Collection of Lesson Plans (PRACTICE TEACHING)

Date: November 19, 2013 (Tuesday)
English 1
Grade 7-Einstein and Knowledge
I. Objective
A. Define what an essay is
B. Distinguish the difference of short story from an essay
C. Identify the parts and elements of an essay.

II. Subject Matter:
Skill: Reading
Topic: Essay and its Element
Reference: English time

III. Procedure
A. Pre-Reading:
Review the piece that they discussed, I am a Filipino by Carlos P.
Romulo.
Between a short story and an essay where we can put the piece I am
a Filipino?
Read the students assignment, Definition of Essay.

B. Reading Proper:
Base on their definitions and observation of the definition of essay, the
teacher will tell the definition of an essay and use the piece I am a
Filipino as an example.

Essay- a brief non-fiction work that deals with one subject usually in a
personal way.

Parts/Elements of an Essay:
1. Introduction: begin with some general remarks identifying the topic,
providing background information and stimulate the readers
interests.
2. Body- central portion of the essay, it should develop two or more
sub-topics of the main point with strong supporting information.
3. Conclusion- it brings essay to the close while reminding readers of
the main point.

C. Post-Reading
The teacher will give a jumbled essay and they have to arrange it in
chronological order, or according to the parts of an essay. Afterwards
they are going to present it in class, they have to say their reason why
they put it in that order.

D. Assignment
Study and review the definition, parts and examples of essay to
prepare themselves for tomorrows activities.

Date: November 20, 2013 (Wednesday)
English 1
I. Objective
A. Write an essay following the steps in writing an essay
B. Recall the elements of an essay

II. Subject Matter:
Skill: Writing
Topic: Writing an essay
Reference: English Time

III. Procedure
A. Pre-Writing :
Recalling: Review the definition of essay and its parts together with its
definition.

B. Writing Proper:
The teacher will give a set of topics wherein students will choose what topic
theyll use for their essay.
a. Movies/film
b. TV shows/radio
c. Childhood memories
d. Sports
Rubrics in checking an essay:
1. Focus/ Organization
- The main idea is clear
- The piece fulfill its purpose
- Ideas and events are presented in effective order
- The writing has unity and coherence
2. Elaboration/Support style
- The opening engages the readers attention
- All details are clearly related to the topic
- Details are sufficient and appropriate
- Effective transitional signals
3. Grammar usage and Mechanics:
- Free of misspelling and words are capitalized correctly
- Sentences are punctuated correctly
- Standard English is employed
- Paper is neat and presented in an appropriate format.
Date: November 21, 2013
English 1
I. Objective
A. Identify the message of the poem
B. Understanding the poem through answering higher order thinking
questions
C. extract significant human experiences covered in the poem

II. Subject Matter:
Skill: Listening
Topic: Man of Earth

III. Procedure
A. Pre-Listening:
1. Motivation:
The teacher will give a crossword puzzle containing the words that
the students will encounter/find in the poem.
1. Pliant
2. Bamboo
3. Leaf
4. Man
5. Earth
6. Whisper
7. Grief
8. Stoop
9. Bend
10. Wind

2. Providing Background
Amador T. Dagiou was a poet, novelist and teacher during the pre-
war. He was best known for his fictions and poems.

B. Reading Proper:
The teacher will give the in-complete version of the poem and the
students must listen carefully so that they would be able to fill in the
missing words in the poem

MAN OF EARTH
Pliant is the bamboo;
I am man of earth;
They say that from the bamboo
We had our first birth.

Am I of the body,
Or of the green leaf?
Do I have to whisper
My every sin and grief?

If the wind passes by,
Must I stoop and try
To measure fully
My flexibility?

I might have been the bamboo,
But I will be a man.
Bend me then, O Lord,
Bend me if you can.

After reading the poem, the students will answer learning task 3A and
then they will discuss and answer it with the guidance of the teacher.

C. Post-Reading
In group, the students will perform the ff:
1. Poem recital with action
2. Role playing
3. Jingle
4. Song composition
They are going to perform it on Friday.
D. Assignment
Preparation for tomorrows performance

English 1

IV. Objective
A. State the main uses of present tense
B. Differentiate present tense from other categories
C. Identify two forms of verb in the present tense
D. write a complete sentence using the present tense form of the verb.

V. Subject Matter:
Skill: Grammar
Topic: Present tense of the verb

VI. Procedure
A. Pre-Learning:
Motivation:
The students will be group into 5 or 4 and they have to arrange the
jumbled words in the sentence in a way that the sentence will
expressed a complete thought. After they arranged the words in the
sentence, the teacher will underline the verb.

Review:
Recall what is a verb?

Providing Background:
- Verbs may take in different forms depending on its time.
- Verb tenses set sentences in time periods.
- Within the 3 main categories of verbs the time of an action or a
condition can be expressed in a slightly different ways.

B. Learning Proper:
Presentation of timeline:

Future Present Future

Present tense is used to express:
1. Habitual action that is happening now.
2. Present truth or fact
3. General truth
4. Permanent condition
5. Historical present
6. Habitual action
7. Future event and to give directions

Forms of verbs:
SUBJECT LINKING VERBS (PRESENT TENSE)
I am
You are
He
Is
She
It
I Teach
You Teach
He
Teaches
She
It

More Examples of present tense

C. Post-Learning Activity
Answer learning task 4.B. A and B

D. Assignment
1. In five sentences tell what you or any member of your family do
during weekends.

English 1

I. Objective
A. relate the storys moral in real-life situation
B. analyzes and evaluates the information presented in the text
C. identify the specific details of the text

II. Subject Matter:
Skill: Literature
Topic: The stranger by I.V Mallari

III. Procedure
A. Pre-Learning:
Motivation
Do you consider your friends as Gods gift you?
Do you want to have many friends?
What do you think are the best gifts you can share with your friends?
(Answer learning task 1 pg. 10)

Unlocking of difficulties
Before proceeding with the selection have the students bring out their
English time and let them answer Learning task 4A on pg. 11. Call a
student to read the instructions.

Motive question
After giving a short introduction to the story, ask the student what they
want to know about the selection.

B. Learning Proper:
Ask if the students have read the selection.

Ask the ff. questions:
1. Who was the new boy?
2. What did the narrator and fellow barrio men did not like?
3. What did the narrator and his friends did to David?
4. What caused Davids classmate to like him?
5. Give one characteristics of David.
6. What were the toys of David? What does this say about the status
of Davids family?
7. Where did they go for a swim?
8. What happened after they swam around?
9. Who went to save pending?
10. What do you think did David perform to make pending breathe
again?

C. Post-Listening
They are going to answer the graphic organizer (cause and effect,
character map, story map) to the students afterwards they will present
it in front of the class.

D. Assignment
1. Answer pg. 14 learning task 1
2. Listen to a song of your choice and tell something about the
message of the song.

Date: December 3, 2013
English 1

I. Objective
A. identify the different kinds of nouns
B. give example of each kinds of nouns

II. Subject Matter:
Skill: Grammar
Topic: Kinds of Nouns
Reference: English time pg. 16-17

III. Procedure
A. Pre-Learning:
Elicitation
Memory Game- the teacher will flash pictures of objects to the
students. In their English time they are going to write the names of the
pictures shown to them.

Person Place Things Idea

What do the words in the game/memory game refer to?
What is a noun?

B. Highlighting forms:
Kinds of nouns, using the paragraph in learning task 4 B.
Presentation of kind of nouns with examples.

C. Controlled Practice:
Answer learning task 4C of in English time pg. 17

D. Skill Work:
Answer learning task 4B and C in English time pg. 17

E. Assignment
1. Answer learning task 4D in English time pg. 18

English 1

I. Objective
A. identify the nouns and its kinds
B. give more examples of kinds of compound nouns

II. Subject Matter:
Skill: Grammar
Topic: Kinds of Nouns

III. Procedure
I. Recall:
- What is a noun
- What are the kinds of nouns and give examples of each
II. Assessment:
Write whether each noun (1.) Names a person, place, thing or
idea, (2.) concrete or abstract, (3.) Singular or plural, (4.)
collective or not collective, (5.) common or proper.

Example:
1. Freedom of the press:
1. Idea
2. Abstract
3. Singular
4. Not collective
5. Common

1. Coat
2. Editor-in-chief
3. Leyte
4. Wristwatches
5. Tablespoon

III. Activity:
Answer learning task 4C in English time pg. 18

IV. Assignment
1. Read in advance the selection Pliant like a bamboo

English 1

VII. Objective
A. identify the use of present progressive tense of the verb in a sentence
B. distinguish the difference between present progressive from simple
present tense
C. change the sentence in simple present tense of the verb from present
progressive

VIII. Subject Matter:
Skill: Grammar
Topic: Present progressive tense
Reference: English time, Smart English

IX. Procedure
E. Pre-Learning Activities:
Motivation:
The teacher will present pictures and the students must construct a
sentence using the pictures as a clue.

Review:
- What is simple present tense?
- Where and what ways we can use the simple present tense

F. Learning Proper:
Highlighting forms:
Present progressive- a verb phrase; it is made up of two verbs

LV(linking verb)+MV(main verb)

I [am] [verb+ing]

He/she/it [is] [verb+ing]

We/you/they [are] [verb+ing]

= Action word

NOW

Used to describe actions that are in progress

When is it used?
1. Express action going on at the moment of speaking or writing
Ex: Isabel is studying for her comprehensive exam
2. To express action taking place for the present over a period of time
but not strictly speaking at the moment of speaking or writing.
Ex: Pat is studying to be a lawyer.
3. Describe temporary event or situations

Present Continuous vs. Simple Present tense
She is doing her homework regularly.
She does her homework regularly.
The teacher is giving a surprise quiz every now and then.
The teacher gives a surprise quiz every now and then.

Observe the difference between the two set of sentences and tel which
is simple present and which is present progressive.

G. Controlled practice:
Directions: Fill out the correct form of the present progressive.
1. The runners ____ (approach) the finish line.
2. ____ you____ (prepare) the contract for the client?
3. The little girl ____(smell) the flowers.
4. I ___ (study) the report.
5. They ____ (laugh) loudly.
6. She ____ (feel) very nervous.
7. We _____ (stay) in a hotel in the center of a town.

Skill work:
Directions: write the correct form of the verb in the spaces below.
1. We_____ (go) to the mall.
2. She_____ (talk) to the police officer.
3. I _____(buy) a new bicycle.
4. John ______ (sing) in my car.
5. My mom ______ (rock) the baby to sleep.
6. The child ______ (develop) normally.

H. Assignment
1. Write 5 examples of verbs in present progressive and use it in a
sentence.
2. Answer learning task 7 pg. 23

English 1
Grade 7- Einstein and Knowledge

I. Objective:
a. Carry out a conversation using the present progressive form of the
verb.
b. Illustrate the conversation through acting it out/role play.

II. Subject Matter:
Skill: Grammar
Topic: Present Progressive
Reference: English Time

III. Procedure:
A. Pre-Learning:
I. Recall:
- What is a present progressive form?
- Where and when can we use it?
- What is the difference between simple present and
present progressive form?

B. Learning Process:
A. The students will be group into 5 or more and they need to
construct a conversation using the present progressive form of
the verb. The students can decide what would be the topic they
want to act out in front of the class.

Criteria for judging:
Use of present progressive- 50%
Presentation - 30%
Creativity - 20%
100%
B. Class Presentation
C. Giving of scores
D. Remediating

C. Assignment:
Search in the dictionary the definition of the ff. words:
1. Rattlesnake
2. Fangs
3. Hollow
4. Antelope
5. Simoom
6. Cloudburst
7. Evaporates
8. Supposed

English 1

I. Objective:
a. Identify the use of past tense
b. Distinguish the difference of past from past progressive
c. Give examples of past tense

II. Subject Matter:
Skill: Grammar
Topic: Past Tense and Past Progressive
Reference: English time and Smart English

III. Procedure:
A. Pre-Learning:
Elicitation:
The teacher will provide a time expression and the students will
pick and tell the important event that happened in their life during
that time.
Ex: Yesterday, last night, last summer, last year etc.

Highlighting forms:
Past tense- action that was started and completed in the past.
- Represented by d or ed inflection on regular verbs
and by other changes in the case of irregular verbs.

Ex: I watched TV last night.
The snow stopped a few minutes ago.

SUBJECT LINKING VERB (PAST)
I, He, She, It Was
We, You. They Were
Uses of Past Tense:
1. Expressions that indicate a specific point in time when the
action was carried out, such as Yesterday, a week ago, last
Monday and so on..
Ex: We reached the summit before noon.
I came early from school yesterday.
2. Reported speech
Ex: John said, I am a doctor. Quoted speech
John said that he was a doctor. Reported speech
3. Unreal conditions
Ex: if I made a mistake like that, my wife would never let me
hear the end of it.
4. Polite requests and actions
Ex: I want to ask you a favor.
I wanted you to ask a favor.
Do you want to see me now?
Did you want to see me now?

IRREGULAR VERBS:

PRESENT PAST
Am, is, be Was
Begin Began
Bend Bent
Blow Blew
Come Came
Do Did
Eat Ate
Past Progressive:
- Formed with a past from of be (was, were) and a
present progressive
- Ongoing action in the past
Ex: We were studying in the university then.
You were building your house that year.

Uses of Past Progressive:
1. Occurs with time expression that indicates a point in time when the
action was ongoing.
Ex: He was watching the television at eight o clock.
I was studying in the library yesterday from three to five o clock.
2. A past simultaneously happening with another event in the past.
Ex: He was studying for this exam when I saw him this afternoon.
You called while I was having a bath.

C. Post-Learning:
Controlled Practice:
Directions: write in the blanks the correct past tense of the verb in
the parenthesis.
1. Children ______ (dress) quickly.
2. I ______ (help) my mother in the kitchen.
3. We _____ (walk) in the park.
4. The _____ (wash) their dolls in the bathroom.
5. We ______ (watch) an interesting film.
6. I ______ (see) my friends yesterday.
7. We _____ (make) a nice present.
8. She _____ (go) home.
9. You ______ (run) very fast.
10. She _____ (say) very much.

Skill work:
Directions: write the past tense and past progressive of the verb in
the parenthesis.
1. She (to shake) _____ with anger as she left the hotel.
2. I (to think) ______ of going down to London next week end.
3. Erika (drop) _____ her bag while she (to get) _____ into her car.
4. She (get) ______ up when the alarm clock (go) _____ off.
5. We (go) ______ to Spain three times last year.
6. I (write) ______ three letters this morning.
7. Sally (to read) ______ to the children while Kevin (to wash)___
up.

D. Assignment:
1. Answer learning task 8, A and B pg. 26-27
2. Write your plans this Christmas Vacation in one half crosswise.

English 1

I. Objective:
a. Use the future tense of the verb in the sentence.
b. Identify the different ways we can use future tense.

II. Subject Matter:
Skill: Grammar
Topic: Simple future tense
Reference: English time and Smart English

III. Procedure:
A. Pre-Learning:
Elicitation
The teacher will present a story using pictures and the students will
have to guess what will happen next.

Highlighting forms

Past Present Future

Form Will:
[will + verb]
Ex: You will help him later
Will you help him later?
You will not help him later.

Form Be Going to:
[am/is/are+ going to + verb]
Ex: You are not going to meet Jane tonight.
Are you going to meet Jane tonight?
You are not going to meet Jane tonight.

Ways we can use Future tense:
1. Predictions/Statements of facts:
Ex: The sun will rise at 6:30 tomorrow.
You wont pass the exam if you dont start working harder.
2. Intentions:
Ex: Were going to buy a new car next month.
Im going to work in a bank when I leave school.
3. Arrangements:
Ex: Im meeting my mother at the airport tomorrow.
Our Grandparents are visiting us this Christmas.
4. Scheduled Events:
Ex: Hurry up the train departs in 10 minutes.

C. Post-Learning:
Controlled practice:
Directions: write the future tense of the verb in the parenthesis.
1. People (serve) _____ you.
2. They (not/refuse) ______ you to make you happy.
3. He (spend) _____ his vacation in Hawaii.
4. Sue (make) ______ Johns birthday cake.
5. John Smith (be) _____ the next President.
6. I am (see) _______ my sister in April.
7. You (be) ______ very happy.
8. They (make) ______ you cry.
9. He (give) _______ you the book tomorrow.

Skill work:
Directions: write the future tense of the verb in the parenthesis.
1. The train (leave) ______ at 11:45 am.
2. We are (have) ______ dinner at a nice restaurant on Saturday.
3. It (snow) ______ in the mountains tomorrow morning.
4. On Sunday at 8 pm I (meet) _____ my friend.
5. Wait I (drive) ____ you to the station.
6. You (marry) _____ her.
7. I (call) _____ you when I arrive.
8. You and your wife (travel) ______ around the world.
9. Our grandparents (visit) ______ us this Christmas.
10. Are you (play) ______ basketball after school?

D. Assignment:
1. Answer learning task 6. A in 1 whole intermediate paper.
2. Cut a picture of your favorite celebrity and describe his/her
physical appearance in a paragraph form.

English 1

I. Objective:
a. Use adjectives in a sentence
b. Identify the kind of adjectives used in the sentence.
c. Give examples of Adjectives

II. Subject Matter:
Skill: Grammar
Topic: Adjectives
Reference: English time, Smart English, Grammar and
Composition.

III. Procedure:
A. Pre-Learning:
Elicitation
The students will pick in a box that contains the names of their
classmates and describe that person.

Highlighting forms
- Without adjectives, much of the color in written and
spoken language would be lost.
Adjectives- word used to describe a noun or a pronoun or to give a
Noun or a pronoun a more specific meaning.
Ex: Hot Onions
That book
Seventeen marbles
More exercise

Two major classes of Adjectives:
1. Limiting Adjectives: either points out or denotes the number of
an object.
3 classes of Limiting Adjectives:
1. Articles- the, a, an
Ex: The Church of St. John in wales collapsed in ruins
a minute after it was finish.

2. Numerical Adjectives- denote the exact number, rank,
position of a noun.
Ex: There are seven people in the house.
3. Pronominal Adjectives- may also be used as pronouns
1. Demonstrative Adjectives- points out a definite
person place or thing.
Ex: This Statue
That Man
These books
2. Possessive Adjectives- denotes ownership of a
noun
Ex: Our proposal
Their commentaries
3. Distributive adjectives- refer to each person, place
or thing separately.
Ex: Every Catholic
Neither plan
4. Indefinite adjectives- points out no particular
person, place or thing.
Ex: Several Issues
Another Occasion
5. Interrogative Adjectives- used in making adjectives
Ex: Which, What
2. Descriptive Adjectives- describes the characteristics of a noun.
Types of Descriptive Adjectives:
1. Proper Adjectives- an adjective formed from a proper noun.
Ex: Philippine Eagle
Chinese Food
2. Common Adjectives- express the ordinary qualities of a
noun.
Ex: Majestic Mountain
Clear water
3. Compound Adjectives- made up of two or more words
usually separated by a hyphen.
Ex: A gray-haired man
A part-time past

Comparison of Adjectives:
- Adjectives undergo changes to show different degrees of quality, or
value. There are 3 different forms to show degrees of comparison.
1. Comparative degree- used when two persons or things are being
compared.
2. Superlative degree- when more than two are being compared.

- Most one syllable and two syllable adjectives form their comparative
degree by adding -er to the positive and est to the superlative.

POSITIVE COMPARATIVE SUPERLATIVE
Safe Safer Safest
Humble Humbler Humblest
Slow Slower slowest
-Adjectives of three or more syllables and some of two syllables form their
comparative degree by prefixing more and most or less and least to the
positive form.

Comfortable More Comfortable Most Comfortable
Thoughtful More Thoughtful Most Thoughtful

C. Post-Learning:
Underline the determiner and encircle the pronoun
1. The bicycle looks new.
2. That pottery is beautiful.
3. Give me some water please.
Tell whether the underlined pronoun is a Limited or Descriptive
Adjectives.
1. He belongs in a Russian Army.
2. This is the third time hes been in prison.
3. The blue dress suited her very well.

Supply the comparative and superlative degrees of the ff.
Adjectives.
1. Merry
2. Industrious
3. Handsome
4. Calm

Skill work:
Answer Learning task 7 on pg.37

D. Assignment:
1. Answer learning task 11 no.2 in one half crosswise.

Date: December 13 2013
English 1

I. Objective:
a. Identify the use of WH questions
b. Use the WH questions in making an announcement

II. Subject Matter:
Skill: Grammar
Topic: WH questions

III. Procedure:
A. Pre-Learning:
Elicitation
Study the announcement below then complete the questions by
using appropriate question words.
Attention:
Who: All Aspiring singers and Dancers contest
What: Himig Handog Singing and Dancing Contest
When: December 30,2012
Where: Metro Manila College Covered Court
Why: To Enliven the spirit of Nationalism and Patriotism
How: By remembering and reliving the Philippine History through
songs and dances.

a. ______________ the tile of the contest?
b. ______________ are invited to join?
c. ______________ is the contest going to be held?
d. ______________ will the contest take place?
e. ______________ are they holding the contest?
f. ______________ will this be achieved?

Highlighitng forms:
WH-Questions or information questions suggest the kind of
information desired by the questioner through the question word.
a. Who- asks a person
b. What- asks for a thing
c. Where- asks for a place
d. When- asks for a particular time
e. Why- asks for a reason
f. How- asks for a particular manner

C. Post-Learning
Answer English time learning task 1 pg. 43

Skill work:
The students will think of their own program or event and they have
to make an announcement following the WH-questions pattern.

D. Assignment:
1. Answer English time learning task 2. Pg.43

Date: January 22, 2014
English 1
Grade 7- Einstein, Edison, Darwin, Amity and Knowledge

I. Objective:
a. Show the value of appreciating our culture every Christmas time
b. Discuss the Important details based in the selection read.
c. Compare and contrast the old Christmas tradition from the
present Christmas Tradition through graphic organizer
d. Learn the appropriate old Filipino Christmas Tradition

II. Subject Matter:
Skill: Reading
Topic: The Longest Christmas Season in the world by I.V Mallari

III. Procedure:
A. Pre-Reading:
Unlocking of Difficulties
Choose the Definition of the Underlined words from the choices
given below.
1. Love sick swains wait for the maidens of their dreams at the
street corner.
2. As soon as the bell rings to announce the end of the service the
congregation streams out of the church.
3. At the threshold of the church, the women and the girls
suddenly stop their chatter and put on their veils.
4. The boys loiter in the courtyard of the church, impatiently
waiting for the objects of their morning pilgrimage.
5. Christmas is the gayest season of the year.
6. The women are dipping daintily into the font.
7. Children love this feature of the service even more the
pageantry of the mass itself.
8. New Year s Eve is the climax of the Yuletide festivities.
9. Many of them young and old alike, rich and poor nave and
sophisticated.
10. These emotional manifestations have a contagious quality.
11. By Midnight the crescendo of the noise, tumult and confusion
has become pandemonium.
12. The tremendous physical and emotional energy thus released
does not become fully spent until dawn.
13. Young men and women re the only ones with enough stamina
to stand the face.

Motivation:
What ideas/ feelings come to your mind when you hear the word
Christmas?

a. Entrance
b. Love interest
c. Young boys
d. People
e. Yuletide
f. Energy
g. Happiest
h. Loud noise
i. Colorful things
j. Excitement
k. Small, delicate and pretty
l. Strong and terror
m. Lack experience
n. Spreads quickly among the group of people.
o. Hell

CHRISTMAS
B. Reading Process:
The teacher will ask the student to read the article The longest
Christmas Season in the world by I.V Mallari for 15-20 minutes.
After reading it, the teacher will presnt a timeline of the important
events that is part of our culture every Christmas.

Panunuluyan New years Celeb Pasko ng mga
matatanda

Misa de Gallo Pasko ng mga bata Pasko ng mga
binata at dalaga

THEN NOW
Misa de Gallo
Panunuluyan
Pasko ng mga bata
New years Celebration
Pasko ng mga binate at dalaga
Pasko ng mga matatanda

C. Post-Reading
Answer English time think and reflect pg. 42

D. Assignment:
1. What is a simile and metaphor

English 1
Grade 7- Einstein, Edison, Darwin, Amity and Knowledge

I. Objective:
a. Identify what is a simile and metaphor
b. Distinguish the difference between simile and metaphor
c. Give examples of simile and metaphor

II. Subject Matter:
Skill: Grammar
Topic: Simile and Metaphor
Reference: English time pg. 2-3/ www.growingwithgrammar.com

III. Procedure:
A. Pre-Learning:
Elicitation:
The teacher will ask the students about the ff questions:
1. What are some ways authors write to make their details more
vivid?
2. What are good describing words to describing words to describe
a person?
3. How can we write things to show comparisons?

Highlighting forms:
Both similes and metaphors are forms of comparison that compare
words in a sentence. They can be used to make your sentence
more interesting.
How are similes and metaphors different from each other?

Simile- is part of a figures of speech that compares two things using
the words as or like
Ex: Don ate his salad like a Vacuum Cleaner.
His arms were weak and felt like a noodles.
The thunder was as loud as fireworks.

Metaphor- compare words in a sentence; however, instead of
saying that one thing is like something else, a metaphor actually
makes one thing become something different by renaming it.
- A metaphor can sometimes use words like; is, are,
or was (and other words) to signal that a metaphor
is present.
Ex: The smoke was cotton balls billowing from the chimney.
You are my hero.
The sun was a furnace.

C. Post-Learning:
Controlled Practice
Below are sentenes that contain similes and metaphors. Underline
the two words in each sentence that are being compared.
1. The cats fur was a blanket of warmth.
2. The lamp was a beacon of sunshine.
3. The fireworks were lantern in the sky.
4. John slept like a log.
5. Mary is as sweet as a pie.
6. George is lightning as he runs the race.
7. Gwne sings like an expert.
8. Marks voice is velvet.
9. Cindy is a fish when she swims.
10. Tom is like a computer when he does his math.

Skill work:
Answer English time learning task 1,3 and 4 pg. 3

D. Assignment:
1. Write a short poem using simile and metaphor, minimum of 5
lines. Underline once the simile and underline twice the
metaphor.

English 1

I. Objective:
a. Pay attention to the message of the song
b. Explain the message of the song
c. Relate the songs message to real life situation

II. Subject Matter:
Skill: Listening
Topic: No one else but us by: Rico Blanco

III. Procedure:
A. Pre-Listening:
Motivation
1. Can you describe the present situation of our country today?
2. What can you say about poverty, hunger, education, gender
equality and our population here in our country?

B. Listening Process:
The teacher will ask the student to imagine themselves as a
member of their family, community, country and world while they
are listening to the song.

NO ONE ELSE BUT US
Theres no one else but us
Who can sow the seeds of change
The harvest will be plenty
One good deed is all it takes

Who can setb each other free
If we just come togethrr
What a word this will be
When there;s too much to bear
See the child in the street
Earning a living
Before he learns to read
When life isnt fair
Step into my shoes
Often told shes just a woman and of little use

PRE-CHORUS
Through darkness is all around us
It only takes a spark within
To let someone light in all our sorrows
And tomorrow will come shining

CHORUS
Who can sow the seeds of change
The harvest will be plenty
One good deed is all it takes

Who can ste each other free
If we just come together
What a world this will be

When youre in despair
Feel for the mother
With no means to care for her child within

When hope isnt there
Remember the sick
Who long for the promise of better days

(REPEAT PRE CHORUS, CHORUS)
Lets come together
Act while theres still time
To make a difference
We must move as one as one

C. Post-Listening:
Which part of the song left a lasting impression in you? Why?
Share your thoughts to the class

D. Assignment:
1. In our society today explain how you can be the leader of
change in our society as a young student. Write it in one half
crosswise paper.

Lesson Plan in English
Grand Demonstration
Grade 7
Assignment given the day before

1. Search for the meaning of the ff. words:
a. Legible f. lead
b. Sprawling g. root
c. Puny h. row
d. Fumbled i. desert
e. Concealed j. conflict
2. Read the text Happiest boy in the world by N.V.M Gonzales on pages 27-29 of your
English time.
Ponder upon the following questions:
1. Who is the boy being referred to in the story?
2. Why is he considered the happiest boy in the world?
3. List down the five things that would make you the happiest person in the world.
4. Accomplish the following tasks assigned to your group.

1. Now showing (Group 1)

Suppose that Joses life was made into a movie, and you are to let others
know his story. Advertise the movie by creating a movie poster
Task Instruction:
1. Brain storm about the following:
Actors you would like to play their roles
Title of the movie
Date and place of the viewing or showing
Director, producer
Caption
2. Make a movie poster containing all the given elements

2. Acting time (Group 2)

Task Instruction:
Having a formal education is very important. Show how you are going to give
importance in your education by means of a skit.
1. Assign who would be the characters in your skit.
2. Choose a scene from the story that you would to present.
3. Maximize your presentation for only 3 minutes.

3. Compare and Contrast

As what you observed in the story of Joses life, compare and contrast your
present status in life from that of Joses.
Task Instruction:
1. Make 2 columns in a cartolina.
2. In the first column write the similarities of Joses life to your present
situation and illustrate it beside your statement.
3. In the second column write the differences of Joses life to your present

4. Serenade me:

Nothing is more meaningful than messages expressed by means of music.
Think of a song that is appropriate to the text
Task Instruction:
1. Decide which song you would want to present.
2. Be creative in presenting your song.

I. Objectives:
At the end of the lesson, the students should be able to:
Focus skill:
a. Emphasize the importance of Education, hard work, dedication and
perseverance through comprehensive discussion;
Support Skill:
b. Identify the definition of vocabulary words that are found in the story
through vocabulary jigsaw puzzle
c. relate the main characters action in a real life situation; and,
d. infer motives, attitudes and values of the characters

II. Subject Matter:
Skill: Literature
Topic: Happiest boy in the world by, NVM Gonzales
References: English Time pages 27-29
Materials: image of Jose, thought bubbles, Venn diagram, image of a typical boy
and girl, vocabulary puzzle, statement board

III. Procedure:

A. Classroom Routine
*Prayer
*Greetings
*asking the student to clean the classroom
*attendance

B. Unlocking of difficulties:

Strategy: vocabulary jigsaw puzzle

The teacher will provide pieces of puzzle that have vocabulary words written on
the back. Students have to match the pieces of puzzle that contains vocabulary
word according to the definition on the board. A picture of
a young boy will appear in the puzzle once the students completed the puzzle.

Conflict
Fight
C. Motivation:

Strategy: Thought bubbles

Assuming that the picture are the students; the students will be asked to write in
the thought bubbles the things that would make them happy.

D. Presentation:

1. Describe Jose as a Boy. What are his characteristics?

2. The teacher will ask the students to fill the box that contains
3 questions about the storys main character; such questions are
What he wants in life as a typical farmer boy, what he has right now
and what he should have. And the teacher will ask more
comprehensive questions about the story through the students
answer.

what he wants what he have right now what he should have

3. Ask the student to complete each of the following statements in
connection with the selection they read.

Statement board:

1. I learned that

2. So I plan to

3. I hope that
E. Application

Pre-Assigned task: 4 groups

1. Now showing

Suppose that Joses life was made into a movie, and you are to let others
know his story. Advertise the movie by creating a movie poster
Task Instruction:
1. Brain storm about the following:
Actors you would like to play their roles
Title of the movie
Date and place of the viewing or showing
Director, producer
Caption
2. Make a movie poster containing all the given elements

2. Acting time

Having a formal education is very important. Show how you are going to give
importance in your education by means of a skit.
Task Instruction:
1. Assign who would be the characters in your skit.
2. Choose a scene from the story that you would to present.
3. Skit must last for 3 minutes.

3. Compare and Contrast

As what you observed in the story of Joses life, compare and contrast
your present status in life.
Task Instruction:
1. Make 2 columns in a cartolina.
2. In the first column write the similarities of Joses life to your present
3. In the second column write the differences of Joses life to your present

4. Serenade me:

Nothing is more meaningful than messages expressed by means of music.
Think of a song that is appropriate to the text
Task Instruction:
1. Decide which song you would want to present.
2. Be creative in presenting your song.

Let students evaluate other group as well. They will be given 5 smiley picture and they
will use it to rate the performance of the group that they are evaluating.
Group 1- Group 2
Group 2- Group 4
Group 3- Group 1
Group 4- Group 3
They will give 5 smileys if they love the performance of the group that they are
evaluating, 4 smileys if they like it, 3 smileys if they think that the performance is good, 2
smileys if it need more practice and 1 smiley if they see that the group did their very best
but lacks a certain criteria in the activity. Theyre going to post their rating on the board.

I love it

I like it

Good job!

Need more practice

Lack something

F. Assignment:
1. Assuming that you are Jose. Write a short letter to your father Julio telling him
your situation in Ka Ponsoss place.

2. Read Back to School by Gilbert and Catherine Young pages 30 and 31 of
your English time and ponder upon the following questions:

a. Who is Nicanor Aranas?
b. What do you think is the reason why he did not give up his dream?

Prepared by:

Hanah Abegail F. Navalta
EFR2-4
BSED English
Far Eastern University

Cooperating Teacher:

Mrs. Elizabeth Martinez

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Date: November 19, 2013 (Tuesday)

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