Mindanao State University

Score
COLLEGE OF EDUCATION
16/20
Bachelor of Elementary Education

THE TEACHER AND THE CURRICULUM

Instructional Planning

Name of Group Leader: Jherlyn Mie Balagulan

Name of Group Vice Leader: Vanessa Ibanez
Names of Group Members: Hanifa Arimao
Princess Alyssa Bolinias
Maryan Dato-on
Omar Kaliton
Shenie Magyan
Shania May Oraiz
Monica Paypa
Crystel Ynion
 Appendix A

Lesson Plan in English V

Compound Word Written as One Word_____________________________________

I. Learning Objective

Learners will successfully identify the meaning of unfamiliar words (compound) based
on given context clues using the realia.

II. Subject Matter

Topic: Compound Words Written as One Word
References: EN5V - IIIe - 20.3; EN5V - IIIe - 20.4; EN5V - IIIe - 20.5
Curriculum Guide p.73 Lesson Guides in Elementary English 5 pp.

102 - 104
Materials: Pictures with compound words and Worksheets.
Value: Unity and reinforcement

III. Procedure
A. Preparatory Activities
1. Drill on identifying the given pictures that has compound words.

1. The teacher will present a picture to the class.

2. Study the picture presented. Tell something about it.
3. Ask the whole class to name those give picture.
Ask: What are the following pastries/cakes made of?
Since the C of the objective is using realia, real objects
should be used as materials as much as possible

Blueberry
 Strawberry

Applesauce

Cupcakes

B. Motivation
1. Ask a pupil to read a short paragraph presented before them.
One Sunday afternoon, Julian the baker is busy making cupcakes and
Cooking pancakes. Celano, his helper is busy packing applesauce and
Strawberry jam. They will bring these to Chinatown where anybody can buy
anytime.
You may contextualize this short story based on the local culture. Think
of familiar places or products in the locality and make a story

2. Comprehension check up
Ask the pupils the questions that follow:
What is the name of the bakery? (Bambi’s Bakeshop)
Who is Julian? (The baker)
What is the work of a baker? (He bakes bread and pastries)
What does Celano pack? (Applesauce and strawberry jam)
When did the story happen? (One Sunday afternoon)
If you were a baker what bread would you prefer to bake?
 (Pupils will give varied answers)

B. Developmental Activities
1. Presentation

a. Present two words found in each word.

Sunday = sun + day
Afternoon = after + noon
Cupcakes = cup + cakes
Pancakes = pan + cakes
Applesauce = apple + sauce
Strawberry = straw + berry
Chinatown = China + town
Anybody = any + body
Anytime = any + time

These two different words that have been put together to form a
new word is called a compound word.
Compound word – comes from two different words that have been put
together to form a new word with a different meaning.
b. Encourage pupils to identify other examples of compound words.

2. Practice Exercises
Identify at least 10 examples of compound words in a sheet of paper.
Create group and individual exercises; as much as possible, make the
exercises as close to reality as possible e.g. use real objects found in
the classroom, etc

3. Generalization

Can you classify the compound words?

How can you identify compound words?
2. Application: “Finding compound words”

General Instruction: Divide the class into four groups. The teacher will give illustration board
and a chalk in each group. The teacher will present a short story using a projector and each
group is given 10 seconds to identify the compound words in the story .The group who couldn’t
raise their board within 10 seconds will be disqualified for the next round.

IV. Evaluation
Identification

Part 1. Identify the correct missing compound word from the given selection.

Haircut fireman Headache

Drugstore backyard Cornfield

This is not necessarily identifying but using appropriate
compound words based on a given context
1. The __________ did their best to save the burning building.
2. Please go to the _________ for some medicine.
3. Grandfather went to the barbershop for a ________.
4. We will go to the ________ to harvest fruits and vegetables.

5. I have ________ maybe because I ate too much.

Part 2: Identify and box the compound word used in each sentence.
1. Daylight begins at early morning.
2. We put all our toys in the playroom.
3. I got sunburn when we went to the beach.
4. The teacher told the students to underline the correct answer.
5. We have P. E. in the afternoon.

Assignment:
Identify at least 10 examples of compound words and use it in a sentence.
 LESSON PLAN RUBRICS

Exemplary Acceptable Developing Beginning

Objective 4 3 2 1
All ABCD At least three of the At least two of the Only one of the ABCD
components are ABCD components are ABCD components are components is
appropriately written appropriately written appropriately written appropriately written
Topic 2 1
The topic and its elements (e.g. materials, The topic and its elements (e.g. materials, references,
references, values integration, etc.) matches the values integration, etc.) do not match the lesson and
lesson and elements. elements.
Methods 4 3 2 1
There is great variety There is a variety of There is less variety of There is no variety of
of appropriate appropriate teaching appropriate teaching appropriate teaching
teaching strategies strategies and methods. strategies and methods. strategies and methods.
and methods.
4 3 2 1
The teaching Most of the teaching Some of the teaching Most of the teaching
strategies develop the strategies develop the strategies develop the strategies do not develop
behavior required by behavior required by the behavior required by the behavior required by
the objective through objective through the objective through the objective through
repeated exposure to repeated exposure to repeated exposure to repeated exposure to
practice this behavior. practice this behavior. practice this behavior. practice this behavior.
4 3 2 1
There is very clear There is somewhat clear There is slightly clear There is no relationship
relationship between relationship between or relationship between or between or among the
or among the among the teaching among the teaching teaching strategies, not at
teaching strategies, strategies, providing an strategies, providing an all providing an integrated
providing an integrated flow of integrated flow of flow of learning
integrated flow of learning experience. learning experience. experience.
learning experience.
Assessment 2 1
The assessment task is congruent to the behavior The assessment task is not congruent to the
required by the objective. behavior required by the objective.