Semi- Detailed Lesson Plan in English II I. Objectives A. Identify the different subject-verb agreement rules. B.

Appreciate the subject verb agreement through applying the rules in sentence construction. C. Construct sentences applying or using the different subject-verb agreement rules effectively. II. Subject matter: Grammar/Subject verb agreement Reference: http://www.towson.edu/ows/moduleSVAGR.htm Materials: PowerPoint presentation of subject verb agreement Manila Paper III. Procedure: A. Motivation A short paragraph will be presented and written at the board. The teacher will read first and the students will follow. The students will be given time to examine and study the given paragraph. After which the students are expected to answer the following questions: 1. What did you notice about the paragraph? 2. What made most of the sentences incorrect in terms of grammar? 3. What can you do to improve the paragraph? B. Presentation of the Topic Once the students have answered all the questions above, the teacher will introduce the day’s lesson which is subject verb agreement. C. Discussion A PowerPoint presentation of subject verb agreement will be shown and discussed. Illustrations of how subject verb agreement works will also be presented (courtesy of the reference website). After discussion, the students are expected to answer the following questions: 1. What are the different rules in subject verb agreement? 2. Give examples of sentences showing these rules. D. Generalization The students will generalize the topic for the day and basically summarize the things taken up. IV. Evaluation: Going back to the motivation, the students will improve the paragraph through changing the inappropriate verbs to the correct ones to match their respective subjects. After that, the students are asked to construct 10 simple sentences using the subject verb agreement rules. V. Assignment Rewrite each sentence to correct the faulty subject-verb agreement. Place it on a one half sheet of paper. 1. Joy’s major interest are dance and art. 2. She is one of the best designers who has been sent to Europe on a goowill tour. 3. The reasons for their protests was easily known. 4. Everyone need to have a goal in life. 5. Twenty pesos are to much to pay for a pencil. 6. The number of the students this year exceed the number of the students last year. 7. All your desires affects your decisions. 8. Both your friends and your cousins cares for your future. 9. The evening news are quite interesting. 10. Not one of the incidental fees remain uncollected. --------JBV-------A Semi-detailed Lesson Plan in English III Third Year High School I. Objectives

(2000) English Arts III pp. Direct object – it is the receiver a transitive verb and answers the question “what”. c. b. d. and e. that’s the pattern” *Each part is covered with envelope where numbers were written outside of it. Subject – is the doer of the action. 2. b. Motivation: Play “What are the parts. name the parts of the S-TV-DO-OC pattern. d. 6. share their own examples of sentences having S-TV-IO-DO. evaluate their classmates’ constructed sentences. et. II. 3. III. Objective complement – it is a noun or pronoun which renames or identifies the subject or an adjective which completes the verb and modifies the subject. identify the differences between the 5 basic sentence pattern. Reference: Ribo.Through the game “What are the parts. 15-19 Materials pocket chart manila paper cartolina envelopes pieces of papers where the questions are encoded Skills evaluating writing constructing of sentences drawing listening Values Listening is a way of gathering information. Transitive verb – a verb that passes an action from the doer tot he receiver. that’s the Pattern” class interaction and activities.al. 5. M. c. L. 4. write sentences using the S-TV-DO-OC pattern. Learning Procedure 1. S= is covered with # 12 TV= is covered with # 8 DO= is covered with # 11 OC= is covered with # 37 . the students should be able: a. Subject Matter: S-TV-DO-OC Sentence Pattern Key Concepts: a. Learning Procedures A.

2. explain the difference between S-TV-IO-DO and S-TV-DO-OC.) is direct object. 4. . second.) rd 4 Uncover the pattern (S-TV-DO-OC pattern). then after that. get the question inside the envelope and ask it again to the students. nd 3 Call for a student to answer the question.ing steps: 1 Choose a number one-by-one by asking the following questions. The question inside the envelope having the number: 12 is: Cutting of tress increase the problem on Global Warming. remove the envelope to reveal the part that is covered by it. (This is tan indirect way of checking the student’s answer to the question. d. c. f. Present a pocket chart where sentences having the discussed 4 patterns and the S-TV-DO-OC are placed The Romans called her Usha. Call on for students (those not called on step e) to classify if what patterns do the other sentences belong. 3. what is the part or role of the word “cutting”? 8 is: It is a verb that passes an action to the receiver. The two dancers come to bow to the audience We owe our parents gratitude. e. a. (It depends on you what to ask first. 11 is: If the part of the word mother in the sentence (We give mother a presence for her birthday. and fourth. b. third. Ask the difference between S-TV-IO-DO and S-TV-DO-OC.) For 12: What day of June is Independence Day being celebrated? 8: What is the atomic number of oxygen? 11: How many sides does an undecagon object have? 37: What is our body’s normal temperature? st 2 After they answered correctly that number. My sister baked me a cake. contains sentences using the S-TV-IO-DO pattern. In this sentence. I find my assignments challenging. 1. th 1. g. what then is the part of the word presence? 27 is: it is a noun or pronoun that renames or identifies the subject or it is an adjective that completes the verb and modifies the subject. I have considered you my closest friend She named the dog Eos. Using sentences. Call for students to identify and to defend what no.

C. _______________10. The juniors feel excitement to take their chosen field in T. _______________11. Their parents think them too young for a lover relationship.E. Evaluation: Let the students do the following exercises. _______________6. TV for transitive verb and IV for intransitive verb and LV for linking verb. 6. Great men never talked about their needs. st nd Let the members of 1 group construct his/her own sentence having the S-TVDO-OC pattern while the embers of the 2 group nd listen carefully to evaluate if the constructed sentence of the other group belongs to the said pattern and if it belongs. _______________14. _______________3. Let the of 1 row construct his/her own sentences while the members of the 2 row should listen carefully to evaluate if the constructed sentence of the other row belong to S-TV-DO-OC and one assigned member will identify the repeat process until parts on the constructed sentence. Anne shared her experiences during the summer vacation. VI. They have considered my older brother a very honest person. Make as many as you can but consider its sense. _______________2. Exercise # 1 (copy and answer in a 1 whole sheet of paper) Write below the underlined word/s their uses in the sentence. Mr. Filipinos give Jose Rizal a day of commemoration. You may add determiner a. Philippines celebrates Independence Day every 12 day of June. Write S for subject. (Repeat the process until 15 members of the 1 group give his/her constructed sentence. The oil in the pan has become hot. th Exercise # 2: Construct S-TV-DO-OC sentences using the list of words given below. _______________9. Dominguez will teach his students the perspective drawing. then the 2 group will assign one to identify where are the subject. and OC for objective complement. DO for direct object and IO for indirect object. The doctor diagnosed her acidic. _______________5. the verb and the objective complement in the cons tructed st sentence. or the before the subject and others to make it more meaningful. _______________13. _______________15. _______________7. Our geometry teacher makes the difficult task a pleasure. _______________8. Does the principal know your father? _______________12. the direct object. _______________1. . Group the class into two groups. an. It can be very dangerous to all of us. _______________4.L.5. S-TV-O. S-TV-IO-DO or S-TV-DO-OC pattern. Generalization: Give a summary with example on the 5 Basic sentence patterns. identify whether the sentence is made up of S-V. Ideas are worthless unless followed by action. The commandant has chosen the most responsible trained student the CAT-Corps Commander. S-LV-C. st nd a. And then on the provided space before the number.

S V DO OC Lora victim Jona tourist baker found make accused called accept Filipinos Boracay business guilty Jossa Joseph respectful Linda romantic successful temporary manager named suspect designer found  pandesal Let the students pass their paper 5 minutes before the time. Ideas are worthless unless followed by action. DO S-LV-C 13. construct sentences using the 5 Basic sentence patterns. OC S-LV-C 5. Our geometry teacher makes the difficult task a pleasure. The juniors feel excitement to take their chosen field in T. TV S-TV-DO-OC 2. Does the principal know your father? DO S-TV-IO-DO 12.L. Assignment In a short bond paper. From your drawing.E. (2 sentences in each pattern) KEY ANSWERS: Evaluation: Exercise 1 S-V 1. Great men never talked about their needs. V. The doctor diagnosed her acidic. Dominguez will teach his students the perspective IO drawing. S th . Anne shared her experiences during the summer vacation. S DO S-TV-DO-OC 9. OC S-LV-C 6. Philippines celebrates Independence Day every 12 day of S TV June. S DO S-TV-O 11. They have considered my older brother a very honest S person. OC S-TV-O 7. DO S-TV-O 10. DO S-TV-DO-OC 4. Mr. It can be very dangerous to all of us. The oil in the pan has become hot. S-TV-IO-DO 8. DO IO S-TV-O 3. draw anything that would interest you. Filipinos give Jose Rizal a day of commemoration.

.S-TV-DO-OC 14. DO OC S-TV-DO-OC 15. Charts..” now class. Name Tags Values: Develop a genuine love for reading.. Decode words with “augh” (o) sounds II.” “Let us pray first. Identify statements that show cause and effect relationship. Flash Cards. 3.. 4.” (Checking of Attendance) . Learning Activities Teacher’s Activity “Good Morning Class..say present. OC A Detailed Lesson Plan in English (First Year—Secondary) Prepared By: Junnie Salud I. For this morning... love for family III. Procedure A. Their parents think them too young for a lover relationship. (Students Sing) ou. Subject Matter Cause and Effect Relationship Reference/s: Fun in English Reading Textbook pages 94-101 Materials: Visual Aids. our discussion will be in relation to a family. Pictures. What can you say about the song? Does it . The commandant has chosen the most responsible trained student the CAT-Corps Commander. so are you ready to sing and have fun today? Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper) “It was great sir!” “Of course sir! It was a lot of fun!” “Yes sir! We love purple-colored dinosaur!” “Yes” Warm Up ng Barney’s I Love You Song. Appreciate reading poems. “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. u say you love me too.. Objectives At the end of the lesson. you love me and we’re a happy family. the students will be able to: 1. 2. Are you familiar with Barney’s I Love You Song?” “Okay that’s good. reat big hug and a kiss from me to you. Read a poem correctly and clearly with expressions.

” “On her last birthday.” .. Mama dear.” How could you say so John?” “That was a very good explanation John.. Picture A is a picture of a Mother and Picture B is a picture of a Cake. it’s now time to improve your pronunciation more..” What else have you noticed which made you conclude that the song is all about love?” ody had just sung very well. you know what class the song simply tells us something that we should always consider for us to keep our family or relationship with others intact. Lesson Proper Presentation Show pictures of a Mother (a) and a Cake (b) Motivation “What do you see in pictures A and B?” “Sir.” They kissed their mother. there are so many descriptive words in the song. “Because sir..” “When was the last time you gave a gift to your mother?” “Why do you think there is a cake? What do you think is the celebration?” “Aside from giving material gifts. Who Loves Mother Best? “Oh happy birthday. sometimes showing affection/love towards a person makes him feel that he is appreciated and there will be feeling of belonginess and love. and nowadays kissing and hugging our parents or family members are not being practiced anymore.” “By kissing and hugging her. we love you true.” Sang Ben.” “Because sir I noticed that the song has a lot to do with our love for our family. hugged her too. Liz and Bess with cheer “We love you much. eventhough the song is very short. that the real meaning of family is all about loving each other. how else do you show your love for your mother?” Discussion Let us read a poem and let us find out how the children showed their love for their mother.tell us something important that we have already forgotten to do nowadays?” “Sir. but I guess it’s full of emotions.” Pronunciation Drill .read the following words: Words with augh= /Ô/ Caught Naught Taught Naughty Daughter B. the most obvious one is “I LOVE YOU. “It is mother’s birthday.

“Because she was eating a cone of ice cream.” “A girl is eating a cone of ice cream. But little Bess with Mom she stayed.” “The best way to show my love for my parents is by. let us now answer these questions: “Why did Bess. Look again at the picture. “For that you’ll pay?” “Liz was aglow a glee because she was eating a cone of ice cream. Ben grabbed the cone. Enjoying it. While Mama almost lost her cool. she sat alone. And helped to serve Mom’s friends and guests Now tell me.” “Liz was happy (aglow with glee)” “Bess.” . and Liz kiss and hug their Mother?” “Why was Liz aglow with glee?” “Because it is their Mother’s Birthday. This is called the effect. who loves Mother best? After reading the poem. Ben. Analysis (Show picture of a girl eating an ice cream) “What do you see on the picture?” “What happened to Liz when she was eating a cone of ice cream?” Liz was aglow with glee. So Liz cried out. “For that you’ll pay!” Like cats and dogs the two did struggle Each making sure to win the battle. Then rushed home in time to see His sister Liz aglow with glee. drinks she laid. They tried to push and then to pull. And that’s what we call the Cause-and-effect relationship.” “Why did Mother almost lost her cool?” “Who among the three children loved their Mother best? How did he/she show it? “Because Ben and Liz struggled..” “Liz cried out because Ben grabbed the cone then slipped away..” “What made Liz cry out. For Liz held up an ice cream cone. answers why Liz was aglow with glee. answers what happens to Liz when she eats a cone of ice cream. She set the table. “What do you notice on Liz’s face?” “Why was Liz aglow with glee?” “Liz was happy (aglow with glee)” Because she was eating a cone of ice cream. because she helped mother to serve the guests. and slipped away.Then quickly Ben skipped out to play And went with playmates all the day.” “What is the best way to show your love for your parents?” Explain. This is called the cause.

and why it happens is called the cause. the cheese would drop from her beak. Evaluation Read the following sentences. Read the short fable.” “What happens is called the effect. the fox continued to praise the crow. So Liz cried out. 2. _____ Mama almost lost her cool. . IV. But the crow carefully removed the cheese from the claws on one foot and said. 1. Not giving up. Group1: But little Bess with Mom she stayed. Write C before the sentence for the cause and write E for the part that is the effect. While Mama almost her cool. Mama dear. hugged her too. “I wish I could hear you tell about your talents but I have to go look for food because I’m hungry”. drinks she laid. 4. but you cannot fool me”. V. Ben grabbed the cone and slipped away. who loves Mother best? Group2: For Liz held up an ice cream cone. Liz and Bess kissed and hugged their mother.Generalization “A cause and effect relationship describes something that happens and why it happens. Group4: Like cats and dogs the two did struggle Each making sure to win the battle. _____ Because Ben grabbed the cone of ice cream and slipped away. She set the table. _____ because it is her birthday. Assignment Identifying CAUSE-AND-EFFECT RELATIONSHIP. _____ Ben. Enjoying it. 3.” “The cause is usually introduced by the connective because. 5.” Application (Pantomine) Each group will act out the following situations from the poem.” Sang Ben and Liz and Bess with cheer “We love you much. _____ Liz cried out. Underline the CAUSE and Encircle the EFFECT.” They kissed their mother. then you are the prettiest singer.” The fox thought that once the crow starts to sing. “For that you’ll pay!” Group3: “Oh happy birthday. A fox said to a crow with a piece of cheese between its beak. “they say you are sly. we love you true. And helped to serve Mother’s friends and guests. Now tell me. They tried to push and then to pull. she sat alone. “If you can sing as prettily as you sit.

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.