Semi- Detailed Lesson Plan in English III. Objectives

A. Identify the different subject-verb agreement rules.B. Appreciate the subject verb agreement through applying the rules in sentence construction.C. Construct sentences applying or using the different subject-verb agreement rules effectively.

II. Subject matter: Grammar/Subject verb agreementReference: http://www.towson.edu/ows/moduleSVAGR.htm

Materials: PowerPoint presentation of subject verb agreementManila Paper

III. Procedure:

A. MotivationA short paragraph will be presented and written at the board. The teacher will read first and the students will follow. The students will be given time to examine and study the given paragraph. After which the students are expected to answer the following questions:1. What did you notice about the paragraph?2. What made most of the sentences incorrect in terms of grammar?3. What can you do to improve the paragraph?

B. Presentation of the TopicOnce the students have answered all the questions above, the teacher will introduce the day’s lesson which is subject verb agreement.

C. DiscussionA PowerPoint presentation of subject verb agreement will be shown and discussed. Illustrations of how subject verb agreement works will also be presented (courtesy of the reference website). After discussion, the students are expected to answer the following questions:1. What are the different rules in subject verb agreement?2. Give examples of sentences showing these rules.

D. GeneralizationThe students will generalize the topic for the day and basically summarize the things taken up.

IV. Evaluation:Going back to the motivation, the students will improve the paragraph through changing the inappropriate verbs to the correct ones to match their respective subjects. After that, the students are asked to construct 10 simple sentences using the subject verb agreement rules.

V. AssignmentRewrite each sentence to correct the faulty subject-verb agreement. Place it on a one half sheet of paper.1. Joy’s major interest are dance and art.2. She is one of the best designers who has been sent to Europe on a goowill tour.3. The reasons for their protests was easily known.4. Everyone need to have a goal in life.5. Twenty pesos are to much to pay for a pencil.6. The number of the students this year exceed the number of the students last year.7. All your desires affects your decisions.8. Both your friends and your cousins cares for your future.9. The evening news are quite interesting.10. Not one of the incidental fees remain uncollected.--------JBV--------

A Semi-detailed Lesson Plan in English III

Third Year High School

I. Objectives

Through the game “What are the parts, that’s the Pattern” class interaction and

activities, the students should be able:

a. identify the differences between the 5 basic sentence pattern;

b. name the parts of the S-TV-DO-OC pattern;

c. share their own examples of sentences having S-TV-IO-DO;

d. evaluate their classmates’ constructed sentences; and

e. write sentences using the S-TV-DO-OC pattern.

II. Learning Procedure

1. Subject Matter: S-TV-DO-OC Sentence Pattern

2. Key Concepts: a. Subject – is the doer of the action.b. Transitive verb – a verb that passes an action from the doer tot he receiver.c. Direct object – it is the receiver a transitive verb and answers the question “what”.d. Objective complement – it is a noun or pronoun which renames or identifies the subject or an adjective which completes the

verb and modifies the subject.

3. Reference:Ribo, L. M. et.al.(2000) English Arts III pp. 15-19

4. Materials- pocket chart- manila paper- cartolina- envelopes- pieces of papers where the questions are encoded

5. Skills- evaluating- writing- constructing of sentences- drawing- listening

6. Values- Listening is a way of gathering information.

III. Learning Procedures A. Motivation: Play “What are the parts, that’s the pattern”

*Each part is covered with envelope where numbers were written outside of it.

S= is covered with # 12

TV= is covered with # 8

DO= is covered with # 11

OC= is covered with # 37

*To reveal the hidden parts, do the following steps:

1 st Choose a number one-by-one by asking the following questions. (It depends on you what to ask first, second, third, and fourth.)

For 12: What day of June is Independence Day being celebrated?

8: What is the atomic number of oxygen?

11: How many sides does an undecagon object have?

37: What is our body’s normal temperature?

2 nd After they answered correctly that number, get the question inside the envelope and ask it again to the students. The question inside the envelope having the number:

12 is: Cutting of tress increase the problem on Global Warming. In this sentence,

what is the part or role of the word “cutting”?

8 is: It is a verb that passes an action to the receiver.

11 is: If the part of the word mother in the sentence (We give mother a presence for her birthday.) is direct object, what then is the part of the word presence?

27 is: it is a noun or pronoun that renames or identifies the subject or it is an adjective that completes the verb and modifies the subject.

3 rd Call for a student to answer the question, then after that; remove the envelope to reveal the part that is covered by it. (This is tan indirect way of checking the student’s answer to the question.)

4 th Uncover the pattern (S-TV-DO-OC pattern).

1. Present a pocket chart where sentences having the discussed 4 patterns and the S-TV-DO-OC are placed

a. The Romans called her Usha.b. My sister baked me a cake.c. I find my assignments challenging.d. The two dancers come to bow to the audience e. We owe our parents gratitude.f. I have considered you my closest friendg. She named the dog Eos.

1. Call for students to identify and to defend what no. contains sentences using the S-TV-IO-DO pattern.

2. Call on for students (those not called on step e) to classify if what patterns do the other sentences belong.

3. Ask the difference between S-TV-IO-DO and S-TV-DO-OC.

4. Using sentences, explain the difference between S-TV-IO-DO and S-TV-DO-OC.

5. Group the class into two groups.a. Let the of 1st row construct his/her own sentences while the members of the 2nd row should listen carefully to evaluate if the

constructed sentence of the other row belong to S-TV-DO-OC and one assigned member will identify the repeat process until parts on the constructed sentence.

6. Let the members of 1st group construct his/her own sentence having the S-TVDO-OC pattern while the embers of the 2nd group listen carefully to evaluate if the constructed sentence of the other group belongs to the said pattern and if it belongs, then the 2 nd

group will assign one to identify where are the subject, the direct object, the verb and the objective complement in the constructed sentence. (Repeat the process until 15 members of the 1st group give his/her constructed sentence.

C. Generalization:

Give a summary with example on the 5 Basic sentence patterns.

VI. Evaluation: Let the students do the following exercises.

Exercise # 1 (copy and answer in a 1 whole sheet of paper)

Write below the underlined word/s their uses in the sentence. Write S for subject, TV for transitive verb and IV for intransitive verb and LV for linking verb, DO for direct object and IO for indirect object, and OC for objective complement. And then on the provided space before the number, identify whether the sentence is made up of S-V, S-TV-O, S-LV-C, S-TV-IO-DO or S-TV-DO-OC pattern._______________1. Great men never talked about their needs.

_______________2. Our geometry teacher makes the difficult task a pleasure.

_______________3. Anne shared her experiences during the summer vacation.

_______________4. They have considered my older brother a very honest

person.

_______________5. The oil in the pan has become hot.

_______________6. It can be very dangerous to all of us.

_______________7. Philippines celebrates Independence Day every 12th day of

June.

_______________8. Filipinos give Jose Rizal a day of commemoration.

_______________9. The doctor diagnosed her acidic.

_______________10. The juniors feel excitement to take their chosen field in T.L.E.

_______________11. Does the principal know your father?

_______________12. Mr. Dominguez will teach his students the perspective

drawing.

_______________13. Ideas are worthless unless followed by action.

_______________14. The commandant has chosen the most responsible trained

student the CAT-Corps Commander.

_______________15. Their parents think them too young for a lover relationship.

Exercise # 2:

Construct S-TV-DO-OC sentences using the list of words given below. You may add determiner a, an, or the before the subject and others to make it more meaningful. Make as many as you can but consider its sense.

S V DO OC

Lora found Filipinos

victim make Boracay guilty

Jona accused business Jossa

tourist called Joseph respectful

baker accept Linda temporary

managernamed suspect romantic

designer found pandesal successful

Let the students pass their paper 5 minutes before the time.V. Assignment

In a short bond paper, draw anything that would interest you. From your drawing, construct sentences using the 5 Basic sentence patterns. (2 sentences in each pattern)

KEY ANSWERS:

Evaluation: Exercise 1S-V 1. Great men never talked about their needs.

TV

S-TV-DO-OC 2. Our geometry teacher makes the difficult task a pleasure. DO IOS-TV-O 3. Anne shared her experiences during the summer vacation.

DO

S-TV-DO-OC 4. They have considered my older brother a very honest Sperson. OCS-LV-C 5. The oil in the pan has become hot. OCS-LV-C 6. It can be very dangerous to all of us.

OC

S-TV-O 7. Philippines celebrates Independence Day every 12th day of S TV

June.

S-TV-IO-DO 8. Filipinos give Jose Rizal a day of commemoration. S DOS-TV-DO-OC 9. The doctor diagnosed her acidic. DOS-TV-O 10. The juniors feel excitement to take their chosen field in T.L.E.

S DO

S-TV-O 11. Does the principal know your father?DO

S-TV-IO-DO 12. Mr. Dominguez will teach his students the perspective IO

drawing. DOS-LV-C 13. Ideas are worthless unless followed by action.

S

S-TV-DO-OC 14. The commandant has chosen the most responsible trained

student the CAT-Corps Commander. DO OCS-TV-DO-OC 15. Their parents think them too young for a lover relationship. OC

                                       A Detailed Lesson Plan in English (First Year—Secondary)

Prepared By: Junnie Salud

I. ObjectivesAt the end of the lesson, the students will be able to:

1. Identify statements that show cause and effect relationship.2. Read a poem correctly and clearly with expressions.3. Appreciate reading poems.4. Decode words with “augh” (o) sounds

II. Subject Matter Cause and Effect Relationship  Reference/s: Fun in English Reading Textbook pages 94-101  Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags  Values: Develop a genuine love for reading, love for family

III. ProcedureA. Learning Activities

Warm Up

Let us sing Barney’s I Love You Song.               (Students Sing)

“I love you, you love me and we’re a happy family,With a great big hug and a kiss from me to you,Hope you say you love me too.”

“Okay now class, What can you say about the song? Does it 

Teacher’s Activity

“Good Morning Class...”

              “Let us pray first...”

           (Checking of Attendance)                   ...say present...

“Please pick up the pieces of paper under your chair”

            “So how was your weekend?”       “That’s good! Have you enjoyed your weekend 

bonding with your family?”

“That’s good to know. For this morning,  our discussion will be in relation to a family.   Are   you   familiar   with Barney’s I Love You Song?”

       “Okay that’s good, so are you ready to sing and have fun today?

Student’s Activity

“Good Morning Sir!”

    (One Student will lead the Prayer)

     (Students raise their hand and say present as the teacher calls in their name)

(Students pick up the pieces of paper)

                “It was great sir!”    “Of course sir! It was a lot of fun!”

“Yes sir! We love purple-colored dinosaur!”

                            “Yes”

tell us something important that we have already forgotten to do nowadays?”

           “How could you say so John?”

                         “That was a very good explanation John, you know what   class   the   song   simply   tells   us something that we should always consider for  us to keep our family or  relationship with   others   intact,   sometimes   showing affection/love   towards   a   person   makes him feel that he is appreciated and there will be feeling of belonginess and love.

                          “What else have you noticed which made you conclude that the song is all about love?”

“Everybody had just sung very well, it’s now time to improve your pronunciation more...”

“Sir, eventhough the song is very short, but I guess it’s full of emotions.”

“Because sir I noticed that the song has a lot to do with our love for our family, that the real meaning of   family   is   all   about   loving  each  other, and   nowadays   kissing   and   hugging   our parents or family members are not being practiced anymore.”

“Because sir, there are so many descriptive words in the song, the most obvious one is “I LOVE YOU.”

Pronunciation Drill

...read the following words:

      Words with augh= /Ô/

   Caught Naught Taught Naughty Daughter

B. Lesson Proper

    Presentation    Show pictures of a Mother (a) and a Cake (b)

    Motivation    “What do you see in pictures A and B?”

   “When was the last time you gave a gift to your mother?”

   “Why do you think there is a cake? What do you think is the celebration?”

   “Aside from giving material gifts, how else do you show your love for your mother?”

     Discussion Let us read a poem and let us find out how the children showed their love for their mother. 

                  Who Loves Mother Best? “Oh happy birthday, Mama dear.”           Sang Ben, Liz and Bess with cheer      “We love you much, we love you true.”    They kissed their mother, hugged her too.

“Sir, Picture A is a picture of a Mother and Picture B is a picture of a Cake.”

“On her last birthday.”

“It is mother’s birthday.”

“By kissing and hugging her.”

                 Then quickly Ben skipped out to play       And went with playmates all the day.          Then rushed home in time to see              His sister Liz aglow with glee.        

          For Liz held up an ice cream cone,                  Enjoying it, she sat alone.     Ben grabbed the cone, and slipped away,        So Liz cried out, “For that you’ll pay!”

      Like cats and dogs the two did struggle         Each making sure to win the battle.         They tried to push and then to pull,           While Mama almost lost her cool.

       But little Bess with Mom she stayed,         She set the table, drinks she laid.    And helped to serve Mom’s friends and            guests       Now tell me, who loves Mother best?

After reading the poem, let us now answer these questions:

“Why did Bess, Ben, and Liz kiss and hug their Mother?”

 “Why was Liz aglow with glee?”

 “What made Liz cry out, “For that you’ll pay?”

     “Why did Mother almost lost her cool?”

 “Who among the three children loved their Mother best? How did he/she show it?

 “What is the best way to show your love for your parents?” Explain.

    Analysis

(Show picture of a girl eating an ice cream)

        “What do you see on the picture?”

 “What happened to Liz when she was eating                      a cone of ice cream?”    Liz was aglow with glee, answers what happens to Liz when she eats a cone of ice cream. This is called the effect.

Look again at the picture,          “What do you notice on Liz’s face?”

            “Why was Liz aglow with glee?”

  Because she was eating a cone of ice cream, answers why Liz was aglow with glee. This is called the cause.

And that’s what we call the Cause-and-effect relationship.

      “Because it is their Mother’s Birthday.”

    “Liz was aglow a glee because she was eating a cone of ice cream.”

   “Liz cried out because Ben grabbed the cone then slipped away.”

           “Because Ben and Liz struggled.”

 “Bess, because she helped mother to serve the guests.”

 “The best way to show my love for my parents is by...”

        “A girl is eating a cone of ice cream.”

          “Liz was happy (aglow with glee)”

                    “Liz was happy (aglow with glee)”

“Because she was eating a cone of ice cream.”

               

Generalization“A cause and effect relationship describes something that happens and why it happens.”

“What happens is called the effect; and why it happens is called the cause.”

“The cause is usually introduced by the connective because.”

    Application (Pantomine)

Each group will act out the following situations from the poem.

  Group1:       But little Bess with Mom she stayed,        She set the table, drinks she laid.   And helped to serve Mother’s friends and                                   guests.       Now tell me, who loves Mother best?

  Group2:            For Liz held up an ice cream cone,                   Enjoying it, she sat alone.       Ben grabbed the cone and slipped away,      So Liz cried out, “For that you’ll pay!”

   Group3:           “Oh happy birthday, Mama dear.”        Sang Ben and Liz and Bess with cheer     “We love you much, we love you true.”  They kissed their mother, hugged her too.

    Group4:      Like cats and dogs the two did struggle         Each making sure to win the battle.         They tried to push and then to pull,              While Mama almost her cool.

IV. EvaluationRead the following sentences. Write C before the sentence for the cause and write E for the part that is the effect.

1.     _____ because it is her birthday.2.     _____ Ben, Liz and Bess kissed and hugged their mother.  3.     _____ Liz cried out.4.     _____ Because Ben grabbed the cone of ice cream and slipped away.5.     _____ Mama almost lost her cool.

V. AssignmentIdentifying CAUSE-AND-EFFECT RELATIONSHIP.Read the short fable. Underline the CAUSE and Encircle the EFFECT.     A fox said to a crow with a piece of cheese between its beak, “If you can sing as prettily as you sit, then you are the prettiest  

singer.”     The fox thought that once the crow starts to sing, the cheese would drop from her beak. But the crow carefully removed the 

cheese from the claws on one foot and said, “they say you are sly, but you cannot fool me”. Not giving up, the fox continued to praise the crow. “I wish I could hear you tell about your talents but I have to go look for food because I’m hungry”.