A Semi-Detailed Lesson Plan in English

A Semi-Detailed Lesson Plan in English I for

A Semi-Detailed Lesson Plan in English I for 77thth _{Graders Graders}

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Lacaba S

Sttuuddeennt t SSttrraatteeggiiees s iin n TTeeaacchhiinng g LLaanngguuaaggee Instructor

Instructor

A. Objectives A. Objectives

After revisiting the ast! the st"dents m"st be able to# After revisiting the ast! the st"dents m"st be able to#

1.

1. Use picturUse pictures and coes and context clntext clues to gues to get meaninet meanings o !orgs o !ords andds and phrases

phrases ".

". #etermi#etermine ho! pne ho! pitch$ phritch$ phrasing$ and asing$ and pacing pacing a%ect una%ect understandiderstandingng o a message

o a message &.

&. Obser'e the Obser'e the right piright pitch$ phratch$ phrasing$ and sing$ and pacing !pacing !hen rhen reading teeading textsxts or passages aloud participating in con'ersations

or passages aloud participating in con'ersations (.

(. Use apprUse appropriate iopriate idiomatic diomatic exprexpressions in a essions in a 'ariet) o'ariet) o basic basic interpersonal communicati'e situations

interpersonal communicati'e situations *.

*. TTo organo organi+e ideas in the m)thi+e ideas in the m)ths using comparis using comparison,contrason,contrast chartst chart -.

-. orormulmulate corate correcrect simple sent simple sentenctenceses /.

/. RecoRecogni+e gni+e the 'the 'arious arious sections sections o tho the libre librar)ar) 0.

0. Use materUse materials in ials in the dithe di%eren%erent sectiont sections o ths o the librare librar)) .

. 2rit2rite a 3'e,to,se'ee a 3'e,to,se'en sentenn sentence paragce paragraph abraph about the out the inormainormationtion gathered gathered $. Assessment Plan $. Assessment Plan %. Pre-assessment %. Pre-assessment

Word of Mouth and Memory Lane Word of Mouth and Memory Lane &. Post-assessment

&. Post-assessment

Library Visit and The Living Past  Library Visit and The Living Past  '. (eso"rces

'. (eso"rces )aterials )aterials

a. Copies o listening and reading texts a. Copies o listening and reading texts b. 4ictures b. 4ictures c. Table5chart c. Table5chart E*"iment E*"iment a. Laptop5computer a. Laptop5computer b. LC# pro6ector b. LC# pro6ector So"rces# So"rces#

http755!!!.seasite.niu.edu5Tagalog5Tagalog8or89ids54icture8Stories54ala)54ala)1.htm http755!!!.scribd.com5doc5"1"(:/&-5Bohol,ol;lore,Maria,Casenas, 4a6o

D. Activities

%. Introd"ction + DA, %

Word of Mouth: Unloc;ing <ocabular) #i=culties (10 minutes)

>s; students to gi'e the meanings o !ords through pictures and context clues.

?Class$ are )ou amiliar !ith these !ords@A

?2hat do )ou do !hen )ou encounter !ords that are unamiliar to )ou@A

?>side rom consulting the dictionar)$ !e can also learn the

meaning o a !ord through pictures and context clues.A

• Sho! picture ?2hat can )ou sa) about the picture@ 2hat do

)ou thin; does the !ord drought  mean b) loo;ing at the picture@A

• Sho! sentence ?> sentence can also ha'e an opposite

meaning or anton)m to sho! contrast !ith the unamiliar !ord. In this sentence$ !hat do )ou thin; does scarce mean@

• Sho! sentence ?Dou can also get clues o !hat the !ord

means based on the actions perormed. In this sentence$ !hat action gi'es a clue or the !ord exhaustion@ 2hat do )ou thin; does exhaustionmean@A

• Sho! sentence ?Examples can also unloc; the meaning o a

!ord. In this sentence$ gi'en the example$ !hat does the !ord

vigorous mean@

• Sho! sentence ?>n unamiliar !ord can also be unloc;ed

through the repetition o a amiliar !ord or a s)non)m. In this sentence$ !hat could be the s)non)m o the !ord tranquil @ 2hat then do )ou thin; is the meaning o the !ord@

Memory Lane: >cti'ating 4rior 9no!ledge (5 minutes)

a. >s; students about their ;no!ledge regarding rice. ?Class$ !hat do )ou ;no! about rice@ #o )ou eat rice@ 2hat ;inds o rice do )ou eat@A

b. Fa'e them listen to the text ?The Origin RiceA Bohol 'ersion that )ou are to read.

?Toda)$ I am going to read to )ou a stor) about the origin o rice.A

c. Encourage them to ocus on the e'ents o the stor) and obser'e correct pitch$ phrasing$ and pacing.

?Listen careull) and ta;e note o ho! I tell the stor).A

See our Te!t: Listening "#tivity $ The %rigin of &i#e (Taga'og Version)

he# *t +, (15 minutes)

a. 4rocess !hat the students ha'e listened to b) discussing the ollo!ing7

i. E'ents

ii. 4roblem5conGict iii. Resolution5Outcome

a. >s; students comprehension Huestions regarding the text. i. 2hat !as the condition o the !orld during that time@

ii. 2h) did Banag and #anas decide to separate rom their tribe@ iii. Fo! did #anas 3nd the rice@

Mean What ou Say: Oral 4ractice (15 minutes)

a. #ra! out rom the students the importance o pitch$ phrasing$ and pacing in deli'ering a message.

?It is important that !e are a!are o ho! !e tal; so that the person !e are tal;ing to !ill understand !hat !e are tr)ing to sa). or instance$ the loudness or sotness o our 'oice !ill a%ect the meaning o !hat !e are tr)ing to sa). I )ou are angr)$ )our pitch should pro6ect )our anger or i )ou are emphasi+ing a !ord or an idea. o! i )ou are tr)ing to comort someone$ o course )our pitch should be sot.

?o! the !a) !e also group the !ords !e sa) a%ect the meaning o  our message. It is important that !e pause at the right places. o! !hen do !e pause in a sentence@ RightJ 2e pause !hen there is a comma. o! class$ I ha'e here a paragraph rom the selection I ha'e 6ust read$ no! I !ould li;e )ou to read the paragraph. It sounds monotonous isnKt it@ o! read the paragraph again and pause at the right moments. 4ause or short !hile !hen there is onl) one bar !hile pause a little longer !hen there are t!o bars. <er) goodJA

?The astness and slo!ness o ho! !e spea; greatl) a%ects o ho! the listener !ill comprehend and process !hat !e said. Imagine spea;ing 'er) ast or 'er) slo!. #o )ou thin; the person !e are tal;ing !ith !ill understand us@ O course i !e are tal;ing to people !ho ha'e a di=cult) in hearing !e tend to spea; louder and slo!er.A

b. Cite situations !here students can use 'aried pitches$ phrasing$ and pacing.

c. >s; students to !or; !ith a group !ith six members and do the tas;.

d. #iscuss the lines b) identi)ing the emotions elt b) the characters and b) describing the conditions o things in the stor).

e. >ssign members !ho !ill each paragraph and let them present a choral reading in ront o the class.

. Suggested Criteria or E'aluation7

• Clarit) o <oice articulation and pronunciation  * points • <oice 4ro6ection 'olume$ pitch$ Hualit)  * points

• Interpretation o the text5passage phrasing$ pacing$ emotions

 con'e)ed * points

• Stage 4resenceCon3dence and connection !ith the

audience  * points

otal  &/ oints &. Presentation + DA, &

-i''ing the .a,s: Silent Reading o Texts ": minutes

a. i'e the instructions beore the students read the texts.

b. Ma;e them ocuses on the similarities and di%erences among texts.

?I ha'e here copies o t!o di%erent 'ersions o the origin o 

rice. Dou should ta;e note o the similarities and

di%erences bet!een the t!o.A

0. Enrichment

/stab'ishing Lins: Oral 4ractice (10 minutes)

a. >s; students to complete the table comparing and contrasting the t!o texts.

?I ha'e here a table. Cop) and complete the table on )our noteboo;s. Compare and contrast the situations o the t!o stories in the beginning$ theA

b. Fa'e them e'aluate the content5theme o the texts b) ans!ering the gi'en Huestions.

• In !hat aspects are the t!o 'ersions similar and di%erent@ • 2hat traits did the responsible beings or things possess that

led to the creation o rice@

• 2hat do the stories sa) about the bene3ts the people get

c. Let them share their ans!ers !ith the class b) supporting them !ith lines rom the text.

d. Remind the class to obser'e the e%ecti'e oral language con'entions in expressing their ideas and reactions5opinions

1. E2ansion

-inding Meaning: <ocabular) #e'elopment (0 minutes)

a. Introduce idiomatic expressions b) de3ning them and b) gi'ing examples.

?In the texts )ou ha'e read$ )ou ma) ha'e encountered some idiomatic expressions. Idiomatic expressions are phrases or sa)ings !hose meaning cannot be understood b) the indi'idual !ords or parts. Fere are sentences rom the selection that used idiomatic expressions Sho! sentences 1. So beautiul !as she$ that the od Lalahon almost 'ost his senses. ". LalahonKs troubles did not #ome to an end.

?Fere are some other examples o idiomatic expressions and their meanings.A

b. >s; students to use the gi'en idiomatic expressions in meaningul sentences.

?2ho can gi'e me a sentence using one o these idiomatic expressions@

c. Expand their ;no!ledge o idiomatic expressions b) as;ing them to do the research tas; and the 4ictionar) as home!or;.

d. Explain !hat a 4ictionar) is$ its purpose$ and its parts. ?> 4ictionar) is the literal representation o the idiomatic expression.A Sho! example

e. Encourage them to be creati'e. . Suggested Criteria or E'aluation7

• Clarit) meaning o idiomatic expressions  * points • #epth use o the expressions in sentences  1: points

• Correctness grammar structure and mechanics o !riting  *

points

• Creati'it) pictures and la)out  1: points

otal  0/ oints

Maing it Sim,'e: rammar Lesson (15 minutes) + DA, 0

a. >s; students to read aloud the gi'en sentences.

?O;a) class$ I ha'e here some sentences ta;en rom the selections )ou ha'e read last meeting. O;a)$ e'er)one read the sentences properl) in unison.

• #anas noticed the head o the grains o the grasses. • Lalahon thought that !ould be impossible to 3nd. • Mut)a thought about him e'er) da).

• ish perished in the dried stream.

b. Re'ie! the basic parts o a sentence.

?>n)one !ho can tell me the basic parts o a sentence@ Right$ the sub6ect and the predicate.

c. Fa'e them identi) the sub6ect and the predicate.

?Can an)one identi) the sub6ect on the 3rst sentence@ <er) goodJ Fo! about the predicate@A

d. Lead them in the discussion o concept o simple sub6ect and simple predicate.

?2hat )ou ha'e identi3ed are the complete sub6ects and complete predicates. Sub6ects and predicates can also be simpli3ed.  The simple sub6ect is the main !ord on the complete sub6ect$ !hile the simple predicate is the main 'erb that describes !hat the sub6ect does.A

e. #ra! out rom the discussion !hat simple sentences are.

?I sub6ects and predicates ha'e simple orms$ so do sentences. > simple sentence has onl) one independent clause. >n independent clause consists o a simple sub6ect and predicate. These sentences are examples o simple sentences.

Su,,'y and emand: uided 4ractice (15 minutes)

#istribute !or;sheets ?Suppl) the blan;s !ith the appropriate sub6ects or 'erbs to complete it. Choose )our ans!ers rom the box.A

a. uide the students in completing the paragraph !ith appropriate

sub6ect and 'erb.

?or number one$ !hat do )ou thin; is missing@ The simple sub6ect or the simple predicate@ Fo! about number t!o@ Three@ our@ *@ o! ta;e note that 'erbs !hich ha'e helping 'erbs are al!a)s considered to be the simple predicate and cannot be separated.

b. i'e comprehension Huestions or students to better understand the paragraphs.

• 2h) do )ou thin; !ill it greatl) a%ect the ilipinosK standard o 

li'ing i the price o rice goes up@

• Fo! does the consumption o rice a%ect the econom) o the

4hilippines i other countries also demand or it@ c. Fa'e them explain their ans!ers.

Ta' of the To2n: Unguided Oral 4ractice (15 minutes)

a. Fa'e a short recap o !hat the t!o m)ths sa) about rice.

?So do )ou still remember the m)ths about rice !e ha'e read in the past meetings@ It sa)s that rice has e'er since and until no! been the main ood that ilipinos eat.A

b. Tell the class that the) are to share their ;no!ledge about rice b) !or;ing on the group acti'it).

?o!$ )ou !ill be !or;ing in groups and !ith the things )ou ha'e learned rom the texts )ou ha'e read$ share !ith each other

!hat )ou ;no! about rice. Dou can choose rom the ollo!ing topics that interests )ou the most.A

c. Encourage them to choose the topic that interests them the most.

a. Rice 'arieties b. Rice dishes

c. ast ood chains o%ering unlimited rice d. Rice in e'er) ilipino meal

e. Rice and ilipino superstitions

d. Let them !rite do!n their ideas about the topic using simple sentences.

?2rite do!n )our ideas in a paper. Use simple sentences in !riting.A

e. Fa'e them share their ideas !ith their groups. Re'ie! them the importance o pitch$ phrasing$ and pacing !hen gi'ing oral

message.

?>ter !riting )our ideas$ share !ith )our group mates )our

ideas. Ma;e sure that )ou are using the right pitch$ phrasing$ and pacing !hen )ou tal;.A

3. S4nthesis + DA, 1

Library Visit: Librar) 2or; (30 minutes)

a. Coordinate !ith the librarian to conduct a librar) orientation ocusing on the di%erent sections o the librar)

b.

c. 1. Circulation Section  this section contains the general

collection o boo;s$ 3ction$ and non,3ction$ !hich the students can borro! or home use.

d.

e. ". Reser'e Section  9ept in this section are boo;s that ma)be reHuested b) some teachers to be made a'ailable or

their students but or a shorter period o time$ because o the limited number o copies per boo;.

.

g. &. Reerence Section  Boo;s containing speci3c acts and inormation about an)thing in this !orld are ;ept in this section enc)clopedia$ dictionar)$ atlas$ almanac$ bibliograph)$

directories. h.

i. (. 4eriodical5Serials Section  this is !here one can see maga+ines$ ne!spapers$ and 6ournals.

 6.

;. *. >udio,'isual Room  this is !here a 'ariet) o machines or listening or 'ie!ing ma) be ;ept.

l.

m. -. Materials Center  2hen a student !ants to do his class pro6ects and some special acti'ities not needing boo;s$ he can got to this area.

n.

o. /. Multi,media Center  this other optional part o the librar) houses electronics$ such as computers and other modern machines.

H. roup the students and ha'e them !or; on the tas;s.

r. #irect them to the librarian i the) ha'e Huestions regarding the materials ound in their assigned sections.

s. roup 1  eneral Reerence Section

t. a. Using the atlas$ locate at least se'en rice, producing countries.

u. b. ind out !hat is common among these countries. '. c. Ma;e a 'isual presentation o )our ans!ers.

!. roup "  ilipiniana Section

x. a. Research on popular dishes in the 4hilippines.

). b. 2rite the names o these dishes and the pro'inces and regions the) are rom

+. c. ind out !hat ma;es these dishes popular. aa. d. Ma;e a poster promoting these dishes. ab. roup &  Serials54eriodical Section

ac. a. o through ne!spapers and the maga+ines and loo; or exotic dishes.

ad. b. #etermine i these dishes !ill be appealing to ilipinosK taste buds.

ae. c. Create a menu eaturing these exotic dishes. a. Monitor the groups as the) !or;.

ag. Suggested Criteria or E'aluation7

ah. roup 17 Correctness o inormation *

points

ai. >ppropriateness o 'isual organi+er * points

a6. roup "7 <ariet) o inormation & points

a;. Clarit) o texts5captions5labels &

points

al. Creati'it) ( points

am. roup &7 Completeness o inormation ( points

an. Concreteness and correctness o language & points

ao. Creati'it) & points

ap.

5. Post-Assessment

aH.

ar4 The Living Past: 2riting >cti'it) (0 minutes)

as.

a. Using the same groupings or the librar) !or;$ ha'e them share their researches and !hat these sa) about our 'alues as a

• >ter doing the research acti'ities$ !hat ha'e )ou learned

about our 'alues as a people and the richness o ilipino culture@

b. Indi'iduall)$ as; them to !rite a 3'e,to,se'en sentence paragraph about the discussion.

• 2rite )our ans!ers in a !ell,!ritten 3'e,to,se'en sentence

paragraph. Express )our ideas in simple sentences. i'e )our paragraph a title.

c. Remind the students regarding the basic parts o a paragraph and the mechanics o !ritings such as indention$ capitali+ation$ punctuation$ etc.

d. Suggested Criteria or E'aluation7

• Content complexit) and originalit) o ideas  1: points • Organi+ation logical seHuence o ideas  * points

• Language correct use o simple sentences and 'ocabular) 

1: points

• Mechanics indention$ capitali+ation$ and punctuation  *

points at.