Lesson Plan About

Adectives for Grade II

Miyerkules, Enero 25, 2012

Teaching Adjectives to Grade VI pupils (through poem)

A DETAILED LESSON PLAN IN ENGLISH
FOR GRADE VI PUPILS
(FOR 4th GRADING PERIOD)
By: ESMAELA DIANN B. MASCARDO

I. OBJECTIVES:
At the end of the discussion, pupils will be able to:
 Build vocabulary through pictures presented.
 Practice proper way of reciting a poem.
 Interpret meaning of a poem through pictures.
 Identify adjectives used in the poem.
 Use adjectives in describing their hometown.

II. SUBJECT MATTER:

Pointing out adjectives in the poem, “The Town Where I Lived” by A. J. Gil

A. REFERENCES:
 PELC (Philippine Elementary Learning Competency)
 English For You and Me, Language Textbook for Grade Four, pages 147 – 158

B. INSTRUCTIONAL MATERIALS:
 Pictures of different places
 Paper Strips
 Post Cards
 Mock-up/model of parts of a letter

C. SKILLS
Pupils will develop reading, writing, speaking, and listening skills.

D. CONCEPTS (Grammar Integration)

 Adjectives are words that describe nouns and pronouns.
 Adjectives tell about the number, kind, and color of a person, animal, or thing.

E. VALUES INTEGRATION
 Appreciation of God’s creatures.
 Appreciation of home.

III. PROCEDURE
Teacher’s Activity Pupils’ Activity
A. PRELIMINARY ACTIVITY
1. Building Rapport

Good morning children! Good morning teacher!

How are you today? We are fine today!

Oh! I’m glad you are fine today!

2. Review

Okay. Before we start our new

Lesson, let us have a short review
first. Okay class? Who can recall
about our lesson yesterday? Karl? Our lesson yesterday
was about nouns.
Thank you, Karl! Now who can
give me a sentence? Anne eats the apple.

Very good Marie! Now, go to the

board and underline the verb in
the sentence. Eats

Thank you, Marie! Now please tell us

what’s the reason why you
underlined the word ‘eats’ I underlined the
word “eats” because it tells what Anne does, therefore, it is a verb.
Very good, my dear!
Since you already mastered verbs,
let us have our new lesson for today.

3. Motivation

Class, have you been to other places? No ma’am.

Yes ma’am.

What places have you been to? various answers

How about you, Kaye? Have you been

to other places? What places have you been
to? Yes ma’am! I’ve been
to other places, just
last summer, my family and I went to Boracay!

Wow! Can you share your experience to us? Yes ma’am! My

Family and I had a 3 day vacation there. We were happy and we enjoyed it very much.
Wow! Thank you very much for your
Sharing of experience, darling!

Okay children, do you want to go to

other places like Kaye? Yes ma’am!

Do you want also to travel abroad? Yes ma’am!

Okay, very good!
Now, sit back, and relax, for today, I
will bring you to other places! We will
travel around the Philippines and we will go
abroad! Yes ma’am!

(picture parade)

Class, in which of these places would

you prefer to have a house?
Do you think you will be happy
living in this place?

4. Vocabulary Building
Torrents, Puddles Shimmers
(picture analysis)
Teacher presents pictures of the
words to unlock the difficulty, to give
meaning. The teacher will ask what the
pupils see in the picture, let them describe
them. And through those pictures, gradually,
the teacher lets the pupils form their own
understanding of the picture. And then,
the teacher gives concrete definition of the
difficult words. For comprehension check,
the teacher lets the pupils use the difficult
words in a sentence.

5. Lesson Proper
Okay class, since we have already
gone to other places, now let us come to
our own, let us go home.

I have here a poem, I’ll read the

poem first, and then, I want
you all to read it after me.
Okay? Yes ma’am.

Okay let us start.

The Town Where I Lived

By A. J. Gil

Oh, the town where I lived –Now that is a town.

A river runs through it, now sparkling, now brown.
There the rain falls in torrents and low bend the trees.
And puddles delight us, the ducks, and the geese.
And the summer sun blazes, hot and around,
‘till the haze shimmers above the ground,
Then night her portals fast unbars,
Releasing a zillion starting stars.

Now my heart aches all day for my town far away

Where life is sweet
and tidy
and neat.

(After the teacher reads the poem,

the whole class reads it, then reading
by pair, then individual.)

6. Comprehension Questions for Discussion

• What is the poem about? The poem is about
a town.

• What are the things you can

see in the town where
the speaker lives? Trees, ducks,
geese, and stars are seen in the speaker’s hometown.

• To what does the speaker

refer to when he/she says,
“blazes, hot and around,
‘till the haze shimmers
above the ground”? The speaker refers
to the summer sun
when he/she says,
“blazes, hot and around, ‘till the haze shimmers above the ground.

• What are the words that

the speaker describe
about life he/she has
in the town where he/she lives? The speaker said
that his/her life in
the town where she lives is sweet, tidy, and neat.

• How does
the speaker describe his/her
hometown? There could be
rainy and sunny days.

• What do you think is the

kind of place where the
speaker lives? The speaker lives in
a clean, peaceful
place.

• How does the speaker feel

or thinks in the poem? The speaker misses
his/her place.

• Where do you think is the

speaker now? The speaker is
away from his/her place.

• What made you think that way? The speaker said

that he’s away from his/her hometown in the line, “My heart aches all day, for my town far away”.
• Who do you think is the
Persona or the speaker
in the poem? The speaker in the
poem can either be a boy or a girl who misses his/her home because he is away from it.
• What are his/her qualities
as a person? Why? He/she is home-
loving, kind, and
appreciative
person.
• How will you describe
your hometown, your place?

• Who are you living with?

• Are you happy living in that

kind of place?

7. Enrichment Activity
Class, on a piece of bond paper,
illustrate, or draw the town where
the speaker lives.

8. Language Focus: Adjectives

Focus on some sentences on the poem:
 A river runs through it, now sparkling,
now brown.
 Where life is sweet, and tidy, and neat.

Class, what is being described by the words:

sparkling, brown, sweet, tidy, and neat? The word being
described by
sparkling and brown is river, and town for the words; sweet, tidy, and neat.

What other lines in the poem

Include words describing a person,
place, or thing? For lines:
3 – low, describing
the bending of the tees
5 – hot and around describing the summer sun
7 – fast, describes the unbarring of portals
8 – zillion and staring, describes stars
9 – far (away), describes the town.

9. Generalization
What is an adjective? An adjective is a
describing word. It helps describe people, places, and things. In other words, it describes a noun. In most sentences,
it goes before it describes - a noun, or after a verb.
10. Application
Class, I have here words/adjectives
posted on the board. I will give you
these pictures and I will call you one
by one to come in front and paste them
to the corresponding word on the board.

IV. EVALUATION:
I. Use the following words in the sentence, and then underline the word or group of words being described.
 Torrents
 Puddles
 Shimmers
 Sparkling
 Sweet

II. Read each sentences carefully. Select the word that describes the person, place or thing referred to in these
sentences. Copy the sentences first, and then write your answer on the sheet of paper.

1. I received a beautiful gift from my mother.

My Mother is _____________ (selfish, thoughtful, forgetful).

2. My brother lost my favorite bag.

My brother is ________ (thoughtless, unthinking, careless).

3. Mario found a peso bill I the room. He picked it up and gave it to the teacher.
Mario is ________ (honest, touching, sweet).

4. I recited a poem in the class, but I forget the second stanza. My classmates laughed at me.
My classmates are __________ (insensitive, thoughtless, unkind).

5. My mother praised me for helping do the house chores.

My mother is _________ (appreciative, proud, beautiful).

V. ASSIGNMENT (Skills Development)

On your assignment notebook, write a paragraph describing your hometown. And then, read in advance the story of
the Philippine Tarsier, on page 153 to 154 of your book.

Prepared by:

ESMAELA DIANN B. MASCARDO

FS Student
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Teaching Adjectives in Grade II

DETAILED LESSON PLAN IN ENGLISH
FOR GRADE II PUPILS

I. OBJECTIVES:
After the 45-minute discussion, 100% of the pupils will be able to appreciate and
respect God’s creatures; both living and nonliving, and to develop the attitude of thanking
anybody for giving something, and that they may be able to use adjective to describe persons, places, animals, ideas,
and events.

II. SUBJECT MATTER:

Using adjectives to describe persons, places, animals, ideas, and events.
A. REFERENCES:
English For All Times III, Language, pages 230-235
Compilation of Different Types of Children’s Literature
http://grammar.ccc.commnet.edu/grammar/adjectives/html

B. INSTRUCTIONAL MATERIALS
- Pictures of persons, places, events, animals
- Paper Strips
- Flashcards
- Flip Chart

C. SKILLS
Children will develop correct pronunciation, read difficult words, writing,
speaking, and listening skills, and

D. CONCEPT
Adjectives are words that describe persons, places, animals, ideas, and events.

E. VALUES INTEGRATION
Appreciation and respect of God’s creatures; both living and non-living, and
thanking if somebody gives something.

III. PROCEDURE
Teacher’s Activity Pupils’ Activity

A. Unlocking of Difficulties/ Schema Activation/Pre-Reading Activity

Teacher asks:

Do you eat fish? Yes ma’am.

Do you know how to catch fish in the sea? No ma’am.

Have you seen a talking fish? No ma’am.

If ever you’ll see a talking fish,

what would you do? Would you kill it? No ma’am/yes ma’am.

Why would not you kill it? I would not kill the fish
because God would be mad
at me. I would just put it
back to sea and set it free.

Why would you kill it? I would kill it because it might

harm me or other people
because a talking fish is very
rare.

Okay children, your answers are both good.

Whether you answer no because God would
be mad at you, or yes because you are afraid
that it would harm you, I leave it now to you.
That is your opinion. Everybody’s opinion is
correct. The thing is, whatever we do in our
life, it now depends on how we handle and
with it.

Do you understand, children? Yes ma’am!

Children, do you want to hear a story? Yes Ma’am.

Okay, this morning, I will tell you a very
good story about a poor fisherman
who found and talked with a talking fish.
The title of this story is The White Fish and
the Good Fisherman. This is cut from the
original story by Jacob and Wilhelm Grimm.
Its theme was used in
The Tale of the Fisherman and the Fish, a 1835
poem by Aleksandr Pushkin.

Okay, are you now ready to hear the story?

B. Lesson Proper/During reading Activities:

. . . story telling. . .

(After the story telling of the teacher,

she asks questions for discussions.)

What is the story about? The story is about a talking

fish and a good fisherman.

Who are the characters in the story? The characters in the story
are Pedro, Juana, and the fish.

Where did they live? They lived in the barrio of

Kambag, near the seashore.

What does Pedro do? Pedro catches fish.

Why did Juana, the wife, get angry

with Pedro? The wife got angry with her
husband because of their
insufficient life.

So, when Juana got angry, what did

Pedro do? When Juana got angry, Pedro
immediately went to the sea to catch fish
for their food.

When at sea, what did Pedro see? When Pedro was in the sea,
he saw a very big white fish.

Was was Pedro afraid when he

saw the fish? Why? Pedro was afraid when he
saw the fish because the fish
can talk and it talked to him.

What did the fish say to Pedro? The fish was pleading Pedro
to set him free, to put him back to the sea. It promised
Pedro that he would give a magic spear as a reward.

What did Pedro do next? Did he

grant the plea of the fish? Yes he did. He put back the
fish in the sea, and went home.

When Pedro went home, he went home with

nothing. So, his wife again got angry again.
What did he do then? Why? And so he went back to sea,
hoping that he would see
again the talking fish, because he would ask for the spear as a reward for not killing the fish.

Did they meet again? What happened after? Yes, Pedro and the fish met
again. The fish gave Pedro
the magic spear. And Pedro
and Juana became rich.

How would you react if you’ll see

a talking fish? Would you be happy?
Sad? Or would you be afraid like Pedro? I would be afraid if I’ll see a
talking fish, but of course I’ll
also be amazed.

If you were Pedro, what would you do? Why? If I were Pedro, I will grant
the plea of the fish. I will put
it back to sea. Because the
sea is the place where it belongs. And I’ll respect it. And because like me, the fish also has the right to live.

Very good. That’s a very good idea my child!

Do you like our story children? Yes ma’am!

If you were the author, how do you like

the story to end? Do you like Pedro
and Juana to become rich? Why? Why not?

Do you like the title of our story? If not, what

title do you like?

Based from the story, what do you think

are the characters of the author?

Have you learned something from the story class? Yes ma’am. We learned
to respect everything, even if
it’s living or not. Because
like us, they are also created
by God.

Very good. We should respect and love other

creatures created by God. And in life, if we give
something, we should not expect something in
 return. It’s better to give than to receive, as they say.
And because, if you’ll give something to your
fellowmen, especially to the needy ones, God will
repay you for your generosity a thousand folds.
In terms of respect, we should also respect everything,
everyone as we respect our selves. If you wanted to
be respected by others, the you must first learn
to respect yourself and the others.

C. AFTER READING/LANGUAGE LESSON INTEGRATION

Now let us come to our new lesson for today.

Our lesson for today is about adjectives.

Do you know what an adjective is? No ma’am.

(activities)

Okay let us examine.

Notice the following sentences.

Read them in front of the class,
and then, tell me if there is a word described.
What is it? What is the word that describes it?

1. They live in a little hut. Hut - Little

2. He caught a big fish. Fish - Big
3. Juana considers him a good fisherman. Fisherman - Good
4. Pedro hates his ambitious wife. Juana - Ambitious
5. The fish rewarded the sad Pedro. Pedro - Sad

I’ll dictate some words, and you write them

in your notebook then use them in a sentence.

1. Rich
2. Far
3. Loud
4. Angry
5. Happy

Generalization:

When can you say that the word is an

adjective? We can say that a word is an
adjective when it describes a
person, place, animal, idea,
and event.
Application:

Class, I have here pictures pasted on

the board. Describe the picture in two to
three words.
I will give you these flashcards, and
I will call anybody to read it aloud in front and
paste them to the corresponding picture on the board.

IV. EVALUATION:

Read the sentences carefully. Select the word that would best describe the person
referred to in a sentence. Write your answers on a piece of paper. Write the whole sentences and the next ones too
with their answers.

1. I received a beautiful gift from my mom.

My mom is _______________ (selfish, thoughtful).

2. My brother lost my favorite bag.

My brother is ________________ (careful, careless).

3. John found one hundred pesos in the room. He gave it to the teacher.
John is ____________ (honest, bad).

4. My mother praised me for helping do the house chores.

My mother was ____________ (appreciative, unkind).

V. ASSIGNMENT
In a piece of yellow paper, list as many adjective as you can using the letters of
the word adjective. And in a sheet of bond paper, describe your mother using adjectives
in a paragraph form, and then on a separate sheet, draw and describe your favorite pet.

Example:

A-dorable, amiable . . .
D-
J-
E-
C-
T-
I-
V-
E-

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