Detailed Lesson Plan in: ENGLISH for Grades 7 (

Quarter 1-Week 1- SY 2020-2021)

Detailed Lesson Plan in ENGLISH 10 2nd Quarter - Week 1 Day 1-5

Learning Competencies:

a. Observe the language of research, campaigns and advocacies.

b. Formulate a statement of opinion and assertion.

I. Objectives:

1. Use locational skills to gather information from primary and secondary sources of information.
2. Explain how the elements specific to a genre contribute to the theme of a particular literary selection.
3. Express appreciation for sensory image used
4. Recognize the ideas using principles of cohesion and coherence.
5. Get familiar with technical terms in research.
6. Observe the language of research, campaign, and advocacies.
7. Formulate statement of opinion or assertion.

II. Content:

a) References: Learning Module for Grade 10, English CG- May 2016
b) Instructional Materials: pictures/illustrations, graphic organizers
Sources: https://www.youtube.com/watch?v=ADNgEHFDYzo
https://digitalresource.center/content/opinion-or-mere-assertion
https://biography.yourdictionary.com/antoine-de-saint-
exupery#:~:text=Antoine%20de%20Saint%2DExup%C3%A9ry%20was,as%20an%20air%20force%20officer
https://literarydevices.net/assertion/
https://www.google.com/search?q=editorial+cartoon+july+2,2020&tbm=isch&chips=q:editorial+cartoon+july+2+
2020,online_chips:philstar+com&hl=en&ved=2ahUKEwjAur3Qma7qAhXNgUsFHUp3Bv0Q4lYoB3oECAEQHQ
&biw=1349&bih=608#imgrc=9sSSrxNAwsG06M
https://www.google.com/search?q=editorial+cartoon+july+2%2C2020&tbm=isch&ved=2ahUKEwj2jNi-
ma7qAhVrm0sFHfzIAJkQ2-
cCegQIABAA&oq=editorial+cartoon+july+2%2C2020&gs_lcp=CgNpbWcQA1DhgwJY4YMCYL-
LAmgAcAB4AIAB0gKIAdICkgEDMy0xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=Y6H9XrbPFOu2rt
oP_JGDyAk&bih=657&biw=1366#imgrc=Q8LM5y7o7-5PIM

III. Procedure:

*Note: Use your English Activity Notebook in answering this module.

DAY 1

A. Reviewing of Previous Lesson or Presenting the New Lesson

Task 1: Have More Fun in the Philippines

Complete the concept map by supplying it with information that can be taken from the video clip. Write the key
concepts about the topic in the circles and the details from these key concepts in the rectangles. It is very
important to closely watch the video.

Source: It’s More Fun in the Philippines | DOT Official AVP. Retrieved on June 20, 2014,
https://www.youtube.com/watch?v=ADNgEHFDYzo
Copy and accomplish the concept map below on your activity notebook.

Processing Questions:

1. After watching the video, did you see how diverse our country really is?
2. What new information did you gather from the video?

B. Establishing a Purpose for the Lesson

Task 2: Grounded

Can you classify and tell whether the materials listed below are primary or secondary sources of
information? Write P if the material is primary or S if the material is secondary.

_________1. Letters and diaries _________6. Encyclopedia

_________2. History textbooks _________7. Newspaper
_________3. Government documents _________8. Journals
_________4. Manuscripts _________9. Magazine
_________5. Video tape _________10. Artifact

Task 3: Know Thyself

Complete the statements below by identifying what you already know and what you still have to know
about the topic.

1. A questionnaire is
________________________________________________________________________________________
________________________________________________________________________________________
2. A questionnaire is important because
________________________________________________________________________________________
________________________________________________________________________________________
3. A questionnaire can be created by
________________________________________________________________________________________
________________________________________________________________________________________
DAY 2

Task 4: Word Match

Select five (5) unfamiliar words from the text and give the meaning of each. Make two columns like what is
presented below and accomplish the activity on your notebook.
WORDS MEANING
C. Presenting Examples/Instances of the lesson
Task 5: Background Check

Answer the anticipation guide to preview the text you are about to read. On the Agree/Disagree column, place
( ) if you agree or (x) if you disagree with the statement. Then, on the page column, write the page number
where you find answer to each statement.

Statement Agree/Disagree Page

The Fox immediately becomes a

friend of the Little Prince.
The Little Prince is willing to tame
the Fox.
The Fox instructed the Little
Prince about the “rite” that he
must perform.
The Fox cried when the Little
Prince left.
Once a person tames something,
it becomes special.

Your Text

Below is background information about the author of the text that you are about to read. Go over the
information to help you understand the text.
Antoine de Saint-Exupéry Facts

The French novelist and essayist Antoine de Saint-Exupéry (1900-1944), a pioneer commercial pilot, more
than any other writer can be regarded as the poet of flight.

Antoine de Saint-Exupéry was born in Lyons on June 29, 1900; he attended Jesuit schools in France and
Switzerland. He was a poor and unruly student but took great interest in the rapidly developing science of
flight. In 1921 he began military service and learned to fly, later being commissioned as an air force officer.
After 3 years in business, Saint-Exupéry became a commercial pilot in 1926, flying first from France to
Morocco and West Africa. From his experiences he drew the novel that launched his literary career in 1929,
Courrier Sud (Southern Mail). Here he portrays the pilot's solitary struggle against the elements and his sense
of dedication to his vocation, stronger even than love.

In 1929 Saint-Exupéry was transferred to Buenos Aires, and he married in 1931. The same year he published
his second book, Vol de nuit (Night Flight). Again the theme is the pilot's devotion to duty, and although, as in
Courrier Sud, it ends in his death, this is seen not as defeat but as victory, a step forward in man's conquest of
his environment. For Saint-Exupéry there are higher values than human life, and the novel achieves an almost
tragic intensity.

During the following years Saint-Exupéry pursued his flying career, despite several crashes, but published no
more books until 1939, when he brought out Terre des hommes (Wind, Sand and Stars). Less a novel than a
series of essays containing the pilot's meditations, poetic in tone, on the spiritual aspects of the adventure of
flight, it brought Saint-Exupéry to the height of literary fame.

In 1939 Saint-Exupéry rejoined the French air force and was decorated for bravery in 1940. After the French
defeat, he went to the United States, where he wrote Pilote de guerre (Flight to Arras), published in 1942. This
is the record of a reconnaissance mission in May 1940, during the German invasion of France, and the
author's almost miraculous survival against enormous odds. In 1943 he rejoined his unit in North Africa,
fighting with the Free French; although now overage, he insisted on undertaking reconnaissance missions. On
July 31, 1944, his aircraft disappeared near Corsica, probably shot down by a German fighter; no trace was
ever discovered.

Other works of Saint-Exupéry include a children's story, Le Petit prince (1943; The Little Prince); a long
philosophical work published posthumously, Citadelle (1948; The Wisdom of the Sands); and volumes of
correspondence and notebook jottings.

The Little Prince

(excerpt)
by Antoine de Saint-Exupery

It was then that the fox appeared. “Good morning,” said the fox. “Good morning,” the little prince
responded politely, although when he turned around he saw nothing.
 “I am right here,” the voice said, “under the apple tree.”

“Who are you?” asked the little prince, and added, “You are very pretty to look at.”

“I am a fox,” said the fox.

“Come and play with me,” proposed the little prince. “I am so unhappy.”

“I cannot play with you,” the fox said. “I am not tamed.”

“Ah! Please excuse me,” said the little prince. But, after some thought, he added:
“What does that mean — ‘tame’?”

“You do not live here,” said the fox. “What is it that you are looking for?”

“I am looking for men,” said the little prince. “What does that mean — ‘tame’?”

“Men,” said the fox. “They have guns, and they hunt. It is very disturbing. They also raise chickens.
These are their only interests. Are you looking for chickens?”

“No,” said the little prince. “I am looking for friends. What does that mean — ‘tame’?”

“It is an act too often neglected,” said the fox. “It means to establish ties.”

“‘To establish ties’?”

“Just that,” said the fox. “To me, you are still nothing more than a little boy who is just like a hundred
thousand other little boys. And I have no need of you. And you, on your part, have no need of me. To you, I am
nothing more than a fox like a hundred thousand other foxes. But if you tame me, then we shall need each
other. To me, you will be unique in all the world. To you, I shall be unique in all the world…”

“I am beginning to understand,” said the little prince. “There is a flower… I think that she has tamed
me…”

“It is possible,” said the fox. “On the Earth one sees all sorts of things.”

“Oh, but this is not on the Earth!” said the little prince.

The fox seemed perplexed, and very curious. “On another planet?”

“Yes.”

“Are there hunters on this planet?”

“No.”

“Ah, that is interesting! Are there chickens?”

“No.”

“Nothing is perfect,” sighed the fox. But he came back to his idea. “My life is very monotonous,” the fox
said. “I hunt chickens; men hunt me. All the chickens are just alike, and all the men are just alike. And, in
consequence, I am a little bored. But if you tame me, it will be as if the sun came to shine on my life. I shall
know the sound of a step that will be different from all the others. Other steps send me hurrying back
underneath the ground. Yours will call me, like music, out of my burrow. And then look: you see the grain-fields
down yonder? I do not eat bread. Wheat is of no use to me. The wheat fields have nothing to say to me. And
that is sad. But you have hair that is the colour of gold. Think how wonderful that will be when you have tamed
me! The grain, which is also golden, will bring me back the thought of you. And I shall love to listen to the wind
in the wheat…”

The fox gazed at the little prince, for a long time. “Please — tame me!” he said.

“I want to, very much,” the little prince replied. “But I have not much time. I have friends to discover, and
a great many things to understand.”

“One only understands the things that one tames,” said the fox. “Men have no more time to understand
anything. They buy things all ready made at the shops. But there is no shop anywhere where one can buy
friendship, and so men have no friends any more. If you want a friend, tame me…”
 “What must I do, to tame you?” asked the little prince.

“You must be very patient,” replied the fox. “First you will sit down at a little distance from me — like
that — in the grass. I shall look at you out of the corner of my eye, and you will say nothing. Words are the
source of misunderstandings. But you will sit a little closer to me, every day…”

The next day the little prince came back.

“It would have been better to come back at the same hour,” said the fox. “If, for example, you come at
four o’clock in the afternoon, then at three o’clock I shall begin to be happy. I shall feel happier and happier as
the hour advances. At four o’clock, I shall already be worrying and jumping about. I shall show you how happy I
am! But if you come at just any time, I shall never know at what hour my heart is to be ready to greet you…
One must observe the proper rites…”

“What is a rite?” asked the little prince.

“Those also are actions too often neglected,” said the fox. “They are what make one day different from
other days, one hour from other hours. There is a rite, for example, among my hunters. Every Thursday they
dance with the village girls. So Thursday is a wonderful day for me! I can take a walk as far as the vineyards.
But if the hunters danced at just any time, every day would be like every other day, and I should never have
any vacation at all.”

So the little prince tamed the fox. And when the hour of his departure drew near —

“Ah,” said the fox, “I shall cry.”

“It is your own fault,” said the little prince. “I never wished you any sort of harm; but you wanted me to tame
you…”

“Yes, that is so,” said the fox.

“But now you are going to cry!” said the little prince.

“Yes, that is so,” said the fox.

“Then it has done you no good at all!”

“It has done me good,” said the fox, “because of the color of the wheat fields.” And then he added: “Go
and look again at the roses. You will understand now that yours is unique in all the world. Then come back to
say goodbye to me, and I will make you a present of a secret.”

The little prince went away, to look again at the roses. “You are not at all like my rose,” he said. “As yet
you are nothing. No one has tamed you, and you have tamed no one. You are like my fox when I first knew
him. He was only a fox like a hundred thousand other foxes. But I have made him my friend, and now he is
unique in all the world.” And the roses were very much embarrassed. “You are beautiful, but you are empty,”
he went on. “One could not die for you. To be sure, an ordinary passerby would think that my rose looked just
like you — the rose that belongs to me. But in herself alone she is more important than all the hundreds of you
other roses: because it is she that I have watered; because it is she that I have put under the glass globe;
because it is she that I have sheltered behind the screen; because it is for her that I have killed the caterpillars
(except the two or three that we saved to become butterflies); because it is she that I have listened to, when
she grumbled, or boasted, or even sometimes when she said nothing. Because she is my rose.”

And he went back to meet the fox. “Goodbye,” he said.

“Goodbye,” said the fox. “And now here is my secret, a very simple secret: It is only with the heart that
one can see rightly; what is essential is invisible to the eye.”

“What is essential is invisible to the eye,” the little prince repeated, so that he would be sure to
remember.

“It is the time you have wasted for your rose that makes your rose so important.”

“It is the time I have wasted for my rose — ” said the little prince, so that he would be sure to
remember.

“Men have forgotten this truth,” said the fox. “But you must not forget it. You become responsible,
forever, for what you have tamed. You are responsible for your rose…”
“I am responsible for my rose,” the little prince repeated, so that he would be sure to remember.
DAY 3

Task 6: Processing Questions:

1. Who are the characters in the excerpt? Describe each.

2. How important is the “rite” or “ritual” of taming in the friendship of the Little Prince and the Fox?
3. Do you think you have tamed another and have been tamed as well?

D. Discussion of New Concepts

Task 7: Key Concepts

A. Coherence

When sentences, ideas, and details fit together clearly, readers can follow along easily, and the writing is
coherent. The ideas tie together smoothly and clearly. To establish the links that readers need, you can use
the methods listed here. Note that good writers use a combination of these methods. Do not rely on and
overuse any single method – especially transitional words.

1. Repetition of a Key Term or Phrase

This helps to focus your ideas and to keep your reader on track.

Example:
The problem with contemporary art is that it is not easily understood by most people. Contemporary art is
deliberately abstract, and that means it leaves the viewer wondering what she is looking at.
2. Synonyms
Synonyms are words that have essentially the same meaning, and they provide some variety in your word
choices, helping the reader to stay focused on the idea being discussed.

Example:
Myths narrate sacred histories and explain sacred origins. These traditional narratives are, in short, a set of
beliefs that are a very real force in the lives of the people who tell them.
3. Pronouns
This, that, these, those, he, she, it, they, and we are useful pronouns for referring back to something previously
mentioned. Be sure, however, that what you are referring to is clear.

Example:
When scientific experiments do not work out as expected, they are often considered failures until some other
scientist tries them again. Those that work out better the second time around are the ones that promise the
most rewards.

4. Transitional Words
There are many words in English that cue our readers to relationships between sentences, joining sentences
together. See below for a table of transitional words. There you'll find lists of words such as however,
therefore, in addition, also, but, moreover, etc.

Example:
I like autumn, and yet autumn is a sad time of the year, too. The leaves turn bright shades of red and the
weather is mild, but I can't help thinking ahead to the winter and the ice storms that will surely blow through
here. In addition, that will be the season of chapped faces, too many layers of clothes to put on, and days
when I'll have to shovel heaps of snow from my car's windshield.

E. Continuation of the Discussion of New Concepts

Task 8: Key Concepts

In order to successfully complete a research report, you have to develop and limit a good research topic. Your
teacher might assign a topic to you, but most of the time your teacher will allow you to select a topic of interest.
You have to realize that selecting and limiting a good research topic may not be easy as it sounds. The
research topic must be focus enough to be significant and interesting, and comprehensive enough for you to
find adequate information.

Read and understand the lecture about selecting and limiting a research topic. Then, answer the questions in
order to identify a good research topic.
How to Select and Limit a Research Topic

1. Brainstorm for Ideas – What local treasure or heritage in the community would you like to research
on? Why does it interest you and what would you like to know more about it? Do you have an
opinion about the local treasure or heritage?
2. Identify the Sources of General Background Information – What sources of information can you use
to gather information? Who can help you on providing information about the topic? Can you use the
library, magazines, journals, periodicals or internet to collect information? Do you know any
organization that can help you in gathering information?
3. Focus on Your Topic – What specific area or factor of the local treasure or heritage in the
community would you focus your research on? Why did you decide to focus on that specific area or
aspect? Who is affected by the topic?
4. Make a List of Useful Keywords – What are the keywords that you can use to best describe your
topic?
5. Be Flexible – What are the considerations or adjustments that you would do if ever there is a need
to modify your research topic?
6. Define Your Topic as a Focused Research Question – What is the primary question that your
research topic wants to answer?
7. Formulate a Thesis Statement – What is the thesis statement of the study that you would like to
conduct?

Task 9: Step-by-Step Process

Write the steps in selecting and limiting a research topic in chronological order and give details for each step.
Copy and accomplish the graphic organizer for your answers.

Steps Details
Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

Step 7:

DAY 4

At this point, you are going to focus on the method that is most commonly associated with survey research
questionnaires. Questionnaires need to give you the information that you are looking for. Study the following
steps on how to write a questionnaire.

How to Develop a Questionnaire for Research

1. Figure out what information you are trying to gather from this survey. What is your main objective in
doing the questionnaire? What information do you need from the respondents in order to meet your
objectives? Think of questions that will address your objectives. You should not include any question
that is not directly useful to your research.
2. Write an introduction for your questionnaire. This should explain a little about your questionnaire: why
are you doing it and what is your goal. The introduction, while brief, should engage your target
audience. Think about how much time they have, and administer the questionnaire based on that
estimate.
3. Use closed questions for questionnaires. A closed question is one that can be answered with a word or
phrase. This makes it easy for the respondent to give their answer without having to think of an
articulate way to word it. Closed questions also make classification of response easier.
4. Order your questions in a way that is meaningful and easy to follow. Start with questions that are easy
to understand and easy to answer. Opening with harder questions is discouraging and may scare your
respondents before they complete your entire survey. Easy questions help encourage your participants
to finish answering. The questions should flow in an order that sounds natural and does not skip around
too much.
 5. Put the more important questions at the beginning of your questionnaire, especially if the survey is
rather lengthy. Place more important questions in the first part of the questionnaire.
6. Add a little variety of your questions. While closed questions are best for ease of answering and
analyzing purposes, adding in a couple of open-ended questions helps keep respondents from
becoming bored. Open-ended questions require respondents to write out their answers and to include
some detail.

Task 10: Key Concepts

Statement of Opinion and Assertion

Opinion is a view, a judgment or an appraisal about a particular matter.

An effective argument starts with a clear opinion statement, also known as a claim or proposition. If you can
state your opinion in a single, clear sentence, your readers will easily grasp your main argument.

Definition of Assertion
When someone makes a statement investing his strong belief in it, as if it is true, though it may not be, he is
making an assertion. Assertion is a stylistic approach or technique involving a strong declaration, a forceful or
confident and positive statement regarding a belief or a fact. Often, it is without proof or any support. Its
purpose is to express ideas or feelings directly.

Example:
“I have put my every effort to complete this task today.”

Function of Assertion
The function of assertion is to let readers to feel that they should not disagree or dispute what they read or
hear; rather, they should accept the idea or notion as an indisputable fact. It has proved to be one of the best
approaches for writers to express their personal feelings, beliefs, and ideas in a direct way. By using this
technique, writers can defend others’ feelings and rights if violated. This rhetorical style also expresses self-
affirmation and rational thinking of personal respect or worth. It is very common in various fields of life, like
literature, politics, advertisements, and legal affairs.

F. Developing Mastery

Task 11: Sensations

Describe the Little Prince and the Fox by writing a sentence that would appeal to the senses. Be sure to use
words that will create pictures in the minds of your readers. Copy and accomplish the graphic organizer below.

DAY 5

G. Finding Practical Application of Concepts and Skills in Daily Living

Task 12: Greeting Card

Create a big greeting card with a message promoting respect for differences.
H. Making Generalization and Abstractions about the Lesson

Task 13: School Program

You are a part of the Student Government and the Little Prince is the president. Design a school program that
would foster friendship and camaraderie.

I. Evaluating Learning

Task 14: Fact +Opinion = The Best Way to Deal with Challenges

• Imagine you are living in a world where there are lots of challenges that you’re constantly learning to
cope with.
• Write a reflective journal about the challenges you are facing now and clarify the effects.
• Explain them with factual recounts of incidents to support your ideas.
• Explain what challenges you will expect to find and will try to resolve successfully.

J. Additional Activities for Application or Remediation

Task 15: Your Opinion Matters

Give your opinion about the picture/issue given below. You may use cohesive device/words in formulating your
statements of opinion.

*Note: If you have questions or clarifications regarding this module, you may contact me through this cellphone
number 09564479258.