LESSON

PLAN
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 construct a sentence using the given principal part.

II. Subject Matter

Topic: The Four Principal Parts of the Verb
References: Prentice Hall GRAMMAR AND COMPOSITION (book) p. 177

III. Procedure
A. Motivation
Finding Verbs! (group activity)
*The teacher will distribute a short story each group and students have to identify all the verbs found in it. Students
have to write their answers in the manila paper (provided).

The Abandoned House

His heart beating, Miles walked through the undergrowth till he could see the deserted
old mansion in front of home. He jump onto the porch and pushed the heavy oak door, hearing
the hinges groan as it slowly opened.

He went into the dark hallway, and gazed around at the portraits of long dead people
looking at him from the walls. He made his way to the foot of a staircase and began to climb the
creaking stairs. His hands were sweating as he held the dusty banister to steady his faltering
steps.

Suddenly Miles felt a draft and there, standing before him, was a monster unlike anything
he had ever seen before. Its deathly white face was surrounded by a mane of matted hair, its
eyes had a ghastly red glare, and from its face came an expression of pure evil.

For a brief moment Miles was completely transfixed. Then, as he tried to run, the hideous
creature flung itself at him and got around the throat. As Miles tried to escape its clutching
talons, he heard the creature give a gruesome laugh. With all his strength, Miles got his body face
free and ran from the horrifying fiend.

Through the door and across the porch Miles ran, his breath catching in his dry throat. Back
through the bushes and out onto the road until he saw the welcoming lights of his own home
gleaming in the cold night air. Then, he stopped and looked back through the gloom. What was
that? What exactly had he seen? Would he ever know for sure?

B. Discussion
What is a verb?
Verbs are the action words in a sentence that describe what the subject is doing. Along with nouns, verbs
are the main part of a sentence or phrase, telling a story about what is taking place. In fact, without a verb, full
thoughts can’t be properly conveyed, and even the simplest sentences, such as Maria sings, have one. Actually, a
verb can be a sentence by itself, with the subject, in most case you, implied, such as, Sing! and Drive!
 A verb is a word that indicates a physical action (e.g., “drive”), a mental action (e.g., “think”), or a state of
being (e.g., “exist”). Every sentence contains a verb. Verbs are almost always used along with a noun or pronoun to
describe what the noun or pronoun is doing.
A verb has four principal parts: the present, the present participle, the past, and the past participle. The
chart shows the principal parts of two verbs.

THE FOUR PRINCIPAL PARTS

Present Present Participle Past Past Participle
talk talking talked talked
draw drawing drew drawn

*insert regular and irregular verbs

The way a verb forms its past and past participle determines whether it is classified as regular or irregular.
Regular Verbs. The majority of verbs are regular; their past and past participles are formed according to a
predictable pattern. A regular verb is one whose past and past participle are formed by adding –ed or –d to the
present form.

PRINCIPAL PARTS OF REGULAR VERBS

Present Present Participle Past Past Participle
contend contending contended (have) contended
stop stopping stopped (have) stopped

Irregular Verbs. Although most verbs are regular, many of the most common verbs are irregular. An irregular
verb is one whose past and past participle are not formed by adding –ed or –d to the present form.

IRREGULAR VERBS WITH THE SAME PRESENT, PAST, AND PAST PARTICIPLE
Present Present Participle Past Past Participle
bid bidding bid (have) bid
burst bursting burst (have) burst

IRREGULAR VERBS WITH THE SAME PAST AND PAST PARTICIPLE

Present Present Participle Past Past Participle
bind binding bound (have) bound
keep keeping kept (have) kept

IRREGULAR VERBS THAT CHANGE IN OTHER WAYS

Present Present Participle Past Past Participle
arise arising arose (have) arisen
bear bearing bore (have) borne

The first principal part is used for the basic forms of the present tense. The present tense is formed by
adding an -s or –es when the subject is he, she, it, or a singular noun (I talk, Mary draws).
The second principal part is used with various helping verbs for all six of the progressive forms (I am talking,
Mary was drawing, and so on). To form a present participle, take the base form of the verb and add -ing. If the verb
ends in a silent -e, drop the -e and add -ing. Present participles are used in the progressive tenses, which combine a
form of to be (am, is, was, etc.) with a present participle.
The third principal part is used to form the past tense (I talked, Mary drew). To form the past tense, take the
base form and add -ed. If the base ends in a silent e, just add -d, not -ed. Unlike the present tense, the past tense
always uses the same form regardless of person or number.
The fourth principal part is used with helping verbs for the basic forms of the three perfect tenses (I have
talked, Mary had drawn, and so on). Past participles are formed the same way as the past tense—by adding -ed to
the base (or just -d if the base ends in a silent -e). Past participles are used in the perfect tenses, which combine a
form of to have (have, has, had) with a past participle.
C. Application
(Oral Activity)
Identify the verb and the principal part used in the sentence.
1. He walks toward us in a hurry.
2. They have hiked this trail many times before.
3. They baked fifteen dozen cookies last holiday season.
4. She is teaching English subject.
5. Some ducks fed from the surface of the water.

Answer Key
1. walks-present tense
2. have hiked-past participle
3. baked-past tense
4. is teaching-present participle
5. fed-past tense

D. Evaluation
In a ½ sheet of paper, construct a sentence using the given principal part.
1-2. present tense
3-4. present participle
5-6. past tense
7-8. past participle

E. Assignment
Complete the chart showing four principal parts of verbs by writing the second, third, and fourth "principal parts"
(present participle, past tense, and past participle) of each verb.

VERB PRESENT PARTICIPLE PAST PAST PARTICIPLE

Ex. dance dancing danced danced
1. cook
2. clean
3. farm
4. pitch
5. ask
6. look
7. skip
8. hitch
9. elect
10. allude
11. waste
12. affect
 13. trip
14. accept
15. petition

Answer Key

VERB PRESENT PARTICIPLE PAST PAST PARTICIPLE

1. cook cooking cooked cooked
2. clean cleaning cleaned cleaned
3. farm farming farmed farmed
4. pitch pitching pitched pitched
5. ask asking asked asked
6. look looking looked looked
7. skip skipping skipped skipped
8. hitch hitching hitched hitched
9. elect electing elected elected
10. allude alluding alluded alluded
11. waste wasting wasted wasted
12. affect affecting affected affected
13. trip tripping tripped tripped
14. accept accepting accepted accepted
15. petition petitioning petitioned petitioned

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 construct a sentence using the given simple tense of the verb.

II. Subject Matter

Topic: Tenses of the Verb (Simple Tense)
Reference: https://www.grammarly.com/blog/verb-tenses/?gclid=EAIaIQobChMIhpzD5--
g_QIVSlRgCh2W2gvhEAAYASAAEgLuCvD_BwE&gclsrc=aw.ds

III. Procedure
A. Motivation
Sing it out loud! (group activity)
Each group will perform a song Always Remember Us This Way by Lady Gaga (2 minutes) in a class
highlighting the verbs found in it (it depends on their creativity). If they are not familiar with a song, they can perform it
through poetry reading style.

B. Discussion
What is a verb tense?
Verb tenses show when an action took place, as well as how long it occurred. The main verb tenses are the
past, present, and future.
There are additional aspects that give extra details, such as the length of time the action occurred, which
actions happened first, or whether a past action has an impact on the present. These grammatical aspects are the
simple tense, perfect tense, progressive tense, and perfect progressive tense.

Simple tense
The simple tense is a grammatical aspect that refers to the normal forms of the past, present, and future
tenses. Unlike the other aspects, it doesn’t add any new information. True to its name, simple tenses are the easiest
to form and have the fewest rules.
 SIMPLE TENSE

Simple Present Simple Past Simple Future

The simple present is the most We use the simple past to show Use the simple future for actions that
basic of the English tenses. It’s used actions completed in the past, with have not happened yet but will later.
for individual actions or habitual no extra emphasis. To form the simple future, just place
actions in the present. the modal verb will before the root
For regular verbs, you form the form of the main verb.
Often the simple present is just the simple past tense by adding the
root verb with no changes or suffix –ed to the end of the verb (or
additions. The main exception to just –d if the past tense verb
this is when the subject is third already ends in an e).
person and singular. In this case
you add the suffix –s. If the verb Be careful of irregular past tense
ends in o, ch, sh, th, ss, gh, or z, verbs, however. These don’t follow
you add –es. If the verb ends in a the normal rules and use their own
consonant and y (and the subject is unique forms for the past tense.
third-person singular), drop the y For example, the past tense of the
and add –ies. irregular verb go is went.

Singular Plural
I We
You You
He, She, It They

Example: Example: Example:

Singular: She writes an application I wrote an application letter I will write an application letter
letter today. yesterday. tomorrow.

Plural: They write an application

letter today.

C. Application
(Oral Activity)
Select the correct simple tense of the verb inside the parenthesis.
1. She (take, takes, took) a shower every day.
2. My sister (pass, passes, passed) the driving test last week.
3. What does Mary do before going to bed? She (brush, brushes, brushed) her teeth.
4. My brother (carry, carries, carried) the groceries while my sister (stay, stays, stayed) on the couch.
5. I (will go, goes, went) to Japan someday.

D. Evaluation
Construct a sentence using the given simple tense of the verb.
1-3. Simple Present
4-6. Simple Past
7-9. Simple Future

E. Assignment
In a one whole sheet of paper, complete the table below.

SIMPLE TENSE

Simple Present Simple Past Simple Future

Example: Singular: writes wrote will write
write Plural: write
1. invent
2. enter
3. study
4. skip
5. break
6. plan
7. wake
8. jump
9. throw
10. pay

Answer Key

SIMPLE TENSE

Simple Present Simple Past Simple Future

Example: Singular: writes wrote will write
write Plural: write
1. invent Singular: invents invented will invent
Plural: invent
2. enter Singular: enters entered will enter
Plural: enter
3. study Singular: studies studied will study
Plural: study
4. skip Singular: skips skipped will skip
Plural: skip
5. break Singular: breaks broke will break
Plural: break
6. plan Singular: plans planned will plan
Plural: plan
7. wake Singular: wakes woke will wake
Plural: wake
8. jump Singular: jumps jumped will jump
Plural: jump
9. throw Singular: throws threw will throw
Plural: throw
10. pay Singular: pays paid will pay
Plural: pay
Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 construct a sentence using the given perfect tense of the verb.

II. Subject Matter

Topic: Tenses of the Verb (Perfect Tense)
Reference: https://www.grammarly.com/blog/verb-tenses/?gclid=EAIaIQobChMIhpzD5--
g_QIVSlRgCh2W2gvhEAAYASAAEgLuCvD_BwE&gclsrc=aw.ds

III. Procedure
A. Motivation
Lights, Camera, Action!
The teacher will group the students into two. Each group will choose two representatives to perform or act
the given verbs. Other members of the group will be the one to guess the action.

B. Discussion
Perfect tense
The definition of the perfect tense is a little more complicated. It’s used for actions that relate to other points
in time, either completed or ongoing.
For example, in the sentence “I have played soccer since I was a child”, the perfect tense indicates that the
action occurred continuously in the past and still happens in the present. By contrast, in the sentence “ I played
soccer when I was a child”, the simple past tense indicates that the action occurred only in the past, and has no
relation to the present.
The perfect tenses use a conjugation of the auxiliary verb have with the past participle of the main verb.

PERFECT TENSE

Present Perfect Past Perfect Future Perfect

Although it’s quite common, the What if you’re talking about two The future perfect shows an action
present perfect is one of the most different actions in the past and that will be completed in the future
difficult English verb tenses. It is want to show that one happened by a specified time. Because it
used to describe a few different before the other? The past perfect, depends on another time, the future
types of actions, including: also known as the pluperfect, perfect is often used with words like
 an ongoing action started shows that one past action by, before, at, or when.
in the past that is not yet happened earlier than another one.
completed
 the same action [had] + [past participle]
completed multiple times [will] + [have] + [past participle]
in the past and likely to be
completed again
 an action completed very
recently (usually with just
or now)
  an uncompleted action
that is expected to be
finished (in the negative)

Additionally, the present perfect

can be used to emphasize the
significance of a completed action,
especially one that happened over
time.

[have/has] + [past participle]

Singular Plural
I We
You You
He, She, It They

Example: Example: Example:

We have tricked him every April
Fool’s Day since we were kids.
She had arrived at the office before By the time you read this, I will have
My niece has grown so much this she realized it was Sunday. already left.
year!
I ran to my car when I noticed my She will have eaten lunch before her
wife had left already. sister even wakes up.

C. Application
(Oral Activity)
Select the correct perfect tense of the verb inside the parenthesis.
1. Toby (has eaten, have eaten, had eaten) all the cookies.
2. They (has shifted, have shifted, had shifted) to New York City last summer.
3. By the end of this year, I (will have worked, had worked, has worked) here for two years.
4. I (has learnt, had learnt, will have learnt) French in my last year of college.
5. I (have done, has done, will have done) all my homework.

D. Evaluation
Construct a sentence using the given perfect tense of the verb.
1-3. Present Perfect
4-6. Past Perfect
7-9. Future Perfect

E. Assignment
In a one whole sheet of paper, complete the table below.
 PERFECT TENSE

Present Perfect Past Perfect Future Perfect

Example: Singular: has brought had brought will have brought
bring Plural: have brought
1. catch
2. get
3. lay
4. keep
5. creep
6. teach
7. win
8. fall
9. know
10. freeze

Answer Key

PERFECT TENSE

Present Perfect Past Perfect Future Perfect

Example: Singular: has brought had brought will have brought
bring Plural: have brought
1. catch Singular: has caught had caught will have caught
Plural: have caught
2. get Singular: has got had got will have got
Plural: have got
3. lay Singular: has laid had laid will have laid
Plural: have laid
4. keep Singular: has kept had kept will have kept
Plural: have kept
5. creep Singular: has crept had crept will have crept
Plural: have crept
6. teach Singular: has taught had taught will have taught
Plural: have taught
7. win Singular: has won had won will have won
Plural: have won
8. fall Singular: has fallen had fallen will have fallen
Plural: have fallen
9. know Singular: has known had known will have known
Plural: have known
10. freeze Singular: has frozen had frozen will have frozen
Plural: have frozen

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 construct a sentence using the given progressive tense of the verb.

II. Subject Matter

Topic: Tenses of the Verb (Progressive Tense)
Reference: https://www.grammarly.com/blog/verb-tenses/?gclid=EAIaIQobChMIhpzD5--
g_QIVSlRgCh2W2gvhEAAYASAAEgLuCvD_BwE&gclsrc=aw.ds

III. Procedure
A. Motivation
The teacher will show the pictures and let the students give their ideas of what the pictures are all about.

B. Discussion
Progressive Tense
We use the progressive tense for ongoing actions or actions that happen a while before completion. For
example, “They are studying all night means the studying lasts many hours before it’s finished.”
Please note that you usually do not use the progressive tense with stative verbs like want, love, have, and
need. The progressive tenses use a conjugation of the auxiliary verb be along with the main verb’s present participle,
or –ing form.

PROGRESSIVE TENSE

Present Progressive Past Progressive Future Progressive

Use the present progressive to Use the past progressive to show an Use the future progressive tense for
show an action happening right ongoing action in the past, especially future actions happening over a
now or in the near future. if the action was interrupted by period of time, especially when a
another action. It’s also used for specific time is mentioned. The
[am/is/are] + [present participle] habitual actions that occurred in the future progressive tense also shows
past but not in the present. It’s more certainty and likelihood than
Singular Plural usually used with adverbs like always the simple future.
I We or adverb phrases like all the time.
You You [will] + [be] + [present participle]
He, She, It They [was/were] + [present participle]

Examples: Examples: Examples:

I am reading The Hitchhiker’s My dog was whimpering in his sleep By this time tomorrow, I will be
Guide to the Galaxy for the fifth when the TV woke him up. drinking margaritas on the beach.
time!
As kids, my friends and I were We will be attending a meeting from
We are eating pizza tonight. always getting into trouble. noon until 3 p.m.
C. Application
(Oral Activity)
Select the correct progressive tense of the verb inside the parenthesis.
1. He (is writing, was writing, were writing) an e-mail when the phone rang.
2. We (will be discussing, are discussing, were discussing) the project at the moment.
3. I (was running, am running, will be running) today.
4. Tomorrow at three o'clock Josh (is cooking, will be cooking, was cooking).
5. The frogs (are jumping, were jumping, will be jumping).

D. Evaluation
Construct a sentence using the given progressive tense of the verb.
1-3. Present Progressive
4-6. Past Progressive
7-9. Future Progressive

E. Assignment
In a one whole sheet of paper, complete the table below.

PROGRESSIVE TENSE

Present Progressive Past Progressive Future Progressive

Example: Singular: is eating was/were eating will be eating
eat Plural: are eating
1. burst
2. cut
3. hit
4. let
5. spread
6. build
7. hold
8. shine
9. drive
10. forget
Answer Key

PROGRESSIVE TENSE

Present Progressive Past Progressive Future Progressive

Example: Singular: is eating was/were eating will be eating
eat Plural: are eating
1. burst Singular: is bursting was/were bursting will be bursting
Plural: are bursting
2. cut Singular: is cutting was/were cutting will be cutting
Plural: are cutting
3. hit Singular: is hitting was/were hitting will be hitting
Plural: are hitting
4. let Singular: is letting was/were letting will be letting
Plural: are letting
5. spread Singular: is spreading was/were spreading will be spreading
Plural: are spreading
6. build Singular: is building was/were building will be building
Plural: are building
7. hold Singular: is holding was/were holding will be holding
Plural: are holding
8. shine Singular: is shining was/were shining will be shining
Plural: are shining
9. drive Singular: is driving was/were driving will be driving
Plural: are driving
10. forget Singular: is forgetting was/were forgetting will be forgetting
Plural: are forgetting

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 construct a sentence using the given perfect progressive tense of the verb.

II. Subject Matter

Topic: Tenses of the Verb (Perfect Progressive Tense)
Reference: https://www.grammarly.com/blog/verb-tenses/?gclid=EAIaIQobChMIhpzD5--
g_QIVSlRgCh2W2gvhEAAYASAAEgLuCvD_BwE&gclsrc=aw.ds

III. Procedure
A. Motivation
(5 selected students)
Students will have to arrange the set of words in order to make it correct.
Example:
been, cooking, will, have - will have been cooking

B. Discussion
Perfect Progressive Tense
When you combine the perfect and progressive tenses, you get the perfect progressive tense. It’s typically
used just like the perfect tense, except it describes ongoing actions that happen over a period of time.
The construction of the perfect progressive tense uses a conjugation of the auxiliary verb have, the auxiliary
verb been (the past participle of be), and the present participle of the main verb.

Perfect Progressive Tense

Present Perfect Progressive Past Perfect Progressive Future Perfect Progressive

The present perfect progressive The past perfect progressive tense is The future perfect progressive
shows an ongoing action in the used just like the past perfect tense, depicts future ongoing actions that
present that was started in the except it describes ongoing actions continue up until a certain point. Like
past. It is often used to emphasize that happened in the past instead of the future perfect and future
the length of time. a one-time occurance. It’s often used progressive, it’s used with a
with the words when, until, and specified time.
[have/has] + [been] + [present before to connect it to another past
participle] action. [will] + [have] + [been] + [present
participle]
[had] + [been] + [present participle]

Examples: Examples: Examples:

 We have been waiting for over an Before he got his first job as a writer, In ten minutes, my parents will have
hour! he had been working as a been waiting in traffic for four hours.
proofreader.
I will have been eating healthy for a
The team has been practicing I had been living on my friend’s couch whole year by September.
nonstop for the tournament. for a year until they kicked me out.

C. Application
(Oral Activity)
Select the correct perfect progressive tense of the verb inside the parenthesis.
1. She (has been living, have been living, will have been living) in that house for only a year.
2. They (will have been cooking, had been cooking, have been cooking) for only an hour before their guests arrived.
3. Next year, we (will have been working, have been working, had been working) together for 15 years.
4. We (had been driving, have been driving, will have been driving) on a small dirt road when a rock flew up and hit
our windshield.
5. When my guests finally arrive I (have been preparing, will have been preparing, had been preparing) for the party
for 8 hours.

D. Evaluation
Construct a sentence using the given perfect progressive tense of the verb.
1-3. Present Perfect Progressive
4-6. Past Perfect Progressive
7-9. Future Perfect Progressive

E. Assignment
In a one whole sheet of paper, complete the table below.

PERFECT PROGRESSIVE TENSE

Present Perfect Past Perfect Progressive Future Perfect Progressive

Progressive
Example: Singular: has been waiting had been waiting will have been waiting
wait Plural: have been waiting
1. blow
2. give
3. grow
4. run
5. shake
6. ride
7. take
8. wear
9. weave
10. come

Answer Key
 PERFECT PROGRESSIVE TENSE

Present Perfect Past Perfect Progressive Future Perfect Progressive

Progressive
Example: Singular: has been waiting had been waiting will have been waiting
wait Plural: have been waiting
1. blow Singular: has been blowing had been blowing will have been blowing
Plural: have been blowing
2. give Singular: has been giving had been giving will have been giving
Plural: have been giving
3. grow Singular: has been growing had been growing will have been growing
Plural: have been growing
4. run Singular: has been running had been running will have been running
Plural: have been running
5. shake Singular: has been shaking had been shaking will have been shaking
Plural: have been shaking
6. ride Singular: has been riding had been riding will have been riding
Plural: have been riding
7. take Singular: has been taking had been taking will have been taking
Plural: have been taking
8. wear Singular: has been wearing had been wearing will have been wearing
Plural: have been wearing
9. weave Singular: has been weaving had been weaving will have been weaving
Plural: have been weaving
10. come Singular: has been coming had been coming will have been coming
Plural: have been coming

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher

LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 construct a sentence using sentence pattern.

II. Subject Matter

Topic: Sentence Pattern
References: https://www.aresearchguide.com/sentence-patterns.html

III. Procedure
A. Motivation
Arrange the following letters.
BUSJETC – SUBJECT
BRVE – VERB
GINKINL ERVB – LINKING VERB
MEENTPLCOM – COMPLIMENT
SRANTTIIEV EBVR – TRANSITIVE VERB
TRECINDI TECJOB – INDIRECT OBJECT
CRETID BOETCJ – DIRECT OBJECT
JOBTEC TNEMLEOMPC – OBJECT COMPLIMENT

B. Discussion
A short introduction (definition)
Subject - is the person, place, or thing that is performing the action of the sentence. The subject represents what or
whom the sentence is about.
Verb - is the action or state of being in a sentence. Verbs can be expressed in different tenses, depending on when
the action is being performed.

Linking Verb - connects the subject of a sentence to an adjective, noun, or pronoun that completes the meaning of
the verb (is, are, am).
Complement - a word or group of words that completes a grammatical construction.
Transitive Verb - a verb that requires an object to receive the action.
Indirect Object - is an optional part of a sentence; it's the recipient of an action. In the sentence “Jake gave me some
cereal,” the word “me” is the indirect object; I'm the person who got cereal from Jake.
Direct Object - is the noun phrase that drives the action of a sentence; in the sentence “Jake ate cereal,” Jake is the
subject. The direct object is the thing that the subject acts upon, so in that last sentence, “cereal” is the direct object;
it's the thing Jake ate.
Object Complement - are constituents of the predicate.

What is sentence pattern?

 A sentence pattern is an arrangement of words. This arrangement needs to be in a grammatically correct
structure. It means the placement of verbs and nouns should be correct to form a meaningful sentence. Apart from
that, there are punctuations which play an important role in making a sentence readable and understandable.
1) Subject + Verb
The dog (subject) drinks (verb).

2) Subject + Linking Verb + Complement

She (subject) is (linking verb) a wonderful actress (complement).

3) Subject + Transitive Verb + Direct Object

Molly (subject) bought (transitive verb) a car (direct object).

4) Subject + Transitive Verb + Indirect Object + Object Complement

Ana (subject) wrote (transitive verb) me (indirect object) a letter (object compliment).

5) Subject + Transitive Verb + Direct Object + Object Complement

Kristoff (subject) sold (transitive verb) the vegetables (direct object) in the nearest market (object compliment).

6) Verb + Subject
The dancing (verb) doll (subject).

C. Application
Reviewing of the lesson.

D. Evaluation
Write sentences using sentence pattern.
1) Subject + Verb
2) Subject + Linking Verb + Complement
3) Subject + Transitive Verb + Direct Object

E. Assignment
 Write sentences using sentence pattern.
1) Subject + Transitive Verb + Indirect Object + Object Complement
2) Subject + Transitive Verb + Direct Object + Object Complement
3) Verb + Subject

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher

LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 select the correct form of the verb.

II. Subject Matter

Topic: Rules on Subject-Verb Agreement
 A. Present Tense Verb Forms
 B. Compound Subjects
References: https://www.studocu.com/ph/document/quezon-national-high-school/social-psychology/lesson-plan-in-
subject-verb-agreement/16472698

III. Procedure
A. Motivation

The teacher will present pictures of spoon and fork, needle and thread, and cellphone and charger.
Teacher’s Activity Students Activity
What do you call with those things at the picture? Needle & Thread, Spoon & Fork, Cellphone & its
Charger
Do you think you can still use one of those without the No, Ma’am.
other one?
What made you say such? You can’t use one of those without the other one
because they are always go together.

The teacher will ask the students to construct sentences out of the given pictures.
*Possible Answers
 Both the needle and thread are in the sewing box.
 Anna buys a spoon and fork.
 The cellphone and the charger are in my bag.

B. Discussion
A. PRESENT TENSE VERB FORMS
RULE 1. A present tense verb form always agrees in number with the subject noun or pronoun of the sentence. A
singular subject requires a singular verb. A plural subject requires a plural verb.
 The spectator enjoys the program.
 She watches a classic movie.

 Libraries offer us good stories for leisurely reading.

 The dogs growl when they are angry.
RULE 2. Use a plural verb form with the pronoun subjects I and You even if you mean only one person.
 I love you so much.
 You make me smile all the time.
 I have a dry cough.
B. COMPOUND SUBJECTS
Rule 3. Use a plural verb with compound subjects connected by and.
 Ivy and her twin take evening classes.
 Arnaldo and I believe in ghosts.
 The defendant and the petitioner agree to the terms of settlement.

Rule 4. Use a singular verb with a compound subject that refers to one person.
 My secretary and treasurer is very efficient.
 The president and chairman is the same man who found this company.

Rule 5. Compound nouns that are generally considered as a unit require a singular verb.
 Red beans and rice is my mom’s favorite dish.
 Peace and order in our country is not stable.
 At one time, bread and water was a common menu for any prisoner of war.

Rule 6. When a compound subject is connected by either… or or neither… nor. Use a verb that agrees in number
with the subject nearer to it in the sentence.
 Either the principal or the teachers are planning to attend the conference.
 Neither my aunts nor my mother likes to drive the car to work.

 Neither the brothers nor the sisters have apologized.

 Either the children or the elders were on the bus.

 Neither Hamlet nor Othello is going to be performed this school year.

 Either my father or my uncle plans to meet you at the pier.

C. Application
(Oral Activity)
Select the correct form of the verb that agrees with the subject.
1) My mother (wash, washes) her clothes. –Rule 1
2) My best friend and I (enjoy, enjoys) watching movies. –Rule 3
3) You (make, makes) me proud always. –Rule 2
4) Bread and butter (is, are) expensive. –Rule 5
5) Either men or women (need, needs) respect. –Rule 6

D. Evaluation
 Select the correct form of the verb that agrees with the subject.
1) Either my mother or my father (is, are) coming to the meeting. –Rule 6
2) The hard tests (comes, come) at the end of the fall. –Rule 1
3) Mary and John usually (plays, play) together. –Rule 3
4) Neither my sisters nor my mother (is, are) going to sell the house. –Rule 6
5) My best friend and classmate (is, are) so generous. –Rule 4
6) I (has, have) collections of dolls. –Rule 2
7) She (write, writes) an excuse letter. –Rule 1
8) The questionnaire (need, needs) to be verified. –Rule 1
9) I (love, loves) watching movies. –Rule 2
10) Neither the dogs nor the cat (is, are) very hungry. –Rule 6

E. Assignment
Write T if the verb form found in the parenthesis agrees with the subject. Otherwise, write the correct verb
form if it doesn’t agree with the subject. Answer only. (1/4 sheet of paper)
1) Either my shoes or your coat (are) always on the floor.
2) My cousin and best friend (knows) all my secrets.
3) The university (offer) free tuition.
4) I (have) a fever.
5) Her younger brother (need) attention.

Answer Key
1) is –Rule 6
2) T –Rule 4
3) offers –Rule 1
4) T –Rule 2
5) needs –Rule 1

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher

LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 select the correct form of the verb.

II. Subject Matter

Topic: Rules on Subject-Verb Agreement
 C. Intervening Words and Phrases
 D. Indefinite Pronoun Subjects
References: https://www.bitgab.com/english-grammar/intervening-words-or-phrases#:~:text=Examples%20of
%20intervening%20words%20or,to%2C%20one%20of%2C%20together%20with
verb agreement with indefinite pronouns - Search for entries starting with V - Writing Tips - TERMIUM
Plus® - Translation Bureau

III. Procedure
A. Motivation
Allow the students to give their own insights, ideas, or opinions about the picture (in order to have an idea if
they are good in constructing sentences).

B. Discussion
C. INTERVENING WORDS AND PHRASES
Rule 7. A verb form agrees with the subject whether the verb comes next to the subject or is separated from it by
intervening and parenthetical expressions. Such words and phrases do not change the number of the subject.
 The navy captain, together with 250 marines, chaperons the president.
 The light form the new mercury lamps brightens the sidewalk.
 All stars, just like our sun, possess a system of planets.

Rule 8. If one subject is used affirmatively and the other is used negatively, the verb agrees with the subject that is
used affirmatively.
 She, not I, is very shy.
 The waiters, not the chef, are entertaining the customers.
 Cardo, not Joaquin and they, is active in class.
D. INDEFINITE PRONOUN SUBJECTS
Rule 9. Singular indefinite pronouns require the singular form of the verb. Plural indefinite pronouns require the plural
form of the verb.
The indefinite pronouns in the box below are singular.

another either no other

anybody everybody nobody somebody
anyone everyone no one someone
anything everything nothing something
each neither one

 Everyone listens to the mayor’s message.

 Nobody wants a shorter summer vacation.
 Each of the children has to have a physical examination.
The indefinite pronouns in the box below are plural.

both few many several

 Many avoid trimming the hedges.

 Both giant TV stations draft a new set of guidelines in covering tragic incidents.
 Few of the people in the audience were listening to the guest speaker.

Rule 10. For some indefinite pronouns that may be singular or plural, use a singular verb form if the indefinite
pronoun refers to a singular noun, and use a plural verb form if the indefinite pronoun refers to a plural noun.
The indefinite pronouns in the box below are plural.

all any most none some such

 Most of the group’s time was wasted in senseless arguments.

 Most of Mrs. Jones’ students have presented their case studies.

Rule 11. Many requires a plural verb. (for countable things);

Much requires a singular verb. (for non-countable things);
 Much has been said about the hostage-taking incident.
 Many volunteer to clean the balcony.

C. Application
(Oral Activity)
Select the correct form of the verb that agrees with the subject.
1) Nobody (join, joins) the contest. –Rule 9
2) The farmhouse, including the tractor and a pickup, (was damaged, were damaged) by the storm. –Rule 7
3) The police inspector, together with an assistant, (is, are) now at the crime scene. –Rule 7
4) Many (attend, attends) the General Assembly Meeting of the barangay. –Rule 11
5) Most of the Grade 10 students (was participated, were participated) in poster making contest. –Rule 10
D. Evaluation
 Select the correct form of the verb that agrees with the subject.
1) Mary, accompanied by her brother, (go, goes) to the movies at the weekend. –Rule 7
2) Everyone (sing, sings) in the shower. –Rule 9
3) Many (apply, applies) the company’s vacant positions. –Rule 11
4) All of the milk (have spilled, has spilled) on the table. –Rule 10
5) Both of them (play, plays) the flute very well. –Rule 9
6) None of the songs (is, are) any good. –Rule 10
7) The speaker, in addition to the guests, (has arrived, have arrived). –Rule 7
8) Few (read, reads) this well at such a young age. –Rule 9
9) Sarah, not Ana, (is, are) participative in school’s activities. –Rule 8
10. Something (smell, smells) funny. –Rule 9

E. Assignment
Write the correct verb form found in the parenthesis. If the verb form is correct, remain your answer. Answer
only. (1/4 sheet of paper)
1) Some of the photos (are) out of focus.
2) John along with his cousin often (help) out on his uncle’s farm.
3) None of the cake (is) left for dessert.
4) The woman with her daughter (are) selling flowers.
5) Several of the neighbourhood lawns (needs) to be mowed.

Answer Key
1) are –Rule 10
2) helps –Rule 7
3) is –Rule 10
4) need –Rule 9
5) is –Rule 7

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 construct a sentence using the Subject-Verb Agreement Rule 12, Rule 13, and Rule 14.

II. Subject Matter

Topic: Rules on Subject-Verb Agreement
 E. Collective Noun Subjects
 F. Words of Amount and Time
References: Verb Agreement with Collective Singular Nouns | Touro University
English Grammar 101 - Verbs: Agreement and Challenges, Lesson 7: Agreement: Money, Time, and Measurements

III. Procedure
A. Motivation
Allow the students to give their own insights, ideas, or opinions about the picture.

B. Discussion
E. COLLECTIVE NOUN SUBJECTS
Rule 12. Collective nouns taken as a unit require a singular verb. Collective nouns taken as separate individuals
require a plural verb.
 Our family is going to the game at the park.
 The family are arguing about the place to go to for vacation.

 The jury gives a unanimous decision.

 The jury have taken their seats.
F. WORDS OF AMOUNT AND TIME
Rule 13. Amounts of money, units of measurement, and specific intervals to time when used as the subject of the
sentence require a singular verb.
 Four million pesos is all I have in bank.
 One thousand miles is beyond my imagination.
 Ten years has passed since his father’s death.

Rule 14. When fraction is used as the subject of the sentence, the number of the verb agrees with the object of the
preposition of.
 Two-thirds of the students are satisfied with their grades.
 Half of the water in the test tube evaporates.
 Only one-third of the work was accomplished.

C. Application
(Oral Activity)
Select the correct form of the verb that agrees with the subject.
1) My money (is, are) fifty pesos. –Rule 13
2) Only two-thirds of the applicants (is, are) qualified for the final interview. –Rule 14
3) Ten hours (is, are) how much time we'll need to complete this project. –Rule 13
4) Singular: The cast (is, are) celebrating the success of the play with a party after the performance. –Rule 12
Plural: The cast (has, have) been practicing their lines. –Rule 12
5) Fifteen dollars (is, are) the cost of the cake. –Rule 13

D. Evaluation
Construct one (1) sentence each using the Subject-Verb Agreement Rule 12, Rule 13, and Rule 14. Write
your answers in ¼ sheet of paper.
1) Rule 12
 Singular Collective Noun:
 Plural Collective Noun:
2) Rule 13
3) Rule 14

E. Assignment
Construct one (1) sentence each using the Subject-Verb Agreement Rule 12, Rule 13, and Rule 14. Write
your answers in ¼ sheet of paper.
1) Rule 12
 Singular Collective Noun:
 Plural Collective Noun:
2) Rule 13
3) Rule 14

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 select the correct form of the verb.

II. Subject Matter

Topic: Rules on Subject-Verb Agreement
 G. Titles, Name of Organizations and Countries as Subjects
 H. Inverted Word Orders
References: Subject-Verb Agreement - Grammar - Academic Guides at Walden University

III. Procedure
A. Motivation
A short review about proper and common nouns.
Identify the proper and common nouns inside the box.

book Acer bag Safeguard cologne cellphone Philippines

cat Kyla school bread Oreo restaurant

Asia car singer Neptune January

Agatha Christe His Dark Materials

Common Noun Proper Noun

book Acer
bag Safeguard
cologne Philippines
cellphone Kyla
cat Oreo
school Asia
bread Neptune
restaurant January
car Agatha Christe
singer His Dark Materials

B. Discussion
G. TITLES, NAMES OF ORGANIZATIONS AND COUNTRIES AS SUBJECTS
Rule 15. When the subject of the sentence is a title of a literary or artistic work, or the name of an organization or
country, use a singular verb form.
 The Mask is a hit movie starring Jim Carrey.
 The Folklore Society heads the research on folksongs in our province.
 Beyond All Frontiers was written by Emma Drummond.
H. INVERTED WORD ORDERS
Rule 16. Here and There is followed by a singular verb if the subject is singular; or It is followed by a plural verb if the
subject is plural.
(Mentally rearrange the sentence into its normal subject-verb order, and then make the verb agree in number with its
subject.)
 There is a typing error on every page. (A typing error is there on every page.)
 Here comes the bride in her bridal gown. (The bride comes here in her bridal gown.)
 There are the magazines you want. (The magazines you want are there.)
 Here are the papers you requested. (The papers you requested are here.)

C. Application
(Oral Activity)
Select the correct form of the verb that agrees with the subject.
1) Romeo and Juliet (is, are) a tragedy written by William Shakespeare. –Rule 15
2) People's Republic of China (is, are) the official name of the modern state of China. –Rule 15
3) Singapore (have, has) a building inspired by a Star Wars robot. –Rule 15
4) There (is, are) a cat. –Rule 16
5) Here (is, are) the gadgets you need. –Rule 16

D. Evaluation
Select the correct form of the verb that agrees with the subject.
1) The New York Times (has, have) been around since 1851. –Rule 15
2) There (is, are) a book on the table. –Rule 16
3) The song Jingle Bells (were, was) written in 1850. –Rule 15
4) Here (is, are) the drink you ordered. –Rule 16
5) Irises (is, are) a famous painting by Vincent Van Gogh. –Rule 15
6) There (is, are) the projects you need. –Rule 16
7) The Hunger Games (is, are) my favorite book. –Rule 15
8) The Grapes of Wrath (take, takes) a long time to read. –Rule 15
9) There (is, are) a pen inside my bag. –Rule 16
10) Asia (is, are) the largest continent in the world by both land area and population. –Rule 15
E. Assignment
Construct one (1) sentence each using the Subject-Verb Agreement Rule 15 and Rule 16. Write your
answers in ½ sheet of paper. Five (5) points each.
1. Rule 15
2. Rule 16
 Singular:
 Plural:

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 select the correct form of the verb.

II. Subject Matter

Topic: Rules on Subject-Verb Agreement
 I. Other Agreement Problems
 Final Rule
References: Agreement Errors :: Writing Associates Program :: Swarthmore College

III. Procedure
A. Motivation
Let the students guess the pictures.

B. Discussion
I. OTHER AGREEMENT PROBLEMS
Rule 17. Nouns plural in form but singular in meaning require a singular verb.
 The news is amazing.
 Measles is a contagious disease.
 Physics has been my favorite subject since high school.

Rule 18. The following nouns are always plural, hence, they always require a plural verb.
Eyeglasses, shades, shoes, slippers, sandals, jeans, socks, stocking, shorts, pants, trousers, slacks, tongs,
tweezers, eyebrows, mustache, beard, sideburns
 Fralyn’s pants are made of soft fabric.
 My son’s shoes cost twenty-dollars.
  Richard’s slippers are imported from Brazil.

Rule 19. Arithmetic operations take the singular verb form.

 Five times six equals thirty.
 Seventy-two divided by four is eighteen.
 Sixty minus forty leaves twenty.

Rule 20. The number requires a singular verb. A number requires a plural verb.
 The number of students joining the rally is only four hundred.
 A number of students have joined the rally.
 The number of refugees increases annually.
 A number of refugees increase their English language proficiency.

Rule 21. The verb agrees with the subject, not with the subject complement.
 Demonstrations are a problem.
 The biggest problem is the demonstrations.
 The major prospect is buildings.

Rule 22. An adjective used as the subject of a sentence requires a plural verb.
 The good die young.
 The sick need proper attention.
 The diligent emerge on top.

Rule 23. A clause used as a subject of the sentence requires a singular verb.
 How he overcame his problems puzzles me.
 That he has several problems is alarming.
 Whatever decision you make is honored by the members.

Rule 24.Use a singular verb with a singular or compound subject modified by every, many a, or many an.
 Every child is entitled to a share of the property.
 Many a hiker has failed to reach the top of the mountain.
 Many an activity lets students come across experiential learning.

Rule 25. The verb agrees with a relative pronoun used as a subject; the verb of the relative pronoun agrees with the
number of the person of its antecedent.
 Annie is one of those girls who enjoy gardening.
 Annie is the only one of those girls who enjoys hiking.
  Chiz is one of the candidates who has prior experience in government.

Final Rule – Remember, only the subject affects the verb.

C. Application
(Oral Activity)
Select the correct form of the verb that agrees with the subject.
1) Mathematics (is, are) a subject of numbers, shapes, data, measurements and also logical activities. –Rule 17
2) My sandals (is, are) expensive. –Rule 18
3) A number of youths (has, have) joined the campaign rally. –Rule 20
4) The honest (need, needs) to be rewarded. –Rule 22
5) His only hobby (is, are) his pigeons. –Rule 21

D. Evaluation
Select the correct form of the verb that agrees with the subject.
1) The number of people we need to hire (is, are) thirteen. –Rule 20
2) Forty divided by two (is, are) twenty. –Rule 19
3) Her parents (is, are) her sole support. –Rule 21
4) The Philippines (is, are) a land rich in natural resources, scenic locales, and friendly smiles. –Rule 17
5) What you do (reflect, reflects) on you. –Rule 23
6) I (has, have) shades in my bag. –Rule 18
7) A number of suggestions (was, were) made. –Rule 20
8) News (is, are) an information, especially about recent or an important events. –Rule 17
9) The hardworking (is, are) rewarded. –Rule 22
10) John is one of those candidates who (win, wins) best in talent. –Rule 25

E. Assignment
Construct one (1) sentence each using the Subject-Verb Agreement Rule 17, Rule 18, Rule 19, Rule 20,
Rule 21, Rule 22, Rule 23, Rule 24, and Rule 25. Write your answers in ¼ sheet of paper.
1) Rule 17
2) Rule 18
3) Rule 19
4) Rule 20
5) Rule 21
6) Rule 22
7) Rule 23
8) Rule 24
9) Rule 25

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 compose an argumentative essay (EN10WC-llh-13)

II. Subject Matter

Topic: Writing an Argumentative Essay
References: English Textbook (Quarter 3 – Module 1)

III. Procedure
A. Motivation
Agree or Disagree?
Read the statements below. Decide if you strongly agree, agree, disagree, or strongly disagree with the
statements. Place your answers in a one whole sheet of paper.

Statement Strongly Agree Disagree Strongly

Agree Disagree
1. The government is doing an
excellent job in dealing with the
pandemic.
2. The government should raise the
minimum wage.
3. The government should spend
more money on education than
other social services.
4. The government should have
less control of private companies
and affairs.
5. The government should require
those who earn more to pay higher
taxes.

B. Discussion
How do you write an argumentative essay?
The writer of an argumentative essay aims to convey and defend an opinion or stand by supporting it with
truthful, factual, and relevant evidence in order to convince others to accept or agree with his or her ideas.
A good argumentative essay has the following elements: claim, evidence, counterclaim, and rebuttal.
Following the basic structure of an essay, the introduction of an argumentative essay, aside from containing
the hook and the context, states the claim or the main thesis or position of the essay.

The body presents the following:

 evidence, or the reasons, facts, statistics, examples, or statements from experts, studies, or other sources
to support the claim;
 counterclaim, or opposing or contrary view that challenges or offsets the claim, and
 rebuttal, or the statement of arguments that negate or disprove the counterclaim.
 The conclusion summarizes the main points of the essay with the purpose of stirring and leaving ideas,
thoughts, or feelings for the reader to think about.

Below are sample outlines of an argumentative essay.

Outline #1
I. Introduction
A. Thesis
B. Context
II. Body Paragraph 1
A. Supporting Reason 1 (subconclusion)
1. Explanation for Supporting Reason 1
III. Body Paragraph 2
A. Supporting Reason 2 (subconclusion)
1. Explanation for Supporting Reason 2
IV. Body Paragraph 3
A. Supporting Reason 3 (subconclusion)
Explanation for Supporting Reason 3
V. Body Paragraph 4
A. Counter-argument against thesis
1. Reasons/Conclusion of counter-argument
2. Response to counter-argument
VI. Conclusion

Outline # 2
I. Introduction
A. Thesis
B. Context
II. Body Paragraph 1
A. Supporting Reason 1 (subconclusion)
1. Explanation/reasons for Reason 1
2. Counter-argument against Reason 1
3. Response to counter-argument
III. Body Paragraph 2
A. Supporting Reason 2 (subconclusion)
1. Explanation/reasons for Reason 2
 2. Counter-argument against Reason 2
3. Response to counter-argument
IV. Body Paragraph 3
A. Supporting Reason 3 (subconclusion)
1. Explanation/reasons for Reason 3
2. Counter-argument against Reason 3
3. Response to counter-argument
V. Conclusion

Outline #3 (more detailed, as in a longer paper)

I. Introduction
A. General Context
B. Thesis
II. Body Paragraph 1
A. Supporting Reason 1 (subconclusion)
1. Specific Context for Supporting Reason 1
2. Explanation of or reasons for this supporting reason (reasons for
subclonclusion)
III. Body Paragraph 2
A. Supporting Reason 2 (subconclusion)
1. Specific Context for Supporting Reason 2
2. Explanation of or reasons for this supporting reason (reasons for
subconclusion)
IV. Body Paragraph 3
A. Supporting Reason 3 (subconclusion)
1. Specific Context for Supporting Reason 3
2. Explanation of or reasons for this supporting reason (reasons for
subconclusion)
V. Body Paragraph 4
A. Counter-argument 1 against thesis
1. Specific Context for counter-argument 1
2. Response to counter-argument 1
VI. Body Paragraph 5
A. Counter-argument 2 against thesis
1. Specific Context for counter-argument 2
2. Response to counter-argument 2
VII. Body Paragraph 6
A. Counter-argument 3 against thesis
 1. Specific Context for counter-argument 3
2. Response to counter-argument 3
VIII. Conclusion

Processing Questions
 What is an argumentative essay for?
 What are the important elements in writing an argumentative essay?

C. Application
Choose the letter of the correct answer.
1. It is the main thesis or position of the essay.
a. claim
b. counterclaim
c. rebuttal

2. It is the opposing view that offsets the main thesis of the argumentative essay.
a. claim
b. counterclaim
c. rebuttal

3. It contains the hook that will entice the reader to read the essay.
a. introduction
b. body
c. conclusion

4. An argumentative essay writer aims to his or her stand.

a. undermine
b. withdraw
c. justify

5. In writing an argumentative essay, you should avoid .

a. using news articles
b. using reliable sources
c. using emotional language
D. Evaluation
Recall your answers in Agree or Disagree? Choose one of the five topics then create an outline and write an
argumentative essay about it. Write your answers in a one whole sheet of paper.

Topic:

Outline:

Argumentative Essay:

Rubric on Writing an Argumentative Essay

Criteria Excellent Very Good Good Needs Improvement

4 3 2 1
Analytical The paper cites The paper cite The paper The paper neglects
(35%) examples of examples of occasionally cites to cite any examples
propaganda in the propaganda in the examples, but not to support any point
world today as world today as for all the arguments being made in the
supporting supporting being made in the paper.
information. It also information. paper.
includes personal
examples that help
illustrate points
being made.
Fair The paper clearly The paper clearly The paper brings up The paper neglects
(35%) acknowledges and acknowledges and both sides of the to acknowledge and
discusses both discusses both issue, but has more discuss the
sides with balanced sides, with balanced information for one opposing side.
information information side than for the
presented for each presented for each other.
side. It also side. It also
compellingly argues compellingly argues
for the writer’s side for the writer’s side.
while pointing out
weaknesses of the
opposing side’s
argument.
Credible References are References are References are The information in
(30%) identified in text identified in text identified in text on the paper goes
where needed using where needed using occasion, but some unsupported by in-
the proper format, the proper format. crucial information is text citations.
and in-text citations unsupported or the
are supported by a format is incorrect.
reference list
appended to the
end of the paper.
E. Assignment
In your own words narrate the steps in writing an argumentative essay. Do not forget to mention the
essential parts and elements. See the graphic organizer below for reference. Place your assignment in a one whole
sheet of paper.

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 use a variety of informative, persuasive, and argumentative writing techniques (EN10WC-lllb-14.1.2)

II. Subject Matter

Topic: Using a Variety of Informative, Analytical, Persuasive, and Argumentative Writing Techniques
References: English Textbook (Quarter 3 – Module 2)

III. Procedure
A. Motivation
Word Hunt
Search for words that you think are related to the lesson that will be discussed. Place your answers in a one
whole sheet of paper.

F A C S T S T C A F
A R G A E S S A I C
S G O E X A P L N O
C O N V P Y E S I N
T E Z Y L A N A V C
E X N I A P X E N I
S A P L I N T P O S
A R C O N V I N C E
Y G O U T L I E N I
A U L O G C I L I C
S E N I L T U O G N
S U P P O R T A O O
E S L A C I G O L C

Answers
facts essay
argue explain
analyze logical
concise support
outline convince

B. Discussion
What are some writing techniques you can use in essays?
In your academic life, you will be writing four kinds of essays: an informative essay, an analytical essay, a
persuasive essay, and an argumentative essay. Each of these has its own characteristics or qualities. Thus, you
have to keep in mind specific techniques to follow when writing one.
Informative Essay
This type of essay explains a short theme, idea, or an issue. It is a personal response to anything and is
usually three paragraphs long.

In writing this essay, you should always remember to:

 Have a clear and well-defined thesis statement.
 Support your points with facts and reliable data.
 Make it concise and give it a clear ending.

Example:
Memory: Why Cramming for Tests Often Fails (by Tom Stafford)

Analytical Essay
This type of essay analyzes, interprets, or examines an art work, a film, a literary work, a song, a
composition, or a media text. It is usually written in four parts:
a. the introduction that tells you the what text you will be discussing and why
b. the textual analysis which is closely related to your main argument or idea in the introduction
c. your personal reading of the text that must show criticality
d. the conclusion which shows the connection between your argument and the text

In writing this essay, you should always remember to:

 Make an outline to help you organize your thoughts.
 Use present tense.
 Avoid slang, colloquial language, and contractions.
 Critically respond to what you understood from reading the text. Its effect on you is very important.

Example:
Frustrated Communication in Ex Machina’s Opening Sequence

Persuasive Essay
This type of essay convinces a reader to believe or adopt a viewpoint on a certain issue. It is sometimes
written in three to five paragraphs.

In writing this essay, you should always remember to:

 Be clear and concise with your position. Also, be clear with the audience that you want to convince in your
position.
 Keep your paragraphs engaging by using vivid words. However, do not get carried away with being too
emotional or too passionate.
 Develop one idea per paragraph and use connectives or transitions to have a logical flow of ideas.
 End with a striking conclusion or a call to action.
Example:
The Crisis, No. 1 (An Excerpt) (by Thomas Paine)

Argumentative Essay
This type of essay argues in a sense that it proves a hypothesis, preposition, theory, idea, or opinion. It is
usually written in five paragraphs to show the pros and cons, with claims, and subpoints for each.

In writing this essay, you should always remember to:

 Use a declarative sentence in stating your argument.
 Support your arguments with research, statistics, quotes from experts, or facts from solid evidence.
 Talk about the other side of your argument – the opposing side.
 Use engaging language at all times to convince the readers.
 Similar to the persuasive essay, develop one idea per paragraph and use connectives or transitions to have
a logical flow of ideas.
 End with a striking conclusion, a solution, or a call to action.

Example:
Love Begins When the Feelings Are Gone

Processing Questions
 How do you distinguish the different types of essays from one another?
 What techniques can you use in writing each type of essay?

C. Application
Think of any topic in the type of essay discussed. Then, create an outline on that topic. Place your answer in
a one whole sheet of paper.

Topic:

Outline:
D. Evaluation
Fill in the blanks with the correct answer. Write your answers in a ½ crosswise of paper.
1. The is a part of an analytical essay which is closely related to your main argument or
idea in the introduction.
2. An essay explains a short theme, idea, or an issue.
3. In writing a persuasive essay, it is important to be clear and concise with your .
4. As you write an argumentative essay, make sure to talk about the other side of your argument – the
side .
5. Use tense when writing an analytical essay.

Answers
1. textual analysis
2. informative essay
3. position
4. opposing
5. present

E. Assignment
Copy the graphic organizer below. Fill in each box with what you have learned in the topic discussed, their
importance, and how these will help you in your day-to-day life. Place your work in a one whole sheet of paper.

What I learned?

Why is it important?

How would these help me?

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 compose an independent critique of a chosen selection (EN10WC-lllg-14)

II. Subject Matter

Topic: Composing an Independent Critique of a Chosen Selection
References: English Textbook (Quarter 3 – Module 3)

III. Procedure
A. Motivation
Let’s Read!
Read the excerpt below taken from an argumentative essay. Then, answer the questions that follow in a ½
crosswise paper.

Should our school have a civilian attire day?

by Mary Catherine Siena
(An Excerpt)

High school students like us, who are mostly teenagers, find many ways to express ourselves. Sometimes,
we like to express ourselves through art like those cool drawings and paintings we find in our Visual Arts
classroom or the small doodles we draw in our notebooks. However, one of the simplest ways we express
ourselves is through the clothes that we wear. Hence, I believe that we should have a day for civilian attire.

Questions:
1. Based on the text, what are some ways people express themselves?
2. Are these ways similar to or different from the way you express yourself? If so, in what ways are they the same or
different?
3. What is the purpose of the author in writing the essay?
4. Do you agree or disagree with the author’s stance? Explain.

Possible Answers
1. cool drawings and paintings, visual arts, small doodles, and clothes
2. Answer may vary depending on the ways learner expresses himself/herself.
3. to persuade that there should be a day for civilian attire
4. Answer may vary depending on learner’s choice.
B. Discussion
How do you compose a critique of a selection?
One way to respond to a selection read is by writing a critique. This demonstrates a thorough understanding
of the material as well as critical thinking that allows you to weigh the substance and quality of the text.
An important thing to remember is that a critique is not an exercise in finding fault with the text, or simply
reviewing it according to preference or taste. A critique is more in line with an evaluative analysis, where the text is
examined closely and its strengths and weaknesses are appraised.
In writing a critique, follow these steps:
1. Read and understand the text thoroughly.
Choose a particular point of view for reading the text and use that lens’ focal points and questions to make
sense of the text. Make notes and explain the text as you go along so that you have plenty of materials for the next
step.
Take a look at the table below.

Lines from the Text Notes/Annotation

*I think the author is also a Grade 10 student because

High school students like us, who are mostly teenagers, of the pronoun “us”.
find many ways to express ourselves. *How does the author express herself?

In the table above, the reader jots down a comment and a question as he or she reads the selection. Doing
this is an example of a close reading technique. This will further deepen your recalling abilities and further
understanding of the text.
Structure your critique.
The framework for writing a critique is as follows:
a. Introduction
This is a short section where you must identify the title and author of the work, briefly describe the
context that informs the creation of the work, and state your thesis, or the overall evaluation of the work –
what you feel its goal is and whether or not it succeeded at that. The evaluation may be positive, negative,
or mixed, but there must be an evaluative stand. A neutral or opinionless evaluation is not much of a
critique.
Take a look at the samples below. Can you identify which of them is the background or the thesis?

(1) The nature of a human being is considered to be an abstract concept. Humans behave in a
complex way that is always viewed to be ambiguous, unpredictable, and enigmatic. Part of human nature
is the hunger for knowledge…
(2) … Victor, the protagonist in Shelley’s Frankenstein portrays the three Jungian archetypes
namely shadow, anima and persona.

Source: Porras, Anthony. “Frankenstein’s Shadow, Anima, and Persona.” Essay, University of
Southeastern Philippines, 2015. Accessed March 3, 2021.

The first sample above is background statement related to the selection’s theme. It provides the
readers with a general overview of the topic. On the other hand, the second sample is a thesis statement.
The author establishes the phases of Victor’s journey reflected from Carl Jung’s archetypal approach. Take
note of the three main points highlighted which are (a) shadow; (b) anima; and persona. These archetypes
will be elaborated in the succeeding paragraphs with excerpts from the selection accompanied by a critical
evaluation.

A summary of the work

A reader will need this information in order to understand your analysis and evaluation afterwards,
so include relevant plot elements, character details, and information about the context of the work. Point out
as well how the author accomplishes the goals of the text, by naming techniques, styles, symbols, literary
devices, or figurative language. The rule of thumb for this selection is: if you will examine it in depth in the
evaluation, or if the information helps the evaluation section become clearer, it should be included here.
Observe the sample below on how the writer inserted a significant event from the selection’s plot.

In a series of letters, Robert Walton, the ship captain bound for the North Pole, recounted to his
sister back in England the progress of his dangerous mission. Walton then encountered Victor
Frankenstein, who travelled by dog-drawn sled across the ice.

Source: Porras, Anthony. “Frankenstein’s Shadow, Anima, and Persona.” Essay, University of
Southeastern Philippines, 2015. Accessed March 3, 2021.

Critical Evaluation
This section should include an organized, detailed analysis of the work using your chosen lens,
expressing your thesis statement and providing supporting information for why you feel the work succeeded
at its goal or not. You must identify the strengths and weaknesses of the work, using specific examples and
evidence from the text. You may organize this section by starting with the broader, larger scale impressions,
and then moving on to the more specific, technical points. You may take a look at the sample below.

Victor’s shadow devoured the other archetypes. The writer effectively gave justice to the name
Victor who has hailed as a “victor.” His aim for scientific glory had prevailed. This resulted in a rejection to
both of his anima (Elizabeth) and persona (Henry) who were both killed by the monster he created. In
other words, Victor was not able to integrate his shadow into other archetypes. He failed to assimilate
those to produce the concept of self from Jungian Psychology which later caused his tragic death.

Source: Porras, Anthony. “Frankenstein’s Shadow, Anima, and Persona.” Essay, University of
Southeastern Philippines, 2015. Accessed March 3, 2021.

Conclusion
This is where you briefly summarize the points you have just made, leading to restatement of your
verdict about the text. Observe the sample below.

In sum, human nature can never be considered flat and stereotypical. Jung’s view of human nature
is indeed relevant and universal. Employing his work to Shelley’s Frankenstein further extended its
applicability to literature. The archetypes from his work are present and depicted through the character of
Victor’s ambition (shadow), Elizabeth (anima), and Henry (persona)…

Source: Porras, Anthony. “Frankenstein’s Shadow, Anima, and Persona.” Essay, University of
Southeastern Philippines, 2015. Accessed March 3, 2021.
 Can you pinpoint the arguments presented? Take time to revisit the introduction and observe how
the author connected the central theme of human nature from introduction to its conclusion.
Processing Questions
 What is a critique?
 How does critical thinking help you in writing a critique?

C. Application
Activity A. Read the poem carefully. Jot down some comments or questions that pop into your mind as you read the
title and the stanzas. You may write the summary of each stanza or inferences you draw as you read the selection.
Copy first the chart below in your paper (one whole). Write your annotation in the copied chart after.

Selection Annotation

Three Words of Strength

by Friedrich von Schiller

There are three lessons I would write,

Three words as with a burning pen,
In tracings of eternal light
Upon the hearts of men.
Have hope. Through clouds environ round
And gladness hides her face in scorn,
Put off the shadows from thy brow,
No right but hath its morn.
Have faith. Where’er thy bark is driven,
The calm’s disport, the tempest’s mirth,
Know this: God rules the hosts of heaven,
The inhabitants of earth.
Have love. Not love alone for one
But man, as man thy brothers call,
And scatter like a circling sun,
Thy charities on all.

Activity B. This activity is primarily an extension of what you have done in Activity A. Now that you have a clear grasp
about the Three Words of Strength by Friedrich von Schiller, let us now start practicing your skill in writing a critique.
Construct a one-paragraph introduction in your paper (one whole). You may self assess your work with the checklist
given below.

Criteria Yes No
1. Does the paragraph establish a general overview or background of the topic
to readers?
2. Does the paragraph provide an effective hook to engage with the readers?
3. Does the paragraph include a thesis statement?
4. Is my purpose and position clearly defined in the paragraph?
5. Is the paragraph free from errors in spelling, grammar, agreement, and
usage?

D. Evaluation
Write a critique of any selection of your choice. Place your output in a one whole sheet of paper.
E. Assignment
Fill in the blanks with the correct answer. Write your answers in a ¼ sheet of paper. Answer only.
1. A critique is an exercise in finding with the text.
2. In writing a critique, it is important that you read and the material you are going to evaluate.
3. The introduction is where you state the or the overall evaluation of the work.
4. This critical evaluation should include an organized, detailed of the work using your chosen
lens.
5. The conclusion restates your about the text.

Answers
1. fault
2. understand
3. thesis
4. analysis
5. evaluation/judgment

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 distinguish the technical terms used in research. (EN10-Iva-30)

II. Subject Matter

Topic: Distinguish the Technical Terms Used in Research
References: English Textbook (Quarter 4 – MELC 1)

III. Procedure
A. Motivation
Arrange the following scrambled letters.

RACHSEER – RESEARCH RETURATILE IEWVER – LITERATURE REVIEW

TRACTSAB – ABSTRACT TALIMIIONST – LIMITATIONS
TAAD – DATA SISLYANA – ANALYSIS
RAVBIASEL – VARIABLES NIMALAPUNOIT – MANIPULATION
TENDNEEPDIN RIAVALEB – INDEPENDENT PUPOALTION – POPULATION
VARIABLE
REESCHAR BLEARIAV – RESEARCH VARIABLE RATTEG LATIONPOUP – TARGET POPULATION
SUOENTRAEX SLEBAARIV – EXTRANEOUS SSIBELECCA NOLATIOUPP – ACCESSIBLE
VARIABLES POPULATION
CHIPRAGOMED LESVABAIR – DEMOGRAPHIC SEARCHRE TTISENG – RESEARCH SETTING
VARIABLES
RATIOLANEPO NITIONIFED – OPERATIONAL AMPLES – SAMPLE
DEFINITION
PECTNOC – CONCEPT GNILSAMP – SAMPLING
RUCTTSONC – CONSTRUCT ROPBIBALITY AMPSLING – PROBABILITY
SAMPLING
NOTISIPOPRO – PROPOSITION ONN ROPBIBATILY MASPNILG – NON PROBABILITY
SAMPLING
PECTUALNOC MEKROWFAR – CONCEPTUAL LITYBIAILRE – RELIABILITY
FRAMEWORK
SSUAMTIONP – ASSUMPTION LIVADITY – VALIDITY
SISHYPOEHT – HYPOTHESIS TOLPI TUSDY – PILOT STUDY

B. Discussion
Background Information for Learner
Technical terms are essential part of all technical and scientific writing. Each field and specialty typically
uses a vocabulary that relays a variety of specialized concepts by means of technical language. These special terms
convey concentrated meanings that have been built up over significant periods of study of a field. The value of a
specialized set of terms lies in the way each term condenses a mass of information into a single word; a way of
gaining great depth and accuracy of meaning with economy of words. Technical terms often blend readily into
formulae and mathematical manipulation that quantifies and allows the concept to be manipulated.
Here are some of the Basic Research Terminologies
RESEARCH
 Is defined as a systematic and scientific process to answer questions about facts and relationship between
facts. It is an activity involved in seeking answer to unanswered questions.
 A scientific, systematic, controlled, orderly and objective investigation to develop, refine and expand body of
knowledge.
 Seeks to generate an answer to the problems as well as suggesting additional questions in need of further
inquiry.

ABSTRACT
 A clear, concise summary that communicates the essential information about the study. In research
journals, it is usually located at the beginning of an article.

DATA
 Units of information or any statistics, facts, figures, general material, evidence, or knowledge collected
during the course of the study.

VARIABLES
 Neither attributes nor characteristics that can have more than one value, such as height or weight. Variables
are qualities or quantities, properties or characteristics of people, things, or situations that change or vary.

INDEPENDENT VARIABLE
 Variables that are purposely manipulated or changed by the researcher. It is also called as “MANIPULATED
VARIABLE.”

RESEARCH VARIABLE
 Refers to Qualities, properties or Characteristics which are observed or measured in a natural setting
without manipulating and establishing cause & effect relationship

EXTRANEOUS VARIABLES
 They are factors that are not the part of the study but may affect the measurements of the study variable.

DEMOGRAPHIC VARIABLES
 The characteristics and attributes of study subjects such as age, gender, place of living, educational status,
religion, social class, marital status, occupation, income are considered as demographic variables.

OPERATIONAL DEFINITION
  Refers to the way in which the researcher defines the variables under investigation. Operational definition
stated in such way by the investigator specifying how the study variables will be measured in the actual
research situation.

CONCEPT
 Refers to mental idea of phenomenon. Concepts are words or terms that symbolize some aspects of reality,
e.g., love, pain.

CONSTRUCT
 Is a highly abstract and complex phenomenon (concept) which is denoted by a made up or constructed
term.

PROPOSITION
 A proposition is a statement or assertion of the relationship between concepts (e.g. relationship between
anxiety and performance).

CONCEPTUAL FRAMEWORK
 Interrelated concepts or abstractions that are assembled together in some rational scheme by virtue of their
relevance to a common theme. It is also referred to as theoretical framework.

ASSUMPTION
 Basic principle that is being true on the basis of logic or reason, without proof or verification.

HYPOTHESIS
 A statement of the predicted relationship between two or more variables in a research study; an educated or
calculated guess by the researcher.

LITERATURE REVIEW
 A critical summary or research on a topic of interest, generally prepared to put a research problem in
context or to identify gaps and weaknesses in prior studies so as to justify a new investigation.

LIMITATIONS
 Restrictions in a study that may decrease the credibility and generalizability of the research findings.

ANALYSIS
 Method of organizing, sorting, and scrutinizing data in such a way that research questions can be answered
or meaningful inferences can be drawn.

MANIPULATION
  An intervention or treatment introduced by the researcher in an experimental study; the researcher
manipulates the independent variable to assess its impact on the dependent variable.

POPULATION
 The entire set of individuals or objects having common characteristic(s) selected for a research study is
referred to as population.

TARGET POPULATION
 The entire population in which the researchers are interested and to which they would like to generalize the
research findings.

ACCESSIBLE POPULATION
 The aggregate of cases that conform to designated inclusion or exclusion criteria and that are accessible as
subjects of the study.

RESEARCH SETTING
 It is the location in which the research is conducted. It could be natural, partially controlled environment or
laboratories.

SAMPLE
 A part or subset of population selected to participate in the research study.

SAMPLING
 The process of selecting sample from the target population to represent the entire population.

PROBABILITY SAMPLING
 The selection of the subjects or sampling units from a population using random procedure; e.g., Simple
random Sampling, Stratified random Sampling.

NON PROBABILITY SAMPLING

 The selection of subjects or sampling nits from a population using non-random procedure. E.g., Convenient
Sampling, Purpose Sampling.

RELIABILITY
 The degree of consistency or accuracy with which an instrument measures the attributes designed to
measure.
VALIDITY
 The degree to which an instrument what it is to measure.

PILOT STUDY
 Study carried out at the end of the planning phase of research in order to explore and test the research
elements to make relevant modifications in research tools and methodology.
C. Application
EMO-TECH-ICONS
Directions: Draw a happy smiley icon on your paper if the statement is correct  and a sad smiley icon  if
otherwise. Write your answers in your activity sheets.
______ 1. Technical term is a word that has specific meaning in science.

______ 2. Use context clues to figure out what a technical word means, use the other words in

the sentence and in the paragraph to help you figure out what the technical word means.

______ 3. Writing a research paper is just like writing a simple essay per se.

______ 4. The very first thing that you need to do in making a research is to review the data

you have gathered.

______ 5. It is apparently important to document all the sources in the conduct of the research.

______ 6. In research, technical terms are unnecessary.

______ 7. Data is collected and studied in the course of the study.

______ 8. Research is needed to answer the unanswered questions.

______ 9. The reliability of the study lies in its validity.

______10. Every researcher makes an educated or calculated guess between two or more

variables during the study.

Answer Key

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 
D. Evaluation
BE A RESEARCHER

Directions: Your teacher in Science assigned you to present a research report about, “Effect of Pandemic in
the Lives of the Ilonggos.” What are the things that you should do? Write it in a short paragraph. Be guided
of the scoring rubric as you work on your task.

4 3 2 1
CONTENT Learner Learner Learner has Learner does
demonstrates full demonstrates insufficient not have gasp of
knowledge of the knowledge of the knowledge of the topic.
topic by giving a topic without the topic.
thorough elaboration and
elaboration and explanation.
explanation.
ORGANIZATION Learner presents Learner Learner has Learner has no
ideas in logical presents ideas difficulty in sequence of
and interesting in logical presenting ideas.
sequence. sequence. ideas in logical
sequence.
MECHANICS Writing has no Writing has no Writing has Writing has more
misspellings or more than three than four
grammatical misspellings misspellings or misspellings
errors. and/or grammatical and/or
grammatical errors. grammatical
errors. errors.

E. Assignment
Directions: Knowledge is set on a mental ability in which the individual realizes his or her own capabilities
and can work productively and fruitfully. Achieve it through a self-reflection. Write your thoughts, feelings,
observations, and experiences by answering this part. Write this on your answer sheets.
This lesson helped me as a Grade 10 learner because ____________________
________________________________________________________________. It gave me insights to
______________________________________________
_______________________________________________________________. I will continue learning on
____________ so that _______________________
______________________________________________________________.

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 give technical and operational definitions. (EN10WC-IIb-13.9)

II. Subject Matter

Topic: Give the Technical and Operational Definitions
References: English Textbook (Quarter 4 – MELC 2)

III. Procedure
A. Motivation
Vocabulary
Direction: The class will be divided into five groups. Then, there will be one representative in each group
(who will act as a guesser), other members will be the supporters. Each group is given ten words and they
are only given 1 min & 30 secs to guess those words. If they can’t able to guess the word, they can say
“pass” and proceed to the next word. One correct answer is equivalent to two points.

B. Discussion
When to use Technical and Operational Definitions?
A technical definition is a definition in technical communication describing or explaining technical
terminology. Technical definitions are used to introduce the vocabulary which makes communication in a
particular field succinct and unambiguous. For example, the iliac crest from medical terminology is the top
ridge of the hip bone (see ilium).
An operational definition is the articulation of operationalization used in defining the terms of a
process needed to determine the nature of an item or phenomenon and its properties such as duration,
quantity, extension in space, chemical composition, etc.
A technical definition is a definition in the technical sense, while an operational definition includes
information from the real world. So a technical definition might be an automobile is a machine with four
wheels and includes details of the automobile that make it function. While an operational definition would be
an automobile is a car or truck that gets you around from place to place and caries cargo or passengers,
and makes it easier to live in the city or countryside.

C. Application
WHAT AM I?
Directions: The following terms are defined in varied ways. Carefully read the definitions and select the best
word that is being defined from the box.

A. bird B. organism C. earthworm D. weight E. rain

1. An animal that lives underground is soft and damp to touch, pinkish in color, and pipe-like in shape.
2. Drops of water falling from a cloud in the sky.
3. Any object that grows and reproduces.
4. The amount of force the earth has on objects.
5. An animal that walks on two legs and flies.
6. Moisture condensed from the atmosphere that falls visibly in separate drops.
7. A body’s relative mass or the quantity of matter contained by it.
8. A burrowing annelid worm that lives in the soil.
9. A warm-blooded egg-laying vertebrate distinguished by the possession of feathers, wings, and a beak
and by being able to fly.
10. An individual animal, plant, or single-celled life form.

D. Evaluation
A. DECIPHER ME!
Directions: Read the text that follows. With the use of a dictionary and other references, define the following
technical terms found in the study. Write your answers on your answer sheet.
Plastic Wastes into Bricks
(Abstract)
This study was conducted at Brgy. Poblacion, Banate, Iloilo to produce bricks out of plastic wastes
that help reduce the wastes in the society.
The purpose of this study is to produce a brick out of plastic wastes, which is what the people need
to help recycle plastic wastes. The researchers underwent several procedures such as gathering materials,
shredding, mixing and molding. The researchers decided to pursue this study because recycling is duly
practiced in the Philippines. Another major reason why the researchers focused on this is to reuse plastic
wastes. The researchers melted the plastics and transformed into a brick so it can be used again. The
materials used were the following: cement, strainer, plastics, and water. The researchers gathered the
plastics, cut them into small pieces and strained them to make them finer. Cement and water were added
and these were mixed together. After mixing thoroughly, the mixture was put into a molder and allowed it to
dry.
After several days, it was tested by dropping the formed product into the ground. It was proven that
it was strong enough and could be used as alternative brick.
(Bautista, Adrianne Marie, Baylon, Angeleca, Reyes, Trexie Grace Dianne, 2018- 2019)

1. ABSTRACT ______________________________________________________
2. RECYCLE _______________________________________________________
3. MOLDING _______________________________________________________
4. MIXTURE _______________________________________________________
5. SHREDDING ____________________________________________________

B. MY OWN VIEWPOINTS
Directions: Using the text from the previous page, define the following terms in your own way based from
how you describe/perceive them or how they are being used.
1. PLASTIC _________________________________________________________
2. WASTE __________________________________________________________
3. BRICKS _________________________________________________________
4. RESEARCHERS __________________________________________________
5. MATERIALS ______________________________________________________

E. Assignment
Directions: Complete the following statements with your self-reflections. Write your answers on your answer
sheet.
1. In Academic Writing, it is important to use technical definitions because
_____________________________________________.
2. When explaining something for clarification, you need to explain in a simple manner so that
_______________________________.

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 give expanded definition of words. (EN10V-IIIa-13.9)

II. Subject Matter

Topic: Give the Extended Definition of Words
References: English Textbook (Quarter 4 – MELC 3)

III. Procedure
A. Motivation
The teacher will select the students randomly and let them give the definitions of the following
simple words.
1. student
2. cellphone
3. kitchen
4. jeepney
5. house

B. Discussion
Background Information for Learner
The ability to expand ideas is an intrinsic skill in research. It is a requisite tool so you can break
down an abstract term into an understandable concept that everyone can relate to. Doing so means being
able to merge the meanings from several sources and unify them into a simplified whole, thus, you are
leveling with your intended readers. More importantly, you’re able to infuse your ideas into it and make the
definition your own. It’s not enough that you collate information from various sources, you have to inject your
own knowledge and contribute to the over-all development and enhancement of the topic you’re presenting.

FORMAL DEFINITION VS. EXTENDED DEFINITION

A Formal definition is a structured description of a term that includes the class and characteristics
of the word to be defined. Extended Definition is a more detailed explanation of a complex term and
includes information necessary in the discussion of the main subject matter. Depending on the ideas that
need to be presented, extended definition may be as long as one or two paragraphs.

TECHNIQUES IN EXTENDING DEFINITION

There are varied techniques in extending the definition of a term but choosing the most appropriate
method to employ in elaborating a certain concept will redound to the thorough discussion of your research
work.
1. Etymology – explains the origin of the word itself.
2. Historical – discusses the history of the term and controversies associated with it.
3. Cause - Effect – illustrates how the situation came about and its results.
4. Description – lists and defines the component parts.
5. Principles of Operation – discusses how the topic in question, functions, including any special material or
condition required.
6. Classification – categorizes the idea or concept.
7. Contrast/Negation – indicates the absolute difference between two ideas.
8. Comparison – points out the similarity and slight difference of concepts.
9. Analogy – compares two different ideas based on a resemblance to a particular aspect.
10. Examples – gives representative samples of a particular idea.
11. Illustration – provides vivid examples to explain a concept.

STEPS IN WRITING EXTENDED DEFINITION

1. PLANNING
a. Think of the concept to be defined.
b. Identify the intended readers.
c. Note the purpose.
2. DEFINING
a. Tell readers what term is being defined.
b. Present clear and basic information.
c. Use facts and examples that readers will understand.
3. EXTENDING
a. Choose the appropriate technique to use in expanding the definition.
b. Gradually build your ideas by adding the essential information.

REMINDERS WHEN WRITING EXTENDED DEFINITION

1. Find reliable sources and at least three definitions so you can compare their meanings. Dictionary
meanings are sometimes very limited while the ones found on the web are highly-technical and
incomprehensible. They need to be simplified or expanded for a clearer understanding. Look for common
terms as well as information that are not found in the other definitions.
2. Refrain from copying the definitions verbatim or word for word. Change some of the difficult words and
rephrase the definitions but be careful not to alter the meaning of the words.

C. Application
I. EXTENDED OR NOT?
Directions: Go over the sentences below and spot the Extended Definition from the Formal Definition. What
made you think that the definition is extended? Which details are added that expanded the idea? Write F for
Formal and Ex for Extended.
1. A virus is a microscopic organism that causes sickness.
2. A virus, such as Covid-19, is very infectious and may cause severe illness or even death.
3. A pandemic is a phenomenon in which the disease spreads across cities and countries, infecting millions
of people and claiming countless lives.
4. A pandemic is an outbreak of a disease that spreads over a wide geographic area and affects a high
proportion of the population.
5. Medical treatment of a patient may range from doctor consultation to hospitalization depending on the
severity of the illness.
6. Medical treatment is the management and care of a patient to combat a disease or disorder.
7. A Vaccine is a preparation of microorganisms that is administered to increase immunity to a particular
disease.
8. A Vaccine is vial containing organisms that is injected to the patient in order to increase his resistance,
rendering him immune to debilitating diseases like flu, tuberculosis and even cancer.
9. Quarantine is the confinement of persons within their homes or community so as to prevent them from
infecting and being infected by highly-contagious diseases such as Covid-19 that has no known cure or
vaccine to date.
10. Quarantine is the limitation set upon the movement and activities of persons to contain the spread of
diseases.

Answer Key
1. F
2. Ex
3. Ex
4. F
5. Ex
6. F
7. F
8. Ex
9. Ex
10. F

II. TECHNIQUEcally EXTENDED!

Directions: Study the sample sentences below and determine the technique used in each for extended
definition.
1. The name “coronavirus” is derived from the Latin word “corona” meaning crown or wreath owing to its
crown-like shape.
2. The ill effects of Covid-19 pandemic are far-reaching as it not only affected the health system and the
economy but basically all aspects of human life.
3. The severe symptoms of Covid-19 are difficulty of breathing, chest pain or pressure and loss of speech or
movement.
4. Both Covid 19 and flu are respiratory diseases that are transmitted from one person to the next.
5. Covid-19 is life-threatening since it has no cure yet but flu can be treated easily with decongestants and
antibiotics.
6. Steam inhalation, gargling of salt, drinking of lukewarm water are the home remedies employed against
Covid-19.
7. Wash your hands properly by scrubbing them with soap for 20 seconds, rinsing them under clean,
running water and drying them with a clean towel.
8. A (PPE) or Personal Protective Equipment is like a helmet and armor worn by knights in the medieval
times to protect them from being wounded or killed.
9. Covid-19 Cases are categorized into the following: PUMs or Persons Under Monitoring or those exposed
but do not exhibit symptoms; PUIs or Persons Under Investigation, those who manifest flu=like symptoms
and the Covid-19 Positive who have been tested and are confirmed virus carriers.
10. Covid-19 is believed to have originated from Hunan, Province in China and resembled the coronavirus
from bats, flying rodents that are considered a delicacy by many Chinese.
11. We must all observe proper health protocols if we want to suppress the Covid-19 contagion.

Answer Key 6. classification

1. etymology 7 contrast
2. historical 8. comparison
3. cause-effect 9. analogy
4. description 10. .example
5. principle of operation 11. illustration

D. Evaluation
EXTEND IT!
Directions: Read and rewrite an extended definition of the terms below. Think of the ideas that you want to
add so that the readers will have a clearer understanding of the concepts that you’re presenting.
1. Aptitude is the natural talent or special ability for doing and learning something easily and quickly.
_____________________________________________________________
2. An underachiever is a person with potential but performs poorly or below expectations.

3. Cramming is the practice of studying intensively to absorb large volumes of information in a short amount
of time.
___________________________________________________________________
4. Motivation is the desire to act in order to achieve one’s goal.
___________________________________________________________________
5. A slow learner is a student who learns at a pace behind others of their age and grade level.
_________________________________________________________________
E. Assignment
Directions: Answer the following questions with your self-reflections. Write your answers on your answer
sheet (1 whole).
1. What crossed your mind while doing the activities and honing your writing skills?
___________________________________________________________________
___________________________________________________________________
2. Why is it necessary to extend the definition? How does it enhance the topic?
___________________________________________________________________
___________________________________________________________________
3. How can I develop my skill in extending definition?
___________________________________________________________________
___________________________________________________________________

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher
 LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 observe correct grammar in making definitions. (EN10G-IIa-29)

II. Subject Matter

Topic: Observe Correct Grammar in Making Definitions
References: English Textbook (Quarter 4 – MELC 4)

III. Procedure
A. Motivation
Oral Activity
Let the students give a words and let the other students define it.

B. Discussion
Definition
* An explanation of the meaning of a word, phrase, etc.
* A statement that defines a word, phrase, etc.
* A statement that describes what something is
* A definition answers the question “what is X?

Formal Definition
- is based upon a concrete, logical pattern that includes as much as information as it can within a minimum
amount of space. The primary reason to include definitions in your writing is to avoid misunderstanding with
your audience.

A formal definition consists of three parts.

TERM CLASS/GENUS DIFFERENTIA

Person is a human being considered as having a character
of his or her own; or as being
different from all others.
Character is the combination of qualities which make a
particular person, thing, place,
etc. from others.
Quality is something typical of a person or thing.

Term – is a word or phrase to be defined.

Genus – refers to the specific class or category that the term is connected to.
Differentia – refers to the set of characteristics that separates the term from other elements in its class.
When to use definitions?
 When your writing contains a term that may be key to audience understanding and that term could
likely be unfamiliar to them.

Definition takes one of these two patterns:

T=G+D
Where;
T= Term = = is
G=Genus + = for, that, of, etc.
D= Differentia

G+D=T
Where;
G = Genus + = of, that, who, etc.
D = Differentia
T = Term = = is called, is

1.) Examples:

 Psychology is a branch of science that deals with the study of human behavior.
T = G + D

 The branch of science that deals with the human behavior is called Psychology.
G + D = T

2.) Examples:

 Water (term) is a liquid (class/genus) made up of molecules of hydrogen and oxygen in the ratio of 2 to 1
(differentiating characteristics/ differentia).
 Astronomy (term) is a branch of scientific study (class) primarily concerned with celestial objects inside
and outside of the earth’s atmosphere (differentiating characteristics).

 Comic books (term) are sequential and narrative publications (class) consisting of illustrations, captions,
dialogue balloons, and often focus on super-powered heroes (differentiating characteristics).

C. Application
Activity A
Directions: Identify the TERM, GENUS, and DIFFERENTIA using the two patterns.
Language is a system of communication which consists of a set of sounds and written symbols
used by the people of a particular country or region for talking or writing.
Pattern 1:
Language is a system of communication which consists of a set of sounds and written symbols used by the
people of a particular country or region for talking or writing.
Pattern 2:
A system of communication which consists of a set of sounds and written symbols used by the people of a
particular country or region for talking or writing is called Language.

Activity B. TERM, GENUS, and DIFFERENTIA

Directions: Write the following as full definitions. Give two sentences using each of the patterns you have
learned. Write your answers on the space provided.
Example:
Psychology – science – human behavior
Pattern 1:
Psychology is a science that studies human behavior.
or:
Psychology is the science of human behavior.
Pattern 2:
The science that studies human behavior is called Psychology.
or:
The science of human behavior is known as Psychology.

1. lyric – poem – the poet expresses his feelings or emotions

Ans.
Pattern 1._____________________________________________
_____________________________________________
Pattern 2. ____________________________________________
____________________________________________

2. matter – anything – occupies space and has weight

Pattern 1.____________________________________________
____________________________________________
Pattern 2. ___________________________________________
____________________________________________

3. botany – a science – deals with the study of plants

Pattern 1._____________________________________________
_____________________________________________
Pattern 2. ____________________________________________
____________________________________________

4. ballad – a narrative poem – intended to be sung

Pattern 1._____________________________________________
_____________________________________________
Pattern 2. ____________________________________________
____________________________________________

5. sonnet – verse form – of 14 lines

Pattern 1._____________________________________________
_____________________________________________
Pattern 2. ____________________________________________
____________________________________________

Answer Key
1. Lyric is a poem that the poet expresses his feelings or emotions.
A poem that the poet expresses his feelings or emotions is lyric.
2. Matter is anything that occupies space and has weight.
Anything that occupies space and has weight is called matter.
3. Botany is a science that deals with the study of plants.
A science that deals with the study of plants is called botany.
4. Ballad is a narrative poem that intended to be sung
A narrative poem that intended to be sung is called ballad.
5. Sonnet is a verse form that of 14 lines.
A verse form that of 14 lines is sonnet.

D. Evaluation
GRAMMAR CHECK
General Directions. Read each item carefully and follow directions as indicated. Write your answers on the
blank.

Write the form of the verb that agrees with the subject or the words being defined.

1. Students _______________ to a group of school age individuals who are enrolled in an educational
institution. ( to refer)

2. Research reports _____________ recorded data prepared by researchers after analyzing information
gathered. (be verb)

3. Inferential statistics ______________the researcher to make inferences from the sample to the
 population. (to allow)

4. Academic performance _____________ the extent to which a student, teacher, or an institution has
attained their educational goals. (to speak of)

5. Mathematics ____________ the science that deals with the logic of shape, quantity, and arrangement.
( be verb)

6. Grade Point Average (GPA) ___________ the average value of the accumulated final grades earned
in courses over time. (to represent)

7. Learning pathways _________ to the specific courses that individual students complete as they
progress in their education toward their graduation. ( to refer)

8. Blended learning _________a style of education in which students learn via electronic and online
media as well as traditional face-to-face teaching. (be verb)

9. Internet ___________ a global computer network providing a variety of information and communication
facilities. (be verb)

10. Prostheses ___________ artificial devices to replace or augment missing or impaired part of the
body. (be verb)

Answer Key
1. refer 6. represents
2. are 7. refer
3. allows 8. is
4. speaks of 9. is
5. are 10. are

E. Assignment
Directions: Complete the following statements with your self-reflections. Write your answers on your answer
sheet.
What are the important points in making grammatically correct definitions?
I have learned that_________________________________________.
I have realized that ________________________________________.
I will apply _______________________________________________.

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
 Cooperating Teacher

LESSON PLAN – GRADE 10

I. Objectives
At the end of the lesson, the learners are expected to:
 compose a research report on a relevant social issue. (EN10SS – IVe – 2.3)

II. Subject Matter

Topic: Compose a Research Report on a Relevant Social Issue
References: English Textbook (Quarter 4 – MELC 5)

III. Procedure
A. Motivation
Word Search Puzzle
Find and circle all the related terms in research found in the box below.

METHODOLOGY CONCLUSION OBJECTIVES INTRODUCTION

SYSTEMATIC ACCURATE INVESTIGATION SOURCES

BACKGROUND REPORT DATA RESEARCH

REFERENCE ABSTRACT RESULTS APPENDIX

A C C U R A T E R O W E Q I O W I
B A R W E D O G A E E W W H P D R
S R G F F I I B A C K G R O U N D
M S R O S N N H D D D G A N R S O
E E E P Q V T J F F F K S M L O L
T E P D X E R E S E A R C H C U P
H T O S Z S O C S A P K F D T D Z
O J R S C T D F O S P H V S C F A
D A T A O I U H U D E G G E A B C
O N W A Y G C U R V N F U N R E I
L H D R T A T K C F D R K T T W T
O B J E C T I V E S I I G M S I A
G G U S E I O I S E X O T E B O M
Y G L U R O N L S W Q P U N A M E
E F O L T N L E E S E T E Y W F T
R P J T E C I R C O F E F R E D S
J O H S R E O T U P S W D E L R Y
O F E C N E R E F E R Q S L H E S
Answer Key

A C C U R A T E R O W E Q I O W I
B A R W E D O G A E E W W H P D R
S R G F F I I B A C K G R O U N D
M S R O S N N H D D D G A N R S O
E E E P Q V T J F F F K S M L O L
T E P D X E R E S E A R C H C U P
H T O S Z S O C S A P K F D T D Z
O J R S C T D F O S P H V S C F A
D A T A O I U H U D E G G E A B C
O N W A Y G C U R V N F U N R E I
L H D R T A T K C F D R K T T W T
O B J E C T I V E S I I G M S I A
G G U S E I O I S E X O T E B O M
Y G L U R O N L S W Q P U N A M E
E F O L T N L E E S E T E Y W F T
R P J T E C I R C O F E F R E D S
J O H S R E O T U P S W D E L R Y
O F E C N E R E F E R Q S L H E S

B. Discussion
HOW DO YOU WRITE YOUR RESEARCH REPORT
Writing the Introduction. Let us start with the first goal by reviewing the essential parts of the
introduction:
A. Brief Background: Provides an overview of the scope of the research.
B. Objectives of the Study: Articulate what you intend to find out or achieve in the study. Some researchers
use research questions that they intend to address in the report. Others articulate the objectives of the
study. Either way, research questions or objectives are tools to guide readers in knowing the direction of the
research.
C. Significance of the Study: Discusses the relevance of the study to your intended audience. Cite the
specific benefits that they can get from the findings of the research.
D. Literature Review: Discusses previous studies done on the chosen topic. Relate how your research
relates to theses previous researches.
In writing the introduction, you also have to think of catchy devices or hooks that would get the
interest of your readers. This can be done through the use of questions, a direct quotation, a startling fact, or
vivid description.

Writing the Body. The body of research reports contains the substantial amount of information that
needs to be clearly and accurately presented and analyzed. The data that will be presented in this section
are meant to address the research questions or objectives. In presenting the gathered information you can
use pie charts, graphs, or tables. Note that you must introduce each illustration appropriately followed by an
adequate discussion of the data presented.
Moreover, you need to use related studies to support or refute the findings. You can do this by
incorporating the notes (summary, quote, paraphrase) that you have gathered in the pre-writing phrase.
Remember to cite your sources using the recommended system of documentation. Also, introduce and
explain the direct quotation, paraphrase, or summary that you have incorporated in the discussions.

Writing the Conclusion. The conclusion is important in bringing home the highlights of the research
paper. A well-written conclusion allows readers to take on a new perspective about the thesis. Moreover, it
provides readers with recommendations that can be explored concerning the topic.

Here’s an example of a simplified research report using the background information on the need for
good nutrition especially with the rising problem on Obesity.

Waistline on the Loose

Introduction:
“Chubby is the new sexy!” as claimed by this generation’s pizza-pasta lovers and coffee-soda
devotees who wouldn’t mind spending bucks in a 24-hour café just to satisfy their tummy’s cravings. And
when your vital statistics started to have “add-ons”, your food-fanatic friends would just exclaim, “you are
not obese nor overweight, you are simply very healthy!
Now, is being chubby or obese, something to celebrate or be worried about?

Body:
Consuming high amounts of fats and sugar and not burning these off through regular exercise
will lead to obesity. This medical problem is particularly caused by eating excessively and moving
minimally. It never sounds good telling someone that it is just fine to be overweight as long as you can
have all the delicacies and sodas that fast foods can offer. Research shows that people living with obesity
are at risk of developing a range of serious health problems such as heart diseases, diabetes, high blood
pressure and certain cancers. Being obese is really unhealthy as study has found that it cuts short life
expectancy an average of 6 and ½ years for those at the low end of “extremely obese” and almost 14
years for those at the high end. Obese individuals may also experience anxiety and mental disorder.

Conclusion:
So, next time your hangout buddies invite you for doses of bottomless milk teas and dips of
delectable food stuffs in an eat-all-you-can restaurant, remember this: “Smile back at them, but this time,
learn to say “No” nicely, that is, if you wish to live long and stay happy!

C. Application
Activity 1. RESEARCH TERMS UNLOCKED
Directions: After familiarizing yourself with research terms, their definitions, characteristics, among others, in
the previous lessons and going through a number of tasks that stretch your knowledge about research, read
carefully the following items and write the letter of the best answer.
1. Which best describes research writing? Research writing_______.
A. gathers new data from secondary sources
B. is an elaborate writing about a topic
C. is expert, systematic, and accurate investigation
D. is a simple systematic and refined technique of writing

2. It explains how research was conducted.

A. Introduction B. Objectives C. Methodology D. Conclusion
3. Which is not a phase of research writing?
A. Identification of the Problem C. Formulation of the Hypothesis
B. Collection of Data D. Analysis of Expenses

4. It provides previous studies done on the chosen topic.

A. Brief background C. Objectives of the Study
B. Significance of the Study D. Literature Review

5. Which of the following section in your research report contains substantial amount of information that
needs to be clearly and accurately presented?
A. Writing the Introduction C. Writing the Body
B. Writing the Conclusion D. Writing the Report

6. This part discusses the relevance of the study to your intended audience.
A. Significance of the Study C. Literature Review
B. Objectives of the Study D. Brief Background

7. It is important in bringing the highlights of the research paper.

A. Introduction B. Body
C. Conclusion D. Objectives

8. An essential part of the introduction which provides an overview of the scope of research.
A. Brief background B. Objectives of the Study
C. Significance of the Study D. Literature Review

9. This part articulates what you intend to find out or achieve in the process.
A. Significance of the Study B. Literature Review
C. Objectives of the Study D. Brief Background

10. It announces your topic, provides context and a rationale for your work, before stating your research
questions and hypothesis.
A. Introduction B. Body
C. Conclusion D. Objectives
Activity 2. MATCH IT RIGHT
Directions: Match the descriptions in Column A by drawing a line with the corresponding research
terminologies listed in Column B.

A B
1. Presents background information, scope, and A. Methodology
focus of the research paper.
2. Provides a review of what others have written or B. Literature Review
researched on concerning the topic.
3. Explains how the research was conducted. C. Introduction
4. Presents the information gathered through the D. Reference
research.
5. Evaluates the results of the study or research. E. Discussion
6. Provides the summary of the research. F. Conclusion
7. Lists all the sources used in the research. G. Results
8. Contains other related information such as H. Research
graphs, charts, tables, lists.
9. Summarizes all sections and helps readers I. Abstract
decide whether or not to read the entire report.
10. A systematic investigation to contribute to an J. Appendix
existing body of knowledge.

Answer Key
1. C 6. F
2. B 7. D
3. E 8. J
4. A 9. I
5. G 10. H

D. Evaluation
Activity 3. COMPOSE A RESEARCH REPORT
Directions: Now it is your turn to compose a research report on a relevant social issue. Reflect on the topic
about the need for good nutrition and healthy well- being to combat stress and depression among
teenagers. You may refer to published articles and write-ups in books, periodicals and the internet to
support your claim or stand.
Title: ___________________________________________________________
Introduction:
______________________________________________________________________
______________________________________________________________________
Body:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Conclusion:
______________________________________________________________________
______________________________________________________________________

E. Assignment
Directions: Complete the following statements with your self-reflections. Write your answers on your answer
sheet.
ALL ABOUT RESEARCH REPORT

Things I learned Things I did well

_______________________ ____________________
_________________________ ____________________
_________________________ ____________________
_________________________ ____________________
_________________________ ____________________

Things I can improve ____________________ Things I need to learn more

____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ___________________

Prepared by:
LOCEL B. CAGUILLO
Student Teacher

Checked by:
VIVILYN C. ABREU
Cooperating Teacher