Lesson Plan Q!

              Central Bicol State University of Agriculture

San Jose Pili, Camarines Sur

College of Development Education

In Partial Fulfillment of the requirements in

Education 3

Principles of Teaching 1

Sample

LESSON PLAN

(High school level)

Submitted by:

Angienen M. Balid

BSE 2A1

        I.           I.  Objectives

At the end of the lesson, the students should be able to:

A.      Know the different types of sentence according to use

B.      Identify the types of sentence according to use in the selection

C.      Construct sentences using the four types of sentence according to use

D.     Write a paragraph comparing Japanese and Filipino hospitality

II. Subject Matter

A.      Focus:  4 Types of Sentence According to Use

B.      Materials: Copy of the essay “ An evening in Japanese Home”; manila paper

C.      Reference: Yu, Pilar R.et.al(2007)  English for a Better World II pp. 156-158

D.     Skill: Reading, Listening, Writing, Constructing sentence

E.      Values integration: Hospitality, Acceptance

III. Procedure

A.      Routinely Activities

1.      Opening Prayer

2.      Attendance Monitoring

B.      Pre- reading

1.      Motivation

Do you have Japanese friends? Do you know that they have different customs and traditions of gift- giving and entertaining a guest in a family home?

C.      During reading

1.      The teacher will distribute a copy of the selection to the students.

2.      Silent reading of the selection

3.       As the student read the text, they will underline the declarative sentence, box the exclamatory, cross out the imperative and check the interrogative sentence

4.      Checking of the activity

D.     Post-reading

The teacher will ask students the following questions:

1.      What does the persona do in the story?

2.      Describe Japanese home.

3.      What are the differences between Japanese and Filipino culture?

4.      What does the author wants us to tell?

E.      Application

Group activity

1.      Group students into 4, select a leader

2.      The members should discuss to the group the assigned topic.

Group#1: Declarative sentence

Group#2: Exclamatory sentence

Group#1: Imperative sentence

Group#1: Interrogative sentence

3.      The leader will report to the class the output of the discussion.

IV. Evaluation

Exercise #1:

Let the students do the following exercises.

Direction: Write D- declarative sentence; Ex- Exclamatory sentence; In- Interrogative sentence; and Im-Imperative Sentence on the blank.

_______________ 1. Does the principal know your father?

_______________ 2. The oil in the pan has become hot.

_______________ 3. It’s my birthday. Please come to my party.

_______________ 4. Please come in.

_______________ 5. Do you go to school on Saturdays?

_______________ 6. Thank you!

_______________ 7. The doctor diagnosed her acidic.

_______________ 8. She is beautiful.

_______________ 9. Do giraffe really grow tall?

_______________ 10. Happy Birthday!

Exercise #2:

Construct 3 sentence examples of each Four types of sentence according to use.

V. Assignment

Write a paragraph comparing Japanese and Filipino Hospitality using the 4 Types of Sentence according to Use.

I.                    Objectives

At the end of the lesson, the students should be able to:

A.      Identify the subject and verb in the sentence

B.      Know the different rules on subject verb agreement

C.      Evaluate classmates constructed sentence

D.     Write an autobiography with the  correct subject-verb agreement

II.                  Subject Matter

A.      Focus:  Subject- Verb Agreement

B.      Materials: Copy of the essay “ An evening in Japanese Home”; manila paper, pictures, visual aid, cartolina, pentel pen

C.      Reference: Yu, Pilar R.et.al(2007)  English for a Better World II pp. 142-146

D.     Skill: Evaluating, Writing, Sentence Construction

III.                Procedure

A.      Routinely Activities

1.      Opening Prayer

2.      Attendance Monitoring

B.      Motivation

The students are given different pictures of poverty. Formulate sentences and write it on your notebook. Underline the subject once and the verb twice.

C.      Presentation

Exchange with your partner and evaluate your partner’s construction of sentence.

Does the subject agree with the verb?

D.     Discussion

Main Rule on Subject Verb Agreement:

The teacher will post on the board sentence examples explaining different rules.

1.      Use singular verb with singular noun

Example: The woman is shouting.

Use plural verb with plural noun

Example: The women are shouting.

2.      The singular form of nouns is the plain form. The plural form of most noun ends in s.

3.      The singular form of most action verb ends in s. The plural form is plain or has no s.

4.      Compound  subject joined by and take plural verb

5.      Indefinite pronouns are singular.

6.      The words some, all, and most are singular when they refer to a singular word. They are plural when they refer to a plural word or words

E.      Application

Pair Activity

1.      Construct 2 sentences about the rules and regulations in school for disciplinary action using the proper subject verb agreement.

2.      Write the sentences constructed on the cartolina and post it on the board.

3.      One of the pair must explain and defend their answer.

IV.                Evaluation

Exercise #1:

Let the students do the following exercises.

Direction: Underline the verb that agrees with the subject.

1.      One of the uncles (own, owns) a gasoline station.

2.      Siddhartha (was, were) the son of a king.

3.      He (sees, see) many old and sick people.

4.      All of the milk (was, were) spoiled.

5.      Angie and her sister (want, wants) to read Afro-Asian stories.

6.      The prince (marry, marries) a beautiful princess.

7.      Math and Science (is, are) my favorite subjects.

8.      An unhappy man and a woman (watch, watches) it.

9.      Volunteers (fight, fights) it.

10.  A fire (burn, burns) out of control.

V.                  Assignment

Write an autobiography (short bond paper) using the proper subject- verb agreement.

Bring a reading material featuring the life and the times of Carlos P. Romulo. Be ready to share your work in class.

I.                    Objectives

At the end of the lesson, the students should be able to:

A.      Give the meaning  of some words through context clues

B.      Note important details of the story read

C.      Get the moral values from the story through small group technique

D.     Summarize the selection

II.                  Subject Matter

A.      Focus:  Context Clues

B.      Materials: Copy of the selection/ article about Carlos P. Romulo

C.      Reading: “ I’m Glad I’m a little Guy” by Carlos P. Romulo

D.     Reference: Yu, Pilar R.et.al(2007)  English for a Better World II pp. 60-62

E.      Skill: Realization, sharing

III.                Procedure

A.      Routinely Activities

1.      Opening Prayer

2.      Attendance Monitoring

3.      Brainstorming- questioning the past lesson

B.      Checking of the Assignment

(Reading material- Carlos P. Romulo)

C.      Motivation

The teacher will present true to life picture, then will ask to the students a big question as they go through the lesson:

·         Are there experiences in your life that teach you a lesson and help you become a better person?

D.     Sharing

E.      Presentation of the features of Carlos P. Romulo answering the questions:

·         Who is Carlos P. Romulo?

·         What is the Life of Carlos P. Romulo?

F.       Discussion

Silent reading of the Selection entitled: “I’m glad I’m a Little Guy”

                                                            By Carlos Romulo

Answer the following questions:

a.      Who was engaged in a heated debate in a session at the United Nations in Paris with Mr. Vishinsky?

b.      What other experiences did Carlos P. Romulo have that concerns his smallness?

c.       How did he live with his smallness? Did it make him inferior? Did it make him coward?

d.      Who are the other great “short men” in history and in literature mentioned by Romulo? Why did he mention them?

e.      What advantages did he cite about being a small guy? What character traits of Romulo are revealed?

f.        What lesson/lessons do you learn from the experiences of Carlos P. Romulo?

G.     Application

Given a copy of the selection:

“I’m Glad I’m a little Guy” by Carlos P. Romulo

Find the meaning of the underlined words using the context clues.

Note:  Context clues or neighboring words give clue to the meaning of unfamiliar words.

IV.                Evaluation

Exercise #1:

Let the students do the following exercises.

Direction: Try to find another word or words with the same meaning as the

italicized word.

a.       The woman found herself in a difficult situation. In fact, her plight was so serious that she decided to get help.

b.      Children often try to emulate or copy the behavior that they see on television.

c.       Mr. Kelada was incredibly cocksure. It was his excessive self-confidence that made you want to prove him wrong whenever he gave an opinion.

d.      Your voice is barely audible over the sound of the train whistle.

e.      The two neighbors came to an amicable decision about the fence.

f.        The witness gave a credible account of the accident.

g.       Alan found himself on the first floor of an old, seemingly abandoned building. As he walked up to the second floor he could hear the old wooden stairs creak with each step he took.

h.      It was the first time Nancy had been in a big city. She felt a little apprehensive as she walked out onto the street, with so many strange faces staring at her.

i.         It was our first night on the ship. Feeling tired after a long, uneventful day at sea, I returned to my cabin, lay down on my berth, and quickly fell asleep.

j.        The powerful poison was imperceptible when mixed in liquid; that is, it could not be tasted, seen, or smelled.

V.                  Assignment

Give the summary of the selection “I’m Glad I’m a little Guy” by Carlos P. Romulo. Begin with the main idea, followed by the supporting details.

I.                    Objectives

At the end of the lesson, the students should be able to:

A.      Define concepts and terms using the pattern of definition correctly.

B.      Arrange the sentence pattern forming a full definition of  a word.

C.      Combine two sentences to have a concrete definition

D.     Formulate definition on your own

II.                  Subject Matter

A.      Focus:  Defining Concepts and terms using the Patterns of Definition correctly

B.      Materials: Copy of the essay ,manila paper, picture

C.      Reference: The New Dimensions in English1 pp. 188- 189

D.     Skill: Sentence Construction

III.                Procedure

A.      Routinely Activities

1.      Opening Prayer

2.      Attendance Monitoring

3.      Brainstorming- short quiz

B.      Checking of the assignment

C.      Motivation

Given sentences:

Friendship is a plant that has to be cultivated.

Friendship is a circle which completely surrounds another person.

Friendship is the capacity for forgiveness.

·         What does each sentence do?

·         Does it compare/ describe something?

·         What do you observe in the sentence?

D.     Presentation

The teacher will show pictures showing different workers in our community.

Divide the class into 3, student A will tell what the person in the picture is doing.

Student B will identify his/ her occupation

Student C will give a complete definition using one of the two patterns of definition

Each three groups would be given one picture to describe.

E.      Discussion

The teacher will post on the board different objects.

Oral recitation:

Define each object in a complete sentence describing what they observed.

1.Term              = Class + Differentiate/distinguishing characteristics

Ex:

Friendship is the capacity for forgiveness.

2.Class    +       Differentiate/distinguishing characteristics  =           term

Ex:

The study of human behavior is called psychology.

F.       Application

Read the essay entitled: “Your Friend, the computer” then complete the table below.

Term	Class	Differential
A computer		Designed to manipulate data and provide information
	Is the equipment
software
		Who work together in helping the end users find solutions
	Is the person

IV.                Evaluation

Exercise #1:

Let the students do the following exercises.

Direction: write the following definitions. Give two sentences using each of the patterns you have learned.

1.      Atmosphere-layer of air- surrounds the earth

2.      Matter- anything- occupies space and has weight

3.      The systematic study- of human language- linguistics

4.      Biology- the science- living things

5.      The process- splitting water in the presence of light- photolysis

6.      Botany- a science- deals with study of plants

7.      Family- social unit- composed of father, mother, and children

8.      The study- speech sounds- phonetics

9.      Zoology- the science- of animals

10.  A ballad- a narrative poem-  intended to be sung

V.                  Assignment

Make your own definition of the following words without looking into the dictionary.

1.      Photosynthesis

2.      Computer

3.      Concert

4.      Sentence

5.      Friend

6.      Speaker

7.      Seashore

8.      Community

9.      Transportation

10.  Children

        I.            Objectives

At the end of the lesson, the students should be able to:

A.      Give the meaning of the idioms found in the text and;

B.      Use it in a sentence

C.      Specify statements in the text that tells how one can cope with crisis

D.     Write a paragraph telling about a crisis they experience and how they cope with the problem

II.                  Subject Matter

A. Focus: Coping with crisis by: Ann Landers

B. Materials: Copy of the essay “Coping with crisis by: Ann Landers”,

manila paper, picture

C. Reference: Flores, Magelende M. et.al. The New Dimensions in English1 (2003)

pp. 232-238

D. Skill: Reading, Writing

     III.        Procedure

A. Routinely Activities

1. Opening Prayer

2. Attendance Monitoring

3. Brainstorming- short quiz

B. Motivation

·         What are the problems you have encountered and what did you do to solve it?

The teacher will given a picture portraying real life problem; how can you solve following problem with your:

a)      Family

b)      Friend

c)      Community

d)      Love

e)      World as a whole

C. Vocabulary Development

The students will give the meaning of the idioms in the sentences below from the given contextual clues given:

a)      She was told that the food that was burnt to a crisp couldn’t possibly be undone so it was useless crying over spilled milk.

b)      His doctor said he had only a year to live, so he decided to drain the cup to the dregs.

c)      Keeping sorrow locked up inside his heart was very unhealthy. He must let go of his grief of be broken down by stress.

d)      For many years, she blamed herself for her husband’s heart attack. She could realize her family has enough of this breast beating.

e)      He has many upsets in all these years, but he successfully overcame them; expectedly, he will soon touch the stars.

After knowing these meaning, the students will use the idioms in sentence.

D. During reading

1.      The teacher will distribute the copy to the students. The students will read the essay silently.

2.      As the students read the text, they will underline the key words and ideas in the text which suggest hoe one can cope with problem. They will underline as many as possible.

E. Post-reading

1.      The teacher will ask the students the following questions:\

a. What is your first impression in the essay?

b. What is the main idea of the essay?

c. What does the author wants us to tell?

      2. Paired response

a.      Paired students will individually select a quote or a line from the essay that they find significant or meaningful and record the quotation in column I.

b.      Students then write their personal thoughts, reactions, and feelings about the selected quotation in column II.

c.       The partner’s exchange papers, in column III of the partners each student respond to the writing of his partner.

d.      The journals are returned to each partner. In the column IV, the students respond to the comments that their partner wrote in column III.

e.      Partners discuss their comments and experiences in the class.\

Column I	Column II	Column III	Column IV
Quote	Personal Thought	Partners respond

IV. Evaluation

Exercise #1:

Let the students do the following exercises.

Direction: Referring to the text, check the statements that tell how one can cope with crisis.

a.      ___ Trouble, which can be defeating, is an inevitable part of life.

b.      ___It is an unhealthy attitude to look at trouble as something that will eventually be solved.

c.       ___One of the most difficult realities to face is forgiving oneself in a face of devastating experience.

d.      ___It is futile to weep endlessly over something that nothing can ever undo.

e.      ___It is not physically, mentally, and emotionally sound to ceaselessly agonize over something that could have done but wasn’t done.

f.        ___While we cannot sometimes control what happens to us, we can however control our reaction to what happens to us.

g.      ___ another way of overcoming grief, frustration, and suffering is to undertake positive action.

h.      ___One other way to escape the pain of a broken heart is to plunge into a social whirl or run off on healing trips.

i.        ___A useful activity that helps in coping with a troubled heart is doing something to help others.

V.  Assignment 

  Write a paragraph telling about crisis you have experience and whether you coped with it the way the writer suggested in the reading selection.