University of Perpetual Help Rizal

Pamplona, Las Piñas City

HIGH SCHOOL DEPARTMENT
PAASCU Accredited
S.Y. 2009-2010

FIRST QUARTER

Lesson Plan in English II

Date: July 21, 2009
I. Value to be developed: Promotion of positive community relations
II. Objectives
At the end of the period/during the course of the period, 90% of the students should be
able to:
A. give and explain the morals that can be learned from the reading selection
B. display appreciation and understanding of the morals from the story discussed; and,
C. present arguments supporting their consent and contradiction of a statement from the
reading selection; and,
III. Subject Matter
A. Chinese Literary Genre
B. A Little Incident
Instructional Materials/Equipment: visual aids, photocopy of graphic organizers,
cartolina printed with words
Target Key Concept in the Institutional Philosophy:
 Believing and Invoking Divine Guidance
IV. Procedures
A. Strategies
A.1. Circle the Sage
The sages stand and spread out in the room while their classmates gather around
them. The sages explain what they know about a topic while their classmates listen and
take notes. The students move from one sage to another gathering more information.
A.2. Story Telling And Retelling (STAR)
The teacher divides the students into nine groups. Each group of students is
given a part of a story to read and summarize. When all groups are done, the recorder
from each group retells what has been summarized. The story is repeated until the story
is finished.
A.3. Milling Interview
The leader of a group is asked to keep moving in a leisurely fashion, hopping
from one group to another, and exchanging brief comments or information about an
assigned topic.
A.4. Four Corners
The teacher reads a statement and lets the students give their answers by going
to the corner representing their point of view. Each corner of the room is labeled,
“Strongly Disagree”, “Disagree”, “Agree”, “Strongly Agree.”
B. Development of the Lesson
B.1. Preliminary activities
 Prayer, Greetings, Checking of the classroom’s physical arrangement and
cleanliness, Checking of students’ uniform, ID, grooming, name strips, etc., Checking
of attendance
B.2. Presentation of objectives, value to be developed and key concept in the
institutional philosophy (to be posted/written on the board)
B.3. Simple recall
Yesterday, we talked about the languages of a lady using her handkerchief as a
reading selection in noting details. We learned that taking down notes of important
details will help us understand better any reading selection. That is why we agreed that
noting details is a skill that all of us must develop in order to become good readers.
B.4. Motivation
Polygon Word Grid Game
The teacher unscrambles a number of letters in each section of the polygon to
form an English word. The students are asked to solve the mystery word in each section.
The letters with a distinct color, when consecutively, will spell out the title of the
selection to be taken up.
B.5. Presentation of the lesson
Today, we will take up the story entitled “A Little Incident.” We will
specifically deal with the theme or message that we can get from this story. You will
be divided into groups later on and will be given a task to carry out.
B.6. Lesson Proper
6.1. Circle the Sage
First, the teacher assigns nine students who will discuss the meaning of
the unfamiliar words used in the selection to be read. These students are requested to
stand and spread out in the room. The teacher then asks the other students to surround
a sage, with no two members of the same team going to the same sage. Each sage
explains the meaning of the unfamiliar words assigned to them. The other students,
listen, ask questions, and take notes. The students are asked to move from one sage to
another until they have listened to all the sages.
6.2. Story Telling And Retelling (STAR)
The teacher divides the students into nine groups such that each group
has five members. The teacher requires each group to assign a recorder, a reporter, a
decision-maker, a turn-teller and a time-keeper. The teacher gives each group a part of
the story to summarize. The recorder must be prepared to retell the story with his or her
own words.
The following rules must be given:
a. The recorder writes down the group ideas on a sheet of paper
b. The reporter verbalizes the processes or products of group actions to
other audiences.
c. The decision-maker makes executive decision if group consensus
cannot be reached.
d. The turn-teller ensures that everyone has a turn and prompts each
member to share his or her ideas.
e. The time-keeper ensures that the group stays on time and uses the
time appropriately.
6.4. Milling Interview
After this is complete, the teacher asks a representative from each group
to hop from one group to another in a leisurely fashion. The reporter in a particular
group is asked to share with the visiting group members the part of their story. The
visitors are then asked to go back to their original group to share whatever information
they have gathered from other groups.
6.5. Synthesis/Generalization
Four Corners
The teacher labels the four corners of the room with “Strongly
Disagree”, “Disagree”, “Agree”, “Strongly Agree.” The teacher then reads a
statement based on the selection and lets the students write on a piece of paper
whether they agree, disagree, strongly agree or strongly disagree with the
statements. When all are done writing, the teacher asks the students go to the
corner representing their point of view. All students sharing a point of view are
asked to work together to collect evidences and present an arguments about
their stand on the issue.
6.6. Evaluation
The teacher gives the students a 15-item test to check their
understanding of the story discussed in class.
B.7. Integration of Lesson
7.1. Value Integration
The teacher asks the students if whose behavior they would like to
emulate, that of the rickshaw puller or the passenger. The students are also asked to
give their reason for their answer.
7.2. Practical applications to daily life
If the same incident happened to you while you are in a hurry going to
school, would you also do what the passenger did? Why or why not?
B.8. Closure of Lesson
8.1 Evaluation of Objectives
Are we successful in achieving our objectives for the day? How?
8.2. Evaluation of the Value to be developed
Are we successful in developing our value for the day?
8.3 Reflection log
Minute Papers
The students accomplish a response log graphic organizer where they briefly
give details to the following prompts:

Three things I learned Three things I liked with Three things I liked with
today my group mates my other classmates

8.4. Assignment
8.4.1. Students are asked to read the story entitled “The Spider’s Thread”
Reference: Language in Literature textbook, pages 41-44
8.5. Other reminders
8.5.1. Students are asked to bring their English textbooks, English Portfolio and
activity sheets
8.6. Closing prayer and farewell greetings