A Semi- Detailed Lesson Plan

in English VI
February 12, 2020

I. Objectives
At the end of the lesson, the students are able to:
a. Use a graphic organizer to make a book report;
b. Identify the Common Types of Graphic Organizers; and
c. Define and evaluate what is Run-on Sentence.
.
II. Subject Matter
a. Topic: Graphic Organizer ,Run-on Sentence and reading a Conversation
b. Reference: Grade 6 Today’s English Book; pages 319-324
c. Materials: laptop, TV/monitor.
d. Values Integration: Analytical Thinking
e. Teaching Approach: Behavior management and Grammatical

III. Procedure
A. Preparation
1. Prayer
2. Greetings and Checking of Attendance
3. Checking of Assignments
4. Review
“Class do you remember the story Yesterday?.”
“What do you think is the moral lesson of the Story?”
“we’ve also learned about the things might happen to our towns after natural disasters”

5. Motivation
Continuation of Spelling battle of the Class
B. Presentation
Show to the students the following pictures and allow them to show their creativity by connecting the
pictures to come up with the lesson they learned from the story.
 C. Discussion
Show to the class a sample Graphic Organizer. And discuss the selection on page 319 about using graphic
organizer to make a book report.

A graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. In
addition to helping students organize their thinking and writing process, graphic organizers can act as instructional tools.
Teachers can use graphic organizers to illustrate a student's knowledge about a topic or section of text showing areas for
improvement. Graphic organizers are mainly used as a pedagogical tool to provide a visual aid to facilitate learning and
instruction.

“Let’s have a quick view about these common types or Organizers for additional knowledge”

Common Types of Graphic Organizers

Grid and Matrix Graphic Organizers

Graphic organizers are pedagogical tools that express the logic and relationships between items, facts and
concepts in a visualized pattern, and help you understand and instruct the connotation of things better. Comparing with
other comprehensive visual graphic organizers such as mind map and various charts, grid and matrix is much easier to
create.
 Main Idea and Details Organizers

As the term "Main Idea and Details" suggests, such kind of graphic organizer is often a great tool for
brainstorming and divergent thinking. To create one, either with hand drawn tools or digital software, you need to draw a
shape in the center and then draw divergent lines with shapes where you can put the secondary ideas. For example, if a
student is going to give a presentation on how serious environment pollution, he would write the central idea
"Environment pollution is serious in the center shape, with aspects illustrating how environment is being polluted, such as
air pollution, water pollution, soil pollution and light pollution etc. If more supporting details are available, the he would
add more shapes to the secondary level.

Compare and Contrast Organizers

If you need to compare and contrast three objects, processes, or events, consider using compare and contrast
organizers such as a Venn diagram. This graphic organizer consists of overlapping circles. There are sections of the
organizer in which only two circles are overlapping, and there is one section in which all three circles overlap. This last
section would include any information that is true for all two headings.
 Sequence Chart

Sequence refers to a set of events, actions, numbers, etc. which have a particular order and which lead to a
particular result . This graphic organizer looks like several boxes connected by arrows. A sequence chart organizer shows
a series of steps or events in the order in which they take place. The leftmost box contains the first event in a
chronological sequence, and the rightmost box contains the last event. This graphic organizer is perfect for writing or
reading a short story, understanding the flow of a series of historical events, or understanding how flashbacks fit into a
novel. Any concept that has a distinct order can be displayed in this type of organizer. It is an excellent tool for teaching
students the steps necessary to reach a final point.

Spider Map

A spider map graphic organizer is an organizational tool used to display knowledge in a visual framework which
looks like a cobweb. It allows students to organize information from readings and make connections in a meaningful
structure. Actually, it looks similar to a mind map, settling the central topic in the center and developing subtopics and
further ideas in surrounding branches.
 Storyboard

A storyboard is a strategy that uses a graphic organizer to help students learn the elements of a book or story. By
identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. There are
many different types of storyboard graphic organizers. The most basic focus on the beginning, middle, and end of the
story. More advanced organizers focus more on plot or character traits.

T-Chart

A T-Chart might be the simplest graphic organizer for both teachers and students. It's mostly used for for
comparison by separating information into two or more columns, such as the advantages and disadvantages of surfing the
Internet, forming a layout in the shape of the English letter "T" . To create a T-Chart graphic organizer, the easiest way is
to draw a large capital T. Set your title at the top and list facts about the two events on the two vertical areas. Each row in
the chart compares one characteristic. You can make T-Charts with multiple columns to compare several objects,
processes, or events.
 KWL Chart

The letters KWL are an acronym, for what students, already Know, Want to know, and ultimately Learned in the
course of a lesson. It's used to help guide students to keep their own pace and interest level through a lesson or subject
matter. For example, for a class on the sun, students would write what they already know about the sun in the
first Know space ("I know it is hot, I know it is in the sky). In the second Want to know space, the students write what
they want to find out about the subject ("How many suns do humans have on the Earth? Why does the sun shines in the
daytime?"). After the class completed, in the Learned space, the students write down what they learned about the sun.
Through such a KWL chart, both the student and the teacher can easily figure out where the student is and what he might
have missed and misunderstood.

After presenting the common types or Organizers, move on to Run-on sentence on page 323-324.
A run-on sentence occurs when two or more independent clauses (also known as complete sentences) are
connected improperly.
Example: I love to write papers I would write one every day if I had the time.
There are two complete sentences in the above example:
Sentence 1: I love to write papers.

Sentence 2: I would write one every day if I had the time.

One common type of run-on sentence is a comma splice. A comma splice occurs when two independent clauses are joined
with just a comma.
Example of a comma splice: Participants could leave the study at any time, they needed to indicate their preference.
Sentence 1: Participants could leave the study at any time.

Sentence 2: They needed to indicate their preference.

Some comma splices occur when a writer attempts to use a transitional expression in the middle of a sentence.
Example of a comma splice: The results of the study were inconclusive, therefore more research needs to be done on the
topic.
Sentence 1: The results of the study were inconclusive

Transitional expression (conjunctive adverb): therefore

Sentence 2: More research needs to be done on the topic

To fix this type of comma splice, use a semicolon before the transitional expression and add a comma after it. See more
examples of this on the semicolon page.
Revision: The results of the study were inconclusive; therefore, more research needs to be done on the topic.

D. Application

Direction: Correctly punctuate the run-on sentences. If it is correct, write C beside it.

1. I enjoy going to visit my grandparents however I don’t enjoy the three hour ride.
2. I spoke with my aunt on the phone we talked for two hours.
3. Yesterday, I jogged three miles it was the farthest I’ve ever jogged.
4. Suzy took painting lessons then she decided she doesn’t like to paint.
5. Many of my friends enjoy pizza but I prefer Chinese food.
6. I have no idea how to play this game it didn’t come with directions.
7. Carrie has decided to not use her credit cards therefore she will not be buying much.
8. The error I made was small nevertheless it made me fail the test.
9. Billy and Jim rode motorcycles to Nevada and they enjoyed every minute of the ride.
10. Everyone wanted to go on the field trip so we all participated in the fund raiser.

III. Generalization

A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas
within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps,
cognitive organizers, advance organizers, or concept diagrams.
A sentence fragment is a string of words that does not form a complete sentence; there is a necessary
component of a complete sentence missing. This missing component may be a subject (usually a noun) or a
predicate (verb or verb phrase) and/or when the sentence does not express a complete idea.

IV. Evaluation
Correct the following run-on sentences by dividing them into two complete sentences. Add a period to the end of the
first sentence, and capitalize the first letter in the second sentence.
She wanted to go to the movie she called to find out what time the show started.
Corrected: She wanted to go to the movie. She called to find out what time the show started.
1. The red car is in the parking lot I don't know where the van and the motorcycle are.
2. She was the best student in the class all the study groups invited her to participate.
3. She found the house once she didn't think she could find it again.
4. There are four possible routes I don’t know which is the best.
5. He wanted to meet the group at the restaurant he called to find out what time to arrive.
6. There weren't enough copies to go around we had to share the copies that were available.
7. You finished your work early you don't have to stay.
8. She didn't want to miss her meeting she made sure she left early.
9. They were in a desperate situation they didn't know what to do.
10. The children wanted to go fishing they gathered the supplies they needed.

V. Assignment

Write down 10 run-on sentences about what you read in the story of “Who moved my Cheese?”.

Prepared by:
Archie S. Nelmida
Intern Student

Checked by:
Mrs. Christina M. Cuison
Cooperating Teacher