You are on page 1of 10

A Semi-Detailed Lesson Plan in English I for 7th Graders

Charmaine B. Bramida

Mrs. Ruth Rusminda O.

Strategies in Teaching Language

A. Objectives
After revisiting the past, the students must be able to:
1. Use pictures and context clues to get meanings of words and
2. Determine how pitch, phrasing, and pacing affect understanding
of a message
3. Observe the right pitch, phrasing, and pacing when reading texts
or passages aloud participating in conversations
4. Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations
5. To organize ideas in the myths using comparison-contrast chart
6. Formulate correct simple sentences
7. Recognize the various sections of the library
8. Use materials in the different sections of the library
9. Write a five-to-seven sentence paragraph about the information
B. Assessment Plan
1. Pre-assessment
Word of Mouth and Memory Lane
2. Post-assessment
Library Visit and The Living Past
C. Resources
a. Copies of listening and reading texts
b. Pictures
c. Table/chart
a. Laptop/computer
b. LCD projector


D. Activities
1. Introduction DAY 1
Word of Mouth: Unlocking Vocabulary Difficulties (10 minutes)
Ask students to give the meanings of words through pictures and
context clues.
Class, are you familiar with these words?
What do you do when you encounter words that are unfamiliar
to you?
Aside from consulting the dictionary, we can also learn the
meaning of a word
through pictures and context clues.

(Show picture) What can you say about the picture? What do
you think does the word drought mean by looking at the
(Show sentence) A sentence can also have an opposite
meaning or antonym to show contrast with the unfamiliar word.
In this sentence, what do you think does scarce mean?
(Show sentence) You can also get clues of what the word
means based on the actions performed. In this sentence, what
action gives a clue for the word exhaustion? What do you think
does exhaustion mean?
(Show sentence) Examples can also unlock the meaning of a
word. In this sentence, given the example, what does the word
vigorous mean?
(Show sentence) An unfamiliar word can also be unlocked
through the repetition of a familiar word or a synonym. In this
sentence, what could be the synonym of the word tranquil?
What then do you think is the meaning of the word?
Memory Lane: Activating Prior Knowledge (5 minutes)
Ask students about their knowledge regarding rice.
Class, what do you know about rice? Do you eat rice?
What kinds of rice
do you eat?
Have them listen to the text The Origin Rice (Bohol
version) that you are to read.
Are you fond of legends and myths?

Today, I am going to read to you a story about the origin

of rice.
Encourage them to focus on the events of the story
and observe correct pitch, phrasing, and pacing.
Listen carefully and take note of how I tell the story.
See Your Text: Listening Activity The Origin of Rice (Tagalog

Check It Up (15 minutes)

a. Process what the students have listened to by discussing
the following:
i. Events
ii. Problem/conflict
iii. Resolution/Outcome
a. Ask students comprehension questions regarding the text.
i. What was the condition of the world during that time?
ii. Why did Banag and Danas decide to separate from their tribe?
iii. How did Danas find the rice?
Mean What You Say: Oral Practice (15 minutes)
a. Draw out from the students the importance of pitch,
phrasing, and pacing in delivering a message.
It is important that we are aware of how we talk so that the person we
are talking to will understand what we are trying to say. For instance, the
loudness or softness of our voice will affect the meaning of what we are
trying to say. If you are angry, your pitch should project your anger or if you
are emphasizing a word or an idea. Now if you are trying to comfort
someone, of course your pitch should be soft.
Now the way we also group the words we say affect the meaning of
our message. It is important that we pause at the right places. Now when do
we pause in a sentence? Right! We pause when there is a comma. Now class,
I have here a paragraph from the selection I have just read, now I would like
you to read the paragraph. It sounds monotonous isnt it? Now read the
paragraph again and pause at the right moments. Pause for short while when
there is only one bar while pause a little longer when there are two bars.
Very good!
The fastness and slowness of how we speak greatly affects of how the
listener will comprehend and process what we said. Imagine speaking very
fast or very slow. Do you think the person we are talking with will understand
us? Of course if we are talking to people who have a difficulty in hearing we
tend to speak louder and slower.

b. Cite situations where students can use varied pitches,

phrasing, and pacing.
c. Ask students to work with a group with six members and
do the task.
d. Discuss the lines by identifying the emotions felt by the
characters and by describing the conditions of things in the
e. Assign members who will each paragraph and let them
present a choral reading in front of the class.
f. Suggested Criteria for Evaluation:
Clarity of Voice (articulation and pronunciation) 5 points
Voice Projection (volume, pitch, quality) 5 points
Interpretation of the text/passage (phrasing, pacing, emotions
conveyed) 5 points
Stage Presence(Confidence and connection with the
audience) 5 points
Total = 20 points
2. Presentation DAY 2
Filling the Gaps: Silent Reading of Texts (20 minutes)
a. Give the instructions before the students read the texts.
b. Make them focuses on the similarities and differences among
I have here copies of two different versions of the origin of
rice. You
should take note of the similarities and
differences between the two.
3. Enrichment
Establishing Links: Oral Practice (10 minutes)
a. Ask students to complete the table comparing and contrasting
the two texts.
I have here a table. Copy and complete the table on your
notebooks. Compare and contrast the situations of the two stories in
the beginning, the
b. Have them evaluate the content/theme of the texts by answering
the given questions.
In what aspects are the two versions similar and different?
What traits did the responsible beings or things possess that
led to the creation of rice?
What do the stories say about the benefits the people get
from rice?

c. Let them share their answers with the class by supporting them
with lines from the text.
d. Remind the class to observe the effective oral language
conventions in expressing their ideas and reactions/opinions
4. Expansion
Finding Meaning: Vocabulary Development (20 minutes)
a. Introduce idiomatic expressions by defining them and by giving
In the texts you have read, you may have encountered some
idiomatic expressions. Idiomatic expressions are phrases or sayings
whose meaning cannot be understood by the individual words or
parts. Here are sentences from the selection that used idiomatic
expressions (Show sentences) 1. So beautiful was she, that the God
Lalahon almost lost his senses. 2. Lalahons troubles did not come to
an end.
Here are some other examples of idiomatic expressions and
their meanings.
b. Ask students to use the given idiomatic expressions in
meaningful sentences.
Who can give me a sentence using one of these idiomatic
c. Expand their knowledge of idiomatic expressions by asking them
to do the research task and the Pictionary as homework.
d. Explain what a Pictionary is, its purpose, and its parts.
A Pictionary is the literal representation of the idiomatic
expression. (Show example)
e. Encourage them to be creative.
f. Suggested Criteria for Evaluation:
Clarity (meaning of idiomatic expressions) 5 points
Depth (use of the expressions in sentences) 10 points
Correctness (grammar structure and mechanics of writing) 5
Creativity (pictures and layout) 10 points
Total = 30 points
Making it Simple: Grammar Lesson (15 minutes) DAY 3
a. Ask students to read aloud the given sentences.
Okay class, I have here some sentences taken from the
selections you have read last meeting. Okay, everyone read the
sentences properly in unison.
He looked up to see the heavens darken with rain.

Danas noticed the head of the grains of the grasses.

Lalahon thought that would be impossible to find.
Mutya thought about him every day.
Fish perished in the dried stream.
b. Review the basic parts of a sentence.
Anyone who can tell me the basic parts of a sentence? Right,
the subject and the predicate.
c. Have them identify the subject and the predicate.
Can anyone identify the subject on the first sentence? Very
good! How about the predicate?
d. Lead them in the discussion of concept of simple subject and
simple predicate.
What you have identified are the complete subjects and
complete predicates. Subjects and predicates can also be simplified.
The simple subject is the main word on the complete subject, while the
simple predicate is the main verb that describes what the subject
e. Draw out from the discussion what simple sentences are.
If subjects and predicates have simple forms, so do sentences.
A simple
sentence has only one independent clause. An independent
clause consists of a simple
subject and predicate. These sentences are
examples of simple sentences.

Supply and Demand: Guided Practice (15 minutes)

(Distribute worksheets) Supply the blanks with the appropriate
subjects or verbs to complete it. Choose your answers from the box.
a. Guide the students in completing the paragraph with appropriate
subject and
For number one, what do you think is missing? The simple
subject or the simple
predicate? How about number two? Three?
Four? 5? Now take note that verbs which have helping verbs are always
considered to be the simple predicate and cannot be separated.
b. Give comprehension questions for students to better understand the
Why do you think will it greatly affect the Filipinos standard of
living if the price of rice goes up?
How does the consumption of rice affect the economy of the
Philippines if other countries also demand for it?
c. Have them explain their answers.

Talk of the Town: Unguided Oral Practice (15 minutes)

a. Have a short recap of what the two myths say about rice.
So do you still remember the myths about rice we have read in
the past meetings? It says that rice has ever since and until now
been the main food that Filipinos eat.
b. Tell the class that they are to share their knowledge about rice by
working on the group activity.
Now, you will be working in groups and with the things you have
learned from the texts you have read, share with each other
what you know about rice. You can choose from the following
topics that interests you the most.
c. Encourage them to choose the topic that interests them the
a. Rice varieties
b. Rice dishes
c. Fast food chains offering unlimited rice
d. Rice in every Filipino meal
e. Rice and Filipino superstitions
d. Let them write down their ideas about the topic using simple
Write down your ideas in a paper. Use simple sentences in
e. Have them share their ideas with their groups. Review them the
importance of pitch, phrasing, and pacing when giving oral
After writing your ideas, share with your group mates your
ideas. Make sure that you are using the right pitch, phrasing, and
pacing when you talk.

5. Synthesis DAY 4
Library Visit: Library Work (30 minutes)
a. Coordinate with the librarian to conduct a library orientation
focusing on the different sections of the library
1. Circulation Section this section contains the general
collection of books, fiction, and non-fiction, which the students
can borrow for home use.
2. Reserve Section Kept in this section are books that
maybe requested by some teachers to be made available for

their students but for a shorter period of time, because of the

limited number of copies per book.
3. Reference Section Books containing specific facts and
information about anything in this world are kept in this section
(encyclopedia, dictionary, atlas, almanac, bibliography,
4. Periodical/Serials Section this is where one can see
magazines, newspapers, and journals.
5. Audio-visual Room this is where a variety of machines
for listening or viewing may be kept.
6. Materials Center When a student wants to do his class
projects and some special activities not needing books, he can
got to this area.
7. Multi-media Center this other optional part of the library
houses electronics, such as computers and other modern machines.


q. Group the students and have them work on the tasks.

r. Direct them to the librarian if they have questions regarding the
materials found in their assigned sections.
Group 1 General Reference Section
a. Using the atlas, locate at least seven riceproducing countries.
b. Find out what is common among these countries.
c. Make a visual presentation of your answers.
Group 2 Filipiniana Section
a. Research on popular dishes in the Philippines.
b. Write the names of these dishes and the provinces
and regions they
are from
c. Find out what makes these dishes popular.
d. Make a poster promoting these dishes.
ab. Group 3 Serials/Periodical Section
a. Go through newspapers and the magazines and
look for exotic dishes.
b. Determine if these dishes will be appealing to
Filipinos taste buds.
c. Create a menu featuring these exotic dishes.
af. Monitor the groups as they work.
Suggested Criteria for Evaluation:
ah. Group 1: Correctness of information
Appropriateness of visual organizer
5 points
Group 2: Variety of information
Clarity of texts/captions/labels
4 points
am. Group 3: Completeness of information
Concreteness and correctness of language
3 points
3 points
6. Post-Assessment
ar. The Living Past: Writing Activity (20 minutes)
a. Using the same groupings for the library work, have them share
their researches and what these say about our values as a
people and the richness of Filipino culture.


After doing the research activities, what have you learned

about our values as a people and the richness of Filipino
b. Individually, ask them to write a five-to-seven sentence
paragraph about the discussion.
Write your answers in a well-written five-to-seven sentence
paragraph. Express your ideas in simple sentences. Give
your paragraph a title.
c. Remind the students regarding the basic parts of a paragraph
and the mechanics of writings such as indention, capitalization,
punctuation, etc.
d. Suggested Criteria for Evaluation:
Content (complexity and originality of ideas) 10 points
Organization (logical sequence of ideas) 5 points
Language (correct use of simple sentences and vocabulary)
10 points
Mechanics (indention, capitalization, and punctuation) 5