INSTRUCTIONAL PLAN GRADE 10 ENGLISH

Module 4
Fourth Quarter
Theme
Rebuilding Our Societies
Lesson 2
Bridging Gaps
Date
February 10, 2016
Grade Level Standard
The learner demonstrates communicative
competence through his/her understanding
of Philippine Literature and other text types
for a deeper appreciation of Philippine
Culture.
Content Standard
The learner demonstrates understanding
of how world literature and other text types
serve as instruments to resolve social
conflict, also how to use the language of
research, campaigns, and advocacies.
Performance Standard
The learner writes a cultural mapping
report about a topic of their choice.
Domain of Literacy
Reading
Comprehension,
Vocabulary
Development; Writing and Composition;
Grammar Awareness; Oral language and
fluency.
Learning Competency
Identify the hedging expressions in the
following sentences.
Level
Your Final Task
I. Learning Objectives
Define the meaning of Hedging.
Identify the hedging expressions in the following sentences.
Construct a dialogue using hedging expressions.
Appreciate the use of Hedging in constructing sentences.
II. Subject Matter
Identify the hedging expressions in the following sentences.
Source
Celebrating Diversity through World Literature (Learners Material) pages 433434
Materials
Cartolina
Manila Paper
Illustration board
Teachers Activity
Students Activity
III. Learning Task
A. Activity

The teacher will divide the class into four

groups and ask the students to complete
the sentences below by posting the
appropriate word on the board.
1. It can be (concluded, suggested,
proven, estimated) that, for young adult
males, the portrayal of alcohol on a
television screen might lead to increased
alcohol consumption.

KEY TO CORRECTIONS:
1. It can be (concluded, suggested,
proven, estimated) that, for young adult
males, the portrayal of alcohol on a
television screen might lead to increased
alcohol consumption.

2. Which (will, may, must) have been the

case when they entered the laboratory 2. Which (will, may, must) have been the
setting alone.
case when they entered the laboratory
setting alone.
3. It is not (definite, unlikely, normal) that
the characters in the movies are going to 3. It is not (definite, unlikely, normal) that
lead a sad life.
the characters in the movies are going to
lead a sad life.
4. In real life, waiting for others reaction
(should, could, may) not be advisable at 4. In real life, waiting for others reaction
times.
(should, could, may) not be advisable at
times.
5. Nevertheless, feedbacks from people
(will, would, must) show a reflection of 5. Nevertheless, feedbacks from people
your actions.
(will, would, must) show a reflection of
your actions.
B. Analysis
The teacher will ask the students about
their observation about their activity.
C. Abstraction
The teacher will discuss the meaning of Hedging a significant communicative
hedging and give examples of hedges. resource for academics since it both
The students will analyze each example.
confirms the individuals professional
persona and represents a critical element
in the rhetorical means of gaining
acceptance of claims. Hedges allow
writers to anticipate possible opposition to
claims by expressing statements with
precision,
caution,
and
diplomatic
deference.

EXAMPLES:
1. Tense and aspect
I wondered if I could have a word
with you?
2. Modal expressions
The answer could be that the trees
have some sort of disease.
Maybe we should have a word with
him about it?
3. Vague language
Its sort of difficult to say.
Could you just post this letter for
me?
4. Verbs
We feel he should let them decide
whether to buy the flat.
I suppose thats the best answer to
the problem.
D. Application
The teacher will divide the class into four
groups and ask the students to construct a
dialogue using hedging expressions.
F. Assignment
The teacher will ask the students to have
an advanced reading about cultural
mapping.

Prepared By:
JOBERT R. YAYAIN
Practice Teacher

DIALOGUE RUBRIC

Volume

Fluency

EXCELLENT
5 Points
Student speaks
loudly enough to be
heard easily.

GOOD
4 Points
Students usually
speak loud
enough to be
heard.

Student always
speaks and reads
fluently with few
hesitations.

Student mostly
speaks and
reads fluently
with few
hesitations.
Most words are
pronounced
clearly and the
student can be
clearly
understood.
Student mostly
uses hedging
expression. The
dialogue is clear
and follows a
logical sequence.

Pronunciation

Pronunciation is
clear and distinct all
of the time and
does not interfere
with meaning.

Written Content

Student makes no
errors in vocabulary
usage, grammar,
and hedging
expression. The
dialogue is well
written.

TOTAL

FAIR
3 Points
Volume is not
always loud
enough. Students
can sometimes not
be heard.
Student speaks and
reads haltingly with
long pauses.

POOR
2 Points
Student canno
heard and ma
no attempt to
speak up.

Pronunciation is not
all clear and
student is difficult to
understand.

Student is
unintelligible.
Nothing can b
understood.

Hedging
expressions is not
used correctly.

Student is una
to use hedgin
expressions
correctly to
construct an
appropriate
dialogue.

Student is una
to speak or re
through the
dialogue.