10
CATCH-UP FRIDAYS
Lesson Script in
English
Quarter 1 Week 5
Catch-Up Fridays
Lesson Script in English
Quarter 1: Week 5
SY 2024-2025
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Curriculum. It aims to assist in delivering the curriculum content, standards, and lesson competencies.
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DEVELOPMENT TEAM
WRITER
MARY JOY T. LIWAG
Teacher III
EVALUATORS
KEREEN C. KITOYAN
Teacher III
FRECHETTE C. SESET, PhD
School Head
AIZA BHEAL M. KITANI
Instructor, Baguio Central University
LAYOUT ARTIST
ROXANNE MAE A. SANGDAAN
Teacher III
MANAGEMENT TEAM
NOVER KEITHLEY S. MENTE, PhD
Education Program Supervisor-English
JENNIFER P. ANDE, PhD
CES, Curriculum and Learning Management Division
RONALD B. CASTILLO, CESO V
Director III/Assistant Regional Director
ESTELA P. LEON-CARIÑO EdD, CESO III
Director IV/Regional Director
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Week 5 VALUES EDUCATION Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
A. Content conflicts, also how to use strategies in linking textual information,
Standards repairing, enhancing communication public speaking, emphasis
markers in persuasive texts, different forms of modals, reflexive and
intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a
Standards variety of persuasive techniques and devices.
Compare and contrast the contents of the materials viewed with
outside sources of information in terms of accessibility and
C. Learning effectiveness EN10VC-IVa-15
Competencies
Sub-Task: Draw similarities and differences of the featured selections
in relation to the theme
Specific Objectives
1.Describe cultural values portrayed in the material viewed by sharing
their opinions to the class.
D. Learning 2. Recognize the influence of cultural values to literature by constructing
Objectives
their own generalizations about the material viewed.
3.Compare and contrast the influence of cultural values presented in
World Literature and Local Literature.
II. CONTENT
Subject Matter Analysis of the selection and material viewed
Area for Integration Values Education
Theme Accountability
Key Concept for
Integration Intercultural understanding
III. LEARNING RESOURCES
K to 12 Education Curriculum for Grade 10, K to 12 Department of
A. References Education Most Essential Learning Competencies, English Learners’
Material for Grade 10 page 27-30.
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Teacher: Good morning, class!
I have here with me Merit Cards! The green, yellow, and red cards. Once
I raised the yellow card, it means I am giving you a warning of
Activating Prior
Knowledge misbehaving inside the class. The red card means you are already unruly
(1 minute) inside the classroom and once you receive it, you will be deducted two
points from your quiz. On the other hand, I have here the green card
which will be awarded to those students who will be behaving,
participating, and doing their activities. Once you receive the green card,
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it will be converted to additional two points credited to your activities
afterwards.
So, which do you prefer to receive class?
Learners: The green card, ma’am!
Teacher: Of course, you want to receive the green card!
If that is the case, can you look for some papers under your chairs and
kindly keep them first inside your bag; if you have some questions, feel
free to ask me, do not disturb your seatmates; during recitation, always
respect your classmate’s opinion, do not bash; and always ask
permission whenever you need to go out for some necessities.
Are we clear with that, class?
Learners: Yes, ma’am.
Teacher: What have we discussed last meeting?
Learners: We have discussed about bullying as a social issue, ma’am.
Teacher: Yes, that is right. Why do you think bullying is considered as
a social issue?
Learner: Bullying is considered as a social issue because it is very
rampant at present, thus it needs attention to be solved immediately.
Teacher: Absolutely right! Before proceeding to the next lesson, do you
have any question about the previous lesson?
Learners: None, ma’am.
Teacher: Okay, then we can now move on to our next lesson.
Note to the Teacher: Reiterate your classroom rules inorder to maintain class participation and
discipline.
Start collecting your green cards!
Teacher: Who among you here have been to other places?
Can you share to the class what was your unforgettable experience in
that place?
Learners: I was totally lost because I cannot understand their language,
ma’am.
Teacher: Thank you! When you go to different places, you encounter
Lesson different people, different practices, etc. Let us tour around Philippines!
Purpose/Intention Today, as we tour around Philippines, you are expected to describe
(5 minutes) cultural values portrayed in the material viewed entitled “Limang Piso”
by sharing your opinions to the class, recognize the influence of cultural
values to literature by constructing their own generalizations about the
material viewed, analyze how events are interconnected by answering
the comprehension questions about the material viewed.
Note to the Teacher: Describe clearly what you want the students to know, understand, and be
able to do as a result of the learning and teaching activities.
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Teacher: Study the short video and identify how each of the tribes in
the Philippines say “Good day!”
Waray-waray- maupay nga aga
Gaddang-macasta a daddaramat
Bicolano-marhay na aldaw
Kankanaey-gawis ay agew mo
Masbate-maayo na adlaw
Olocano-naimbag nga aldaw
Cebuano-maayong adlaw
Lesson Language
Practice
(5 minutes)
#choosePhilippines; https://www.youtube.com/watch?v=1mtz
Note to the Teacher: Start the lesson with a short video inorder to motivate the learners then
start asking them the questions that follow.
During/Lesson Proper
Teacher: Intercultural Understanding is defined as a combination of
knowledge about other cultures at a cognitive level, combined with a set
of attitudes at the effective level. Intercultural Understanding refers to
the ability to recognize, appreciate, and effectively engage with cultural
differences. It involves developing awareness, knowledge, and skills to
navigate diverse cultural contexts and interact respectfully with people
from various cultural backgrounds.
It also involves understanding how people acquire their cultures and
culture’s important role in personal identities, life ways, and mental
and physical health of individuals and communities.
Reading the Key Examples:
Idea/Stem 1.greetings
(-- minutes) 2. marriage
3. values
Intercultural understanding is also linked with literature. Cultural
context significantly influences the themes and motifs in literature by
shaping the way authors convey their ideas and how readers interpret
them.
Importance of Cultural understanding to literature
• Literature like books is written by individuals, but they are also
influenced by that individual’s society.
• The culture embraces the beliefs and values of society and the
literature, on the contrary, conveys them in different literary
shapes
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• For Deeper interpretation, Historical context
• Cultural knowledge prevents misunderstandings
• It fosters empathy and appreciation for diverse perspectives and
experiences in literature.
Note to the Teacher: In this part, give an introduction of the lesson.
Teacher: One of the most common influence of Culture to Literature is
the cultural values presented.
Teacher: What is a cultural value?
Learner: It is the core principle or ideals that an entire community or
society is based around.
Teacher: Expressing cultural values in literature is done through the
author. It is his or her way of showing an audience the traits and
concepts that define the culture. An author’s race, gender, ethnicity,
location, heritage, and other factors play a role in how an author
perceives cultural attitudes, ideas, and beliefs.
Characters can embody the cultural values of the community through
their actions, beliefs, and dialogue. Their interactions and decisions
reflect the values they uphold.
The setting provides a backdrop that can highlight cultural norms,
traditions, and societal structures. Descriptions of places, festivals,
Developing rituals, and daily life can vividly bring cultural values to life.
Understanding of the Central themes in the story can revolve around cultural values such as
Key Idea/Stem
honor, family, loyalty, and respect.
(-- minutes)
The storyline can be crafted to highlight cultural values through conflicts
and resolutions that are culturally specific. This can illustrate how
values are tested and upheld in various situations.
Detailed descriptions of cultural practices, rituals, celebrations, and
everyday customs can immerse readers/viewers in the cultural setting
and emphasize its values.
Teacher: How does literature express cultural values?
Learner: People can convey their cultural ideas, values, and beliefs
through literature. It is a tool that enables people to tell others about
their experiences and share their stories. Literature expresses cultural
values through various elements and techniques like characters,
themes, language used etc.
Note to the Teacher: In this part, develop understanding of the key idea by adding information
that elaborates the lesson.
Deepening Teacher: Watch this short music video and identify the different
Understanding of the Filipino values and how it was presented in the video.
Key Idea/Stem
(-- minutes)
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The Four Core Values Of the Filipino
Learner: The first core value of a Filipino is “Maka-diyos” which states
that, “with God all things are possible.”
Teacher: That is right! How about the second one?
Learner: The second core value is, “Makatao” which in the value
portrays that every child must respect first his own parents inorder to
succeed in any endeavor in the future.
Teacher: Very well said! Who can share and explain the third core
value?
Learner: It is “Makakalikasan”. In the video, it portrays that a person
must not waste time to clean the environment because it is the best
thing to do now.
Teacher: Excellent! And how about the last core value?
Learner: The last core value presented in the video is “Makabansa”;
which reiterates that every Filipino must love their own country and
must show it anytime and any where.
Note to the Teacher: deepen understanding of the key idea by giving more details and relating to
real life experiences of learners.
After/Post-Lesson Proper
What is the impact of intercultural understanding in literature?
Making Possible Answer:
Generalizations and ◼ Intercultural understanding enriches the literary landscape by
Abstractions bringing diverse voices and stories to the forefront.
(-- minutes) ◼ Intercultural understanding in literature promotes emphaty,
broadens perspectives, preserves cultural heritage, fosters
dialogue, encourages diversity and builds cultural competence.
Evaluating Learning Teacher: A short film will be played entitled “Limang Piso”. In a one-half
(-- minutes) sheet of pad paper, list down the value/s presented in the video. Explain
why it is titled “Limang Piso”
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Limang Piso/A Filipino Christmas Short Film
Note to the Teacher: Explain to the class that the video portrays value/s that one may act in the
given scenario. Process the idea that we act into situations depending on our own cultural values.
Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by: Reviewed by: Approved by:
MARY JOY T. LIWAG JACQUILYN E. WONG ________________________
Subject Teacher School Head
Evaluator
