The Teaching Teacher Plantilla English 3

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A Semi-detailed Lesson Planin English III

Prepared by: Ms. Rosie Mae S. Santil (Saint Louis University)The Teaching Teacher (www.theteachingteacher.blogspot.com)

Day 1

I. Learning

Objectives

II. Learning Content III. Learning Procedure IV. Evaluation V. Assignme

Through the variousgraphic organizers,the students shouldbe able to:

A. define wordsfrom the articlethrough contextclues;

B. explain somequotations from thearticle by relating totheir ownexperiences; and

C. illustrate thedifference of puppyfrom true lovethrough a drawing.

A. Subject Matter

Article: Teenagers by

Fulton J. Sheen

B. Reference

Josefina Payawal-

Gabriel Ph.D.EddaManikan Martires.

Copyright(2008)

English III (NewEdition).

Quezon City:St.

Bernadette Publishing

House

http://www.brainyquote.com/quotes/authors/f/f ulton_j_sheen.html

C. Materials

A. Preparation

Motivation

1. Post on the board a very big blank table.

”Freedom Table”

2. Read the title of the selection.”Teenagers”

3. From your viewpoint as an adolescent, name

the traits of typical teenagers.

4. Write both positive and negative traits.

TEENAGERS’ TRAITS

POSITIVE NEGATIVE

1. The speaker

made use of similes

and metaphors in

his article.

2. On a one half

sheet crosswise,

identify at least two

examples for each

and explain whyyou agree or

disagree with the

comparison.

1. On a short bo

paper, illustrate

through a drawi

the difference o

“puppy love” an

“true love.”

2. Below it, give

least 5 positive

effects of purity

http://www.theteachingteacher.blogspot.com/

http://www.brainyquote.com/quotes/authors/f/fulton_j_sheen.html









D. Concepts

E. Skills

F. Values

***

➢ energetic

➢ active

➢ curious

➢ ambitious

➢ happy

➢ rebellious

➢ negligent

➢ passive

➢ selfish

➢ hard-headed

B. Presentation

1. Divide the class into 5 groups.

2. Scan the selection for the phrases posted on

the board.

3. Identify the parts of speech of the italicized

words, and guess their meanings using context

clues.

4. Choose one representative to share your

answers in front.



5. Post the correct answers:

6. Read the selection for about 10 minutes.

7. Post on the board the picture and name of the

author the author.

8. Read brief information about him.

9. Ask them what the message of the article is

about teenagers.

Fulton J. Sheen (1895-1979), American Roman Catholic archbishop, who



C. Generalization

1. On your notebooks. Fill up the empty boxes inthe diagram that follow with information from the

text.

a t i n f l u e n c e t h e m .

h a p p i n e s s a n d g o o d s o c i a l r e l a t i o n s .



D. Application

1. Regroup the class into three.

2. Explain the following quotations by citing

examples from your experience.

Day 2

I. Learning

Objectives


Though article

analysis, the

students should be

able to:

A. define hope in

different

perspective through

a graphic organizer;

B. express their

selves by makingtheir own wish lists;

and

A. Subject Matter

Article: Let Hope Light

Your Way by Norman

Vincent Peale

B. Reference

Josefina Payawal-

Gabriel Ph.D.Edda

Manikan Martires.

Copyright(2008)

English III

(NewEdition). QuezonCity:St. Bernadette

Publishing House

http://normanvincentp

A. Preparation

Motivation

1. Divide the class into three groups.

2. Give each group an envelope containing 8 pot-

like figures with word/s written on it and decode

the word behind the two pictures.

3. Arrange the saying within 10 seconds together

with the

position of the pot and post on board the finished

output.

1. On a one half

sheet crosswise,

think of words that

come from the rootword hope, and

write them around

the circle. Then

complete the

sentences with

words containing

the root word hope.

1. On a short bo

paper, make a

poster with a slo

depicting any offollowing theme

http://normanvincentpeale.wwwhubs.com/




C. arrange the

saying according to

its meaning and

images.

eale.wwwhubs.com/

C. Materials

1. Paper pot for the

saying

2. Picture of NormanPaele

3. Copy of the

questions.

D. Concepts

1. Hope is a good

breakfast, but it is a

bad supper.

E. Skills

1. Arranging concepts

through a game.

2. Answering questions

comprehensively.

3. Responding to textthrough graphic

organizers

***





F. Values

1. Optimistic persons

survive longer than

pessimistic people.

2. Being hopeful lights

our way.

B. Presentation

1. Present a brief background of the author.

2. For getting the main ideas, pose these

questions:

3. Wrap up the article.

C. Generalization

1. From the article, make a list of things you hope

to have or achieve this year, and what are you

going to do about it.

There is a big difference of wish from



D. Application

1. Call on volunteers to answer this questions:



2.

Day 3

I. Learning

Objectives


Through pronounillustrations, the

A. Subject Matter A. Preparation 1. On a one half

crosswise, identify

1. On a on fourtsheet, identify



students should beable to:

A. define pronouns

through a graphic

organizer;

B. use pronouns to

express themselves

by making their own

examples; and

C. construct

sentences

considering the

pronoun-antecedentrelationship.

Pronouns: Personal and

Antecedents

B. Reference

Josefina Payawal-

Gabriel Ph.D.Edda

Manikan Martires.Copyright(2008)

English III

(NewEdition). Quezon

City:St. Bernadette

Publishing House

http://www.bellaonline.

com/articles/art13270.

asp

C. Materials

D. Concepts

E. Skills

Motivation

B. Presentation

1. Post on the board a strip of cartolina.

2. Define Pronouns.

3. Introduce the relationship of Antecedent and

Pronouns.

the pronoun and

write beside it the

kind.

(2 points each)

pronouns and thantecedents.

http://www.bellaonline.com/articles/art13270.asp








F. Values

Pronoun-Antecedent Consistency

4. Describe briefly the several kinds of Pronouns.

5. Focus on Personal Pronouns.

http://grammar.ccc.commnet.edu/grammar/pronouns.htm

http://grammar.ccc.commnet.edu/grammar/pronouns.htm



C. Generalization



D. Application

Day 4

I. LearningObjectives

II. LearningContent

III. Learning Procedure IV. Evaluation V. Assignm

Through the table

of collective

nouns, the

students should be

able to:

A. enumeratevarious examples

of collective nouns

through the use of

pictures;

B. present the

importance of

having collective

nouns; and

C. enact the

different collective

A. Subject Matter

Using Pronouns with

Collective Nouns

B. Reference

Josefina Payawal-Gabriel Ph.D.Edda

Manikan Martires.

Copyright(2008)

English III

(NewEdition). Quezon

City:St. Bernadette

Publishing House

C. Materials

A. Preparation

Motivation

B. Presentation

1. Post on the board the chart of collective nouns.

army

audience

board

council

departmen

t

minority

navy

public

1. On a one fourth

sheet of paper,

choose the

appropriate

pronoun, or

pronoun and verb

that will complete

the sentence.

1. On a one fo

sheet, give yo

own 10 examp

of collective te



noun terms. D. Concepts

E. Skills

F. Values

cabinet

class

committee

company

corporation

faculty

family

firm

group

jury

majority

school

senate

society

team

troupe

2. Present some examples. The italicized word is thecollective

nouns.





3. Give some guidelines about collective pronouns.

C. Generalization

1. Call some volunteers to write on the board some

special collective terms..

D. Application

The special collective term

an exaltation of larks

a muster of peacocks

a rout of wolves

a skulk of foxes"



1. Post the above picture and let them group

themselves according to the chosen animal and let

them describe their traits.

Group 1-Coyotes

Group 2- Hounds

Group 3- Wolves

DISCLAIMER: Use the document as a guide. Do not copy. For more tips and guides, visit www.theteachingteacher.blogspot.com.





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The Teaching Teacher Plantilla English 3