Post on 02-Feb-2018
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
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.
LEARNER’S MATERIAL
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
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.
LEARNER’S MATERIAL
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
TEACHER’S GUIDE
• Key to Correction:
• Subjective case
1. We
• 2. It
• Objective Case
3. them
4.me
• Possessive case
5.Possessive
LEARNER’S MATERIAL
• EXPECTED
RESPONSES/ ANSWERS
• Subjective case
1. we 2. it
• Objective case
3. them 4. me
• Possessive case
5. possessive
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
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.
LEARNER’S MATERIAL
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
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.
LEARNER’S MATERIAL
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
TEACHER’S GUIDE LEARNER’S MATERIAL
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
TEACHER’S GUIDE LEARNER’S MATERIAL
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?
__________________________
________________________
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
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
LEARNER’S MATERIAL
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
TEACHER’S GUIDE LEARNER’S MATERIAL
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
TEACHER’S GUIDE LEARNER’S MATERIAL
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
TEACHER’S GUIDE LEARNER’S MATERIAL
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.
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
TEACHER’S GUIDE LEARNER’S MATERIAL
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:
CASES OF PRONOUNS Q3 LM2 EN10G-III-A-31
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)
LEARNER’S MATERIAL
THANK YOU VERY MUCH
Mai Anne De Guzman-Rondola
Albay Division