lOMoARcPSD|33213413

Detailed Lesson Plan - Reflexive Pronouns

BSED English (Northwest Samar State University)

Studocu is not sponsored or endorsed by any college or university

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)
 lOMoARcPSD|33213413

Republic of the Philippines

Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
Telefax: (055) 2093657
ISO 9001:2015 Certified

Nick Sebastian C. Monsanto

BSEd English 3-B

TECHNOLOGY FOR TEACHING AND LEARNING 2 ( MODULE 1 OUTPUT)

A DETAILED LESSON PLAN IN ENGLISH 10

I. OBJECTIVES

At the end of the lesson, the students are expected to:

1. differentiate reflexive and intensive pronouns;

2. examine how to use reflexive and intensive pronouns;
3. use reflexive and intensive pronouns (EN10G-Ib-27); and
4. proofread a story with errors on the use of reflexive and intensive pronouns.

II. SUBJECT MATTER

A. Topic: Reflexive and Intensive Pronouns

B. Learning Resources: Curriculum Guide and English 10 Module
C. Materials: Papers, envelopes, scissors, laptop, TV monitor, handouts

III. PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Page 1 of 9

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

A. Preparatory Activities

1. Prayer

Everybody, please, stand and let us

pray.

(Everybody stands.) Oh, God, Creator of

heaven and Earth, You are worthy of our
praises… in the Name of the Father, of
Alright, settle down. the Son, and of the Holy Spirit. Amen.

(Everyone sits.)

Page 2 of 9

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

2. Checking of attendance.
(Students in the class say “present.”)
Alright, class, say present as I call your
name. (Calls every name in the class
record.)

Very good! Everybody seems to be

present today.

B. Lesson Proper

1. Motivation

Good morning, class! Good morning, sir!

This morning must be very exciting

because today we are going to do a
game called Beat the Buzzer.

I’m going to group you into two. Those

on this side (left) will be the first group.
Those on that side (right) will be the
second group. Every group shall have
five rows. Every row must help the
group survive the buzzer’s challenge
which says… together, please (the
challenge is on the PPT Presentation). (Everyone reads.) “There’s no way
running for your lives. However, there
are multiple ways running for the time.
Don’t wait until it rings itself because
that only means one thing – your time is
up.”

Exactly. Now, listen. Every row shall

have an envelope. Numbers one to five
will be the first groups. Six to ten will be
the second groups. Each envelope
contains jumbled words which you are
going to correctly arrange and paste on
the long black paper while you are at
your seats. There are two verbs
connected there in each envelope, you
just have to choose which form is right
to use then cut it out. Then, paste it with
the rest. I hope it’s clear.

Also, by holding waists together forming

a line, you are going to go to the board,

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

bring and post there the long black

paper with all the words pasted, also the
envelope on its side.

The row to start is the last row. The row

before the last shall or may only start
when those in the last are done and are
already sitting.

When all the rows are finished putting all

the sentences on the board, your team
should do the We Ourselves Made It
clap.

Please, all stand. Here’s how you’re

going to do it.

(Executes the clap.) Now, you do it.

(Everyone stands.)

Great. You may now take your seats.

Let’s see if you’re going to make it. (Students execute the clap.)

There’s only one task that you have to

accomplish – beat the buzzer. The (Everyone sits.)
buzzer challenges you to do it in just 1
minute. Of course, the group that’ll be
able to do it in the shortest possible time
gets a prize.

This activity will lead us to what we’re

learning about today. At the same time,
it is a review about what we discussed
the last meeting about subject-verb
agreement and sentence structures.
Also, it is a test on how far you can
already identify which form of the verb
(s-form or base form) suit to the number
of subject (singular or plural) in a
sentence.

Any question? Is everything clear?

Okay. I think everyone should be ready Yes, sir.

now because we are about to start the
activity.

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Timer starts… now!

GAME (1 MINUTE)

(After 1 minute…) Time’s up.

(The class does the game.)

(Everyone stops.)

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

ANALYSIS

Alright. Let’s check the sentences.

(Everyone listens and cheers up.)

(After analyzing every sentence, the

teacher declares which group nails it.) (Everyone applauds for themselves.)

I think all teams deserve a big round of

applause. You did a great job!

VALUES INTEGRATION
The activity was both fun and exciting.
We have learned more about sentences
How did you find the activity? and the agreement between the subject
and the verb in every sentence.

Very Good!

2. Discussion

ESTABLISHING A PURPOSE FOR THE

LESSON

Now, let’s go back to the sentences you

I think it’s the pronouns, sir.
posted. Among all these sentences,
there’s something in common. What is
it?

Yes, (calls one student)?

Correct! There are several categories of

pronouns. We have interrogative,
personal, and more. It is said that
pronouns that end in –self or –selves
are either reflexive or intensive
pronouns. Thus, these pronouns
(pointing the sentences on the board)
are under reflexive and intensive
category – our lesson for today.

At the end of this, you should be able to

use reflexive and intensive pronouns in
sentences. And, you will be proofreading
a story with errors on the use of those
pronouns.

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

PRESENTING EXAMPLES AND

INSTANCES

Let’s define and exemplify each term.

(Shows a PowerPoint Presentation of
the topic/lesson.)

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Reflexive Pronoun. Please, read, (calls

a student).

(The student reads what’s on the slide.)

“A reflexive pronoun refers to the subject
and directs the action of the verb back
to the subject.”

Here’s an example… (shows the next

slide).

(Reads what’s on the slide.) “Calbayog

City officials cannot stop themselves
from improving the City.”

Now, what is the pronoun there?

The word “themselves”.

Which in the sentence do you think
“themselves” refers to?

“Calbayog City officials”, sir.

Very good! Let’s move on to Intensive
Pronouns. (Shows another slide.) Kindly
read, (calls another student).

(Reads what’s on the slide.) “Intensive

Pronouns emphasizes the nouns or
pronouns within the same sentence.”
(Shows an example on another slide
and reads it.) ”Karen herself went to St.
Peter and Paul Cathedral.”

What’s the pronoun in the sentence?

The word “herself,” sir.

That’s right! What do you think “herself”
emphasizes in the sentence?

The name “Karen,” sir.

Perfect!

DISCUSSING NEW CONCEPTS AND

PRACTICING NEW SKILLS

There’s another way to identify easily if

the pronoun is reflexive or intensive.

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Let’s go first for reflexive. To identify if it

is a reflexive or not, you have to
understand the thought of the sentence.
Let’s have another example. (Shows an
example on the slide.) All, please, read.
“Explorers cannot stop themselves from
taking chances.”

What’s the pronoun?

“Themselves,” sir.

Let’s omit the pronoun “themselves”.

(Covers themselves.) All, please read.
“Explorers cannot stop from taking
chances.”

Let us analyze. Do you think the

sentence’s thought is clear?
Yes, sir, a bit.

Yes, it is. However, there’s something

that makes it a little awkward. We know
that “stop” there (in the sentence) is a
transitive verb and it needs an object to
complete its idea. Thus, the thought of
the sentence is not complete.

Going back to the definition of the

reflexive pronouns, it is a necessary part
of the sentence for without it, the
thought of the sentence will not be
complete. Therefore, the pronoun
“themselves” is reflexive.

Understood?
Understood, sir.

Great! How about for intensive

pronouns? Here’s an example… (shows
an example on the slide). All, please,
read.
“The queen herself asked Ponce de
Leon to find the fountain of the youth.”

What’s the pronoun used? The word “herself,” sir.

(Removes the pronoun.) Now, read the

sentence aloud.

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

“The queen asked Ponce de Leon to

find the fountain of the youth.”

Do you think the thought is complete?

Yes, sir.
Class, here’s the thing. If reflexive is a
necessary part of a sentence, intensive
is not. Even if we remove it from the
sentence, the thought is still complete.
Got it?

Got it, sir.

Alright. By the way, there are no words
such as “theirselves” and “hisself”. It is
“themselves” and “himself”.

Is everything clear?

Very clear, sir.

That’s good to know.

3. Application

Let’s have a group activity. Let’s divide

the class into four. Each group shall
prepare a short dialogue using Reflexive
and Intensive pronouns. You are going
to do that in eight minutes. When the
time is up, you shall present your
dialogues in front. Okay?

Okay, sir.

The time starts now.

ACTIVITY (8 MINUTES) (The class does the activity.)

(After 8 minutes…) Okay, time’s up.

(The class stops.)

Let’s see what you have there, group 1.

(Group 1 presents.)

Splendid! Let’s give a hand to group 1.

(Everyone applauds.)

Now, let’s have the group 2.

(Group 2 presents.)

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Amazing! A big hand for group 2.

(Everyone applauds.)

How about the third group? Let’s see.

(Group 3 presents.)

Great job! A round of applause.

(Everyone applauds.)

…and the last group?

(Group 4 presents.)

Excellent! A big hand for group 4.

(Everyone applauds.)

Job well done, everyone! You did it!

4. Generalization

It seems like everyone now knows how

to use reflexive and intensive pronouns.
This time, I’m going to call two students
to tell the class the learning you got from
our discussion today.

(Calls a student.)
I’ve learned that reflexive pronouns are
necessary in the sentence, unlike the
intensive pronouns.

Points taken. (Calls another student.)

I’ve learned that reflexive pronouns are
pronouns that rebound the action back
to the subject, unlike intensive pronouns
which just emphasize the noun.

You are correct.

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

IV. EVALUATION

Proofread the story (handouts will be distributed) to make sure that reflexive and
intensive pronouns have been used correctly. When you find a pronoun used
incorrectly, cross it out. Then insert this proofreading symbol ^ and write the correct
pronoun above it. Do it in 15 minutes.

Have you ever heard of Marco Polo? He hisself, along with his father and uncle,
was one of the first Europeans to travel into China. His father and uncle were
themselves great travelers. These Venetian mechanics had traveled from Italy all
the way to China. They brought home fascinating stories about foreign customs
and treasures. The next time they went, they brought young Marco with them. The
Mongol ruler of China hisself, Kublai Kahn, became their host. Marco spent 17
years traveling around China by hisself. Later, Marco entertained the Kahn by
telling stories about what he had seen and done. His travel accounts were
recorded in a journal, although, it is possible he didn’t write it hisself. Reading
Marco Polo’s journal theirselves. Europeans got an exciting glimpse into a different
world. Today, when we see the world becoming closer and more connected, we
should remind us that one time, few people traveled far.

V. ASSIGNMENT

On a one whole sheet of paper, write an anecdote about the best experience
you have ever had in your whole life. There should be at least 10 reflexive and 10
intensive pronouns used in your anecdote. That’ll be submitted next meeting.

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

Evaluation:

The lesson plan is a detailed plan intended for Grade 10 students on the subject,
English. The plan is consisted of the basic parts of a detailed lesson plan which are:
Objectives; Subject Matter; Procedures; Evaluation and; Assignment. The main topic
that this lesson plan has are Reflexive and Intensive Pronouns. His main objectives in
the delivery of the lesson are to differentiate the two pronouns and apply it in different
activities.

After carefully reading and analyzing the lesson plan, I would say that it was a
pretty decent lesson plan. First, his objectives are very specific and you really can tell
that the delivery of the lesson will not going to be a dry one specially that the teacher
incorporated the use of intensive and extensive pronouns in activities. Another point that
makes this lesson plan a good one is his motivation. He successfully conducted a game
that would make the students know about the new topic that will be introduced to
them and connect it to their previous. However, the only downside is that I see the game
as time-consuming. Well, it’s an effective game but to think that you have a whole
lesson to cover in an hour is not pretty ideal in the actual delivery of the lesson. Also,
when I analyzed the plan, I have observed that the flow of the plan is smooth- from
before to after the end of the class. It’s well-thought out.

In terms of the development of the 21 st Century Skills, It was made it sure that the
learners are not merely passive participants. Rather, he used different effective
strategies that made the plan more interactive and where the learners are active
participants. Some of the 21st Century Skills that are going to be activated in the
duration are Communication, Collaboration, Productivity and Socials Skills. These can
be possible and feasible because the teacher has nice ways of delivering the lesson like
for example the discussion of new concepts and practicing new skills. Moreover, he also
chose the appropriate technology, and the most important thing is the application part of
the lesson where it’s really collaborative that allow students to work with their
classmates.

The first downside of the plan is the lack of examples. The teacher may have
given one or two examples but I believe it’s not really enough to some students

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)

 lOMoARcPSD|33213413

specially that every student has different levels so it’s really better to give different
examples until all students will really grapple the gist of the discussion. It’s a good
assessment but not really enough to measure the students’ learnings individually. The
selection used in the evaluation part was a bit short. The teacher could’ve used an
assessment tool that would unlock the critical thinking skills of the students. Like what I
mentioned earlier, the evaluation part was only budgeted to 15 minutes because the
motivation and activities took too much or not time-friendly.

In general, I still think that the lesson plan still possesses the qualities of SMART-
Specific, Measurable, Attainable, Result-oriented, and, Time-bounded. For me, there
are good lesson plans but there’s no perfect ones. Lesson plans are called “plans”
because it can differ from the actual conduction of the lesson. However, a lesson plan is
still far-reaching because it a helpful guide. I commend this lesson plan for thinking not
just about how to deliver the lesson successfully but also came up with a plan to deliver
the lesson meaningfully.

Downloaded by DIMAO, Reyna T. (dimaoreyna@gmail.com)