LESSON PLAN IN ENGLISH V

I Objectives:

At the end of the discussion, the pupils are expected to,

a. distinguish text types according to features (structure and language): cause-and-effect,

b. appreciate the cause-and-effect text type,
c. perform the cause-and-effect of a situation.

II Subject Matter

Topic: Distinguish the Cause-And-Effect Text Type

Reference: Textbook: Joy in Learning English 5

Materials: Visual Aids

III Procedure

Teacher’s Activity Student’s Activity

A. Preparatory Activities
1. Introduction
a. Greetings
“Good morning class.” “Good morning teacher Joy.”
b. G
(Call the name of the students and give their
name tag)
“Class put your name tag at your left chest so “Ok teacher joy”
that your teacher determines you.”
c. G
“Group yourself by column, we have group 1 “Yes! Teacher
to 5, please cooperate with your group and
observed silence, are we clear?”
d. G
Get your English textbook, open your book on
page 232.”
B. Developmental Activities
A. Review
“What was the lesson yesterday?” “The lesson yesterday was all about the
story entitled Eureka.”
B. Motivation
“What was the cause why Archimedes shout “He stepped into his bathtub, the water
‘Eureka!’ In Greek, the word means, ‘I’ve spilled over. That flowing water gave him
found it!?” the idea he needed to find out whether the
kings crown is a pure gold or not without
damaging the crown.”
(Showing a picture)
“What is happening or the effect?”
 “What might be the cause of it?
C. Presentation
(Present a picture, then the topic)
D. Discussion
“Class read the text entitled Book Hour”
(Present the text)
“What is the text about?”
“In what part of the text is the effect
presented?”
“How are the causes of Book Hour presented?”
“What transitional/signal words are used in the
text to indicate cause/s and effect/s?”
“The given
“
Book Hour
There are many reasons why our class
goes to the library once a week for what we
call ‘Book Hour.’ For one, our teacher has
observed that many of us read poorly when
asked to read aloud a story or poem in class.
Another reason is that most of us at home
have an internet provider. As a result, our
teacher has noticed that the home research
we submit are lifted from online references.
When our teacher checked our borrowings
from the library, most of us have not
brought home a storybook, novel, or
reference related to our different subjects.
Thus, for many weeks now, we get to hold
books and do our readings for an hour in the
library in between our subject periods. ”
“The text is all about the Book Hour.”
“First sentence teacher!”
“Teacher! Through transitional/signal.”
“For one, another reason, as a result, and
thus.”

LESSON PLAN IN ENGLISH VI

I Objectives:

At the end of the discussion, the pupils are expected to,

a. use compound sentence for effective communication of information and ideas,

b. show openness to criticism.

II Subject Matter

Topic: Compound Sentence

Reference: Essential English 6, pages 305-307

 Materials: Visual Aid

III Procedure

Teacher’s Activities Student’s Activities

A. Preparatory Activities
1. Introduction
a. Greetings
“Good morning class.” “Good morning teacher joy.”
b. Warm-up Activities
“Everybody sing the song ‘This is the Day,’ “(This is the day)2x
ready sing” (That the Lord has made)2x
(We will rejoice)2x
(And be glad He made)2x
For this is the day that the Lord has
made, we will rejoice and be glad He
made. (This is the day)2x that the Lord
has made.
B.
 DETAILED LESSON PLAN IN ENGLISH V

I Objectives:

At the end of the discussion, the pupils are expected to,

a. Restate sentences heard in one’s own words.

II Subject Matter

Topic: Listening to an Informational report

Reference: Textbook: Joy in Learning English 5, pp. 282-283

Materials: Visual Aids

III Procedure

Teacher’s Activity Student’s Activity

C. Preparatory Activities
“Good morning class.” “Good morning teacher Joy.”
D. Review
“What was the lesson yesterday?” “The lesson yesterday was all about
‘Writing an Enumeration Paragraph.’”
“Very good!’’

E. Motivation
“When you stayed under the sun the whole “Yes, teacher.”
day during a picnic at the beach, did you
experience having sunburn afterwards?”

F. Presentation
(Present the topic)
“What is our topic for today?” “Listening to an Informational report.”
“Listen as I read Harold’s informational report,
you will be able to restate in your own words
some sentences you will hear from the report”

(The teacher read the informational report)

“ Radiation: Good or Bad
Skin sunburn is caused by the ultraviolet
rays of the sun. Ultraviolet rays are part of the
light which come from the sun. Sunlight is
essential to life on earth. But the ultraviolet
rays of the sun can cause sunburn because of
radiation. Radiation can also damage a
person’s
Knowing the bad effects of radiations, it is
up to us to protect ourselves from it. For
 example, we should avoid staying under the
sun for long period of time.
Even if radiation can do some harm to
people, it has contributed a lot in the field of
medicine.
Radiation consists of infrared rays, light
rays, ultraviolet rays, x-rays, and gamma rays.
These kinds of radiation are used by doctors to
produce photographs of bones and organs of
the human body. Dentists also know if the
teeth have cavities through the use of x-ray.
As long as we know how to avoid too much
radiation, it will do us more good than harm.”

G. Discussion
(Talk about the question presented)
“Number one question, what is the report “The report is all about ‘Radiation: Good or
about?” Bad’.”
“Great! It is all about radiation.”
“Number two, what does it say about skin (It depends on student’s statements)
sunburn? State the sentence or the sentences
that tell it. The, say the sentence or sentences
in your own words.”
“Ok, number three, how does radiation harm
the skin? State the sentence or sentences in
your own words.”
“Number four, how can you protect yourself
from radiation?”
H. Generalization
“What is an informational report?” “An informational report conveys factual
information about people, animals, things,
or phenomena. It does not include the
personal views of the writer.”
“What do you do when you restate sentences
heard from an informational text?”
“Write the meaning of informational report on
your notebook.”

I. Application
“Work with a partner, one will be going to
restate the informational report of Harold and (The children restating the informational
the other will jot down. And if done, you will report)
be going to present it in front.”
IV Evaluation

Listening Skill
On a piece of one half sheet of paper jot down of what the teacher read and the teacher
will be going to read it twice.
1. Will the computer our master someday?
2. An electronic computer can surpass a person in speed, accuracy, persistence, but it can
never equal him or her in versatility.

V Assignment

Read the poem Your World by Georgia Douglas Johnson on page 283.
 LESSON PLAN IN ENGLISH V

I Objectives:

At the end of the discussion, the pupils are expected to,

b. Restate sentences heard in one’s own words.

II Subject Matter

Topic: Listening to an Informational report

Reference: Textbook: Joy in Learning English 5, pp. 282-283

Materials: Visual Aids

III Procedure

Teacher’s Activity Student’s Activity

J. Preparatory Activities
“Good morning class.” “Good morning teacher Joy.”
K. Review
“What was the lesson yesterday?” “The lesson yesterday was all about
‘Writing an Enumeration Paragraph.’”
“Very good!’’

L. Motivation
“When you stayed under the sun the whole “Yes, teacher.”
day during a picnic at the beach, did you
experience having sunburn afterwards?”

M. Presentation
(Present the topic)
“What is our topic for today?” “Listening to an Informational report.”
“Listen as I read Harold’s informational report,
you will be able to restate in your own words
some sentences you will hear from the report”

(The teacher read the informational report)

“ Radiation: Good or Bad
Skin sunburn is caused by the ultraviolet
rays of the sun. Ultraviolet rays are part of the
light which come from the sun. Sunlight is
essential to life on earth. But the ultraviolet
rays of the sun can cause sunburn because of
radiation. Radiation can also damage a
person’s
Knowing the bad effects of radiations, it is
up to us to protect ourselves from it. For
 example, we should avoid staying under the
sun for long period of time.
Even if radiation can do some harm to
people, it has contributed a lot in the field of
medicine.
Radiation consists of infrared rays, light
rays, ultraviolet rays, x-rays, and gamma rays.
These kinds of radiation are used by doctors to
produce photographs of bones and organs of
the human body. Dentists also know if the
teeth have cavities through the use of x-ray.
As long as we know how to avoid too much
radiation, it will do us more good than harm.”

N. Discussion
(Talk about the question presented)
“Number one question, what is the report “The report is all about ‘Radiation: Good or
about?” Bad’.”
“Great! It is all about radiation.”
“Number two, what does it say about skin (It depends on student’s statements)
sunburn? State the sentence or the sentences
that tell it. The, say the sentence or sentences
in your own words.”
“Ok, number three, how does radiation harm
the skin? State the sentence or sentences in
your own words.”
“Number four, how can you protect yourself
from radiation?”
O. Generalization
“What is an informational report?” “An informational report conveys factual
information about people, animals, things,
or phenomena. It does not include the
personal views of the writer.”
“What do you do when you restate sentences
heard from an informational text?”
“Write the meaning of informational report on
your notebook.”

P. Application
“Work with a partner, one will be going to
restate the informational report of Harold and (The children restating the informational
the other will jot down. And if done, you will report)
be going to present it in front.”
IV Evaluation

Listening Skill
On a piece of one half sheet of paper jot down of what the teacher read and the teacher
will be going to read it twice.
3. Will the computer our master someday?
4. An electronic computer can surpass a person in speed, accuracy, persistence, but it can
never equal him or her in versatility.

V Assignment

Read the poem Your World by Georgia Douglas Johnson on page 283.
 SEMI-DETAILED LESSON PLAN IN ENGLISH V

I Objectives:

At the end of the discussion, the pupils are expected to,

a. Transform direct speech into indirect speech

b. Use indirect speech in reporting or expressing a speaker’s words and utterances

II Subject Matter

Topic: Using Indirect Words

Reference: Textbook: Joy in Learning English 5, pp. 335-337

Materials: Visual Aids (Manila paper and Cartolina)

III Procedure

A. Preparatory Activities
Lead a prayer.
Greet the students.
Asked who is absent from the class.
Introduce the incentive chart to the class.
Drill: Tongue twister

Seashells

She sells sea shells by the sea shore.

The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.

1. Review
What was the lesson yesterday?
Give me words with Latin or Greek origin. What is the meaning of it?
2. Motivation
Have you observed a conversation?
How would you change the direct speech of a speaker to indirect speech that you state
to other?
3. Presentation
Present the visual aids and the topics
Topic: Using Indirect Words

“Why are you selling souvenirs on the streets?” Mishkin asked.

“This is everybody’s home,” the boy answered.

1. Mishkin wondered, “Fighting does not stop.”

2. An older boy commented, “You do not belong here.”
3. Other boys ordered, “Get out of here.”
 Direct Speech
“Classmates, the story we will read is
about Mishkin, a boy from Jerusalem,”
Marjie said.
“I want Princess May to explain the moral
of the story,” teacher Joy added.
Indirect Speech
Marjie told her classmates that the story
they would read was about Mishkin, a boy
from Jerusalem.
Teacher Joy added that she wanted
Princess May to explain the moral of the
story.

B. Discussion
Do you remember the story of Mishkin, a young Jew who has lived in Jerusalem all his life?
Read the conversation from a text you have read.
What are the exact words of Mishkin?
What did the boy say?
How are these words separated from the speakers’ names?
What words introduce the exact words of the speaker?
The exact words of a speaker may come after the speaker’s name and the words used to
introduce them. Study the other examples below.
Aside from asked and said, what other words are commonly used to introduce the exact
words of the speaker?
The other way of expressing the words of a speaker is through indirect or reported speech.
In this manner, the direct or exact words of a speaker are not quoted or exactly quoted.
(Proceed to the chart direct and indirect speech).
What changes have been made in the indirect speech?
Notice that the quotation marks have been dropped.
C. Generalization

 Direct speech or direct discourse is the exact words of the speaker. The quoted
words are usually separated from the rest of the sentence by a comma.
 Indirect speech is a report of a speaker’s words or messages.

What is direct speech?

What is indirect speech?

D. Application
From the excerpt “The Proud King” underline the exact direct words of the speaker.
In one half sheet of paper choose five direct speeches and change them into indirect
speech.
 The Proud King

The proud king fled. He knew no place to go.

“I wish I were dead,” the king said to himself.
By and by he reached the lake where he had bathed. He sat down on
the shore. It was like a dream, but he knew he was awake, for he was cold and
hungry and faint. Then, he knelt on the ground, and he said, “I am no emperor
and king but a sinful man.”
As he beat his breast, he continued, “I thought there was no one
greater than I on Earth and in heaven.”
Then crying, the king said, “God forgive me for my pride.”
He rose, put on his clothes, mounted his horse, and rode to the
palace. As he drew near the door opened and servants came forth.
One held his horse; another helped him dismount.
“I did not see you go out my Lord,” the porter said.
As the king entered, the queen and the nobles came forward to meet
him. The man who called himself an emperor earlier also came forward. He
was now clad in shining white. The king bowed his head before him.
“I am your angel,” the man said. “You were proud and now you are
humble.” The king was silent.
I have watched over your kingdom in your absence, and now I give it back to
you,” the man added. Then the angel disappeared.
From then on, the king ruled wisely and humbly.

IV Evaluation

Change the following into indirect speech. Answer it on your one half sheet of paper.

1. Teacher Joan reminded, “Class, come early to school tomorrow.”

2. “We will come before seven o’clock in the morning,” the pupils said.
3. Chrixan thought, “The trip to the museum is rather long.”
4. Jiesel added, “We will leave the school at exactly eight o’clock.”
5. “Attendance will be checked 15 minutes before the departure,” Joerge Kent suggested.

V Assignment
On your paper, change each indirect speech to direct speech.
1. Dave told the class that he tremendously enjoyed the trip.
2. Erich reported that attendance in the trip was complete.
3. Russana told Ian to take pictures of the oceanarium.

Prepared by:
JOLINA O. AGUAVIVA

Critique Teacher
ELENA C. SAMSON