SEMI-DETAILED LESSON PLAN

School ST. VINCENT’S COLLEGE Grade Level

INCORPORATED

PS-Teacher MERVIC GRACE B. JATICO Learning Area PED 4B

Time & Date 6:30-6:30 (JANUARY 12,2023) Quarter FINALS

I. OBJECTIVES
Specific a. Differentiate choral speaking and choral reading;
Learning b. Acknowledge the importance and value of choral reading;
Objectives: c. Demonstrate the different types of choral reading.

II. TEXTBOOK
Learning Laptop, PowerPoint Presentation, Printed Activity Sheets, Markers,
Material: Manila Paper, Envelope, Cut-out folded papers

Lesson: Choral Reading

Topic: Difference between Choral Reading and Choral speaking, Importance

of Choral Reading, Types of Choral Reading: Refrain, Line-a-child,
Sequence, Antiphonal, Unison

III. PROCEDURES

ROUTINE

A. PRAYER
The teacher will ask a u student who will volunteer to lead the prayer
The teacher will greet the students
B. ATTENDANCE
The teacher will conduct a roll call to verify attendance based on the alphabetical sequence
of the students' last names,
C. AGREEMENT
The teacher will show the classroom agreement and will ask the students to read it aloud

LESSON PROPER

D. REVIEW
The teacher will ask students to recall the previous lesson
The teacher will ask the questions:
What was our last topic all about?
What have you learned about our previous topic?
 How did you apply them?
E. MOTIVATION
The teacher will conduct an activity called “Crack the secret code”
The teacher will present the mechanics to the students.
The teacher will provide a manila paper and marker for each group containing definitions or
sentences to be answered that will create clue words with numbers below every letter that
will complete the Secret Code using the letter that matches the number.
The teacher will give enough time for the groups to brainstorm and answer the hidden clue
words.
The teacher will ask a volunteer for each group to read their paper in front of the class.
The teacher will ask the students:
What do you think will be our lesson for today, based on the secret codes you cracked?
F. OBJECTIVE PRESENTATION
The teacher will let the students read the lesson objectives
The teacher will repeat the objectives,
G. DISCUSSION
The teacher will begin with the lesson discussion proper.
The topic, Difference between Choral Reading and Choral speaking, Importance of Choral
Reading, Types of Choral Reading: Refrain, Line-a-child, Sequence, Antiphonal, Unison
will be displayed through a PowerPoint Presentation.
The teacher will ask these guide questions:
1. What is difference between Choral Reading and Choral Speaking?
2. What is the Importance of Choral Reading?
3. What are the types of Choral Reading?
4. How will you apply the different types of Choral Reading?
H. ENRICHMENT
The teacher will have an activity using different types of poems with respect to the
topic being discussed- The types of choral reading.
The teacher will present the poems using the PowerPoint Presentation to the class and
divide the students into five (5) groups for the different types of poems for choral reading
accordingly.
LINE-A-CHILD GROUP
SEQUENCE GROUP

ANTIPHONAL GROUP
UNISON GROUP

REFRAIN GROUP
The teacher will read the instructions:

The class will be divided into five (5) groups and each group will pick a
volunteer to get a piece of folded paper from the envelope that contains
the title of the poem they will read with the type of choral reading they will
use for the poem they are assigned to.

The teacher will present the rubrics.

Excellent Good Fair Poor

5pts. 3pts. 2pts. 1pts.

Pronunciation Students Students Students Students

and pronounced pronounced pronounced pronounced
Punctuation all words and most words some words most words and
used all and used and used some used most
punctuations most punctuation punctuation
correctly. punctuation correctly. incorrectly.
correctly.
Volume and Students’ Students’ Students’ Students’ voice
Clarity spoke very voice was voice was was never clear,
clearly and never clear, rarely clear, and the audience
were heard and the and most of could not hear
by all of audience the audience them.
audience. could not could not hear
hear them. them.
Phrasing, Students used Students used Students needs Students weren’t
Timing excellent good timing to improve on understood by
timing and and phrasing. timing and the audience
phrasing Part/role phrasing. because the
Part/role were spoken Part/role were students sped
were spoken in a voice hard to through their
in a steady that was understand lines.
voice. usually because the
Students did steady. students spoke
not speak too Students too quickly.
quickly spoke slightly
too fast.
Getting into Students used Students used Students tried Students did not
character gestures, some a few gestures, use gestures,
voice, gestures, voice voice
fluctuations, voice fluctuations, fluctuations, or
and facial fluctuations, and facial facial
expressions and facial expressions. expressions.
to enhance expressions Students did
meaning of to enhance not make the
the part meaning of audience
 played. the part believe that
Students played. they really the
made others Students character.
believe that worked
they were the toward
character getting into
character.
The teacher will conduct the activity and will have the group recite the poem in front, after
the allotted time to practice and familiarize is finished

I. APPLICATION
The teacher will conduct an activity to foster the learning of the students.
The teacher will have the students read the directions:
Each student must compose a creative poem (any type of poem) that can be applied
using the different types of choral reading. You can choose what type of choral reading you
will use for your poem and create a simple illustration related to your poem.

The teacher will present the rubrics:

1 2 3 4

Form Uses an May use an May use an Creatively

inappropriate appropriate appropriate uses
poetic form. poetic poetic an appropriate
Too few form. form. poetic form.
stanzas or Fewer than four Fewer than four Complete
stanza length is stanzas of four stanzas of four with
incorrect. lines lines more than
each each four
stanzas with
four
lines each.
Word usage Student’s use Student’s use of Student’s use of Student’s use
of vocabulary is vocabulary is of
vocabulary is more telling than routine and vocabulary is
very basic. showing workable precise, vivid,
and paints a
strong clear
and
complete
picture
in the reader’s
mind.
Poetic Uses few Uses some poetic Uses poetic Effectively
Techniques poetic Techniques such techniques such uses
(elements) Techniques as as poetic
such as figurative figurative techniques
figurative language to language to such as
language. reinforce the reinforce the figurative
theme. theme. language
 to reinforce
the
theme.
Language May contain May contain Has mainly Has grade-
Conventions frequent and many grade level level
(spelling, numerous errors in spelling, appropriate appropriate
grammar, errors in grammar, and/or spelling, spelling,
punctuation) spelling, punctuation that grammar, and grammar, and
grammar, and may interfere punctuation; punctuation;
punctuation with the reader’s contains some contains few,
that interferes understanding errors that do if
with the not any, errors
reader’s interfere with that
understanding the do not
reader’s interfere
understanding. with the
reader’s
understanding
.
Effort Student’s work Student’s work Student’s work Student’s
lacks demonstrates demonstrates an work
understanding some understanding demonstrates
of the understanding of of a
assignment the assignment. the assignment. complete
understanding
of
the
assignment
and goes
beyond
the
requirements.
Illustration Lacks an Uses an Uses an Effective and
illustration. illustration that illustration to creative use
may add to the enhance the of
poem’s meaning poem’s an illustration
meaning enhances the
poem’s
meaning.

The teacher will give the students enough time to write their poetry.
The teacher will allow each student to read their poetry aloud.

J. GENERALIZATION
The instructor will select a few students at random to provide an overview of the lesson
using the following questions as a guide:
1. What is the difference between choral reading and choral speaking?
2. What are the five types of choral reading?
3. How do you use each type of choral reading?
 4. What is the importance of Choral Reading for the students?
K. VALUING
By making connections between the subject and actual events and a learner's values in a
society and as a Vincentian, the instructor will extend the discussion.

The teacher will pose a question to the student:

How will you use what you've learned to motivate people and advance moral principles
as a member of society and as a Vincentian?

IV. EVALUATION
The teacher will give an evaluation.
15-item quiz

1. What is Choral Reading?

a. Involves students as they read-aloud and orally interpret, but does not require them to
memorize their reading parts.
b. It requires a group of students to orally interpret and recite from memory.
c. It requires only one person reading the poem.
d. Involves one reader only to read-aloud and orally interpret.

2. What is Choral Speaking?

a. It doesn’t require a group of students to orally interpret and recite from memory
b. It requires a group of students to orally interpret and recite from memory.
c. Involves one reader only to read-aloud and orally interpret.
d. It requires only one person reading the poem.

3. Choral Reading Involves students as they read-aloud and orally interpret, but does
not require them to _______ their reading parts.
a. memorize
b. change
c. remove
d. add

4.Choral Speaking requires a group of students to orally interpret and recite from
_________.
a. reading the poem
b. memory
c. watching the poem
d. listening an audio recording

5. Choral reading helps build students' ______, ________, and _______.

a. insecurity, discouragement, laziness
b. anxiety, depression, sadness
c. fluency, greed, anger
d. fluency, self-confidence, motivation

6. This type is used with poetry which contains lines or verses which are repeated.
a. Refrain
b. Line-A-Child
c. Unison
d. Antiphonal

7. What type of choral reading is this?

The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
a. Line-A-Child
b. Sequence
c. Unison
d. Refrain

8. Each student reads specific lines while the entire group reads the beginning and
ending of the selection. What type of choral reading is this?
a. Refrain
b. Unison
c. Line-a-child
d. Sequence

9. This type is best employed in poems which develop its thought into a strong climax,
or which two lines are cumulative in response.
a. Sequence
b. Line-a-child
c. Antiphonal
d. Unison

10. In this type of arrangement, one group responds to another – boys to girls, children
in one row to another, with light voices to another group with dark voices, or children
with high voices to another group with low voices.
a. Unison
b. refrain
c. Antiphonal
d. Line-a-child

11. Poems expressing strong and powerful emotions are best interpreted by the whole
speaking group rather than by part groupings or the semi-choruses.
a. Unison
b. Line-a-Child
c. Sequence
d. Refrain
12. This is the most difficult type since it requires the ability to speak together at the
same time with perfect timing, proper control and volume of voice.
a. Sequence
b. Line-A-child
c. Refrain
d. Unison

13. What type of Choral reading is this?

Solomon Grundy
James Orchard Halliwell

Solomon Grundy,
Born on a Monday,
Christened on Tuesday,
Married on Wednesday,
Took ill on Thursday,
Grew worse on Friday,
Died on Saturday,
Buried on Sunday.
That was the end,
Of Solomon Grundy.
a. Sequence
b. Unison
c. Refrain
d. Antiphonal

14. The solo voices and the semi-choruses take turns saying the lines and then the entire
chorus enters to build a climax and an impressive finale. What type of choral reading is
this?
a. Sequence
b. Line-A-Child
c. Refrain
d. Unison

15. Choral reading was used during the early history of schools because they didn’t
have ________.
a. enough ballpens
b. enough PowerPoint Presentations
c. enough computers
d. enough books

V. ASSIGNMENT
 The Teacher will assign the students with a task to search for poems and compose a
reflection related to the lesson-Choral Reading.
The teacher will present the direction.

Direction:
#1
Search five (5) poems and determine what type of choral reading the poem
can be used to and explain why. Print the poems and stick them in your
notebook and write your explanation below each of the poem.
#2
Write a reflection about choral reading and its importance.