DETAILED LESSON PLAN

Lesson Plan English III Date: February 3, 2011 Class: III-Malinao

I.

Objectives At the end of the lesson, 90% of the third year students will be able to: y y y y y y y y y Share their ideas about a pictorial representation of the story, Define the meanings of the difficult words found in the story through the use of context clues, Discuss interactively the text with a group, Analyze the text through the use of graphic organizers, Compose a letter for the people of today expressing their hopes and wishes for the betterment of Mother Earth, Summarize the story section-by-section through the use of a Hamburger Writing Graphic Organizer, Listen attentively to their classmates discussion of their outputs, Cooperate very well to team tasks, and Internalize the importance of taking care of our planet.

II.

Subject Matter a. Topic: b. Language Skills: c. Materials: August 2026: There Will Come Soft Rains by Ray Bradbury Listening, Speaking, Reading, Writing Copies of the Story, Task Cards, Activity Kits, Envelope, Adhesive Tape, Chalk and Eraser, Markers, Pen, Paper, Charts, Rubrics, Laptop and Speakers 2 hours Various Sources from the Internet Task-based Learning and Teaching (TBLT) and Communicative Language Teaching (CLT)

d. Time Allotment: e. Reference: f. Strategies Used:

III.

Preliminaries a. Prayer and Greetings - Choose a student to lead a prayer. (A student comes in front and will lead the opening prayer.)

- After the prayer, greet the class. Teacher: Good afternoon, III-Malinao! Students: Good afternoon, Sir Leo. Good afternoon, visitors. We are glad to see you today. b. Cleanliness/Orderliness - Have the students pick up pieces of trash around the classroom. Teacher: Please pick up pieces of trash around your classroom. Always keep your room tidy and neat. (The students will pick up pieces of garbage and throw it to the garbage bin.) - Tell them to arrange their seats in the proper order. Teacher: Arrange your chairs properly. (The students will arrange their seats.) - Give them 1 minute to prepare and fix themselves before starting the lesson. Teacher: I will only give you one minute to fix yourselves. Hurry up! Students: Yes, sir. - Let the students take their seats. Teacher: Please take your seats. Students: Thank you, Sir. c. Attendance - Check the attendance and record it on the school register/attendance chart. Teacher: Please say present if you are here. (State the names of the students and record it on the school register. Students: Present!

d. Motivation (for 5 minutes only) - Conduct the motivational activity below: SHARK DANCE. Sing this song while doing the actions for each shark. Teacher: Students: Okay, let us dance and sing the SHARK DANCE! (They will dance and sing.) SHARK DANCE Baby Shark, tsu-tsu-tsu-roooo Baby Shark, tsu-tsu-tsu-roooo Baby Shark, tsu-tsu-tsu-roooo Baby Shark. (Substitute baby with, mama, papa, and grandma)

IV.

Presentation of the Lesson

PRE-READING 1. Expressing Ideas from Pictures (5 minutes) Show the pictures from the motivation. Have the students describe what they can see in the pictures and state what they think the objects in the pictures are doing. Teacher: What do you notice with the pictures? Please describe the scenarios depicted in the photographs? Student A: Student B: The pictures depict the pollution of the environment. They show the possible future that awaits us if we keep on harming and destroying Mother Earth.

Ask questions. Teacher: Based on the story you have read for your homework, what could be the relationship that we can get between the story and these pictures? Student A: The story was all about the destruction of the planet because of radioactive and nuclear meltdown and that the pictures exude destruction. They have a common denominator which is the destruction of our planet because of abuse.

Let the students share their ideas. Write them down on the board. Teacher: You can now share your ideas to your classmates. Student B: I think the pictures represent what happened in the story. They all depict the results of our actions if we still continue abusing our planet. Show Ray Bradburys (the author) picture too. Teacher: Okay class, let us meet Mr. Ray Bradbury. He is the author of the short story you read at home. Say hi! Students: Hi! Have the students describe him. Teacher: Describe Mr. Bradbury. Student A: He is very old. I think he is an intelligent person.

2. Unlocking Difficult Vocabulary from the Text (5 minutes) Post the following chart on the board.

The little mice came out from their burrow down the wall. a. House b. hole c. cage STUDENTS RESPONSE: B c. fountains

Greenish water sprouted out of tall founts. a. People b. waterfalls STUDENTS RESPONSE: C

They had preoccupations that delayed them in doing the house chores. a. Things to do before doing another task b. Living in a house c. Fears STUDENTS RESPONSE: A

The incinerator swallowed the scattered twigs and branches and burned them with mighty delight. a. An animal that feeds on twigs and branches and burns them in its stomach b. A machine that burns garbage and any other unused things c. A scientifically-altered human being that feeds on trash and burns them in its robotic stomach STUDENTS RESPONSE: B

A fox went inside the house and slept on the oaken bench. a. Made of wood, especially from the Oak tree b. Damaged, tattered and old c. Made of brittle material and uncomfortable STUDENTS RESPONSE: A

Explain to the students that it is important to understand the difficult words from the text. Add that sometimes, the meanings of the difficult words can be extracted from the sentences in which they were used. Have the students read the sentence. Then, enunciate the difficult word in the sentence and let them do the same too. Ask the students: Where in the sentence can we get the clue for the meaning of the underlined word? Student: We can get a clue to the meaning of the word by analyzing the words beside it. They are called context clues.

The students should identify the context clue. Have them choose the correct answer. Do the same with the other four (4) sentences.

DURING READING 1. Groupwork: Discuss, Re-read and Analyze (20 minutes) Divide the class into five (5) groups. Have each group choose a leader. Let the leaders come in front and pick their task card and activity kits. Instruct them to discuss the story, re-read if necessary, and analyze the story by using the graphic organizer they picked. TASK CARDS in the Activity Kits TEAM GREEN: Venn Diagram Compare the Earth as described in the story to the Earth we live in today. TEAM BLUE: Hand Graphic Organizer Write five (5) messages that the author wants to convey to the readers. TEAM ORANGE: Railway Graphic Organizer Fill in the railway with the events that occurred in the story. Arrange the events by sequence (order). TEAM YELLOW: Idea Tree Graphic Organizer Identify the possible causes on why the Earth became deserted and dead by 2026. Write it on the leaves/branches of the tree. TEAM VIOLET: Open Mind Graphic Organizer Draw an object at the open mind that can symbolize the lesson you learned from the story. Then, write at least three (3) sentences on why you chose that object. Have them do this for fifteen (15) minutes. After they have finished the task, instruct the students to post their work on the board. Choose a reporter randomly from the group. Let the reporters discuss each of their groups output. Have each reporter one (1) minute to discuss their answers.

POST-READING 1. Reading-Writing Connection: Lets Write a Letter for the People of Today Show the students a big envelope with a picture of a globe in front of it. Ask the students:

After reading the story, we have a lot of realizations. Could it be possible that we will live in an Earth like this in 2026? How is it possible or impossible? Students will answer and express their ideas. Write them on the board. Praise good points. Student A: It is very possible that our planet will end up like that. It hurts to think that it so possible because of the advances in technology. With the technology today, nothing is impossible.

Student B: -

Have the students get a sheet of paper. Then, tell them this: Ok, we may have realized something today. But, we are only few. The people of this world should take action too, not only us. So, it is time to write a short letter to the people of today. Write there what you want to say to them about our environment. You can write about your hopes of living in a cleaner Earth. Imagine that they will read your letters. Let them realize what you just realized today. The students will write their letters for ten (10) to fifteen (15) minutes.

V.

Wrap-up 1. Ask them these questions: y What important lessons have you learned today? Student: We should take care of our environment. We only have one planet and we should keep it alive.

After we had discussed and done everything, what would change in your actions now? Student: I will not throw garbage anywhere starting today. As a part of the Philippine youth, I should be a role model to everybody.

VI.

Evaluation

1. The outputs from the groupwork and the letters they individually made will serve as their evaluation for the day.

VII.

Assignment/Homework

HAMBURGER WRITING. Summarize five (5) parts of the story. Write a summary of the following: (1) beginning of the story, (2) events after the beginning, (3) & (4) events in the middle of the story, and (5) the ending of the story. Do not copy the story. Write using your own words.

Prepared by:

Mr. Leonardo Achilles C. Cabural Practice Teacher (USeP) English Department, DRANHS

SEMI-DETAILED LESSON PLAN

Lesson Plan English III Date: February 3, 2011 Class: III-Malinao

VIII. Objectives At the end of the lesson, 90% of the third year students will be able to: y y y y y y y y y IX. Share their ideas about a pictorial representation of the story, Define the meanings of the difficult words found in the story through the use of context clues, Discuss interactively the text with a group, Analyze the text through the use of graphic organizers, Compose a letter for the people of today expressing their hopes and wishes for the betterment of Mother Earth, Summarize the story section-by-section through the use of a Hamburger Writing Graphic Organizer, Listen attentively to their classmates discussion of their outputs, Cooperate very well to team tasks, and Internalize the importance of taking care of our planet.

Subject Matter a. Topic: b. Language Skills: c. Materials: August 2026: There Will Come Soft Rains by Ray Bradbury Listening, Speaking, Reading, Writing Copies of the Story, Task Cards, Activity Kits, Envelope, Adhesive Tape, Chalk and Eraser, Markers, Pen, Paper, Charts, Rubrics, Laptop and Speakers 2 hours Various Sources from the Internet Task-based Learning and Teaching (TBLT) and Communicative Language Teaching (CLT)

d. Time Allotment: e. Reference: f. Strategies Used:

X.

Preliminaries a. Prayer and Greetings - Choose a student to lead a prayer. - After the prayer, greet the class.

b. Cleanliness/Orderliness - Have the students pick up pieces of trash around the classroom. - Tell them to arrange their seats in the proper order. - Give them 1 minute to prepare and fix themselves before starting the lesson. - Let the students take their seats. c. Attendance - Check the attendance and record it on the school register/attendance chart. d. Review/Recap - Collect the assignments designated yesterday. e. Motivation (for 5 minutes only) - Conduct the motivational activity below: SHARK DANCE. Sing this song while doing the actions for each shark. SHARK DANCE Baby Shark, tsu-tsu-tsu-roooo Baby Shark, tsu-tsu-tsu-roooo Baby Shark, tsu-tsu-tsu-roooo Baby Shark. (Substitute baby with, mama, papa, and grandma)

XI.

Presentation of the Lesson

PRE-READING 1. Expressing Ideas from Pictures (5 minutes) Show the pictures from the motivation. Have the students describe what they can see in the pictures and state what they think the objects in the pictures are doing. Ask the question: Based on the story you have read for your homework, what could be the relationship that we can get between the story and these pictures? Let the students share their ideas. Write them down on the board. Express your own idea too. Show Ray Bradburys (the author) picture too. Have the students describe him.

2. Unlocking Difficult Vocabulary from the Text (5 minutes) Post the following chart on the board. y The little mice came out from their burrow down the wall. b. House b. hole c. cage Greenish water sprouted out of tall founts. b. People b. waterfalls

c. fountains

They had preoccupations that delayed them in doing the house chores. d. Things to do before doing another task e. Living in a house f. Fears The incinerator swallowed the scattered twigs and branches and burned them with mighty delight. d. An animal that feeds on twigs and branches and burns them in its stomach e. A machine that burns garbage and any other unused things f. A scientifically-altered human being that feeds on trash and burns them in its robotic stomach A fox went inside the house and slept on the oaken bench. d. Made of wood, especially from the Oak tree e. Damaged, tattered and old f. Made of brittle material and uncomfortable

Explain to the students that it is important to understand the difficult words from the text. Add that sometimes, the meanings of the difficult words can be extracted from the sentences in which they were used. Have the students read the sentence. Then, enunciate the difficult word in the sentence and let them do the same too. Ask the students: Where in the sentence can we get the clue for the meaning of the underlined word? The students should identify the context clue. Have them choose the correct answer. Do the same with the other four (4) sentences.

DURING READING 2. Groupwork: Discuss, Re-read and Analyze (20 minutes)

Divide the class into five (5) groups. Have each group choose a leader. Let the leaders come in front and pick their task card and activity kits. Instruct them to discuss the story, re-read if necessary, and analyze the story by using the graphic organizer they picked. TASK CARDS in the Activity Kits TEAM GREEN: Venn Diagram Compare the Earth as described in the story to the Earth we live in today. TEAM BLUE: Hand Graphic Organizer Write five (5) messages that the author wants to convey to the readers. TEAM ORANGE: Railway Graphic Organizer Fill in the railway with the events that occurred in the story. Arrange the events by sequence (order). TEAM YELLOW: Idea Tree Graphic Organizer Identify the possible causes on why the Earth became deserted and dead by 2026. Write it on the leaves/branches of the tree. TEAM VIOLET: Open Mind Graphic Organizer Draw an object at the open mind that can symbolize the lesson you learned from the story. Then, write at least three (3) sentences on why you chose that object.

Have them do this for fifteen (15) minutes. After they have finished the task, instruct the students to post their work on the board. Choose a reporter randomly from the group. - Let the reporters discuss each of their groups output. Have each reporter one (1) minute to discuss their answers. POST-READING 2. Reading-Writing Connection: Lets Write a Letter for the People of Today Show the students a big envelope with a picture of a globe in front of it. Ask the students: After reading the story, we have a lot of realizations. Could it be possible that we will live in an Earth like this in 2026? How is it possible or impossible? Students will answer and express their ideas. Write them on the board. Praise good points. Have the students get a sheet of paper. Then, tell them this: Ok, we may have realized something today. But, we are only few. The people of this world should take action too, not only us. So, it is time to write a short letter to the people of today. Write there what you want to say to them about our environment. You can write about your hopes of living in a cleaner Earth.

Imagine that they will read your letters. Let them realize what you just realized today. The students will write their letters for ten (10) to fifteen (15) minutes.

XII.

Wrap-up 1. Ask them these questions: y What important lessons have you learned today? y After we had discussed and done everything, what would change in your actions now?

XIII. Evaluation

1. The outputs from the groupwork and the letters they individually made will serve as their evaluation for the day.

XIV. Assignment/Homework HAMBURGER WRITING. Summarize five (5) parts of the story. Write a summary of the following: (1) beginning of the story, (2) events after the beginning, (3) & (4) events in the middle of the story, and (5) the ending of the story. Do not copy the story. Write using your own words.

Prepared by:

Mr. Leonardo Achilles C. Cabural Practice Teacher (USeP) English Department, DRANHS

BRIEF LESSON PLAN

Lesson Plan English III Date: February 3, 2011 Class: III-Malinao

I.

Objectives At the end of the lesson, 90% of the third year students will be able to: y y y y y y y y y Share their ideas about a pictorial representation of the story, Define the meanings of the difficult words found in the story through the use of context clues, Discuss interactively the text with a group, Analyze the text through the use of graphic organizers, Compose a letter for the people of today expressing their hopes and wishes for the betterment of Mother Earth, Summarize the story section-by-section through the use of a Hamburger Writing Graphic Organizer, Listen attentively to their classmates discussion of their outputs, Cooperate very well to team tasks, and Internalize the importance of taking care of our planet.

II.

Subject Matter a. Topic: August 2026: There Will Come Soft Rains by Ray Bradbury

III.

Preliminaries a. b. c. d. Prayer and Greetings Cleanliness/Orderliness Attendance Review/Recap - Collect the assignments designated yesterday.

e. Motivation (for 5 minutes only) - SHARK DANCE. Sing the song while doing the actions for each shark. IV. Presentation of the Lesson

PRE-READING 1. Expressing Ideas from Pictures (5 minutes)

Show the pictures from the motivation. Have the students describe what they can see in the pictures and state what they think the objects in the pictures are doing. Ask the question: Based on the story you have read for your homework, what could be the relationship that we can get between the story and these pictures?

2. Unlocking Difficult Vocabulary from the Text (5 minutes) Post the following chart on the board. Let the students determine the correct meaning of the underlined words by using context clues within the sentences. y The little mice came out from their burrow down the wall. c. House b. hole c. cage Greenish water sprouted out of tall founts. c. People b. waterfalls

c. fountains

They had preoccupations that delayed them in doing the house chores. g. Things to do before doing another task h. Living in a house i. Fears The incinerator swallowed the scattered twigs and branches and burned them with mighty delight. g. An animal that feeds on twigs and branches and burns them in its stomach h. A machine that burns garbage and any other unused things i. A scientifically-altered human being that feeds on trash and burns them in its robotic stomach A fox went inside the house and slept on the oaken bench. g. Made of wood, especially from the Oak tree h. Damaged, tattered and old i. Made of brittle material and uncomfortable

DURING READING 3. Groupwork: Discuss, Re-read and Analyze (20 minutes) Divide the class into five (5) groups. Have each group choose a leader and let the leaders come in front and pick their task card and activity kits. Instruct them to discuss the story, re-read if necessary, and analyze the story by using the graphic organizer they picked. Have them do this for fifteen (15) minutes.

After they have finished the task, instruct the students to post their work on the board. Choose a reporter randomly from the group. Let the reporters discuss each of their groups output. Have each reporter one (1) minute to discuss their answers.

POST-READING 3. Reading-Writing Connection: Lets Write a Letter for the People of Today Write a short letter to the people of today. Write there what you want to say to them about our environment. You can write about your hopes of living in a cleaner Earth. Imagine that they will read your letters. Let them realize what you just realized today. V. Wrap-up 1. Ask them these questions: y What important lessons have you learned today? y After we had discussed and done everything, what would change in your actions now? VI. Evaluation

1. The outputs from the groupwork and the letters they individually made will serve as their evaluation for the day.

VII.

Assignment/Homework HAMBURGER WRITING. Summarize five (5) parts of the story. Write a summary of the following: (1) beginning of the story, (2) events after the beginning, (3) & (4) events in the middle of the story, and (5) the ending of the story. Do not copy the story. Write using your own words.

Prepared by:

Mr. Leonardo Achilles C. Cabural Practice Teacher (USeP) English Department, DRANHS