grade 10-English quarter 3, lm# 2 - climate.gov.phclimate.gov.ph/images/CCCWeek2017/Day2-SCORE/10-English-10.pdf · grade 10-English quarter 3, lm# 2 ... found on p. 94 of the TG

CASES OF PRONOUNSgrade 10-English

quarter 3, lm# 2

MAI ANNE DE GUZMAN-RONDOLA

Oas Polytechnic School, Albay Division

GRADE 10 LEVEL STANDARD

• The learner demonstrates communicative

competence through his/ her understanding

of literature and other text types for a

deeper appreciation of World Literature,

including Philippine Literature.

---p 226 of 244, k to 12 CG May 2016

CONTENT STANDARD

The learner demonstrates understanding

of how World Literature and other text

types serve as source of wisdom in

expressing and resolving conflicts among

individuals, groups and nature; also how to

use evaluative readings, listening and

viewing strategies, special occasion,

pronouns and structure of modification.

---p 226 of 244, k to 12 CG May 2016

PERFORMANCE STANDARD

•The learner skillfully delivers a speech

for a special occasion through utilizing

effective verbal and non-verbal

strategies and ICT resources.

---p 226 of 244, k to 12 CG May 2016

Week 1: Grammar Awareness

• In the CG

• EN10G-IIIA-31

• Use pronouns

effectively

• Learning Material

• EN10G-IIIA-31

• Use the cases of

pronouns correctly

• Realize the importance

of biodiversity to

climate change

CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31

TEACHER’S GUIDE

• CASES OF PRONOUNS

• (EN10G-III-a-31)

Communication, both inwritten and oral must be givenemphasis in the classroom.Hence, the teacher must guidethe learners through theintroduction and review ofconcepts related to oral andwritten communication. Hence,in this lesson, the learners areintroduced to the uses of thecases of pronouns that wouldeventually make them realizethe importance of biodiversity toclimate change adaptation.

LEARNER’S MATERIAL

• LESSON 2 •

• Cases of Pronouns

• OBJECTIVES

• 1. Use the cases of

pronouns correctly

• 2. Realize the

importance of biodiversity

to climate change

adaptation.


TEACHER’S GUIDE

• Task 1 Jumble Ramble

• Have the learners arrange

the words sequentially in

order to form a sensible

sentence.

• Tell them to write the

sentences on the blanks

provided.



TEACHER’S GUIDE

• Jumble Ramble Key to Correction:

1. We are all connected

2. It is the variability among living organisms.

3. Different species of animals amazed them.

4. Looking at the green plants gives me pleasure.

5. Preserving the biodiversity is the responsibility of ours.


Expected response

1. We are all connected

2. It is the variability among

living organisms.

3. Different species of

animals amazed them.

4. Looking at the green

plants gives me

pleasure.

5. Preserving the

biodiversity is the

responsibility of ours.


TEACHER’S GUIDE LEARNER’S MATERIAL

Task 2 Read Me

Tell the learners to read the

information related to the Cases of

Pronouns found on p. 92 of the TM.

Ask them to pick out the personal

pronouns used in the sentences that

they formed in the Jumble Rumble

task.

Let them identify the case of pronoun

to which each belongs by filling out

the columns.


TEACHER’S GUIDE

• Key to Correction:

• Subjective case

1. We

• 2. It

• Objective Case

3. them

4.me

• Possessive case

5.Possessive


• EXPECTED

RESPONSES/ ANSWERS

• Subjective case

1. we 2. it

• Objective case

3. them 4. me

• Possessive case

5. possessive


TEACHER’S GUIDE

• Task 3. See It, Say It

• Instruct the class to work in four groups.

• Draw lots on what picture may be assigned to the group. Tell them to form 3 sentences using each case of personal pronouns.

• Lead them to the examples on the TM.

• Check and process students’ responses.


Task 3. See It, Say ItWork in four groups. Based on the pictures

assigned to your group, form three sentences

using each case of personal pronouns.

Examples: Subjective case

I help take care of the sea creatures.

Objective case

It is not good to hunt endangered animals and sell

them just to earn money.

Possessive case

Biodiversity is ours to protect.


TEACHER’S GUIDE

• Key to Correction: Answers may vary.

• Examples:

• Subjective case

– I help take care of the sea creatures.

• Objective case

– It is not good to hunt endangered animals and sell them just to earn money.

• Possessive case

– Biodiversity is ours to protect.




Task 4 Diversity in Action

• Having processed the

sentences in task 3, lead

the learners to read the

text entitled Biodiversity

and Climate Change

found on p. 94 of the TG.

• Let them answer the

questions to check

comprehension.



Key to Correction: Diversity in Action

1. Biodiversity is the variability among

living organisms from all sources

including interalia, terrestrial, marine and

other aquatic ecosystems, and the

ecological complexes of which they are

part(UN)

2. Climate change could undermine our

efforts for the conservation and

sustainable use of biodiversity.

3. Healthy ecosystem will help us adapt

to climate change.

Healthy ecosystems will be more

resilient to climate change and so more

able to maintain the supply of ecosystem

services on which our prosperity and well

being depend.

4. Ecosystem- based approaches like

adaptation and mitigation should be

done.

• 1. What is biodiversity?

__________________________

________________________

• 2. Can climate change affect

biodiversity? How?

__________________________

________________________

• 3. How can biodiversity help us

adapt to climate change?

__________________________

________________________

• 4. What can you do to protect

biodiversity?

__________________________

________________________


TEACHER’S GUIDE

• Task 5 On the SPOT

• Instruct the learners to pick out at least 3 personal pronouns used from the text they have read.

• Then let them identify the case of each pronoun by filling out the table on pronoun and its case.

• KEY TO CORRECTION:

PRONOUN CASE

1. We --subjective case

2.Us --objective case

3.Our --possessive case


Task 5. On the Spot

Pick out at least three personal

pronouns used in the text you have

read. Then, identify the case of each

pronoun by filling out the table below.



Task 6 POETIC JUSTICE

Instruct the learners to work in

groups of 5 members.

Then have them write a 2-

stanza poem about the

importance of biodiversity in

mitigating the effects of climate

change. Remind them to use

the pronouns correctly.

Task 6. Poetic Justice

Work in groups of five members.

Write a two-stanza poem about the

importance of biodiversity in

mitigating the effects of climate

change. Be able to use the cases of

pronouns correctly.



Task 7 Mirror, Mirror on the Wall

Instruct the learners by saying these

lines: Imagine that you are in front of a

mirror looking at yourself. Ask your

reflection this question: Am I

protecting or destroying biodiversity?

Then as an answer, write a short

personal essay on your journal.

Explain to them the rubrics on how

they would be rated.

Task 7. Mirror, Mirror on the Wall

Imagine that you are in front of a mirror

looking at yourself. Ask your reflection

this question: Am I protecting or

destroying biodiversity? Then as an

answer, write a short personal essay

on the journal.



Task 8 What Makes Me Different

“Diversity makes you brighter”

said Levine and Stark.

Tell the learners to list down at least

3 qualities they possess that make

them different from others.

Instruct them to include how they

feel about it through an emoticon.

Then, have them explain why they

feel that way.

Task 8. What Makes Me Different

List down at least three qualities you

possess that make you different from

others. Indicate how you feel about it

through an emoticon. Then, explain

why you feel that way.



Task 9 Protect Me

Strike the question:

What can you do to protect

biodiversity?

Announce the team tasks and the

mechanics/criteria on how they will

be rated.

Group 1 - Jingle Presentation

Group 2 – Role Play

Group 3 – Speech Choir

Group 4 – Pamphlet

Group 5 – Talk Show.

Task 9. Protect Me

What can you do to protect

biodiversity? Show your

answers through different

activities. Be able to use

cases of personal

pronouns correctly. Your

presentation will be given

points based on the

following criteria:


TEACHER’S GUIDE

CRITERIA:

• use of pronouns – 5 (no error), 3

(1-3 errors), 1 (4 or more errors)

• Oral/Written English -10 (fluent

oral or written English), 8 (1-3

errors), 6 (4 or more errors)

• Creativity – 5 (very creative), 3

(creative), 1 (not creative)

• Message – 5 (clearly

conveyed), 3 (not clearly

conveyed), 1 (no message

conveyed)


THANK YOU VERY MUCH

Mai Anne De Guzman-Rondola

Albay Division

Documents

grade 10-English quarter 3, lm# 2 - climate.gov.phclimate.gov.ph/images/CCCWeek2017/Day2-SCORE/10-English-10.pdf · grade 10-English quarter 3, lm# 2 ... found on p. 94 of the TG