Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 6
Literature Study : Reflections on Working Toward Peace
: Argumentative Essay
Language and Grammar : The Language of Research (Hypotheses)
Learning Strategy : Developing Listening Skills
Worktext Pages : 404–413; 446–448; 458–459
Suggested No. of Days : Week 6 (4 meetings)
: Argumentative Essay
Language and Grammar : The Language of Research (Hypotheses)
Learning Strategy : Developing Listening Skills
Worktext Pages : 404–413; 446–448; 458–459
Suggested No. of Days : Week 6 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• How does a persuasive essay become efficient?
• Why is listening comprehension important in communication?
• What is an effective hypothesis?
RESOURCES
Technology-based resources
• online news sources
Materials
• English in Perspective 10 worktext
• dictionary
• paper and pen
• brief biography of Pope John Paul II or popular Filipino writer (either from online of library sources)
• PowerPoint
• computer with Internet connection
LEARNING PLAN
Day 1
Literature Study
Learning Strategy
Skill Building
Prereading
During Reading
Tell the class to close their Worktext. Then read to them the essay “Reflections on Working Toward Peace.” In between readings, pause for a moment and call on students to answer the guide questions in the text.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Literature Study
Post Reading
Day 4
Language and Grammar
Presentation
Practice
Production
• How does a persuasive essay become efficient?
• Why is listening comprehension important in communication?
• What is an effective hypothesis?
RESOURCES
Technology-based resources
• online news sources
Materials
• English in Perspective 10 worktext
• dictionary
• paper and pen
• brief biography of Pope John Paul II or popular Filipino writer (either from online of library sources)
• PowerPoint
• computer with Internet connection
LEARNING PLAN
Day 1
Literature Study
Learning Strategy
Skill Building
- Introduce the Skill-building lesson by asking the students: “Are you a good listener?” Let them share why they think they are not good listeners.
- Refer to Strategy Point on page 458 of the worktext. Discuss the diagram and explain how listening is related speaking. Explain to them also the significance of listening comprehension skills in understanding the speaker or listening material. Say to the class that what they are doing now is practicing their listening comprehension.
- Test students’ listening comprehension by reading to them a brief biography of Pope John Paul II or popular Filipino writer. Ask them to take down important notes using the graphic organizer given in Strategy Application on page 459. Thereafter, call for volunteers to share about their notes.
Prereading
- Capture students’ interest in the selection they are about to read by asking them to look at the pictures in Perceive Ideas on page 404. Ask them about their predictions on the topic of the selection. Discuss their answers.
- Ask someone to read the brief introduction in Peruse and Read on page 404. Encourage students to ask about Pope John Paul II and share about his visits in the Philippines.
- Segue to the vocabulary activity in Probe Word Meanings on page 410. Ask the students to answer the activity. Tell them to use the dictionary in doing the activity. Ask for volunteers to share their answers to the class.
During Reading
Tell the class to close their Worktext. Then read to them the essay “Reflections on Working Toward Peace.” In between readings, pause for a moment and call on students to answer the guide questions in the text.
Post Reading
- Test students’ comprehension of the essay by giving Literature Activity 1 as quiz without opening their worktexts. Check their answers. Briefly discuss or explain any misunderstood idea in the essay.
- Assign Literature Activity 3 and Point Out Connections on page 412 as homework. Tell students to work with a partner in doing the activities and remind them to be ready to present and discuss their work.
Day 2
Literature Study
Post Reading
- Review the essay “Reflections on Working Toward Peace.” Ask students to give the essay’s theme and some key points discuss by Pope John Paul II in his reflections on peace.
- Literature Activity 3. Ask students to present their assigned PowerPoint presentation. Let them discuss to the class their views about the essay’s message. Encourage the rest of the class to react or ask questions.
- Point Out Connections. After the presentations, tell the class to bring out their assigned research activity on global conflicts. Ask questions about the topic then call for volunteers to share their work.
- Lead the class into reading and studying the notes about argumentative essay in Literary Point on page 410. Discuss and explain to them ways in supporting an argument.
- Ask students about the arguments pointed in the essay. And let them do the activity in Literature Activity 2 on page 411. Discuss their answers.
- Assign the activity in Perform Expressions on page 413 as homework. Tell them to write an argumentative essay based on their chosen news in Point Out Connections. Remind them to support their arguments and be ready to present their essays on next meeting.
Day 3
Literature Study
Post Reading
- Review essential elements of an argumentative essay.
- Perform Expressions. Ask for volunteers to read their assigned argumentative essays. Make the presentation interactive by encouraging the rest of the class to raise questions or give his/her idea about the essay’s topic.
- After their presentations, continue to discuss the essay “Reflections on Working Toward Peace” by asking: “What can you do to help achieve the aspirations of Pope John Paul II?” Elicit answers from the students.
- Read the questions in Ponder Reflections on page 413. Then tell the students to discuss their answers to these questions with two of their classmates.
- After the discussion, ask the students to write their reflections on their notebooks or journals. Invite two or three volunteers to share their reflections. Collect their journals/notebooks.
- Conclude the lesson by asking the question: Do you think the arguments of Pope John Paul II convinced world
Day 4
Language and Grammar
Presentation
- Review the basic terms used in the language of research on page 442. Tell the class that today they learn about hypotheses.
- Lead the class in reading and studying the discussion notes in Grammar Point on page 446. Define hypothesis and explain each type of hypothesis presented in the lesson. You may call for volunteers to read the explanations in the lesson discussion.
Practice
- Ask the students to form groups. As a group, ask them to work on Grammar Practice 1, 2, and 3 exercises on page 447. Have them present their answers to the class.
- With the same group, ask the students to do the activities in Participate in Interactions and Publish Works on page 448. Remind the groups to prepare a PowerPoint presentation of their work.
Production
- Let the groups present their PowerPoint presentations. After each presentation, encourage the rest of the class to raise questions about the topic presented.
- At the end of the session, ask the question: Why is it important to learn the types of hypothesis? Elicit answers from students.