School Holy Cross College of Calinan Grade Level 10

DAILY LESSON Teacher Xena Marie S. Pascua Learning Area English

PLAN Teaching Dates and Time August 16, 2018 Quarter 2nd
8:00-9:00 AM

At the end of the forty-five-minute period, the students will be able to:
I. OBJECTIVES A. Identify tone and mood in a given text
B. Respond to a certain literature using the same tone and mood of a text
C. Compose an essay from the given tone and mood

The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of
A. Content Standards examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative
language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral
communication; and types of phrases, clauses, and sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in
B. Performance Standards locating library resources; extracting information and noting details from texts to write a précis, summary, or
paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use
phrases, clauses, and sentences meaningfully and appropriately.
C. Learning Competencies/ EN7LT-II-f-2.2.3: Determine tone, mood, technique, and purpose of the author
Objectives
Write the LC code for each
Tone is a manner, a feeling or atmosphere the author has meant to set in the story or towards a subject while
II. CONTENT Mood is the feeling or atmosphere perceived by the reader.

List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and
III. LEARNING RESOURCES in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
 Hands-on learning promotes concept development.
A. References Skill Builders for Efficient Reading
Authored by: Wilhelma G. Borjal

1. Teacher’s Guide pages The text or selection was taken from the internet.
2. Learner’s Materials pages
3. Textbook pages Skill Builders for Efficient Reading p. 72

4. Additional Materials from Story book

Learning Resource (LR) portal
B. Other Learning Resources Whiteboard, white marker, visual Aids, activity sheets, and handouts

These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
IV. PROCEDURES Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment.
A. Reviewing previous lesson or TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
presenting the new lesson
The teacher will great each students and introduce
herself as Lady Saffyhra. (Teacher dresses for the part). Hi, Lady Saffyhra
“Hello, I am Lady Saffyhra. Welcome to the Corners of
wonders. I am the oldest yet the prettiest storyteller
here.”

When you enter the corner of wonders, your name

changes, so you will have to think of new names for Okay, Lady Saffyhra
yourself.

Now, tell me your names. (the students will introduce themselves with their new
names)

Everybody stand. Let us put ourselves in the presence of Liza, (okay let us pray…)
our Lord. Lead the prayer Liza Soberano (Raissa Morano
Rodriguez).

Before you take you seats, pick up the pieces of papers (the students pick up the pieces of papers under their
under your chairs and arrange your chairs properly. chairs and arrange their chairs properly)

Settle yourselves down.

(students will sit down)
Nancy Jewel (Solima Pukunum’s new name. the beadle)
check the attendance.
(Nancy will check the attendance.)
Before we are going to start, I will remind you of our
agreed rules and regulation in class.
1. Turn off your phones or at least set it in a silent (the students will listen)
mode.
2. If you have questions, ask the teacher directly to
avoid disturbing your classmates.
3. If you want to ask or answer the teacher, just raise
your hand and wait until you are recognized.
4. Raise your index finger if you want to go out and
wait until you are recognized.
 5. The class will be divided into three teams and will be
given 100 points each as your participation grade. Every
time a team gets noisy, the teams’ points will be
deducted by five.
6. Revive the lost points by participating orally. The
team of the students who answered correctly to the
teacher’s questions will be rewarded of five points.
7. The scores of the students caught cheating will be
deducted by 10 points.

Okay class, what was our topic last meeting and what
was it all about?
Lady Saffyhra, it was all about verbalizing emotional
response wherein we will be able to know how to show
feelings and emotions through speech.
Very good Dao Ming Si (Rey Adasa’s new name).
(the students will clap their hands)

In identifying the feelings expressed in the line, what are

the things that you have to consider? The atmosphere of the text and the feeling it gives to
the listener.
Very good Angelina Jolie (Kharen’s new name).
(the students will clap their hands)
B. Establishing a purpose for the
lesson The teacher repeats the name of each students, (the students are excited and smiling)
genuflects as she welcome to her “Corner of Wonders”.
Now that we are ready, I shall begin with this old story
entitled “My Father Goes to Court” by Carlos Bulusan.
But before that let us unlock difficult words.

Are you ready to play?

Yes we are, Lady Saffyhra!
Kindly listen to the instruction.

You already group by three, right?

Yes Lady Saffyhra.
I will show you a word and you should pick the correct
picture corresponds to the word that I will be presenting.
There are 5 words, each word is 2 points. Each group
must choose a representative to answer the question.
The first person who can raise her/his hand and can give
the right answer will have 2 points. And after all the
words are presented, the score of each group will be
added to the individual task.

No coaching, okay?

Do you understand the instruction? Got it Lady Saffyhra.

Yes, loud and clear Lady Saffyhra.

The game is cold “Perfect Match”
Let us start the game!

First word “aroma” (the students are clapping their hands)

 What do you think is the answer?

A B Ready set and go!

Tom Cruz (Harry Etil’s new name) what is your answer?
Group 3 representative raise his hand first.
Letter A is correct! The correct answer is letter A.
2 points for the group 3

Aroma is a sweet or pleasant smell. (the group 3 are clapping their hands)

The second word is “contagious”

 A B

Ready set and go!

Maja Salvador (Marielle Albero’s new name) what is your
answer?

Group 1 representative raise her hand first.

Ohhh, sorry Maja but you answer is wrong. My answer is letter B, Lady Saffyhra.

Yes, you are right there is always next time.

It is okey Lady Saffyhra, there is still next time.

So the correct answer is letter?

Yes, the answer is letter A.

Contagious (of an emotion, feeling, or attitude)

(the students answer in chorus)
likely to spread to and affect others. Letter A!

Okay, the third word is “anaemic”

A B
Ready set and go!

What is you answer Julia Montes (Charina Puya’s new

name)

Letter B is correct. Group 2 representative raise her hand first.

Anaemic is pale and sickly looking; lacking vitality.
My answer is letter B.
Okay, let us move on to the fourth word which is
“spectator”
(the group 2 are clapping their hands)

A B

Ready set and go!

What is your answer Dao Ming Si?

Letter A is correct.

Spectator is a person who watches an activity, especially

a sports event, without taking part.
Group 1 representative raise his hand first.

For the last word, what is “morose”

Letter A, Lady Saffyhra.
(the group 1 are clapping their hands)
 A B
Ready set and go!

Liza Soberano what is your answer?

Group 1 representative raise her hand first.

Opps, your answer is wrong.

What is the correct answer class? My answer is letter B.

Yes, the correct answer is letter A.

Morose means unhappy, annoyed, and unwilling to
speak or smile. (the students answer in chorus)
Letter A!

Do you enjoy the activity?

(Nancy answer)
Yes, Lady Saffyhra. It is so much fun.
C. Presenting Now, I want you to listen attentively, okay? (the students response in chorus)
examples/instances of the Okay!
new lesson (The teacher cues the music which plays softly in the (the students just listen as the teacher reads the dialog
background Piano Concerto No. 23 – Wolfgang with musical accompaniment and a normal speed)
Amadeus Mozart).
 The teacher begins a slow, dramatic reading,
synchronized, after she the teacher’s voice rises and falls
with the music.
(the students playfully reread the story out loud, as
(after the teacher read the story) groups/teams)
The teacher asks the students to read the story in
particular manner: sadly, angrily, and cheerfully.

D. Discussing new concepts and Teachers prepare good questions for this part
practicing new skills #1 (after the students read the story)
The teacher gives them a task.

Identify the feeling it gave you as a reader and the

(the students will ask some questions to clarify the
atmosphere of the text given as you list them on the first
instruction given.)
column of the table located under the text. Identify the
words that helped you in identifying the words in the
first column.

Do it within 5 minutes.
Here are your activity sheets.
(see attach copy)
(after five minutes)

Okay class, stop writing and compare your answers to

the answers in this table (showing the answer key).
What are the words in the first column? (the students will read the answers in the first column)

(the students will read the answers in the second

What are the words present in the second column? column)

Now, observe the first column of the table. In the table

you will see bullets in forms of heart and flower.
What are the words that are in the hearts? These are the words that show what we felt while
reading the text.

How about the words in the flowers? These are words that show the atmosphere of the given
text.

The words in the hearts are what we call the MOOD and
in the flowers is the TONE.

So our topic is all about Tone and Mood. But before we (students read in chorus)
proceed, read your objectives for today.

Okay, thank you.

Out from the words in the given table, what are tone
and mood and its difference? Tone is a manner, a feeling or atmosphere the author
has meant to set in the story or towards a subject while
Mood is the feeling or atmosphere perceived by the
reader.
 Therefore Tone is based on the text or the author and
the Mood is based on the readers’ perspective.

Here are some examples of the Tone and Mood. (the

teacher will present a list of examples of tone and mood)

Who can give examples of literary pieces and what are

their tone and mood? (the students will raise their hands and give examples of
literary pieces and identify their tone and mood)

Do you have any questions before we proceed to our (the students will ask questions if they have)
activity?
(the students answer in chorus)
None, Lady Saffyhra.

E. Discussing new concepts and You will be grouped into four. Wear your thinking caps
practicing new skills #2 and have a brainstorming about the activity. You will be
given a manila paper containing an unfinished line
continued to make a brief story. Identify the tone and
mood of the story and underline the words that show it.
After 10 minutes, post your stories in front and discuss
what you have formulated in front. Reporters in each
group will be selected randomly.
Are there any questions before we proceed?

Team A, count off from one to two. (the students will ask some questions to clarify the
Team B, count off from one to two. instruction given.)
(Identify the area of each group)

Go to your groups silently within 5 seconds.

5-4-3-2-1.

(after 10 minutes)

Okay, time’s up.

Go back to your seats and arrange them silently.

Present your stories in front.

(the students will post their manila papers in the board)
Let us start from Team A-2. Do the honor in presenting
your story ____.

Very good Team A-2.

Next will be from Team B-1. Do the honor in presenting

your story ____.

Very good Team B-1.

Next will be from Team B-2. Do the honor in presenting

your story ____.

Very good Team B-2.

 Next will be from Team A-1. Do the honor in presenting
your story ____.

Very good Team A-1.

Okay let’s give everyone a Dionesia clap. May I request (Nancy will come in front and demonstrate the Dionesia
Nancy Jewel to come here in front and teach us how. clap)

F. Developing mastery (leads to Okay, class let us have an activity. Kindly arrange all the
Formative Assessment 3) chairs in the corner so that there will be a big space in
the centre. Then form a circle in the centre. We’ll going
to sing a song and while singing you’ll pass the toy and
the person who is holding the toy when I say “stop” will
be the one to answer the question I’ll be showing using
the PPT.

Are you ready? (the students answer in chorus)

Okay, let us start. Yes we are!

The teacher facilitates the activity.

(the students start singing)
Questions:
Read the following lines from "The Garden of
Proserpine" by Algernon Swinburne. Then answer the
question below.

There go the loves that wither [dry up],

The old loves with wearier wings;
And all dead years draw thither [there]
And disastrous things;
Dead dreams of days forsaken,
Blind buds that snows have shaken,
Wild leaves that winds have taken,
Red strays of ruined springs. ...
And love, grown faint and fretful
With lips but half regretful
Sighs, and with eyes forgetful
Weeps that no loves endure [last].

In the first two lines, what images does the speaker use
to describe love?

a) Loves that go away and have exhausted wings

b) Loves that grow both wobbly and worrisome
c) Loves that die
d) Loves whose is both young and old
2. Based on the poem in question no. 1, what mood do
the details in the poem convey?

a) Wastefulness and excess

b) Happiness
c) Sadness and despair
d) Mistrust

3. The sun was bright and the sky was clear. Joan jogged
down the path with Rex at her side and smiled about
last night's victory. The tone of this excerpt can be best
described as _____.

a) cheerful
b) mundane
c) wistful
d) gloomy

4. The author's overall attitude toward a subject is called

_____.

a) tone
b) dissonance
c) metaphor
d) mood

5. Why is it important for an author to be able to use

 mood effectively?

a) So that they can control the feelings that their

work evokes in the reader.
b) So that the reader has a clear sense of what the
author thinks about the characters.
c) So that the reader has a clear sense of what the
author thinks about the entire piece.
d) So that they can control the mental images that
their work evokes in the reader.

G. Finding practical applications Who among you here loves to write a poem or story? (the students are raising their hands)
of concepts and skills in daily Well, everyone loves to write a poem or story.
living
 Is it necessary to use mood effectively? Why or
why not? (the students will answer the following questions)
 In creating poem or story, is it necessary to know
the differences of mood and tone? Why or why
not?
(the teacher will add some information/idea)
H. Making generalizations and What is a Tone? Tone is a manner, a feeling or atmosphere the author
abstractions about the lesson has meant to set in the story or towards a subject.

Mood is the feeling or atmosphere perceived by the

What is a Mood? reader.

(the students will give examples of tone)

 Give some examples of Tone
(the students will give examples of mood)
Give some examples of Mood

I. Evaluating learning Read the literary piece entitled Still I Rise by Maya (the students begin to answer the answer sheet)
Angelou and identify the tone and mood of the piece.
Respond to the piece using the same mood and tone by
writing a two-stanza-paragraph in the space provided in
your answer sheet. Do it 5 five minutes.

(after 5 minutes)
Okay pens’ up!
Pass your papers in front at the count of five. 5-4-3-2-1.

J. Additional activities for Application (the students are starting to read and answer the given
application or remediation 1. Read the poem entitled “Annabelle Lee” by task)
Edgar Allan Poe and identify its mood and tone.
Underline the words that showed that helped
you identify the tone and mood of the story.

There are some cases wherein class suspension will (the class will cheer)
V. REMARKS happen.

“Okay, class. It was declared that tomorrow will be a

 holiday.”

“Because of that, we can’t discuss the topic tomorrow. I

will then leave you with an activity that will exercise your
brain while we are out of class.”

Research for more examples of Tone and Mood.

Twenty-five examples each. Write it on your notebook. I Okey, Lady Saffyhra.
will check it the next day.

Let us call it a day.

Let us pray.
Dao Ming Si lead (the prayer)
Goodbye class.
Goodbye ma’am.
Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a
VI. REFLECTION teacher. Think about your students' progress this week. What works? What else to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them. You can ask
them relevant questions.)
A. No. of learners who earned Out of 20 learners there are 13 learners who earned 80% in the evaluation.
80% in the evaluation
B. No. of learners who require Out of 20 learners there are 7 learners who require additional activities for remediation.
additional activities for
remediation
C. Did the remedial lessons The remediation lesson worked since there has been slight of improvement found. Out of 7 learners, there are 3
work? No. of learners who who caught up with the lesson.
have caught up with the
 lesson
D. No. of learners who continue There are 2 learners who need to continue remediation.
to require remediation
E. Which of my teaching The group activities worked well since the students were motivated to learn and it caught their interest and it made
strategies worked well? Why them feel that learning is an enjoyable process.
did these work?
F. What difficulties did I There are no difficulties found that needs principal supervision.
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized The innovations I’ve used are more on competitive games and group activities since my students are teenager
materials did I use/discover already, they love to compete and it makes the class interactive.
which I wish to share with
other teachers?
 ACTIVITY SHEET NO. 1

My Father Goes To Court

Carlos Bulusan

When I was four, I lived with my mother and brothers and sisters in a small town on the island of Luzon. Father’s farm had been destroyed in 1918 by one of our
sudden Philippine floods, so several years afterwards we all lived in the town though he preferred living in the country. We had as a next door neighbour a very
rich man, whose sons and daughters seldom came out of the house. While we boys and girls played and sang in the sun, his children stayed inside and kept the
windows closed. His house was so tall that his children could look in the window of our house and watched us played, or slept, or ate, when there was any food
in the house to eat.
Now, this rich man’s servants were always frying and cooking something good, and the aroma of the food was wafted down to us form the windows of the big
house. We hung about and took all the wonderful smells of the food into our beings. Sometimes, in the morning, our whole family stood outside the windows
of the rich man’s house and listened to the musical sizzling of thick strips of bacon or ham. I can remember one afternoon when our neighbour’s servants
roasted three chickens. The chickens were young and tender and the fat that dripped into the burning coals gave off an enchanting odour. We watched the
servants turn the beautiful birds and inhaled the heavenly spirit that drifted out to us.

Some days the rich man appeared at a window and glowered down at us. He looked at us one by one, as though he were condemning us. We were all healthy
because we went out in the sun and bathed in the cool water of the river that flowed from the mountains into the sea. Sometimes we wrestled with one another
in the house before we went to play. We were always in the best of spirits and our laughter was contagious. Other neighbors who passed by our house often
stopped in our yard and joined us in laughter.

As time went on, the rich man’s children became thin and anemic, while we grew even more robust and full of life. Our faces were bright and rosy, but theirs
were pale and sad. The rich man started to cough at night; then he coughed day and night. His wife began coughing too. Then the children started to cough,
one after the other. At night their coughing sounded like the barking of a herd of seals. We hung outside their windows and listened to them. We wondered
what happened. We knew that they were not sick from the lack of nourishment because they were still always frying something delicious to eat.

One day the rich man appeared at a window and stood there a long time. He looked at my sisters, who had grown fat in laughing, then at my brothers, whose
arms and legs were like the molave, which is the sturdiest tree in the Philippines. He banged down the window and ran through his house, shutting all the
windows.

From that day on, the windows of our neighbor’s house were always closed. The children did not come out anymore. We could still hear the servants cooking in
the kitchen, and no matter how tight the windows were shut, the aroma of the food came to us in the wind and drifted gratuitously into our house.

One morning a policeman from the presidencia came to our house with a sealed paper. The rich man had filed a complaint against us. Father took me with him
when he went to the town clerk and asked him what it was about. He told Father the man claimed that for years we had been stealing the spirit of his wealth
and food.
When the day came for us to appear in court, father brushed his old Army uniform and borrowed a pair of shoes from one of my brothers. We were the first to
arrive. Father sat on a chair in the center of the courtroom. Mother occupied a chair by the door. We children sat on a long bench by the wall. Father kept
jumping up from his chair and stabbing the air with his arms, as though we were defending himself before an imaginary jury.

The rich man arrived. He had grown old and feeble; his face was scarred with deep lines. With him was his young lawyer. Spectators came in and almost filled
the chairs. The judge entered the room and sat on a high chair. We stood in a hurry and then sat down again.

After the courtroom preliminaries, the judge looked at the Father. “Do you have a lawyer?” he asked.

“I don’t need any lawyer, Judge,” he said.

“Proceed,” said the judge.

The rich man’s lawyer jumped up and pointed his finger at Father. “Do you or you do not agree that you have been stealing the spirit of the complaint’s wealth
and food?”

“I do not!” Father said.

“Do you or do you not agree that while the complaint’s servants cooked and fried fat legs of lamb or young chicken breast you and your family hung outside his
windows and inhaled the heavenly spirit of the food?”

“I agree.” Father said.

“Do you or do you not agree that while the complaint and his children grew sickly and tubercular you and your family became strong of limb and fair in
complexion?”

“I agree.” Father said.

“How do you account for that?”

Father got up and paced around, scratching his head thoughtfully. Then he said, “I would like to see the children of complaint, Judge.”

“Bring in the children of the complaint.”

They came in shyly. The spectators covered their mouths with their hands, they were so amazed to see the children so thin and pale. The children walked silently
to a bench and sat down without looking up. They stared at the floor and moved their hands uneasily.

Father could not say anything at first. He just stood by his chair and looked at them. Finally he said, “I should like to cross – examine the complaint.”

“Proceed.”

“Do you claim that we stole the spirit of your wealth and became a laughing family while yours became morose and sad?” Father said.

“Yes.”

“Do you claim that we stole the spirit of your food by hanging outside your windows when your servants cooked it?” Father said.

“Yes.”

“Then we are going to pay you right now,” Father said. He walked over to where we children were sitting on the bench and took my straw hat off my lap and
began filling it up with centavo pieces that he took out of his pockets. He went to Mother, who added a fistful of silver coins. My brothers threw in their small
change.

“May I walk to the room across the hall and stay there for a few minutes, Judge?” Father said.

“As you wish.”

“Thank you,” father said. He strode into the other room with the hat in his hands. It was almost full of coins. The doors of both rooms were wide open.

“Are you ready?” Father called.

“Proceed.” The judge said.

The sweet tinkle of the coins carried beautifully in the courtroom. The spectators turned their faces toward the sound with wonder. Father came back and stood
before the complaint.

“Did you hear it?” he asked.

“Hear what?” the man asked.

“The spirit of the money when I shook this hat?” he asked.

“Yes.”

“Then you are paid,” Father said.

The rich man opened his mouth to speak and fell to the floor without a sound. The lawyer rushed to his aid. The judge pounded his gravel.

“Case dismissed.” He said.

Father strutted around the courtroom the judge even came down from his high chair to shake hands with him. “By the way,” he whispered, “I had an uncle who
died laughing.”

“You like to hear my family laugh, Judge?” Father asked?

“Why not?”

“Did you hear that children?” father said.

My sisters started it. The rest of us followed them soon the spectators were laughing with us, holding their bellies and bending over the chairs. And the laughter
of the judge was the loudest of all.

Atmosphere (text and reader) Helping Words