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Lesson Plans

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Semi-Detailed Lesson Plan

I- Objectives:
At the end of 40 minutes 38 out of 42 First year students of section Sampaguita will be able to: a.) define the exact meaning of verb, b.) identify the verb with the help of cut out pictures, and c.) determine the kinds of verbs.

II- Subject Matter:

Topic: Recognizing Verbs Reference: Smart English Book Author: Josefina G. San Miguel pages: 78-79
Materials: cut out pictures Manila paper marker or chalk

III- Procedure:

A. Routinely Matters

1. Prayer 2. Attendance

B. Motivation I will pick a couple of students to go infront of the class to identify the action done on those pictures I posted on the board. C . Presentation Our lesson for this day is about verb and its kinds and its functions.

D. Explanation
As you can see, these pictures on the board shows an action. Therefore class, we can say that Verb refers to an action word. There are two kinds of Verbs according to its use. The first one is Transitive verb and the second one is Intransitive verb.

E. Generalization Ok, who among the class can give summary from our lesson for today?

F. Application I will pick a couple of students to go infront of the class to determine if each underlined verb is transitive or intransitive. Write your answer on the blank after each statement.

G. Evaluation And now class, kindly get 1/2 sheet of paper.

Direction: Determine if each underlined verb is transitive or intransitive. Write your answer on your paper.

V. Assignment: Study in advance the Regular and Irregular Verbs.


I- OBJECTIVE Uses the comparative and superlative form of the adjective more and most. SHARE YOUR BLESSINGS.

II- Subject Matter: Using the Comparative and Superlative Forms of the Adjective More and Most ELC 5.4.1 pg. 25 Reference: English for You and Me pg. 156 – 162 Materials: drawings, charts, flashcards


A. Preparatory Activities

1. Drill Reading one – syllable adjectives. tall short nice hot fast sweet big wide noisy long

2. Review
Using - er and -est to Show the Comparative and Superlative Form of the Adjective.
Showing a set of drawings and letting the pupils give some adjectives. The adjectives will then be use to complete the sentences using the correct form of the adjective.

Example: Adjective: fat Sentence: Nona is fatter than Alma.

3. Motivation

Reading a story.

Ana is a beautiful and intelligent girl. She is also rich and has lots of money. She wears expensive clothing and attractive jewelries. She eats delicious food everyday and she is also popular in school.
Even if she is rich, she never criticizes her poor classmates. Instead, she gives them some clothing and food to eat. Aside from her classmates, she also helps other people in the community. Instead, Ana is not only rich and beautiful, she is also kind.

Motivated questions:
 Who is the main character of the story?
 What did Ana do to her classmates?
 If you were Ana, would you do the same?
 What lesson can we get from the story?

4. Presentation
Go back to the story. Give the adjectives found in the story.

 Segregating the one-syllable adjectives from the two or more syllable adjectives.
One- syllable adjectives Two- or more-syllable Adjectives poor intelligent rich beautiful kind expensive attractive delicious popular
Give the comparative and superlative forms of the words poor, rich, and kind.
 Realization that –er and –est cannot be applied to show the comparative and superlative form of adjectives with two or more syllables.
Presentation of the Subject Matter.

5. Discussion
Giving a set of sentences.

Sandra is beautiful. She is more beautiful than Amy. She is the most beautiful girl in school.

 Observing the first sentence. Determine the adjective and in what form does it belong.
 Observing the second sentence. Identify the words that are added to the second sentence compared to the first sentence. Asking the pupils as to what form the adjective of sentence # 2 does belongs.
 The word more is added to adjectives with two or more syllables if it is only comparing to two things.
 Observing the third sentence. Identify the words that are added to the third sentence compared to the first sentence. Asking the pupils as to what form the adjective of sentence # 3 does belongs.
 The word most is added to show the superlative form with adjectives with two or more syllables.

Showing of another set of sentences.

Grapes are expensive. It is more expensive than apples. It is the most expensive fruit in our country.

 Determining the adjective.
 Identifying the objects being compared in sentence # 2. Identifying the word added to the word expensive to show comparison.
 Determining the word added to the adjective to show the superlative form of the adjective.

Showing the adjective chart.

Positive Comparative Superlative delicious more delicious most delicious difficult more difficult most difficult intelligent more intelligent most intelligent attractive more attractive most attractive accurate more accurate most accurate enjoyable more enjoyable most enjoyable comfortable more comfortable most comfortable terrible more terrible most terrible special more special most special colorful more colorful most colorful popular more popular most popular dangerous more dangerous most dangerous industrious more industrious most industrious

Guided Practice

a. Activity 1
Direction: Choose the correct words in the parentheses to complete the sentences.
1. A scooter is expensive. A kiddy bicycle is ____________ than a scooter. A bicycle is the ___________ of the three.
( more expensive, most expensive)
2. Susan thinks English is difficult. Rose think Science is __________ than English. Gigi thinks Mathematics is the __________ of all.
(more difficult, most difficult)
3. Dr. Santos has five children. Mike is the __________ of the five. Jun is__________ than Jason.
(more intelligent, most intelligent)
4. Jojo saw pictures of cars in a magazine. He said,” car A is __________ than the car B. Car C is the _________of them all.
( more beautiful, most beautiful)
5. Mrs. Mendoza’s children love to eat fruits. They said, “ Apples are delicious. Oranges are __________ than apples. Grapes are the __________ of them all.
(more delicious, most delicious)

b. Activity 2 (By Pair)
Direction: Use more or most in the following sentences.
1. Susan thinks Makabayan is___________ . Rosa thinks Science is___________ than Makabayan. But Gigi thinks Mathematics is the ___________ of them all.
(difficult, more difficult, most difficult)
2. Mae’s drawing is ______________. Amanda’s drawing is _______________ than Mae’s. Ben’s drawing is the ______________of them all.
(colorful, more colorful, most colorful)
3. Dr.Valdez has four children. Mel is the _____________ of the four. Jean is ______________ than Andrew.
(charming, more charming, most charming)

c. Activity 3
Direction: choose the adjectives inside the parenthesis to complete the following sentences.
1. Ice cream is _______________ than popsicle.
(delicious, more delicious, most delicious)
2. Lisa is the _______________ child in the family.
(charming, more charming, most charming)
3. My parents are to me ______________ than my friends.
(special, more special, most special)
4. Melda’s album is the ______________ among the three.
(colorful, more colorful, most coloful)
5. Mely is _______________ than her sister.
(attractive, more attractive, most attractive)

6. Generalization
 What kind of adjectives is used with more and most?
 Two – or more – syllable adjectives
 In what form of adjectives do we use more?
 In the comparative form
 In what form of adjectives do we use most?
 In the superlative form

7. Application
Draw by lots sentences. Read first to the class, then answer by either more or most.
1. Bella is _______ attentive than Annie.
2. My friend Ted is _______ popular in class than Manny.
3. Danny got a grade of 95 in Science for being the _______ industrious.
4. Lucy is the _______ helpful among my classmates.
5. Allen said, “Mangoes are _______ delicious than guavas.”


On the quiz notebook. Answer directly.
Direction: fill in the blanks with more or most to complete the sentence.
1. A car is _______ expensive than a bicycle.
2. I think basketball is the ______ exciting game I have seen.
3. Climbing a mountain is ______ difficult than climbing a hill.
4. A house made of wood is ______ durable than a nipa hut.
5. Cakes are ______ delicious than candies.


Fill in the blanks with more or most.
1. Remy is ______ charming than Letty.
2. A gold necklace is ______ expensive than a silver ring.
3. Mother’s story last night was the ______ interesting to me.
4. Grapes are ______ delicious than guava.
5. Cakes are ______ delicious than candies.

GRADE 2 I. Objectives: A. Identify the main idea or concept in the poem entitled “The Little Rain”. B. Discuss the poem by sharing the reactions of the students in the class. C. Give full understanding to the importance of rain in our life.
II. Subject Matter: A. Topic: “The Little Rain” by Tu Fu B. References: English Expressway, Dr. Virginia Bermudez et. al, p 176 C. Materials: video presentation, chalkboard, chalk, manila paper.
III. Procedure: A. Motivation The teacher will group the class into 3 groups. Then she will show a video presentation entitled “raindrops”. After that, the students will discuss to their groups the meaning or their own understanding to the video, then the leader will present their output infront of the class.
B. Presentation The teacher will ask the students what they did. After which, he will present their lesson to the class. C. Discussion 1. Vocabulary building 2. The teacher will read the poem first written in the manila paper. Next reading will be the students.
3. Ask the students the contributions or advantages of rain which are shown on the poem. 4. The students will interpret each lines of the poem and extract the message of it as well. Then, the teacher will supplement their answers after,
D. Generalization The teacher will ask the students what are the lessons they learned for the day. E. Application The students will be called and relate their memorable experiences about the rain.
IV. Evaluation Students will draw one of the many contributions or advantages of rain which is shown in the poem.
V. Agreement Make a composition regarding the video they watched.

I- Objectives: At the end of the lesson, the grade IV pupils are expected to do the following with at least 75% of accuracy withing 60 minutes

a. Use correct intonation for question introduce by interrogative b. Ask and answer questions using pictures c. Change statements into questions II- Subjest Matter: Using correct intonation for question introduced by nterrogative
Referrence: English for all times ( Language IV) Page 6-9
Materials: Pictures
Values Integration: Punctuality

III- Procedure a. Preparation: 1. Recall: What must you remember about the manner of asking and answering questions? 2. Motivation: (Let the pupils group as they had the last time they met). What would you feel if someone you agreed come late? Let each group give their responses. 3. b. Presentation: Let the pupils read the sentence pairs with correct intonation 1. a. My parents were the earliest to arrive at the classroom meeting. b. Who were the earliest to arrive at the classroom meeting? 2. a. the pupils made their projects on time. b. What dd the pupils make on time?

3. a. Liza put her alarm clock on her bedside table. b. Where did Liza put her alarm clock?

c. Comparison/Discussion How did you read each statement and questions in each sentence pair? How are they answered? What words introduced each question?

d. Generalization: How are satatements changed into questions? e. Application:

Combine the pair of sentence into one showing cause-effect relationship. Use the word so, so that or because in your sentence.

Ex: I water the plants everyday so that they will grow.

1. Trees need the sun
They use sunlight in making their food 2. I keep a vegetable garden
We will not buy our vegetable anymore 3. I eat a lot of vegetables
I will be healthy 4. This tree will bear a lot of fruit
It is having a lot of flowers 5. Bees are fond of roses
Roses are sweet

IV- Assignment: Bring one picture that shows a cause and effect relationship, present it to the class what is the cause and effect of the picture that you bring.

Day 1:
1. Tell students the definition of singular and plural nouns. Say a sentence, such as "The dog chased the cats" and ask students to identify the singular noun and the plural noun. You can also change the question to ask if "dog" is singular or plural.

2. Write several singular words (all words that add -s, or -es - these will end in s, sh, ch, or x) on the board or overhead in a left-hand column. Read them one at a time asking students to say it with you and then for a volunteer to say the plural form. Write the plural form of the word spelled correctly in different color ink. Have students write the same information in their spelling notebooks.

3. When there is a sufficient number of responses (usually about 10 for each type, though that may vary with your class and frequency of similar activities) ask them to talk to their neighbors to develop a rule about spelling plural words (this of course will not cover all words, but that's okay, we will amend it later).

4. Write that rule on the board and have students record it in their spelling notebooks. It will probably resemble something like: To make a noun plural, add -s to it, or if it ends with ch, sh, x, or s, then add -es. But let them develop it on their own.

Day 2:
1. On the board, draw a 2-column chart (T-chart) with a single vertical line down the center and a horizontal line across the top. Label the left column "Singular" and the right column "Plural."

2. Quickly review what the difference between singular and plural nouns is. Select several nouns from Day 1 and write them in to the left column. Ask children to help you to fill in the left-hand column with the correct spelling. (You could do this by calling on them, having them come up to the board, etc.)

3. Next, group students in pairs or in threes. Tell them they will now make their own charts by using their reading books as a source of words. They can look anywhere they want, but they must have both the singular and plural forms spelled correctly. The number of responses they will need can change depending on the amount of time you give them, but they should be able to get almost all of them correct (the only ones they won't know are irregulars and -y changes to -ies, but just let those go for now). These will be important to save for tomorrow.

Day 3:
1. Make a quick review of the words singular and plural.

2. Review the procedures for adding an "s" or adding an "es" to words to make them plural. Assign Worksheet 1 and then review it. (See Attached Files)

Day 4:
1. Review the definition of singular and plural nouns.

2. Say a sentence, such as, The little girl picked a flower. and ask students to identify the singular nouns. Now, ask them to identify the plural nouns in the sentence "The children picked some daisies." Write several nouns that end in a vowel Y. (day, bay, tray, valley, boy, guy, alley, chimney) in the left-hand column.

2. Read them one at a time asking students to say it with you and then for a volunteer to say the plural form. Write the plural form of the word spelled correctly in a different color ink in the right-hand column. Have students write the same information in their spelling notebooks.

3. Write several singular nouns that end in the a consonant Y (baby, daisy, story, trophy, etc.) in the left-hand column. Read them one at a time asking students to say it with you and then for a volunteer to say the plural form.

4. Write the plural form of the word spelled correctly in different color ink in the right-hand column. Have students write the same information in their spelling notebooks. Repeat this process with words that ending in f that change to ves, such as roof and leaf. Do not forget to introduce the class to some irregular nouns that do not follow the rules (children, oxen, octopi, mice, moose, geese, etc.)

5. When there is a sufficient number of responses (usually about 10 for each type, though that may vary with your class and frequency of similar activities) ask them to talk to revisit their rule for plural words made on Day 1 and amend it to fit this new information. They can do this in groups.

6. When groups think they have a good rule ask them to check it with other words while the rest of the class finishes. Ask each group to write their rule on the board and compare them to see if which one works, and if any do not. Then, reach a consensus on the best rule. Make sure they write this in their spelling notebooks.

Day 5:
1. On the board, draw a 2-column chart (T-chart) with a single vertical line down the center and a horizontal line across the top. Label the left column Singular and the right column Plural."

2. Remind students how to do the 2-column activity using their books. It may be difficult to find words that end in y or are irregular so allow the use of other sources, such as newspapers, or even dictionaries.

Day 6:
1. Review all spelling changes for words as they become plural.

2. Assign Worksheet 2 and then review it. (See Attached Files.) You may wish to allow students to use their notebooks to assist them on this worksheet, especially for the irregular words.
Day 2: Students complete a 2-column list in pairs with 100% accuracy. This demonstrates their ability to create plural forms of nouns from singular forms and vice versa.

Day 3: Students complete Worksheet 1. This shows their ability to rewrite a sentence an change a noun from singular to plural spelling.

Day 5: Students complete a 2-column list in pairs with 100% accuracy. This demonstrates their ability to create plural forms of nouns from singular forms and vice versa and their ability to recognize irregular plurals.

Day 6: Students complete Worksheet 2. This shows their ability to rewrite a sentence and change a noun from singular to plural spelling.

Additional Assessment:
Students write a short story using at least 10 singular nouns and 10 plural nouns (3 of which must be irregulars). They must show a relationship between a noun by writing both its plural and singular forms (this will count as two separate nouns). Please see the attached scoring sheet.

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...Detailed Lesson Plan in Mathematics VI I. OBJECTIVES * Name the fractions and described by a shaded region. Value: Work Cooperatively II. SUBJECT MATTER “Writing Fractions Described” REFERENCE: PELC IV G-I MATERIALS: Flashcards, Visual aids, basket, ball. III. PROCEDURE TEACHER’S ACTIVITY | PUPIL’S ACTIVITY | 1. PRAYER Class, stand up and let us pray.(The teacher will call a student to lead the prayer.) 2. GREETING “Good morning Class”You may now take your seat. 3. CHECKING OF ATTENDANCE Alright, before we start let us check first your attendance. 4. CHECKING OF ASSIGNMENTClass do we have an assignment? Pass your notebook in front and we will check it later. 5. ENERGIZERClass, do you like to sing and dance? Let us sing your mathematics song. | (The assign student will come in front and pray.) Good morning Ma’am. Good morning classmates it’s nice to see you. (The assign student will stand and tell who is absent in the class.) Yes Ma’am. (The student will pass their assignment.) Yes Ma’am. (The student will sing together with the teacher.) | 6. DRILL Class I have here a flashcards that contains of number that you need to answer orally. 5x4 =6x6 =7x8 =1x5 =9x6 = 7. REVIEW Class, before we start our new......

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...Brief Lesson Plan in English In: English and Literature Brief Lesson Plan in English Brief Lesson Plan in English V (Using 2C2IA Approach) I. Level: Grade 1 II. Objectives a. Identify the new words through its meanings b. Answer wh questions from the story listened to. c. Use the comparative and superlative degrees of objectives. d. Write examples of comparative and superlative degrees of adjectives. e. Sustain interest in giving examples of the degrees of adjectives. f. Respond to the story through the following activities: Group 1: Acting out the ways does Mariang Makiling in showing her kindness to the hunters. Group 2: Tell the revenge of Mariang Makiling. Group 3: Describe Mariang Makiling. g. Get information from the three parts of a paragraph. III. Topic: Using the comparative degrees of objectives. References: English Expressways 5, Language, Evelyn Angeles, pp. 184-199 English 5, Alexes Anne F. Cruz, pp. 184-197 IV. Skill: Listening V. Materials: Flashcards, pictures, laptop, projector VI. Procedure: Pre 1. Present a puzzle and the students are going to arrange the puzzle to form picture. 2. Ask the students on “What did you see in this picture that you have formed?” 3. Ask the students on “What if you have a chance to meet a fairy, what is the thing that you would wish for?” 4. Ask the students if they know the story of Mariang Makiling. 5. Start reading the story. Post Reading The teacher...

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...My Lesson Plan (Brief Lesson Plan) My Lesson Plan (Brief Lesson Plan) I. Objectives:                 At the end of the class discussion the students are expected to: 1.       Identify the different parts of the body. 2.       Know each of the functions of the parts of the body. 3.       Recognize the use of the parts of the body and the sense organs. II. Subject Matter: 1.       Topic- Part of the Body and the Sense Organs 2.       Reference-Science and Health Text Book (for Grade Three) 3.       Material-Visual Aids (Manila Paper), Flash Cards, Pictures, Pentel Pen, Stick and Chalk III. Procedure: a)      Routinary Matter 1.       Prayer 2.       Ice Breakers 3.       Attendance 4.       Review (A simple recall of the previously learned material) b)      Motivation The teacher will ask some of the pupils of what he/she have learned in the previous lesson, then, motivates the students of the newly acquired learnings. So as to, relate the previous topic to the new lesson. c)       Presentation of the New Lesson After reviewing and allowing the pupils to go through with the newly acquired learnings, the teacher will now present to his/her pupils the new lesson to be discussed with. (Part of the Body and the Sense Organs). d)      Application The teacher will let his/her pupils to see the whole picture of the Human Body. The teacher will likewise, introduce the different parts of the Human Body. The teacher then will explain to his/her pupils the...

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...EEI Lesson Plan Template Client Organization: Telephone: Main Contact: Fax: ____________________________________ _ Email Address: Date: VITAL INFORMATION | Author | ..... | *Subject(s) | Behaviorist | Topic or Unit of Study | Behaviorist, Parts of animal cells. | *Grade/Level | 4-6 | *Summary | Name any parts of a cell that you can list of from the top of your head. | STANDARDS AND DIFFERENTIATED INSTRUCTION: | *Standards | Will match the cells parts to the right place on the animal. | DifferentiatedInstruction | | EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: | Objective | The objective for this lesson is for the children to be able to label the distinct parts as accurately as they can. | Anticipatory Set | The main goal for the class is to have the students be able to place the distinct parts as accurately as they can.  | Teach Lesson / Model | Divide the students up in a group, Hand each group a picture of a cell with separate cut outs of animals parts. Have children place as many as they can within seven minutes. After time is up look over who got the most and reward them. | Guided Practice | Students will be in small groups to see if they can handle working together, they will work together to get the parts of the cell right to win the piece of candy at the end of the lesson. | Independent Practice | After the lesson plan, have the children turn to their......

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