ENGLISH 77 UNIT TEST

(Semi-Detailed Lesson Plan, Sample OBE Syllabus, Types of Instructional Materials

and Short Reflection)

Fetty Jamis Gilo

BSE English 3A

Agapito S. Bayron, PhD.

English 77 Instructor

CENTRAL MINDANAO UNIVERSITY

MARCH 2013
 TABLE OF CONTENTS

I. Semi-Detailed Lesson Plan for Grade 9 Students

A. Learning Objectives
B. Subject Matter
C. Learning Procedure
D. Evaluation
E. Assignment

II. Sample OBE English Syllabus (In any level)

III. Types of Instructional Materials

IV. Reflection
 A Semi-Detailed Lesson Plan
For Grade 9 Students

I. Objectives

Through the game “What are the parts, that’s the Pattern” class interaction and
activities, the students should be able to:

a. identify the differences between the 5 basic sentence pattern;

b. name the parts of the S-TV-DO-OC pattern;
c. share their own examples of sentences having S-TV-IO-DO;
d. evaluate their classmates’ constructed sentences; and
e. write sentences using the S-TV-DO-OC pattern.

II. Subject Matter

1. Topic:
S-TV-DO-OC Sentence Pattern

2. Key Concepts:
a. Subject – is the doer of the action.
b. Transitive verb – a verb that passes an action from the doer tot he receiver.
c. Direct object – it is the receiver a transitive verb and answers the question
“what”.
d. 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.

3. Reference:
Ribo, L. M. et.al.(2000) English Arts III pp. 15-19

4. Materials
- pocket chart
- manila paper
- cartolina
- envelopes
- pieces of papers where the questions are encoded

5. Skills
- evaluating
- writing
- constructing of sentences
 - drawing
- listening

6. Values
- Listening is a way of gathering information.

III. Learning Procedure

PRE-TASK

A. Motivation:

Play “What are the parts, that’s the pattern”

*Each part is covered with envelope where numbers were written outside of it.
S= is covered with # 12
TV= is covered with # 8
DO= is covered with # 11
OC= is covered with # 37

*To reveal the hidden parts, do the following steps:

1st: Choose a number one-by-one by asking the following questions.

(It depends on you what to ask first, second, third, and fourth.)

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 dodecagon object have?
37: What is our body’s normal temperature?

2nd: After they answered correctly that number, get the question inside
the envelope and ask it again to the students. The question inside
the envelope having the number:

12 is: Cutting of tress increase the problem on Global Warming. In this sentence,
what is the part or role of the word “cutting”?
8 is: It is a verb that passes an action to the receiver.
11 is: If the part of the word mother in the sentence
(We give mother a presence for her birthday.) is direct object,
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.
3rd: Call for a student to answer the question, then after that;
remove the envelope to reveal the part that is covered by it.
(This is an indirect way of checking the student’s answer to the question.)

4th: Uncover the pattern (S-TV-DO-OC pattern).

TASK

B. Lesson Proper:

1. Present a pocket chart where sentences having the discussed 4 patterns and the S-TV-
DO-OC are placed.

a. The Romans called her Usha.

b. My sister baked me a cake.
c. I find my assignments challenging.
d. The two dancers come to bow to the audience
e. We owe our parents gratitude.
f. I have considered you my closest friend
g. She named the dog Eos.

2. Call for students to identify and to defend what number contains sentences using the
S-TV-IO-DO pattern.

3. Call on for students (those not called on step e) to classify if what patterns do the
other sentences belong.

4. Ask the difference between S-TV-IO-DO and S-TV-DO-OC.

5. Using sentences, explain the difference between S-TV-IO-DO and S-TV-DO-OC.

6. Group the class into two groups.
a. Let the of 1st row construct his/her own sentences while the members of the
2nd 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.
7. Let the members of 1st group construct his/her own sentence having the S-TVDO-OC
pattern while the embers of the 2nd group listen carefully to evaluate if the
constructed sentence of the other group belongs to the said pattern and if it belongs,
then the 2nd group will assign one to identify where are the subject, the direct object,
the verb and the objective complement in the constructed sentence. (Repeat the
process until 15 members of the 1st group give his/her constructed sentence.
C. Generalization:

Give a summary with example on the 5 Basic sentence patterns.

POST-TASK

Discuss this with a partner (for 5 minutes):

1. Each of the students will make their own sentence (one sentence only) based on
what they had discussed earlier.
2. Exchange it with their partner.
3. Each of them will check the exchanged paper.

IV. Evaluation

Let the students do the following exercises.

Exercise 1 (copy and answer in a 1 whole sheet of paper)

Write below the underlined word/s their uses in the sentence. Write S for
subject, TV for transitive verb and IV for intransitive verb and LV for linking verb,
DO for direct object and IO for indirect object, and OC for objective complement.
And then on the provided space before the number, identify whether the sentence
is made up of S-V, S-TV-O, S-LV-C, S-TV-IO-DO or S-TV-DO-OC pattern.

_______________1. Great men never talked about their needs.

_______________2. Our geometry teacher makes the difficult task a pleasure.

_______________3. Anne shared her experiences during the summer vacation.

_______________4. They have considered my older brother a very honest

person.

_______________5. The oil in the pan has become hot.

_______________6. It can be very dangerous to all of us.

_______________7. Philippines celebrates Independence Day every 12th day of

June.

_______________8. Filipinos give Jose Rizal a day of commemoration.

 _______________9. The doctor diagnosed her acidic.

_______________10. The juniors feel excitement to take their chosen field in T.L.E.

_______________11. Does the principal know your father?

_______________12. Mr. Dominguez will teach his students the perspective

drawing.

_______________13. Ideas are worthless unless followed by action.

_______________14. The commandant has chosen the most responsible trained

student the CAT-Corps Commander.

_______________15. Their parents think them too young for a lover relationship.

Exercise 2:

Construct S-TV-DO-OC sentences using the list of words given below. You
may add determiner a, an, or the before the subject and others to make it more
meaningful. Make as many as you can but consider its sense.

S V DO OC

Lora found Filipinos

victim make Boracay guilty
Jona accused business Jossa
tourist called Joseph respectful
baker accept Linda temporary
manager named suspect romantic
designer found pandesal successful

 Let the students pass their paper 5 minutes before the time.
V. Assignment

In a short bond paper, draw anything that would interest you. From your
drawing, construct sentences using the 5 Basic sentence patterns. (2 sentences in each
pattern)

[NOTE: This Semi-Detailed Lesson Plan was retrieved from https://www.academia.edu/27950673/A_Semi-

detailed_Lessson-Plan_in_English_III_Third_Year_High_School uploaded by Ms. Mary Grace Mendiola and was
slightly improved by Ms. Fetty J. Gilo]
 TYPES OF INSTRUCTIONAL MATERIALS

There are three basic types of instructional materials: concrete objects, including
objects from the world of nature; representations of concrete objects and phenomena;
and descriptions of such objects and phenomena by means of the signs, words and
sentences of natural and artificial languages (Retrieved from
http://encyclopedia2.thefreedictionary.com/Instructional+Materials).

1. Concrete objects, including objects from the world of nature

Materials include such objects and phenomena as minerals, rocks, raw materials,
semi-finished and finished manufactured articles, and plant and animal
specimens. Included among these materials are reagents and apparatus for
producing chemical and other reactions and for demonstrating and studying
such reactions during laboratory sessions. Also included in the first group are
materials and equipment for students’ expeditions and other travel, as well as
supplies, instruments, and equipment for production training and for courses in
drafting and the representational arts. Among such supplies, instruments, and
equipment are wood, metal, plastic, and glass objects, measuring and monitoring
instruments and equipment, equipment for the assembling and finishing of
various products, and machines and machine tools.

Sample Pictures

How can I use these IMs in the future?

Concrete objects brought by nature to us can easily attract students in so many
ways. In my field, English subject, we could hardly manipulate this type of IMs since it
is really difficult to us to teach grammar using apparatus, there’s no such thing as that.
May be in the other types of IMs, they could be useful in our field.
 2. Representations of concrete objects and phenomena
Includes three-dimensional materials (castings, globes, and experimental
models), two-dimensional materials (charts, pictures, photographs, maps,
diagrams, and drawings), and audiovisual materials (motion pictures, film clips,
filmstrips, slide sequences, diapositives, transparencies, records and tape
recordings, and radio and television broadcasts). Audiovisual materials,
including the resources of films, radio, and television, help acquaint students
with the achievements of modern science, technology, industry, and culture and
with phenomena that are inaccessible to direct observation. Audiovisual
materials also acquaint students with early periods of history and with distant
places in the world and in space. Such materials elucidate natural and social
phenomena and enable students to study the inner world of matter and the
internal motion of waves, elementary particles, atoms, molecules, and living
cells.

Sample Pictures

1st Qtr
2nd Qtr
3rd Qtr
4th Qtr

How can I use these IMs in the future?

Well here, English teachers can be innovative enough to use some of these types that
are related to their topic. I cannot just simply make a plain and unattractive IM’s for the
sake of presentation but for the fun learning of your students and to achieve the target
outcome in the teaching-learning process. We can use speakers, television etc. to cater
multiple intelligences of our students.
 3. Descriptions of such objects and phenomena by means of the signs, words and
sentences of natural and artificial languages
Includes scientific, scholarly, reference, and methodological teaching aids, as
well as textbooks, books of problems and exercises, books for recording scientific
observations, laboratory manuals, manuals for production training, and
programmed textbooks.

Sample Pictures

How can I use these IMs in the future?

Well here, workbooks, textbooks, references etc. plays a significant role especially in
our field which is English for the reason that grammars, literature are in need of that for
assistance to make the teaching-learning process effective. In the future, I cannot always
depend on this kind of IMs since we are already in 21st century and what the teacher
and students need is an active process of learning. Yes, we can use it especially in
evaluations and advance readings.
 4. Others: Technological Instructional Media
Among these are equipment for the transmission and assimilation of information
recorded on film or on phonograph recordings: film projectors, tape recorders,
phonographs, and television sets. Monitoring devices include punched cards and
various types of automatic apparatus. Teaching machines include language-
laboratory machines, closed-circuit television systems, and computers.

Sample Pictures

How can I use these IMs in the future?

Highly innovated technology is much more in use specifically when we are talking
about literature. We let them see the history of the world and how the gods and
goddesses conquered the world before and others.

Instructional materials are made to comply with functional, biotechnological,

aesthetic, economic, safety, and hygienic requirements.
 REFLECTION

This unit test plays a vital role especially for us as future educators for us

to know what the basic needs are when we are already in actual setting in our

chosen field. Semi-detailed lesson plan and an OBE English syllabus serve as

starter packs of the teachers because teaching is like trekking ― you need to have

a traveling bag as starter pack towards a great adventure for you to be fully-

equip and make a very good impression not only to your co-teachers but most

especially to your future students.

Teach. Inspire. And make use of all types of IMs in a most creative and

innovative way where students will remember it not only for a second but for a

lifetime. Always remember that the teacher is the most important instructional

material inside the classroom. Be and inspiration to everyone!