Detailed Lesson Plan in English IV

I. Objectives
At the end of the 60-minute period, the students will be able to:
A. Define words through context clues and picture illustrations
B. Note down details from the selection read
C. Analyze a selection read through differentiated tasks
D. Express one‟s idea about the topic discussed
E. Exhibit active participation in class activities
F. Appreciate a father‟s love and concern for his daughter

II. Subject Matter

A. Topic: Reading: “Letter To A Daughter” by Arthur Gordon
(Selection is assigned previously)
B. Reference: Reading Literature, Purple Level; 74-77.
C. Materials
1. Cartolina
2. Marker
3. Adhesive tape
4. Laptop and multi-media projector

III. Procedures

Teacher’s Activity Students’ Activity

A. Routine Activities
1. Prayer
“Please rise. Prayer leader, from (A student from group three will lead the
group three, please?” prayer)

“Thank you, ___.”

2. Greetings
“Good morning, class.” “Good morning, sir. Good morning, visitors.
It‟s nice to see you again.”

“It‟s nice to see you again, too. Please (Students will take their seats)
be seated.”

3. Checking of attendance
“Group leaders, kindly report the “Everyone is present in group one, sir.”
attendance of your groups.” “No one is absent in group two, sir.”
“Group three, all present, sir.”
“Same with group four, sir.”
“All is present in group five, sir.”

“For that, give yourselves three (Students will clap their hand thrice)
claps.”

4. Review of the Past Lesson through

Dyadic Exchange
“Okay, let us recall our lesson (Students will convene and discuss what they
yesterday. Face your partners and try have previously learned)
to talk about our previous lesson.”

“Now, will you share what you (Students will go in front for the dyadic
learned, ___ and ___?” exchange)
“What did you learn yesterday, ___?”
 “I learned about quoted and reported speech.
We use quoted speech to convey the exact
words of the speaker. On the other hand,
reported speech conveys the idea of the exact
words of the speaker. How about you, ___?”

“I also learned that quoted speech uses

quotation marks; while reported speech uses
the word „that‟ in place of quotation marks.”

“Thank you, ___. Apparently, you

have understood our lesson and
you‟re ready for a new topic.”

5. Checking of Assignment
“Yesterday, I assigned you to look for “Yes, sir.”
the meaning of some words in a
dictionary. Will you get your
assignments?”

“Group leaders, kindly check if your (Leaders will check the assignments of their
group members have complete members)
assignments.”

“Thank you.”

B. Unlocking of Difficulties
“Now, I want you to focus on the (A picture will be given to each group. A
sentences posted on the board. I want you representative from the group will paste the
to complete the sentences by placing a picture on the sentence it properly fits in)
picture that will fit in the meaning of the
sentence. Give the word and its meaning
from your assignment.

1. Being ____, Jessa always thinks that 1. Being , Jessa always thinks
everything will work out well. that everything will work out well.

2. Rozhane was filled with ____ in 2. Rozhane was filled with in

seeing her long-lost son. seeing her long-lost son.

3. The school gave Jester a ____ to 3. The school gave Jester a to

assist him financially in his research. assist him financially in his research.

4. Vincent‟s ____ is very evident 4. Vincent‟s is very evident through

through his childish behavior. his childish behavior.

5. Vicky‟s weak immune system made 5. Vicky‟s weak immune system made her
her ____ and more prone to diseases.
and more prone to diseases.
“Okay. Thank you.”

C. Motivation
“Now that we have unlocked the meaning (Students will watch the clip, “Nestea
of those unfamiliar words, we are now Commercial”)
going to watch a video clip. After that,
you will answer some questions about it.”

“Okay, let‟s answer the following

questions: 1) What was the reaction of the “He was taken aback, sir. Yes. I guess my
father in the clip? Do you think if he is dad will have the same reaction.”
your father, he will have the same
reaction?”

“2) If you were the girl, how would you “I will keep calm, sir, and admit to my dad
react to the situation? What would you that I already have a boyfriend.”
do?”

“3) Based on the commercial, do you “Yes, sir. I guess it would actually be more
think it would be hard for you to ask difficult to ask for permission if it would be
permission from your parents especially if about getting married.”
you‟re getting married?”

D. Discussion
“I see; and we know that the last
person to know our secret is our
family, particularly, our father. So let
us find out how a father will react if
his daughter asks permission to
marry. Please get your copy of the
selection.”

“Okay. Who is the author of the “Arthur Gordon”

selection?”

“What kind of selection is it?” “A letter.”

“Who wrote the letter?” “A father wrote it, sir.”

“What is the letter about?” “It is about the pros and cons of teenage
marriage.”

“To whom was it addressed?” “It was addressed to the daughter.”

“What is the name of the daughter?” “Kit.”

“Why did the father write this letter?” “He wrote this as a response to his
daughter‟s letter, asking for his opinion or
permission before she gets married.”

E. Comprehension
“Correct. Now, to further analyze the (A representative from each group will get a
selection, let us have some more message from the mailbox. Then, they will
questions for you to discuss. I have convene within their group to discuss their
here a mailbox which contains answers)
questions. A representative from your
group will get a letter from the
mailbox. Inside the letter is a question
for your group to discuss. After three
minutes, an assigned member will
report about the group‟s discussion.”
 “Okay. Let‟s start with group one.
Please read the question you have
picked and discuss your answers.”

a. Characterize the teen-age daughter (A representative from the group will share
to whom this letter was written. what they have discussed)
Do you think she has any fears or
doubts about marriage? Explain.
b. What are the plus factors of teen-
age marriage? Can you think of
other advantages?
c. Name the five minuses or
disadvantages of early marriages.
Explain each briefly.
d. What qualities of the father are
reflected in this letter? Quote
passages and cite instances to
prove your point.
e. Explain: “Parents forget how
lonely and vulnerable being a
teenager can be.” Do you agree
with this statement?

“Thank you. Your answers are all

correct.”

F. Appreciation
“Now that we have analyzed the
selection carefully, let us have some
activities to understand it better.”

“Each group is tasked to do the

following:
Group 1: Compare the father in the
clip from the father in the letter
Group 2: Act out some parts of the
letter which interests you most
Group 3: Write a response to the
father (pretend that you are the
daughter)
Group 4: Summarize the essay in 5 to
8 sentences
Group 5: Sing a song related to the
selection.”

“I am going to give you 5 to 7 (Students will convene again and prepare

minutes for that. Please start your their differentiated tasks)
work.”

“Okay, please wrap up your works.”

“Okay. Before we start with the

presentations, I want you to look at
the screen first. Here is a scoring
rubric. Each group will be graded
according to the following rubric by
another group.”
 Rubric for Differentiated Tasks
Indicators 1 2 3 4 Score
Preparation Did not Some A good Student
prepare preparation amount of prepared
enough for was done preparation beyond
presentation was done level of
assessment
Visuals There were There were There were Students
no helpful a few clear and created
visual aids visual aids interesting excellent
visual aids visual aids
Speaking and Did not look Looked at Looked at Held the
Audience Contact at the the the attention of
audience and audience audience the
did not speak some of and spoke audience
clearly the time; clearly and spoke
spoke very
clearly expressively
once in a
while
Overall understanding Group didn‟t Group Group Group
of the selection show understood understood understood
sufficient most of the the entire the entire
understanding selection selection selection
of the and
selection presented
extra
information
Instilling Values Did not help Helped Helped Helped
other students others other other
understand understand students at students at
the values at least one least two least three
reflected in value values values
the selection reflected in reflected in reflected in
the the the
selection selection selection
Total

“Ready? Let‟s start from group one.” (Group one will compare the father in the
clip from the father in the letter)

“Thank you, group one. Let‟s give (Students will clap thrice)
them three claps for their
presentation.”

“Next, group two.” (Group two will present)

“Thank you, group two. Let‟s give (Students will clap thrice)
them three claps also.”

“Next, group three.” (Group two will present)

“Thank you, group three. Let‟s give (Students will clap thrice)
them three claps also.”
 “Next, group four.” (Group four will present)

“Thank you, group four. Let‟s give (Students will clap three times)
group four, three claps.”

“Finally, let‟s have group five.” (Group five will present)

“Thank you, group five. Let‟s give (Students will clap thrice)
group five three claps.”

“Okay, please pass the score sheets (Leaders will pass the scoring rubrics)
forward.”

“Thank you.”

IV. Valuing
“Now, after discussing the selection, what
values have you learned from it?”

“Yes, ___.” “Sir, I learned that respect should be shown

to our parents by asking their permission in
marriage.”

“How about you, ___?” “I learned that being a teenager is not an

easy task; and we have the responsibility to
ask the guidance of our parents in our
decision making.”

“All right. Thank you for your answers.”

V. Thinking Through
“Now, supposed you have read this letter (Students will discuss what to comment on
posted on Facebook, write a comment on the post)
the box provided for. Two strips of paper
and a marker will be given to each group
for your comments. After a minute, you
will post your comments on the board.”

VI. Assignment
“Okay. Thank you for your cooperation (Students will copy the assignment projected
for today‟s discussion. For your on the screen)
assignment, pretend that you are Kit.
Write a letter in response to your dad‟s
letter. Write it on stationery and place it
in an envelope.”

“That‟s all for today. Thank you and good (Students will stand)
bye class.” “Good bye, sir. Good bye, teachers. Thank
you for teaching us today.”

Prepared by: Noted by:

HARK HERALD C. SARMIENTO MAY S. FLORES

BSEd – English Mentor
18 February 2015 Hermosa National High School