A Semi-Detailed Lesson Plan

d. Generalization
Grade: 5 “I Think; therefore I Am”
Teacher: Piolo Ask the students to make a list of at least ten expressions
Subject: English that signal opinion and biases such as:
Date/Time: Monday-Tuesday, 3-4 February 2018 (2:45-
3:25) “I think…”
“Many believe that…”
I. Objectives “Probably, we could…”
During and at the end of the lesson, the learners will be
able to: IV. Evaluation
a. answer the guided and follow up question regarding Let the class answer the following questions in essay form:
the story and  What characteristics do most Arab women, as
b. make an essay related to Princess Ameerah of Arab. presented by their Princess Ameerah, possess?
 How do you describe the Saudi character?
II. Subject Matter
A. Topic: Arabia and Israel
VI. REMARKS
B. Domain Competencies (based on K-12 Curriculum):
 Utilize coping reading strategies to process
information in a text
 Judge the relevance and worth of ideas presented
in the text listened to
VII. REFLECTION
C. Value-Integration: NO. OF LEARNERS
 Pro-active WHO EARNED
70% ON THE
D. Reference/s: FORMATIVE
 English Edge ASSESSMENT
NO OF LEARNERS
E. Material/s: WHO REQUIRE
 Textbooks ADDITIONAL
 Pictures ACTIVITIES FOR
REMEDIATION
III. Procedure DID THE
a. Motivation REMEDIAL
Show a picture of Princess Ameerah and ask the students if LESSONS WORK?
they know her. NO. OF LEARNERS
WHO HAVE
b. Presentation CAUGHT UP WITH
Let the class research on Princess Ameerah and write down THE LESSON
all important details about her. NO. OF LEARNERS
WHO CONTINUE
c. Discussion TO REQUIRE
1. Raise the following guided questions REMEDIATION
 What topics did Princess Ameerah talk about? WHICH OF MY
 Was she prepared for the interview? TEACHING
 How is her expertise on the topic shown? STRATEGIES
 Was Ameerah able to analyze her audience? WORKED WELL?
 What type of audience analysis did she consider WHY DID THIS
the most in her interview? WORK?

2. Group the class into 2 then let them answer the follow
up questions:
 What emotion or mood does the speaker have?
 What emotion did Antonio express having his
condition?
 What other feelings or emotions can we express
aside from love, happiness and sadness?
 A Semi-Detailed Lesson Plan VI. REMARKS

Grade: 5
Teacher: Piolo
Subject: English
Date/Time: Wednesday, 5 February 2018 (2:45-3:25)
VII. REFLECTION
I. Objectives NO. OF LEARNERS
During and at the end of the lesson, the learners will be WHO EARNED
able to: 70% ON THE
a. state the correct stress, pitch, and juncture when FORMATIVE
delivering a persuasive speech; and ASSESSMENT
b. write a short persuasive essay about Saudi culture. NO OF LEARNERS
WHO REQUIRE
II. Subject Matter ADDITIONAL
A. Topic: Arabia and Israel ACTIVITIES FOR
REMEDIATION
B. Domain Competencies (based on K-12 Curriculum): DID THE
 Observe the use of correct stress, pitch, and REMEDIAL
juncture when delivering a persuasive speech LESSONS WORK?
NO. OF LEARNERS
C. Value-Integration: WHO HAVE
 Pro-active CAUGHT UP WITH
THE LESSON
D. Reference/s: NO. OF LEARNERS
 English Edge WHO CONTINUE
TO REQUIRE
E. Material/s: REMEDIATION
 Textbooks WHICH OF MY
 Pictures TEACHING
STRATEGIES
III. Procedure WORKED WELL?
a. Motivation WHY DID THIS
Let the class screen capture a portion of their message WORK?
conversation with their friend and share it to the class.

b. Presentation
Let the class watch the interview with Princess Ameerah

c. Discussion
1. Ask the class to write down the turn –taking strategies
both Ameerah and Amanpour used.

2. Activity: In my opinion……
Read each news headline and corresponding details very
thoroughly. Express wisely your opinions on the
news/issue.

d. Generalization
Raise the question: Why is it important to use appropriate
documentation when writing informative essays?

IV. Evaluation
Let the class make an essay:
Write a short persuasive essay about Saudi culture. Use the
opinions you wrote in the previous activity as your
arguments. Make sure to substantiate each with facts or
information.
 A Semi-Detailed Lesson Plan VI. REMARKS

Grade: 5
Teacher: Piolo
Subject: English
Date/Time: Thursday-Friday, 6-7 February 2018 (2:45-3:25)
VII. REFLECTION
I. Objectives NO. OF LEARNERS
During and at the end of the lesson, the learners will be WHO EARNED
able to: 70% ON THE
a. answer the following guided questions regarding the FORMATIVE
stories; and ASSESSMENT
b. make a poem about the Arabic culture. NO OF LEARNERS
WHO REQUIRE
II. Subject Matter ADDITIONAL
A. Topic: Arabia and Israel ACTIVITIES FOR
REMEDIATION
B. Domain Competencies (based on K-12 Curriculum): DID THE
 Use appropriate strategies for unlocking unfamiliar REMEDIAL
words LESSONS WORK?
NO. OF LEARNERS
C. Value-Integration: WHO HAVE
 Pro-active CAUGHT UP WITH
THE LESSON
D. Reference/s: NO. OF LEARNERS
 English Edge WHO CONTINUE
TO REQUIRE
E. Material/s: REMEDIATION
 Textbooks WHICH OF MY
 Pictures TEACHING
STRATEGIES
III. Procedure WORKED WELL?
a. Motivation WHY DID THIS
Travelling with Ruth (A Story Map) WORK?
Ask the class to trace and answer the story map.

b. Presentation
Ask the class to describe the living faith that works out of
love in the lives of Ruth and Boaz.

c. Discussion
1. Character Analysis through a Venn diagram.

2. State: Another way of understanding a story, poem, book

or journal article is to write a critical review.

3. Reading Text: A Touch of Modern Israel: “The CAT”

4. Raise the following guided question:

 What does this story reflect about the
characteristics of Christians as reflected in Hebrew
literature?

d. Generalization
Raise the question: What are the elements of the story?

IV. Evaluation
Let the class make a poem about the Arabic culture. Use
unfamiliar words.