic Assertion involves expressing empathy and
expounding on how the writer understands the feelings and
emotions of another person.
Ex. Clearly, excessive drinking of alcohol makes a person
aggressive to the point of violence which puts others in a
stressful situation.
3. I-Language Assertion type is called I-Language
because the writer usually uses the pronoun ‘I’ in asserting.
Ex. I am certain that peace is achieved through diplomatic
talks.
4. Commonplace Assertion are statements that sound true
but are generally based on common opinions. They are more
commonly known as “stereotypes” or “cliches”. It reflects a
widely accepted idea or belief.
Ex. It is without a doubt that honesty is the best policy.

C. Engagement WHAT’S MORE?

Drill A. Classify the following signal words into OPINION INDICATOR:
and ASSERTION. Applied a range of
teaching
strategies to
develop critical
and creative
thinking, as well
as other higher-
order thinking
skills.
Drill B: Determine whether the following examples
APPROACH:
shows OPINION or ASSERTION.
Learner-centered

STRATEGY:
Quiz

INDICATOR:
Managed
Drill C: Find out which type of assertion is presented in classroom
each situation. structure to
engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on
activities within a
range of physical
learning
environments.
 WHAT CAN I DO? APPROACH:
PERFORMANCE TASK Learner-centered
Write 1 example of Opinion and 1 example of Assertion
STRATEGY:
for each topic: Reflection

a. Global Warming
b. Working Student
c. World Peace

WHAT CAN I DO? (ASSESSMENT) INDICATOR:

A. Determine whether the following examples shows Planned,
OPINION or ASSERTION. managed and
implemented
1. Personally, I prefer listening to music while studying
developmentally
because it helps me memorize easier. sequenced
2. It is undeniable that speaking in English makes a person teaching and
sound smarter. learning
3. You’re right if you think that eating healthy food gives you processes to meet
a longer life. curriculum
4. From my experience, women have a better understanding requirements and
varied teaching
of finances than men.
contexts.
5. Without question, drinking alcoholic beverages adds more
to the violent behavior of people. APPROACH:
D. Assimilation Learner-centered
B. Find out which type of assertion is presented in each
situation. STRATEGY:
6. I absolutely agree that playing computer games improves Quiz
problem solving skills.
7. It cannot be denied that you can’t judge a book by its
cover.
8. Having faced a very disrespectful person, it should be
natural for a person to act angry and irritated.
9. Surely, action speaks louder than words.
10. It is clearly understandable for the students to feel low
from time to time especially when their efforts are not
appreciated.

The learners write in their portfolio about their personal Reflection type of
insights about the lesson. Learning
Start your insights by completing the following statements
V. REFLECTION below.
I understand that ______________________________.
I realized that _________________________________.
I wish to ask my teacher about_______________________.

VI. REMARKS
GRADE 10 ENGLISH is taken only four (4) times a week with one (1) hour per meeting.
VII. TEACHER’S REFLECTION
A. No. of learners who earned 80% in evaluation
B. No. of learners who required additional activities for remediation who scored below 80%
C. Did the remedial lesson 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 works?
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:

JOHN PETER T. TOLENTINO

Teacher I

Checked by:

TSINNO T. FLORENTINO
Master Teacher I

Noted by:

JEROME A. CUDIAMAT
Head Teacher I

Approved by:

SANIATA G. HERNANDEZ
Principal II