SEMI-DETAILED LEARNING PLAN IN

NOUNS IN CONTEXT USING 4A’s

By: CATHERINE S. BATAD

Content : The difference between Common Nouns and Proper Nouns

Content Standard
Performance Standard
Duration
: The learner value the function of Common Nouns and Proper
Nouns
: The learners use the Common Nouns and Proper nouns in a
sentence
: observation and evaluation of the various speakers watched and
listened to.
: 1 hour (February 27, 2022)

I. Objectives
At the end of the lesson the students should be able to:
1. Recognized the difference between Common Noun and Proper noun;
2. Use capital letters properly and
3. Appreciate the use of common and proper nouns in our daily life

II. Subject Matter

Topic: Common noun and Proper Nouns
Reference: Type of Nouns
III. Materials:
 Projector
 Laptop
 Bond Papers
IV. Procedures
A. Daily Routine
 Opening Prayer
 Checking of Attendance
 Review of the Previous Lesson Plan
Activity
a. I will give them material to use, like typewriting.
b. I will group them into two, in the left side are the boys and the right side are the girls.
c. I will show them the words in the order and the words in reverse, they will write in the
typewriting what the word is and they will identify if it common noun or proper noun.
d. I will also show a full sentences and they will find out what the proper noun and the
common noun.
e. Whoever most quickly identifies and gets a high score has a prize.
Analysis
The teacher will ask the following questions:
a. What is an effective way of listening az
Abstraction
The teacher will describe the functions for more details. Through the use of powerpoint
presentation, I was able to differentiate between common noun and proper noun.
The difference between common noun and proper noun;
 A common noun is the generic name for one item in a class or group, (ex; animals,
author, color, fruit)
 A proper noun, on the other hand, names a noun precisely, (ex; Cow, Robert, Black,
Pineapple)
 Common nouns start with lowercase letters while proper nouns start with capital letters.
 The distinction between common and proper nouns is usually quite easy to make, but it
can occasionally be more difficult to intuit.
After the discussion the student will answer Exercise III.
Exercise III
Identify whether the words given are common nouns or proper nouns.
1. Audi 6. Asia
2. singer 7. continent
3. Pacific Ocean 8. chocolate
4. country 9. city
5. America 10. Ana

Application
Student will group themselves into three. They will present a powerpoint presentation
about the function and differences of the common noun and proper noun.

Group 1
Make a powerpoint presentation about the difference between common noun and proper
noun.
Group 2
Make a reporting using a powerpoint presentation that shows the correct use of common
noun.
Group 3
Make a repor on how to use the common noun and proper noun in the sentence.
Criteria for Reporting
Criteria VGE GE LE NE
(4) (3) (2) (1)
1. Clear and
understand
2. Creative
3. The given
 topic was
reported properly
and correctly
4. Added other
information
5. Everyone
participates
TOTAL
OVERALL
SCORE
Ledge: VGE – very great excellent (50)
GE – great excellent (40)
LE – litter excellent (30)
NE – not excellent (20)

IV. Homework

Identify the common noun and the proper noun in the sentence. Underline the common
noun and encircle the proper noun.

1. My favourite newspaper is Washington Post.

2. Her husband is called Mike.
3. The award-winning Babe Ruth is the greatest baseball player in history
4. Alex is wonderful player.
5. My favourite country America.

Remarks:
__________________________________________________________________
Prepared by: CATHERINE S. BATAD
 LESSON PLAN – Ms. Catherine S. Batad
READING
Topic: Reading Comprehension
Grade: 8
Reader: 13-14 years old students
Lesson: An Autobiography
Aim
To able to process text and understand its meaning

Objectives
At the end of the lesson the students should be able to;
 Getting meaning from written text.
 Find out what else research tell us about the active process of constructing
meaning.
 Have skills to absorb what they read, analyse it, make sense of it, and make it
their own.

Skills
Identifying meaning
Read fluency
Sentence construction
Working memory and attention
Attitude
Cooperation
Materials
Laptop (ppt)
Presentation
 Teacher will read a short story.
 Students will guess what the title of the short story.
 The teacher will show words from the story.
 Students will say what the meaning is.
 Students make a sentence with given words.

Evaluation
Student will quickly understand different words and sentences.

SEMI-DETAILED LEARNING PLANNING IN TEACHING PRONUNCIATIONS

By: Catherine S. Batad

Content : Nature and Elements of Pronunciations

Content Standard : The learner understands the nature and elements Teaching
Pronunciations

Performance Standard : The learners perform effective pronunciations

Learning Competencies : Define Teaching Pronunciations, Explain the process of

Pronunciations

I. Objectives
● Identify Pronunciations
● Pronounce properly the commonly used words
II. Subject Matter
● Definition of Pronunciations
● Process of Pronunciations
● Difference between announce and pronounce
III. Materials
● Laptop
● Projector
● Extension cord
● Speaker
IV. Procedures
a. ACTIVITY (15 minutes)
● Students will be divided into three groups. The first group is on the left
side, the second group is in the middle and the last group is on the right
side. The teacher will give each group 10 blank flash cards
● The teacher plays music on the laptop connected to the projector with
lyrics then the students will listen carefully and watch carefully.
● After that the teacher will choose two students in each group who will
give 10 difficult words from the song.
● The words of the two selected in each group will be written on the flash
cards and their other colleagues in the group will read the 10 words
written, their pronunciations must be correct.

b. ANALYSIS (15 MINUTES)

The Teacher will ask the following questions
● What words were the hardest for your group to give?
● What is Practical Pronunciation?
● How do you know if your pronunciation is correct?
● Can you say that a communication is effective if there is something wrong
with the pronunciation of the word? Yes or No? Why?
● Aside from the difficult words your group gives from the music, give three
that you think are difficult.

c. ABSTRACTION (40 minutes)

Say: We will focus on the conversation utilizing the prepared PowerPoint presentation
to further improve our knowledge of practical pronunciations.

The PowerPoint presentation will highlight the following

1. Definition of Practical Pronunciations

2. Process of practical pronunciations

● Why is it necessary to pronounce each word correctly?

● What is important in pronouncing correctly?
● If no one teaches correct pronounciation how can we?

d. APPLICATION (30 minutes)

Say: We shall now prepare for the workshop by applying what we have learned.
How can you improve your pronunciation?
 What do you think are other ways to improve pronunciations?
How can you say your pronunciations are correct on difficult words?
What is the difference between announce and pronounce?

SEMI-DETAILED LEARNING PLAN IN

NOUNS IN CONTEXT USING 4A’s
By: CATHERINE S. BATAD

Content : Vocabulary Enhancement

Content Standard : The learner value vocabulary
Performance Standard : The learner will use different kind of vocabulary
Duration : 1 hour (February 27, 2023)

I. Objectives
At the end of the lesson the students should be able to:
1. learn to identify context clues
2. appreciate the important of context
3. use sentence and word context to find the meaning of unknown words.

II. Subject Matter

Topic: Vocabulary Enhancement
Reference: English book of Grade 7
III. Materials:
 Projector
 Laptop
  Bond Papers
IV. Procedures
A. Daily Routine
 Opening Prayer
 Checking of Attendance
Review
 Ask the class about the previous lesson.
 What they learn in the previous lesson
 Ask the students if they understand the past lesson?

Motivation
 Introduce the game “Guess the Word” game by giving a sample.
 Play the “Guess the word” game.
 Let the students guess the word.
 Ask someone from the class to guess the word.
Activity
 Divide the class into two groups.
 Teacher will give a different kind of words
 Each group will create a story and they should use the given words
 The teacher will check the work of each group.
Analysis
The teacher will ask the following questions:
How did you know the meaning of the given words?
How did you sure that the words the you used in your story are appropriate?
Abstraction
 Proceed to the next lesson with Vocabulary Enhancement
 Ask learners about their ideas in Vocabulary Enhancement.
 Introduce the meaning of Vocabulary Enhancement
  Introduce the Vocabulary in Context or Context Clues
 Discuss the context clues and its type.

Application
The teacher let the students read the given statement by the finding words using
vocabulary in context.

Homework
Give an example for each type of context clues:
 Rewording the word.
 Giving the Synonym.
 Give its Antonym.
 Giving Details about it.
Remarks:
__________________________________________________________________
Prepared by: CATHERINE S. BATAD
 Narrative Report
Renaissance Period 1500 – 1600

This movements began in Italy and eventually expanded into Germany, France, England,
and other parts of Europe. The word renaissance means “rebirth.” The idea of rebirth originated
in the belief that Europeans had rediscovered the superiority of Greek and Roman culture after
many centuries of what they considered intellectual and cultural decline. Renaissance period is
characterized by the influence of the classics (in literature, language, and philosophy), as well as
an optimistic forward-thinking approach to the potential of humans (known as Renaissance
humanism). The period embraced not only literature but also art and architecture.
Humanism suggests any attitude, which tends to exalt the human element or stress the
importance of human interests, as opposed to the supernatural, divine elements – or as opposed
to the grosser, animal elements. Renaissance refers to the period of transition from the medieval
to the modern world. It was sparked off by a combination of historical factors, such as the
rediscovery of ancient Greek and Roman classics, the religious Reformation, explorations in
geography and science, and the economic expansion. The continuing development of trade, the
growth of the middle class, the education for lay people, the centralization of power and of much
intellectual life in the court, and the widening horizons of exploration gave a new impetus and
direction to literature. William Caxton first introduced printing into England. The number of
presses quickly increased in England, and with them the number of printed books.
Characteristics of the Renaissance
The Renaissance also led to a rebirth of classical humanism, which encouraged knowledge of the
arts, languages, and a generally broad and active education. This led to a great spirit of
confidence and the urge to explore the potential that language, literature, and philosophy could
offer and the heights that humans could reach. The dominant forms of English literature during
the Renaissance were the poem and the drama. Among the many varieties of poetry one might
have found in sixteenth century England were the lyric, the elegy, the tragedy, and the pastoral.
Expectations about style, subject matter, tone, and even plot details were well-established for
each poetic genre. Even the specific occasion demanded a particular form of poetry, and these
tried and true conventions were tacitly understood by all.
The Most Famous Writers and Works
1. Edmund Spenser was an English poet best known for The Faerie Queene, an epic poem
and fantastical allegory celebrating the Tudor dynasty and Elizabeth I. He is recognized
as one of the premier craftsmen of Modern English verse in its infancy, and one of the
greatest poets in the English language.

2. William Shakespeare was born on 26th April 1564. His creations are tragedies,
comedies, histories, poem, lost plays and Apocrypha. Shakespeare died on 23 April 1616.
He was buried in the chancel of the Holy Trinity Church two days after his death.

The tragedies are Romeo and Juliet, Titus Andronicus, Julius Caesar, Macbeth, Hamlet,
King Lear. The Comedies are All’s Well That Ends Well, As You Like It, The Comedy
of Errors, Love’s Labour’s Lost, etc. The poems are Shakespeare’s sonnets, Venus and
Adonis, The Rape of Lucrece, The Passionate Pilgrim, The Phoenix and the Turtle, a
Lover’s Complaintand etc.

3. John Milton (1608-1674), he was English poet, wrote what many consider to be one of
the greatest epic poems in the English language.
Milton is best known for Paradise Lost, widely regarded as the greatest epic poem in
English. Together with Paradise Regained and Samson Agonistes, it confirms Milton's
reputation as one of the greatest English poets.

Literary Piece

Romeo and Juliet by William Shakespeare

This ever-classic play by Shakespeare is believed to have been written between

1591 and 1595. It narrates the tragic tale of two young lovers from opposing families, and
their death eventually brings about reconciliation and thereby an end to feud. This classic
has been adapted into numerous plays, films and musical till date.

Romeo and Juliet begin as the Chorus introduces two feuding families of Verona:
the Capulets and the Montagues. On a hot summer's day, the young men of each faction
fight until the Prince of Verona intercedes and threatens to banish them. Soon after, the
head of the Capulet family plans a feast. His goal is to introduce his daughter Juliet to a
Count named Paris who seeks to marry Juliet. Montague's son Romeo and his friends
(Benvolio and Mercutio) hear of the party and resolve to go in disguise. Romeo hopes to
see his beloved Rosaline at the party. Instead, while there, he meets Juliet and falls
instantly in love with her. Juliet's cousin Tybalt recognises the Montague boys and forces
them to leave just as Romeo and Juliet discover one another.

Romeo lingers near the Capulet house to talk with Juliet when she appears in her
window. The pair declare their love for one another and intend to marry the next day.
With the help of Juliet's Nurse, the lovers arrange to marry when Juliet goes for
confession at the cell of Friar Laurence. There, they are secretly married (talk about a
short engagement).

Following the secret marriage, Juliet's cousin Tybalt sends a challenge to Romeo.
Romeo refuses to fight, which angers his friend Mercutio who then fights with
 Tybalt. Mercutio is accidentally killed as Romeo intervenes to stop the fight. In
anger, Romeo pursues Tybalt, kills him, and is banished by the Prince. Juliet is
anxious when Romeo is late to meet her and learns of the brawl, Tybalt's death,
and Romeo's banishment. Friar Laurence arranges for Romeo to spend the night
with Juliet before he leaves for Mantua. Meanwhile, the Capulet family grieves
for Tybalt, so Lord Capulet moves Juliet's marriage to Paris to the next day.
Juliet’s parents are angry when Juliet doesn't want to marry Paris, but they don't
know about her secret marriage to Romeo.

Friar Laurence helps Juliet by providing a sleeping draught that will make her
seem dead. When the wedding party arrives to greet Juliet the next day, they believe she
is dead. The Friar sends a messenger to warn Romeo of Juliet's plan and bids him to
come to the Capulet family monument to rescue his sleeping wife. The vital message to
Romeo doesn't arrive in time because the plague is in town (so the messenger cannot
leave Verona). Hearing from his servant that Juliet is dead, Romeo buys poison from an
Apothecary in Mantua. He returns to Verona and goes to the tomb where he surprises and
kills the mourning Paris. Romeo takes his poison and dies, while Juliet awakens from her
drugged coma. She learns what has happened from Friar Laurence, but she refuses to
leave the tomb and stabs herself. The Friar returns with the Prince, the Capulets, and
Romeo's lately widowed father. The deaths of their children lead the families to make
peace, and they promise to erect a monument in Romeo and Juliet's memory.

Romeo and Juliet SummaryAn age-old vendetta between two powerful families erupts
into bloodshed. A group of masked Montagues risk further conflict by gatecrashing a
Capulet party. A young lovesick Romeo Montague falls instantly in love with Juliet
Capulet, who is due to marry her father’s choice, the County Paris. With the help of
Juliet’s nurse, the women arrange for the couple to marry the next day, but Romeo’s
attempt to halt a street fight leads to the death of Juliet’s own cousin, Tybalt, for which
Romeo is banished. In a desperate attempt to be reunited with Romeo, Juliet follows the
Friar’s plot and fakes her own death. The message fails to reach Romeo, and believing
Juliet dead, he takes his life in her tomb. Juliet wakes to find Romeo’s corpse beside her
and kills herself. The grieving family agree to end their feud.

MANUEL S. ENVERGA UNIVERSITY FOUNDATION INC.

CATANAUAN, QUEZON
 ENGLISH 8
First Periodical Test
SY 2022-2023
Name: _____________________ Date: _______________
Grade & Section: _____________ Score: ______________

TEST I
Direction: Incircle the correct answers.
1. What is the full name of Mr. and Mrs. Mallard?
A. Louisa Mallard and Brently Mallard
B. Louise Malla rd and Brent Mallard
C. Louise Mallard and Brently Mallard
2. Who is the main character of the Story of an Hour
A. Mr. Brently Mallard
B. Mrs. Louise Mallard
C. Richards and Josephine
3. Who was the Brently Mallard’s friend?
A. Richards
B. Richard
C. Richads
4. What Mrs. said when she was in her room?
A. Freedom, freedom, freedom
B. Finally,finally, finally
C. Free,free,free
5. Why Josephine and Richards can’t immediately tell Mrs. Mallard what happened to her
husband?
A. Because Mrs. Mallard is had a trauma in accident.
B. Because Mrs. Mallard has a heart condition.
C. Because Mrs. Mallard is high blood

6. What Mrs. Mallard first reaction when Richards and Josephine tell her about Mr. Mallard’s
death?
A. Shock and surprise
B. Joy and Happiness
C. Calm
7. What is the cause of death of Mrs. Mallard
A. Because of train accident
B. Because of stress
C. Because of her heart condition
8. If you are in the situation of Mrs. Mallard with heart condition, what could be your reaction in
your husband’s death?
A. I should calm myself even though I am hurt because I have a heart disease.
B. I will scream and cry because I was hurt despite of my heart disease.
C. Nothing
9. Differentiate the reaction of Mrs. Mallard in front of Richards and Josephine and her reaction
when she went at her room.
A. At first, Mrs. Mallard was shocked and surprise but when she is in her room, she
become happy because she realized that she is finally free.
B. At first, she was shocked and surprise but when she is in her room, she cried out loud.
C. At first, she was shocked and surprise but when she is in her room, she was screaming.
10. How did Richards found out that Mr. Mallard was included in the railroad accident?
A. In a television
B. In a newspaper
C. Via Facebook

TEST II
. 11-15. Choose one theme that will fit in the story of an Hour, then justify why you chose that
theme. (5pts.)
A. Marriage
B. Relationships between men and women
C. Personal Freedom

Explain your answer:

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16-25. Summarize the Story of an Hour. (Maximum of 200 words 10 pts.)
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KEY ANSWERS:
TEST I:1. C TEST II: 11-15-Essay
2. B 16-25- Essay
3. A
4. C
5. B
6. A
7. C
8. A
9. A
10. B