A Semi-detailed Lesson Plan in English III Prepared by: Ms. Rosie Mae S.

Santil (Saint Louis University) The Teaching Teacher (www.theteachingteacher.blogspot.com) Day 1 I. Learning Objectives Through the various graphic organizers, the students should be able to: A. define words from the article through context clues; II. Learning Content A. Subject Matter Article: Teenagers by Fulton J. Sheen III. Learning Procedure A. Preparation Motivation 1. Post on the board a very big blank table. Freedom Table 2. Read the title of the selection.Teenagers 3. From your viewpoint as an adolescent, name the traits of typical teenagers. 4. Write both positive and negative traits. TEENAGERS TRAITS POSITIVE NEGATIVE IV. Evaluation 1. The speaker made use of similes and metaphors in his article. 2. On a one half sheet crosswise, identify at least two examples for each and explain why you agree or disagree with the comparison. V. Assignment 1. On a short bond paper, illustrate through a drawing the difference of puppy love and true love. 2. Below it, give at least 5 positive effects of purity.

B. Reference

Josefina PayawalGabriel Ph.D.Edda B. explain some quotations from the Manikan Martires. article by relating to Copyright(2008) their own English III (NewEdition). experiences; and Quezon City:St. Bernadette Publishing C. illustrate the difference of puppy House from true love http://www.brainyquote through a drawing. .com/quotes/authors/f/f ulton_j_sheen.html C. Materials

D. Concepts

*** E. Skills energetic active rebellious negligent

curious F. Values ambitious

passive

selfish

happy

hard-headed

B. Presentation 1. Divide the class into 5 groups. 2. Scan the selection for the phrases posted on the board. 3. Identify the parts of speech of the italicized words, and guess their meanings using context clues. 4. Choose one representative to share your answers in front.

5. Post the correct answers:

6. Read the selection for about 10 minutes. 7. Post on the board the picture and name of the author the author.

8. Read brief information about him.

9. Ask them what the message of the article is about teenagers.

Fulton J. Sheen (1895-1979), American Roman Catholic archbishop, who, through the b

C. Generalization 1. On your notebooks. Fill up the empty boxes in the diagram that follow with information from the text.

actors that influence them.

' future happiness and good social relations.

D. Application 1. Regroup the class into three. 2. Explain the following quotations by citing examples from your experience.

Day 2 I. Learning Objectives Though article analysis, the students should be able to: II. Learning Content A. Subject Matter Article: Let Hope Light Your Way by Norman Vincent Peale III. Learning Procedure A. Preparation Motivation 1. Divide the class into three groups. 2. Give each group an envelope containing 8 potlike figures with word/s written on it and decode the word behind the two pictures. 3. Arrange the saying within 10 seconds together with the position of the pot and post on board the finished output. IV. Evaluation 1. On a one half sheet crosswise, think of words that come from the root word hope, and write them around the circle. Then complete the sentences with words containing the root word hope. V. Assignment 1. On a short bond paper, make a poster with a slogan depicting any of the following themes:

A. define hope in different perspective through a graphic organizer;

B. Reference Josefina PayawalGabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Bernadette Publishing House http://normanvincentp

B. express their selves by making their own wish lists; and

C. arrange the saying according to its meaning and images.

eale.wwwhubs.com/

C. Materials 1. Paper pot for the saying 2. Picture of Norman Paele 3. Copy of the questions. *** D. Concepts 1. Hope is a good breakfast, but it is a bad supper.

E. Skills 1. Arranging concepts through a game. 2. Answering questions comprehensively. 3. Responding to text through graphic organizers

F. Values 1. Optimistic persons survive longer than pessimistic people. 2. Being hopeful lights our way.

B. Presentation 1. Present a brief background of the author.

2. For getting the main ideas, pose these questions:

3. Wrap up the article.

C. Generalization 1. From the article, make a list of things you hope to have or achieve this year, and what are you going to do about it.

There is a big difference of wish from hope and t

D. Application 1. Call on volunteers to answer this questions:

2.

Day 3 I. Learning Objectives Through pronoun illustrations, the II. Learning Content A. Subject Matter III. Learning Procedure A. Preparation IV. Evaluation 1. On a one half crosswise, identify V. Assignment 1. On a on fourth sheet, identify

students should be able to: A. define pronouns through a graphic organizer;

Pronouns: Personal and Antecedents

Motivation

the pronoun and write beside it the kind. (2 points each)

pronouns and their antecedents.

B. Reference Josefina PayawalGabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Bernadette Publishing House http://www.bellaonline. com/articles/art13270. asp

B. use pronouns to express themselves by making their own examples; and

C. construct sentences considering the pronoun-antecedent relationship.

B. Presentation 1. Post on the board a strip of cartolina.

C. Materials

D. Concepts 2. Define Pronouns.

E. Skills 3. Introduce the relationship of Antecedent and Pronouns.

Pronoun-Antecedent Consistency

F. Values 4. Describe briefly the several kinds of Pronouns.

5. Focus on Personal Pronouns.

C. Generalization

D. Application

Day 4 I. Learning Objectives Through the table of collective nouns, the students should be able to: II. Learning Content A. Subject Matter Using Pronouns with Collective Nouns III. Learning Procedure A. Preparation Motivation IV. Evaluation 1. On a one fourth sheet of paper, choose the appropriate pronoun, or pronoun and verb that will complete the sentence. V. Assignment 1. On a one fourth sheet, give your own 10 examples of collective term.

B. Reference A. enumerate various examples of collective nouns through the use of pictures; Josefina PayawalGabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Bernadette Publishing House B. Presentation 1. Post on the board the chart of collective nouns. C. Materials C. enact the different collective army audience board council departmen t minority navy public

B. present the importance of having collective nouns; and

noun terms.

D. Concepts

E. Skills

cabinet class committee company corporation

faculty family firm group jury majority

school senate society team troupe

F. Values

2. Present some examples. The italicized word is the collective nouns.

3. Give some guidelines about collective pronouns.

C. Generalization 1. Call some volunteers to write on the board some special collective terms. .

The special collective term which descr an exaltation of larks a muster of peacocks D. Application a rout of wolves a skulk of foxes"

1. Post the above picture and let them group themselves according to the chosen animal and let them describe their traits.

Group 1-Coyotes Group 2- Hounds Group 3- Wolves

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