1. GRADE 10 SUBJECT ORIENTATION 1 ST QUARTER

2. THE GRADE 10 ENGLISH MENTORS

3. LEARNING TARGETS I can collaborate with my classmates to achieve my goals. I can set achievable goals for myself to succeed in the First Quarter. I can tell what the Grade 10 English subject is about and what is expected of me to perform.

4. ACTIVITY 1: GETTING TO KNOW YOU Which one is the lie? What made you guess which ones are true and which one is the lie? How does knowing your classmates better beneficial to you? Why is it necessary to get to know your classmates better?

5. To (expectation here), we pledge to (action plan here). ACTIVITY 1: Levelling off

6. ACTIVITY 2: SUBJECT ORIENTATION

7. CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns; how world literature and other text types serve as instruments to resolve personal and social conflicts, also how to use the language of research, campaigns and advocacies PERFORMANCE STANDARD The learner composes [a short but powerful persuasive text using a variety of persuasive techniques and devices;] uses the language of research, campaigns and advocacies.

8. ADDU-JHS LEARNER PROFILE: MULTI- LITERATE COMMUNICATOR FOR PEACE AND CULTURAL RESILIENCE SUI Generis Leaders -ADDU Leaders have habits of research -ADDU Leaders serve the community -ADDU Leaders are educated persons of Faith. -promotes the faith that does justice.

9. What determines a person’s response to social conditions?

10. INTEGRATED PERFORMANCE TASK A Research Proposal (Chapters 1 in Filipino), Chapters 2, 3 in English) to study the conditions in the community and propose ways to address the adverse effect of such condition in the lives of the people living in it. Your work will be assessed based on the following criteria: creativity, critical thinking, communication, collaboration and ICT.

11. Subject4 th Quarter3 rd Quarter2 nd Quarter1 st Quarter Science Presentation of the Gadget Presentation of Terminal Report/ Social Issue Research Presentation Testing and Validation of Gadget Research Paper: Chapter 4 and 5 Results and Discussion; Summary, Conclusion & Recommendation Gadget Exhibition Presentation of the Gadget Data Gathering / Profiling and Proposal (Gadget to alleviate poverty) Research Proposal: Chapter 1: Intro (Fil) Chap 2: RRL (SS & Sci content, English technical) Chap 3: Method (Science content, English technical) Filipino Qualifier for the rubric- for each criterion per subject. Collaboration – teacher’s perspective Chapter 5 Summary, Conclusion & Recommendation CER based on Filipino skillsChap 1 (technical) English Ted TalkChapter 4 Results and Discussion CER based on English skillsChap 2 and Chap 3 (technical) Math -Research Paper (Gadget Output) Math: Results Presentation Testing Results using pattern analysis. (Based on Data Collection) Interview based on Mathematical Skills Paper analysis based on Mathematical Skills Social Studies Humane – side of the gadget, Actuarial Marketability CER based on social studies skills Intro & RRL (content) CLETULONG DUNONG

12. PT RUBRIC INTEGRATED PERFORMANCE TASK RUBRIC Creativity Critical Thinking Communication Collaboration ICT

13. Grading System 1.) Knowledge, Process, Understanding, Product/Performance 2.) Formative Assessments (Graded and Non- graded 3.) 3 Summative Assessments Requirements 1.) googledocs 3.) notebook, pad paper, pen (black and blue only) 4.) Clearbook Gonzaga – red Borgia - yellow Pignatelli – green Canisius - blue

14. Grading System Written Work: ( 30% ) Knowledge – 8% Process - 10% Understanding – 10% Quarterly Assessment: (20% )(Understanding) Performance Task – (50%) (Average of ETs 1,2 3 and PT)

15. 5 words

16. PROFILE OF A STUDENT UNDER MR. IGPIT Tamed and refined in many ways Aware of what’s happening around him/her and can Talk openly about his thoughts and feelings using the English language Actively participates in class discussions and activities Knows his strengths and weaknesses Inquisitive, open-minded and a multi-literate communicator for peace and cultural resilience Good sense of leadership Prepared and ready to learn new things Intellectually competent and passionate of his role as a student, and True to his/her word and never allows failure to take control

17. Multi literate communicator s for peace and cultural resilience REFLECTION

18. EVALUATION: CHARACTER MAP What does he/she see? What does he/she hear? What does he/she say? What does he/she do? What does he/she feel?