Lesson Plan in English Grade 10 using SOLO

Lesson Plan in English 10

1. Demonstration Teaching Lesson Plan in English 10
Using Structure of the Observed Learning Outcomes (SOLO) Model
DAILY LESSON PLAN
School: KUMALARANG NATIONAL HIGH SCHOOL Grade Level: 10
Teacher: JUSTICE GEE M. SUMAMPONG Learning Area:ENGLISH
Time
Allotment/Date:
45 mins. / September 18,2024 Quarter: 1
st

I. OBJECTIVES
A.Content Standards The learner demonstrates communicative competence through his/ her
understanding of literature and other text types for a deeper appreciation of
World Literature, including Philippine Literature.
B.Performance Standard The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
C.Learning Competencies Compare and contrast the contents of the materials viewed with outside
sources of
information in terms of accessibility and effectiveness (EN10VC-IVa-15)
Specific Objectives
At the end of the lesson the students will be able:
1. identify the similarities and differences between movies and texts,
2. discuss how the story is presented in both the book and the movie;
and
3. explain their preference for the book or the movie and describe
how each version shaped their understanding of the story.
D.Learning Approach to be
used
Constructivist and Collaborative Approach integrating Structure of Observed
Learning Outcomes Model
II. CONTENT
Movies vs Texts
III. LEARNING RESOURCES
A.References
1.Teacher’s Guide pages -
2.Learners Material pages pp. 4-11
3.Textbook pages -
4.Additional materials from
Learning Resource (LR)
portal.
-
B.Other Learning Resource Printed handouts, ppt, laptop and television
IV. PROCEDURES
REVIEW
-reviewing previous lesson or
presenting the new lesson/
unlocking of difficult terms
Preparatory Activities
-Prayer
-Checking of attendance.
-Setting of classroom standards (DAISY)

2. D – Do your best: Always put in effort and strive for improvement in every task.
A – Act respectfully: Be polite and considerate to everyone in the classroom.
I – Include others: Make sure to include everyone and promote teamwork.
S – Stay focused: Pay attention, follow instructions, and avoid distractions.
Y – Yearn to learn: Stay curious and eager to discover new things.
Before the conduct of the activity, teacher presents the rubrics and explain
how it works for guidance.
Activity 1: Word Scramble
Directions: Unscramble the jumbled letters to find the correct word based on
the meanings provided. After identifying the word, solve the provided
numerical formula to determine its score. The score from the formula will be
awarded for each correct word. The group with the highest total score at the
end wins.
1.Adaptation: TDAOIAAPTN - The process of transforming a written
story, drama or poem into a different medium. Formula: (3+4)−2=?
Science: In biology, it refers to the process by which an organism
becomes better suited to its environment. It involves changes in the
structure, function, or behavior of an organism that enhance its survival
and reproduction.
2.Gorgon: RGOOGN - In Greek mythology, a monstrous creature with
snakes for hair, whose gaze could turn people to stone. Formula: 10÷2=?
3.Perseus: SUPEERS - A hero in Greek mythology who is famous for
slaying the Gorgon Medusa. Formula: (8−3)+2=?
4.Portrayal: ATYLRORPA - The way in which a character, event, or scene
is represented or depicted, especially in a movie or story. Formula:
9−(2×1)=?
MOTIVATION Activity 2: Show a short clip (4 minutes) from the movie adaptation of the
selected text.
Question:
1.What movie do you think this clip is from? (Unistructural)
2.What is the name of the character who has snakes on her head?
(Unistructural)
3.Who defeated Medusa in the scene? (Unistructural)
4.What did you notice about the way the movie portrayed this scene?

3. (Relational)
PRESENTATION MELC: Compare and contrast the contents of the materials viewed with outside
sources of
information in terms of accessibility and effectiveness (EN10VC-IVa-15)
Lesson Objectives:
At the end of the lesson the students will be able:
1. identify the similarities and differences between movies and texts,
2. discuss how the story is presented in both the book and the movie; and
3. explain their preference for the book or the movie and describe how each
version shaped their understanding of the story.
LESSON DEVELOPMENT Activity 3: POPCORN READING
Procedure: Have students take turns reading aloud from a passage. The
teacher reads the first sentence and then "pops" the reading to the students
by calling their group name. Continue until everyone has had a turn. After
reading, discuss the passage to check understanding and share insights.
Ask the following questions for interactive discussions:
1.What is the title of the story? (Unistructural)
2.What have you observed about the story? (Multistructural)
3.Which is better: stories in movies or stories in texts? (Relational)
4.What are stories in movies? (Unistructural)
5.What are stories in texts? (Unistructural)
6.What are their similarities and differences? (Multistructural)
APPLICATION (Collaborative Approach)
Activity 4: House of COLLAB!
Procedure:
1. Learners will be grouped into two (4) given differentiated instructions to
address learners needs by grouping them according to their readiness.
Group 1: The Visuals. - Focus on the movie and create a simple drawing or
chart to show how the movie and text are different.
Group 2: The Responders. – Focus on how dialogue (the spoken words of
the characters) and sound (such as background noises, music, or sound
effects) differ between the text and the movie.
Group 3: The Kinesthetics. - Act out a scene from both the text and movie
to compare how the characters move and interact.
Group 4: The Analysts. - Use a comparison worksheet to find differences
in the story, characters, and themes.
Review and process the students' answers after all performances are completed.
GENERALIZATION Which do you prefer, the movie or the text? How did each influence your
understanding of the story?

4. EVALUATION Directions: Read each questions carefully. Write your answers in a sheet of
paper.
1. Which of the following is a common similarity between movies and texts?
(Unistructural)
A. Both always use special effects
B. Both tell a narrative through characters and plot
C. Both are presented in visual formats
D. Both have the same length
2. What is a key difference between how a story is presented in a text
compared to a movie? (Multistructural)
A. Texts include sound effects, while movies do not
B. Movies provide visual and auditory details, while texts rely on written
descriptions
C. Texts show real-life action, while movies use animated graphics
D. Movies use more descriptive language than texts
3. In discussing a story, which aspect is unique to the book compared to the
movie? (Unistructural)
A. The use of visual effects
B. The direct portrayal of characters by actors
C. The opportunity for readers to imagine scenes and characters
D. The inclusion of background music
4. Which of the following best explains how personal preference for a book or
movie might influence understanding of a story? (Relational)
A. Preferences do not affect understanding; they only influence enjoyment
B. Preferences can shape how readers or viewers interpret the story’s
themes and characters
C. Preferences make the story more enjoyable but do not impact
comprehension
D. Preferences only affect how long the reader or viewer engages with the
story
5. If a student prefers the movie version of a story, how might this preference
affect their understanding compared to the book? (Relational)
A. They might focus more on visual details and less on the story’s internal
dialogue
B. They will have a deeper understanding of the text’s language
C. They will ignore the movie’s special effects
D. They will likely recall more of the text’s specific details

5. AGREEMENT Directions: Fill out the shapes with corresponding questions to sum up your
understanding, questions to ask, and areas that are not clear.
V. REMARKS
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these works?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use / discover which I wish to share with other teachers?
Prepared by: Noted by:
JUSTICE GEE M. SUMAMPONG RIZA L. ARMENIO
Teacher – III Head Teacher – III
APPROVED:
JENNA L. CERVANTES, Ed.D.
School Principal - II