Republic of the Philippines

Region IV-A CALABARZON

DEPARTMENT OF EDUCATION
Division of Cavite
LUMAMPONG NATIONAL HIGH SCHOOL - CALUMPANG ANNEX
A DETAILED LESSON PLAN IN ENGLISH 10
08 MARCH 2018
Thursday

I. Objectives
At the end of the lesson, students should be able to:
1. hook and engage learner’s interest through 4 pics one word;
2. discuss the short background of the author;
3. identify the elements of the story through group activities; and
4. deepen one’s understanding through differentiated activities.

II. Subject Matter

Topic: Kaffir Boy
Materials: printed pictures, marker, cartolina, poster paint, and book stand
References: Teacher’s Guide, pp.417-429
Learner’s Module, pp. 460-462
www.encyclopedia.com
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=LXW5
3A9&

III. Procedure

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Routinary Activities

Prayer

Danica, please lead the prayer. Danica leads the prayer.

Greetings

Good afternoon, Grade 10- Good afternoon, Sir!

Mahogany!

Now, kindly pick up the pieces of

paper and arrange your chairs
 properly.

Checking of Attendance

Lermagne, do we have any None, sir.

absentees for today?

Okay very good!

B. Lesson Proper

1. Activity

4 Pics One Word

Who among you knows the 4 pics Students raise their hands.
one word?

Can someone tell how it is played?

Yes, Jiselle. Each level displays four pictures linked

by one word - the player's aim is to
work out what the word is, from a set
of letters given below the pictures.

Okay, very good!

I have here the 4 pics one word

and let’s try to answer it.
(The teacher posts the image.)

CAEDTUNOI

Who wants to answer? Yes, Sir, Education.

Rachelle.
Okay, very good!

I have another set of pictures. Who

wants to try?

CRIMIDISTINANO

Okay, yes Gradel? Sir, Discrimination.

Good job!

Let us try another set of pictures.

Who wants to answer?

FFKARI

Yes, Jethro? Sir, it is Kaffir.

Wow, great!
2. Analysis

 How are these words related

with each other? Yes Danica. Education and discrimination are
related with each other because one’s
social status dictates his/her future and
his/her right to education.

Very good Danica! You may take

your seat.

How about you Sophie? For you, Sir, they are related with each other
how are these words related with because some people believe that only
each other? few people can have an education
because they have money.

You have a great idea, Sophie!

Any idea? Let me hear from you, Sir, they are related with each other
Allea. because some of the students are
discriminated based on their color or
their national origin.

Yes, very good! All of your

answers are correct.

But we still have one word left and Kaffir, Sir.

that is?

Who among you knows what a We do not have any idea, Sir.
kaffir is?

Okay, a kaffir is a member of a

group of southern African Bantu-
speaking people.

But do not worry; we will more

understand these words as we
discuss the assigned text given to
you. We will do this through a
group activity.

But before we proceed in our None, Sir.

 activity, do you have any
background about the author?

Mark Mathabane known as

Johannes Mathabane is a South
African author, lecturer, and a
former collegiate tennis player and
college professor. He was born to a
life of poverty in the apartheid
political setting of South Africa.

3. Abstraction

(The teacher groups the class into Each group has given a task card.
5. Each group will be given a task Then, a representative presents their
card.) output.

Group 1- Characters

Group 2- Setting

Group 3- Plot

Group 4- Conflict

Group 5- Theme

(Please see attachment for the task

card.)

(Teacher- students’ interaction

through processing questions.)

4. Application

It seems like you learn a lot in our Each group plans, prepares, and
discussion. So, let’s have another presents their group output.
activity.

I will divide the class into 4

groups. The class will be divided
according to your interests.
 Group 1- The Performers

Group 2- The Singers

Group 3- The Models

Group 4- The Newscasters

(See attachment for the task cards

and rubrics.)

Do you have any question so far? None, sir.

Teacher’s wrap up.

IV. Assignment

So, for your assignment… (The

teacher posts the assignment on the
board)

Read the text “What is a

Liberal Education?” by Sir
Richard Livingstone on your
module, pp. 462-464

That’s all for today, Goodbye class? 😊 Goodbye, Sir. Thank you for teaching
us today.

Prepared by:

KENNETH PAUL C. MOJICA

Teacher

Checked:

TITA S. PEREZ Approved:

Teacher
ISABELITA M. TANAEL
OIC/ HT III
ATTACHMENT

Task Cards for Abstraction

GROUP 1

Go back to the story of “Kaffir Boy.” After reading it, identify the
CHARACTERS AND THEIR CHARACTERISTICS. Write it on a manila
paper. Choose a representative who will present your output.

You have 10 minutes to do that.

(Once you are done with the task, you may have a clap and yell to indicate that you
are done.)

GROUP 2

Go back to the story of “Kaffir Boy.” Identify the SETTING of the story
and illustrate it on a cartolina. Choose a representative who will present
your output.

You have 10 minutes to do that.

(Once you are done with the task, you may have a clap and yell to indicate that you
are done.)
 GROUP 3

Go back to the story of “Kaffir Boy.” After reading it, identify the PLOT in the
story. Write it on a manila paper. Choose a representative who will present your
output.

You have 10 minutes to do that.

(Once you are done with the task, you may have a clap and yell to indicate that you
are done.)

GROUP 4

Go back to the story of “Kaffir Boy.” After reading it, identify the
CONFLICT in the story. Write it on a manila paper. Choose a
representative who will present your output in front of the class.

You have 10 minutes to do that.

(Once you are done with the task, you may have a clap and yell to indicate that you
are done.)
 GROUP 5

Go back to the story of “Kaffir Boy.” After reading it, identify the THEME
of the story. Write it on a manila paper. Choose a representative who will
present your output in front of the class.

You have 10 minutes to do that.

(Once you are done with the task, you may have a clap and yell to indicate that you
are done.)
 Task card for Application

Performers

1. Create an ending of the story and perform it in front.

2. Time to prepare: 15 minutes

3. Time to present: 3 minutes

4. Please read the rubrics attached for you to grade the group 2.

5. A representative will give and justify the given grade.

Singers

1. Compose a song about Kaffir boy focusing on how the youth must
understand the importance of education.

2. Time to prepare: 15 minutes

3. Time to present: 3 minutes

4. Please read the rubrics attached for you to grade the group 3.

5. A representative will give and justify the given grade.

 Models

1. Act as if you are candidates in a pageant. Create some questions about the
importance of education which will be answered by the candidates.

2. Time to prepare: 15 minutes

3. Time to present: 3 minutes

4. Please read the rubrics attached for you to grade the group 4.

5. A representative will give and justify the given grade.

Newscaster

1. Create a news about the scene when the boy is asking his mother about the
importance of education.

2. Time to prepare: 15 minutes

3. Time to present: 3 minutes

4. Please read the rubrics attached for you to grade the group 1.

5. A representative will give and justify the given grade.

 Rubric for Role Play
Criteria 4 3
Quality of content Chapter content is
accurately portrayed as
either effective or
ineffective.
Complete coverage of the
topic. A student could
develop multiple aspects of
the skill with this resource.
Quality of scenario Scenario was realistic,
class-appropriate, well-
developed.
Scenario clearly
incorporated course
concepts.
Organization Presentation was well-
organized.
The transitions between the
role-plays and the narrator
and other presentation
components flowed
smoothly.
Impact Presentation fully engaged
the student audience.
Presentation would be
helpful to students in
developing skills.
Presentation would be easy
for students to learn from.
Students who follow the
advice in this presentation
would be effective.
Presentation skills All presenters spoke with
appropriate eye contact,
volume, tone, use of
pauses, and gestures.
All presenters were well-
prepared and spoke with
confidence.
2 1
Chapter content is Chapter content is not No original thought put in
accurately portrayed as accurately portrayed. the scenario. Minimal
either effective or requirements not met.
ineffective. Incomplete coverage of the
topic. A student who wanted
Adequate coverage of the to develop this skill would not
topic. A student would find this presentation to be
need to do more research effective.
to develop this skill.
Scenario was realistic and Scenario was not realistic, There are several severe
class-appropriate, inappropriate for class, or errors.
poorly developed.
Course concepts could be
identified. Scenario failed to incorporate
course concepts.
Presentation was fairly Presentation was not well- They presentation is not
well-organized. organized. organize.
The transitions between The transitions between the
the role-plays and the role-plays and the narrator
narrator and other and other presentation
presentation components components were poor.
flowed smoothly at most
times.
Presentation engaged the Presentation failed to engage No impact to the audience
student audience. the student audience. at all
Presentation may provide Presentation would not be
some helpful information helpful to students.
to students.
Presentation would be
Students who follow the difficult for students to use.
advice in the presentation
could develop skills with
additional research.
Most presenters spoke None of the presenters spoke The actors are not ready.
with appropriate eye with appropriate eye contact,
contact, volume, tone, use volume, tone, use of pauses,
of pauses, and gestures. and gestures.
Most presenters were None of the presenters
well-prepared and spoke appeared prepared or
with confidence. confident.
TOTAL

Rubric for Song

Criteria 4 3 2 1
Lyrics The song lyrics are The song lyrics are good. The song lyrics are some The song lyrics are not
outstanding. The words The words memorable. what coherent. The song coherent. The words not
memorable. The song The song lyrics are lyrics are well recieved memorable.
lyrics are enthusiastically recieved by the audience.
enthusiastically recieved by the audience.
by the audience.

Creativity The student composed The student composed The song composed is The song composed is
an original song with a an original song but not very orginal, but not very orginal. The
clear theme. there are some elements there are some elements message is not
that are not excellent.. that are not excellent.. conveyed.

Information The writer expressed The writer expressed The writer expressed
factual information and factual information in factual information in
incorporated at least The writer expressed manner that showed little manner that showed no
three problems and one factual information in a effort. The performance effort.
solution in a creative creative manner and of the song did not meet
manner, showing incorporated 2 problems expectations.
acceptable effort. The and a solultion showing
performance of the song acceptable effort. The
was excellent. performance of the song
meet expectations.

Organization The writer clearly The writer lacked one of The writer lacked two of The song was
organized information, the following: clearly the following: unorganized and
used mostly correct organized information, difficult to follow.
grammar and spelling correct grammar and clearly organized
and used legible spelling usage, and/or information, correct
handwriting. legible handwriting. grammar and spelling
usage, and/or legible
handwriting.

Audience The writer demonstrates The writer demonstrates The writer demonstrates The writer demonstrates
a clear sense of audience a general sense of little sense of audience no sense of audience,
and uses the appropriate audience and uses some and does not adjust the uses limited vocabulary,
vocabulary for that vocabulary for that vocabulary for an and makes no
audience. audience. audience. adjustments.

TOTAL
 Rubric for Pageant

Criteria 4 3 2 1

Preparation Preparation is obvious. Some preparation has Parts of the act were There was no practice
Candidates know what taken place. Candidates forgotten. It is clear that or preparation that went
they are doing. It is most of their the performance was not into this act.
obvious that practice has performance. It is practiced much.
gone into the obvious that some
performance. practice has taken place.

Delivery of answer Candidates are confident Candidates have
with act. It is clear that moments of showing a
the performer has a confident performance.
talent to share. It is clear that there is
Performer is serious potential and talent to be
about their act. shared. Performer is
serious about their act.
Performer has moments
of confidence. Parts of
the performance are
tentative. Practice will
boost confidence.
Performer does not have
a serious enough
attitude about his/her
performance to give a
confident performance.

Stage Presence Candidates sit or stand Candidates have minor Candidates need large
with correct posture for issues with posture. improvement in posture. Posture and attitude is
their instrument and is Student needs a slight Student shows major unacceptable.
professional in their improvement in lapses in judgment in
conduct. professionalism. professionalism.

Creativity Performance is creative Performance is creative. There are some aspects This performance
and unique. This act of creativity in this exhibits NO creativity
ROCKS! performance. whatsoever!

Enthusiasm Performance is Performance is Performance is Performance lacks any

energized and exciting! energized and exciting. sometimes energized enthusiasm and
This performance shows This performance shows and exciting. excitement.
great potential. potential.

TOTAL
 Rubric for News report

Criteria 4 3 2 1

Creativity Work is very creative and
shows flair for writing.
Writer demonstrates a
unique style.
Writer shows some Some original thought No original thought put into
creativity in this went into the writing the article/report. Minimal
composition, however, a but there is not enough requirements not met.
strong voice is not written. Writer does .
present. not demonstrate
distinct style.

Script There are few errors in There are some There are many There are several severe
spelling, grammar, distracting errors in distracting errors in errors in spelling, grammar,
punctuation, etc. <BR> spelling, grammar, spelling, grammar, punctuation, etc. that are
Format is correct. All re- punctuation, etc., but punctuation, etc. distracting to the reader. The
enactments are written in overall meaning is still Format is not entirely format is completely
the script. clear. Format is mostly correct. incorrect.
correct.

Content Information is relevant,
complete, and reads like a
real news report. All facts
are correct. Re-enactments
are appropriate to the
story. Contains at least 6
facts.
Article covers most of Article makes no Little information is given in
the content but leaves attempt to connect as a the writing. Contains fewer
out some key details. whole. All parts of the than 2 facts.
Some facts are incorrect. required information
Contains 4-5 facts. are not present.
Contains 2-3 facts.

Presentation Presenter was very Presenter had a clear Presentation was too Presentation was not
impressive with a clear voice, made minimal short with little to no performed or previously
voice, eye contact, and full eye contact with eye contact made with taped for the class.
development of the news audience, and the length the audience.
report. was satisfactory.

Performance The group appears to have The group is not well The group is very The group shows no
rehearsed and the organized. Appears that unorganized. Members previous preparation
performance flows they have had minimal do not know what they
smoothly. All members rehearsal. are supposed to do.
know what they should be
doing.

TOTAL