LESSON PLAN IN ENGLISH

PREPOSITION

I. Objectives
At the end of the lesson, the students are expected to…
 Identify the use of the
 Compare and contrast patterns of written texts across disciplines;
 Value the importance of the given techniques in reading.

II. Subject Matter

Topic: Preposition
References:
Materials: Google Meet
PowerPoint Presentation
Laptop
III. Procedure
A. Preparatory Activities
a. Daily Routine
Prayer
Attendance
b. Drill/Review
The teacher will be asking the students about what they have learned on
the previous lesson.
B. Developmental Activities
a. Motivation/Introduction
A video will be presented to the students and they will be asked the
following questions:

1. What have you observed from what you have watched?

2. Are there words that you are repeatedly hearing from the song?
3. What are these words?
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b. Presentation of the Lesson—Preposition
The lesson—Preposition, will be discussed.
The words that are repeatedly being mentioned on the song are called
prepositions.
Today, we are going to study about the prepositions IN, ON, and UNDER.
Preposition is like a bridge.
Why does teacher Lyndel say that it is like a bridge?
Can anyone share to me the use of a bridge?
Correct. It can be used so that people or vehicle can cross from one side to
the other. That is also the same with preposition.
A preposition is a bridge that usually comes before a noun or pronoun and
connects it to the rest of the sentence.

For example:
First, we have the preposition IN.
We use the preposition IN when we are talking about someone or
something inside another thing. Take a look at these examples. Can you
describe to be the images using the preposition IN?

Next, we have the preposition ON.

We use the preposition ON when something or someone is ABOVE or AT
THE TOP of another thing.
Take a look these examples, can you describe to me these images using
the preposition ON?

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 Lastly, the preposition UNDER.
We use the preposition UNDER when we are talking about a thing below
another thing.
Let’s take a look at the pictures that we have here:
Can anyone describe to me this pictures?

That is how we use the preposition IN, ON and UNDER.

c. Practice Exercise
The teacher will be telling a story (Jonah and the Big Fish) and the
students will be asked to supply the proper preposition to be used to keep
the story flowing.

d. Generalization
The students will be asked the following questions:
1. What is the difference between skimming and scanning?
2. How about phrase reading and non-prose reading?
3. What are the strategies in selecting and organizing information?
4. What are the benefits/advantages of this techniques to the readers?

e. Evaluation
A 10-item quiz will be posted on Edmodo.

1. This way of outlining uses full sentences

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 a. Topic Outlining
b. Middle Outlining
c. Sentences Outlining
d. Phrase Outlining

2. The main idea of the paragraph appears in the ______ sentence.

a. Second
b. First
c. Third
d. Last

3. This graphic material shows the interrelationships of parts or elements, steps of

a process, or key features of an object or an area.
a. Graphs
b. Diagrams
c. Charts
d. Maps

4. These are flat representations of the earth that show geographical areas by
means of scales and models.
a. Graphs
b. Diagrams
c. Charts
d. Maps

5. These are illustrated visual forms that summarize information and ideas through
words, symbols, pictures, and drawings.
a. Graphic Materials
b. Graphic Organizers
c. Graphs
d. Diagrams

6. What should be analyze before starting to scan?

a. Organization of content
b. Clarity of thought
c. Sentences pattern
d. Graphic patterns

7. Skimming is more thorough than simple previewing and can give a more
accurate picture of text to be read later.
a. Pre-reading
b. Reviewing
c. Reading
d. Previewing

8. Skimming is useful for reviewing text that is already read.

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 a. Pre-reading
b. Reviewing
c. Reading
d. Previewing

9. Skimming is most often used for quickly reading material that, for any number
of reasons, does not need more detailed information.
a. Pre-reading
b. Reviewing
c. Reading
d. Previewing

10. All of these are steps on how to scan an article EXCEPT:

a. Identify the figurative language used in the sentence.
b. Let your eyes run rapidly over several lines of print at a time. When
you find the sentence that has the information you seek, read the entire
sentence.
c. Keep in mind at all times what it is you are searching for. If you hold
the image of the word or idea clearly in mind, it is likely to appear
more clearly than the surrounding words.
d. Anticipate in what form the information is likely to appear: numbers,
proper nouns, etc.
f. Valuing
The students will be asked the following questions:
1. As a reader, how are you going to remember the important details in
the text?
2. As a reader, what are the things that you should consider in reading
a passage?
3. Do you think that these techniques will be helpful for you in the
future? In what instance?

IV. Assignment
EDMODO: The assignment will be posted on Edmodo. Deadline will be the next day
after the lesson, 3PM. Document should be on Word file format, Times New Roman, 12.
1.5 Spacing.
Directions: Compare and Contrast skimming and scanning and give ways on how to
do it properly.

SKIMMING SCANNING

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 V. Remarks
The students’ assignment scores will be scored following this rubric.
CATEGORY 10
Purpose & The paper compares and
Supporting contrasts items clearly.
The paper points to
Details specific examples to
illustrate the comparison.
The paper includes only
the information relevant
to the comparison.
Organization & The paper breaks the
Structure information into whole-
to-whole, similarities to-
differences, or point-by-
point structure. It follows
a consistent order when
discussing the
comparison.
8 6 4
The paper compares and The paper compares and The paper compares or contrasts,
contrasts items clearly, contrasts items clearly, but does not include both. There
but the supporting but the supporting is no supporting information or
information is general. information is support is incomplete.
The paper includes only incomplete. The paper
the information relevant may include information
to the comparison. that is not relevant to the
comparison.
The paper breaks the The paper breaks the Many details are not in a
information into whole- information into whole- logical or expected order.
to-whole, similarities to- to-whole, similarities to- There is little sense that the
differences, or point-by- differences, or point-by- writing is organized.
point structure but does point structure, but some
not follow a consistent information is in the
order when discussing the wrong section. Some
comparison. details are not in a logical
or expected order, and
this distracts the reader.
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Transitions The paper moves
smoothly from one idea
to the next. The paper
uses comparison and
contrast transition words
to show relationships
between ideas. The paper
uses a variety of sentence
structures and transitions.
The paper moves from
one idea to the next, but
there is little variety. The
paper uses comparison
and contrast transition
words to show
relationships between
ideas.
Some transitions work The transitions between ideas are
well; but connections unclear or non-existent.
between other ideas are
fuzzy.
Prepared by:
Lyndel Sept S. Mantal
Checked by:
Judy Ann A. Mejia
Noted by:
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