Lesson Plan in Reading I.
Objectives Knowledge Identify the temperament and psyche of Burmese people in their responses to the challenges of modernity. Process Assess the the Asian Asian and African African identity identity as reflected reflected in their literature literature and and oneself in the light of what makes one an Asian of African. Understanding Share insights about Burmese /yanmar literature. Product !ngage in a con"ersation based on a selection/te#t read using communication strategies and e#periences that signals opinion
II.
Subject Matter $opic % Burmese/yanmar &iterature 'eference% !nglish $ime pp.()*+(
III.
Procedure Knowledge Pre*reading $he students will identify the pictures of significant people and their contributions to their country. Process 'ead Aung San Suu Kyi Understanding Share insights by answering the following comprehension ,uestions. (. -hy did did Suu Suu Kyi Kyi return return to Burma Burma in () () +. -hat crime crime does a person person commit if placed placed under under house house arrest arrest 0. -hy was was Suu Suu Kyi place placed d under under house house arres arrest t 1. 2ow many years was was Suu Kyi Kyi placed under house house arrest arrest -hen was she released 3. 4escribe 4escribe Suu Suu Kyi5s Kyi5s house house when when it was hit hit by a cyclon cyclone. e. 6. -as there any help help gi"en to her by Burmese Burmese go"ernment go"ernment !#plain. !#plain. 7. -hy do you you think was was she not not e#tended e#tended any help in her her situation situation . -hy was was she awarde awarded d the 8obel 8obel Pea9c Pea9ce e Pri9e Pri9e in ())( ())(
Product/Performance :ill out the ;haracter Attribute Information <;AI=
8ame of ;haracter
I>.
Personality $raits
Actions which supports $raits
Assignment/s Answer &earning &earning $a $ask ( on page page +( of of !nglish !nglish $ime $ime
Lesson Plan in Reading I.
Objectives
Knowledge 4escribe the literature in Burma that focuses on the temperament and psyche of the people Process ?utline the literature of yanmar Understanding 4istinguish the ,ualities of Burmese people with respect to their literature. Product ;ompose a letter e#pressing opinion about Asians and Africans as re"ealed by their literature II.
Subject Matter $opic % Burmese/yanmar &iterature 'eference% !nglish $ime pp.()*+(
III.
Procedure Knowledge Pre*reading Unlocking of 4ifficulties Search meaning of words through conte#t clues oti"e @uestions -hat is your fa"orite poem 2ow about short stories Process 'ead the te#t on page ++ and answer the following ,uestions Is literature important 2ow does literature re"eal the characteristics of Burmese people
Understanding Share insights by completing the outline below. (. I. &iterature of yanmar A. Kinds f &iterature (. +. B. $ypes of Poetry (. +. ;. Kinds of Poetry (.
+ +. 0. 1. II. Authors of Burmese &iterature (. +. 0. III. :irst e#ample of Burmese &iterature (. +. -hat is the significance of founding the Uni"ersity of 'angoon to Burmese &iterature Product/Performance ;ompose a letter e#pressing opinion about Asians and Africans as re"ealed by their literature I>.
Assignment/s Study >erbals &ist ( action words ending in ing
Lesson Plan in Grammar I.
Objectives
Knowledge Understand and use gerunds 4escribe actions of people through gerunds Process 4etermine the function of gerunds Understanding Apply the concept learned through acti"ity Product -rite a paragraph about your C:a"orite 2obbyD II.
Subject Matter
$opic % Eerunds/ Eerundial Phrases 'eference% ;ollege !nglish for $oday pp.()7*+ III. Procedure Knowledge !licitation Ei"e fa"orite past time. 2obbies Acti"ate prior knowledge about gerunds and its functions Process Key Points to 'emember >erbals are words form from a "erb but functioning as a different part of speech. $hey are also used as modifiers or a noun in the position of the subFectG obFect or obFect of the preposition. Eerund is a "erbal ending in ing that function as a noun. :unctions of Eerunds SUBH!;$ Hogging I my fa"orite sport. 4I'!;$ ?BH!;$ I thoroughly enFoy Fogging. SUBH!;$I>! ;?P!!8$ y fa"orite e#ercise is Fogging APP?SI$>! y fa"orite sportG runningG takes a great deal of effort.
Understanding ;ontrolled Practice 4irection% Identify the functions of gerunds (. 2e has ruined his life by smoking. +. Playing badminton takes up too much of her time.
0. I am enFoying my time in gardening. 1. y fa"orite hobby is reading books. 3. $hey keep on fighting.
Skilled -ork 4irections% Identify the proper gerunds and their functions. (. +. 0. 1. 3. 6. 7. .
$he girls are
Product/Performance -rite a paragraph about your fa"orite hobby. I>.
Assignment/s &isten to the song $2! IP?SSIB&! 4'!A Study infiniti"es
Lesson Plan in Grammar I.
Objectives
Knowledge Identify words/"erbs that function as infiniti"es Process 'ecogni9e infiniti"es and its functions Understanding >erbali9e the functions of infiniti"es Product Summari9e the lesson through >enn 4iagram II.
Subject Matter
$opic % Infiniti"es/infiniti"e phrases 'eference% ;ollege !nglish for $oday pp.()7*+ III. Procedure Knowledge 'e"iew gerunds through checking the assignment 'estate the functions of gerunds
!licitation 'ead the lyrics of the song $he Impossible 4reamG then pick out the phrases that function as infiniti"es. Process 2ighlighting of form Use the phrases to introduce infiniti"es Present the functions of infiniti"es and corresponding e#amples. Key Points Infiniti"es are "erbals that function as a nounG adFecti"e and ad"erb. It can be formed by adding the present form of the "erb to
-e5re planning <"isit= !urope. She has decided <,uit=. Hoe is a man
Skills -ork 4irections% Identify the proper "erbals need. (. I remember
Infnitives
Gerunds
Using the >enn diagram abo"eG write the similarities and differences of gerunds and infiniti"es. I>.
!ssignment/s Study about participles 2ow do we form participles and participial phrases
Lesson Plan in Grammar I.
Objectives
Knowledge Identify participles and participial phrases in a sentence Process >erbali9e the functions of participles Understanding 4istinguish the use of participles to other "erbals Product :ill out an e#it slip about the learnings about "erbals II.
Subject Matter
$opic % participles and participial phrases 'eference% ;ollege !nglish for $oday pp.()7*+ III. Procedure Knowledge 'e"iew infiniti"es 'estate the functions of infiniti"es !licitation $he students will match actions with the corresponding "erb.
dancing
;racked
walking
Singing
broken
eating
Process 2ighlighting of form Present Participles ends in ing but functions as an adFecti"eG form by using the au#iliary form of the main "erb. !#ample% $he boiling water on the sto"e. Past participles* ends in edG en ntG and t. !#ample. $he broken window was e#pensi"e to repair. Understanding ;ontrolled Practice 4irection% Identify the participles and the function. (. $he running water pro"ides a pictures,ue "iew. +. $he crashed bag was an unpleasant sight. 0. 2e was able to repair the broken lock.
1. $he woman wearing the blue sweater is my mom. 3. 4ancing with the famous instructorG Anne felt like a star.
Skills -ork 4irections% (. $he flag wa"ing in the wind is "ery inspirational. +. $he fro9en fish was an easy meal fr him to cook. 0. $he kittens crouching under the bed ha"e refused to come out. 1. $he politician5s broken promises were all that the "oters remembered. 3. Animals dumped in the street often become a menace. :ree Stage
EXIT SLIP WHAT DID I LEARN ABOUT VERBALS?
. I>.
!ssignment/s 'ead the poem Prayer for Burma on page 0 of !nglish $ime
Lesson Plan in Literature I.
II.
III.
Objectives Knowledge Identify the temperament and psyche of Burmese people in their responses to the challenges of modernity. Process Assess the content of the poem. Understanding Share insights about the issue presented in the poem. Product Present a speech choir and rap presentation of the poem Subject Matter $opic % Prayer for Burma
ocabulary <$-? PI;S ?8! -?'4=
E?&4!8 SPI'!S bell tower SA::'?8 P'A!'S*colored ?8& ;A&&?US8!SS A84 B!$'AA&*cruelty S$I&&8!SS ?: $2!I' EAJ!*,uietness 8?>I;! ?8K5S'?B!*beginner S!'!8! 4?-8;AS$ !!S*peaceful ;!'!?8IA& :I8!'*showy A8E!' IS :I!';!'*more "iolent oti"e @uestions 2a"e you e"er felt s down that you almost want to gi"e up 2ow did you cope up with the challenges that come along your way -hat is a prayer 2ow often do you pray -hy is it important to pray Process :irst reading of the poem to be done by the teacher. Second reading of the poem done by the students. Understanding Intellectual discussion of the poem through answering the comprehension ,uestions on page 0(. Product/Performance :ree Stage $he students will be di"ided into + Eroup (* Present a speech choir
Eroup +* Perform a rap presentation about the poem. I>.
Assignment/s 'ead the poem >ision by :eraya
Lesson Plan in Literature I.
Objectives Knowledge Identify the elements of poetry present in the poem Process 'ead aloud the poem Understanding Process understanding of the poem through intellectual discussion Product :ill out a ;haracter $hinking atri# ake a slogan about the theme of the poem
V.
Subject Matter $opic % Poetry <>ision by :eraya= 'eference% !nglish time pp. +3
VI.
Procedure Knowledge Acti"ating prior knowledge about poetry
vision Unlocking of 4ifficulties :i#ing a Broken 2eart &ook for the meaning of the unfamiliar words by searching for the partner of the broken heart with the corresponding meaning of the words. &eft portion of the heart :leeing ;oncepts :oraging >ision 4espair >ast Battered Spacious Eloominess
'ight portion of the heart escaping from ideas/thoughts searching mental image hopelessness e#tensi"e beaten uncrowded darkness
&otus
species of water lily
Process Poem 'eading $he students will read the poem per stan9as by group. • • • • •
Students born on the month of ay Students whose fa"orite color is pink Students whose age ranges from (3 an abo"e Students whose name starts with letter A Students who belong to section
Understanding $he students will identify the elements of poetry present in the poem.
Product/Performance :ill out the character $hinking atri# on page +6 >II.
Assignment/s ake a slogan about your "ision in life as a student Study adFecti"e complement
Lesson Plan in Grammar I.
Objectives
Knowledge Process Understanding Product II.
Subject Matter
$opic % AdFecti"e ;omplement 'eference% !nglish $ime pp. +*+) III. Procedure Knowledge !licitation Study the following sentences.
(. +. 0. 1.
She was happy to sleep. -e were delighted by the news. &earning a foreign language is "ery ad"antageous. ;hristmas decorations look attracti"e.
Presentation 2ow do we call these underlined phrases Process 2ighlighting of form AdFecti"e complement is a clause or a phrase that adds to the meaning of the adFecti"e or modifies it. Understanding Euided Practice 4irection% Underline the adFecti"e complement in the following sentences. (. I am curious of what color it is. +. $he boy was eager to promote sales.
0. Are you afraid of snakes 1. -e are afraid that the storm will get stronger. 3. I am elated that he was elected. 6. $he Fudges "oted his entry most creati"e. 7. $he preschoolers are enFoying the fun and e#citement. . ost children are eager for the ;hristmas to arri"e. ). $he chicken salad you prepared tastes delicious. (.$he Hapanese are fond of sashimi foods.
(. +. 0. 1. 3.
Skills -ork 4irections% match the group of words in column A with the group of words in ;olumn B to complete the sentences. A B I met the singer a. who came from ;ebu 8ina drinks coffee b. whom I admire She is the brgy. ;hairwoman c. whose songs I lo"e to hear 2e is the store owner d. that won the grad price $he pig that my uncle had roasted e. whom the people elected
6. y grandmother prefers 7. $he student painted the table
f. who plans to ha"e a garage sale g. which is dark and strong
. 2e is the person ). 2ere are the student delegates
h. was crispy and delicious i. that plays classical music
(. Honard made the slogan
F. that was donated by P$A officers
:ree Stage IV.
!ssignment
Lesson Plan in Grammar I.
Objectives
Knowledge 'ecogni9e parallel structure Process >erbali9e rules in parallelism Understanding Product II.
Subject Matter
$opic % Parallelism 'eference% !nglish $ime pp. 7*7( III. Procedure Knowledge !licitation Study the sentence below.
;lark lo"es horseback ridingG playing basketball and swimming. Presentation -hat ha"e noticed in the sentence Process 2ighlighting of form Parallelism gi"es a sentence balance. :aulty parallelism occurs when two or more similar ideas are e#pressed in different grammatical constructions. Understanding Euided Practice Answer the e#ercises about parallelism on page 7 orally. Skills -ork Answer grammar workshop task 3 on page 7(. Product
;reate own sentences applying the concepts of parallelism IV.
!ssignment
Prepare for the &ong $est
I.
Objectives
:ocus Skill $o assess knowledge about :ilipino traits Support Skill $o 'ecogni9e :ilipino traits and perspecti"es II.
Subject Matter
$opic % Pre Assessment 'eference% !nglish $ime pp.( III.
Procedure oti"ation
'ebus pu99le Presentation Answer Pre assessment on page (. IV.
!ssignment Loo% &or t'e meaning o& t'e &ollo(ing (ords Fluttering Illegitimate Pol)glot Indulge *e(ildered +,loited Tinged -om,assion #nderneat'
'o is Pro&. *autista/ List do(n !merican names
List do(n -'inese surnames
Lesson Plan in Literature0listening I.
Objectives
:ocus Skill Support Skill II.
Subject Matter
$opic % &iterature as ;ommunication 'eference% !nglish $ime pp.+*3 III.
Procedure Pre Listening
arm u, +ercises
essage $elephone :acebook Body mo"ements 2and gestures
>ocabulary !nrichment Answer learning task ( Eetting to know the Prof.Felix author
Bautista
Proession Prof.:eli# Bautista Advisors!i" Se#ond de$ree
I%"ressions on
&istening Proper Answer &earning task 3 C$he AnatomyD Post &istening -hy do you think some :ilipinos would like to act think in foreign ways.
