Lesson Plan in Writing for First Year (Writing Character Sketch) I.

Objectives: At the end of the lesson the students should be able to: A. Express ideas effectively in writing a character sketch. B. Write a character sketch. C. Participate in class discussions in generating positive character sketch of the Filipino people. D. Generate positive character sketch of the Filipino people. II. Subject Matter: A. Writing a character sketch B. SEC English 1 2010, Portrait of the Filipino People, pg.188 C. Photos in print of famous Filipinos, Chalk, board, eraser, manila paper, cartolina, long brown envelopes, markers D. Good character traits of the Filipino people III. Procedures: A. Daily Routine- Introduction, prayer B. Pre-writing Activities: 1. Motivation: Mention a famous Filipino person whether he/she is a celebrity, artist, sportsman, politician, or even a religious figure. What makes that person famous? Motive Questions: a. What is a character sketch? b. How do we write a character sketch? 2. Presentation: Here is a photo of a Filipino athlete (see photo). Describe his physical appearance and give some of his good traits. Use the words in a sentence. Write it down on the cartolina strip provided then post it on the board. 3. Group Activity: Group yourselves into six. Each group should have one representative to explain the groups output. Instructions: Each group shall receive a long brown envelope; each containing a manila paper, a marker, and a photo of a famous Filipino person. Students should be able to fill-out the prominence data form or PDF in the manila paper. The more description given, the higher the points: GUIDELINES 1. Specific name of this Filipino. 2. His/her physical attributes: a. Hair YOUR ANSWER

b. Face c. Body built d. Complexion 3. What are the bad things other people speak of this person. 4. What are the strengths of this person? 5. What are his/her weaknesses Clincher questions: 1. Are the characteristics of these famous Filipino personalities also the characteristics of the Filipinos in general? 2. If yes, why? If no, why not? C. Generalization: A Character sketch is an abbreviated portrayal of a particular characteristic of people. The character sketch has come to be any portrait, graphic or written, that is an attempt to preserve the character of an individual. One writes a character sketch by first listing the desired attributes and characteristics of a person then arranged into narrative form. D. Writing Proper: Using the same material, write a short paragraph about the person. Use the descriptions you have written thus creating a character sketch. Utilize the words you have written so that none of you could have the same work. Note: Your character sketch must only have one (1) paragraph with five (5) sentences. IV. Assignment: Prepare a character sketch: one for your father and one for your mother. Each character sketch must be in one paragraph with five sentences. Use the following as your guidelines: y The specific names of your parents y Your fathers and your mothers physical features {hair, face, body built, complexion} y His/her manners y His/ her beliefs in life y His/her treatment of you and your siblings Prepared by: Maria Reniam M. Tumacas

Lesson Plan in Grammar for First Year (Signals of Causality) I. Objectives 1. Read and understand the story. 2. Express Cause and Effect Relationship using Signals of Causality. 3. Construct sentence using signals of causality. 4. Generate information addressing environmental problems. II. Subject Matter: A. Selection: Its Earth Day Everyday pp. 145-146 Ref.: Learning Effective English Textbook 1 B. Signals of Causality (Cause and Effect Relationship) C. Pictures, activity cards, chart, strips of cartolina, reading material D. Value our environment III. Learning Procedures A Daily Routine- Introduction, Prayer B. Pre-Learning: 1. Motivation: Look at the photos depicting natural and man-made disasters: (a). Land slide, (b). Tsunami, (c). Urban fires, (d). Forest fires. What do you see in these photos? Do they happen in real life? Mention some causes of these disasters. Motive Questions: What words shall we use in order to express Cause and Effect Relationship? What do we call these words? C. While-Learning: 1. Presentation: 1.1 Unlocking Difficulties: Choose from the MEANING POOL below the correct meaning of the underlined words. Choose the letters only. 1. The environmentalist is fighting against mining in Palawan. 2. The wide-spread chemical spillage in the river was very disturbing. 3. Indiscriminate mining in the country goes undetected by the government. 4. Mining is one of the deadliest industries affecting our countrys forests. 5. The virginal rivers and forests are enclaves for all living things because these are natural homes of animals and organisms. MEANING POOL: a. quantity spilled b. small territories c. removing minerals from the ground d. unselective e. protector of the environment 1.2 Reading the selection: Its Earth Day Everyday

2. Discussion: 2.1 What made the celebration of earth day quite unusual this time? 2.2 How would you describe the kind of environmental destructions, manmade calamity or unusual calamity? Why? 2.3 Give several reasons why enjoying nature become a luxury which only a few can afford? 2.4 What efforts have our government officials taken to save our environment? 2.5 As a student, what can you do to help save our environment from further destruction? 2.6 Suggest some school or community activities you can engage in to make every day an Earth day? 3. Group Activities: What three major environmental disasters were singled-out in connection with Earth Day celebration? How did they affect our country and its people? Show your answer by accomplishing the following table: Group 1: Mancopper Mine Tailing Case Group 2: Ormoc City Flash Flood Incident: Group 3: Mine-blasting at Mt. Parker: (Presentation of Group) 4. Reading the sentences on the board: Identifying the word signals used. 4.1 Many lives under the sea die because of dynamite fishing. 4.2 The flash flood in Ormoc happened as a result of deforestation. 4.3 There was improper usage of mines in the mountains therefore, mountain soils are eroding. C. Post-Activity: 1. Generalization: To express the Cause-Effect Relationship, use the words or expressions signal causality. These are: because as a result consequently since so that hence thus in order to therefore

2. Application: 2.1 Oral: Make a sentence with cause and effect using signals of causality based on the picture-situations. Values: What must we do so as not to experience the things that happen in the picture?

IV. Evaluation: Connect the following Causes to their Effects. Use each one of the Signals of Causality below: because, since, thus, in order to, therefore 1. Cause: Improper waste disposal Effect: Floods in the cities 2. Cause: Unattended gas lamp Effect: Fires in Metro Manila slums 3. Cause: Indiscriminate deforestation Effect: Soil erosion of the mountains 4. Cause: Improper chemical waste disposal Effect: Poisoned rivers 5. Cause: Too much emission of gasses in the air Effect: Destruction of the ozone layer V. Assignment: Write 5 sentences expressing Cause and Effect Relationship using Signals of Causality.

Lesson Plan on Haiku for Second Year I. Objectives: A. Identify what a Haiku is. B. Read a Haiku C. Write a Haiku. D. Appreciate the simplicity of the poem Haiku. II. Subject Matter: A. Writing a Haiku B. Serrano, Josephine, B. and Lapid, Milagros, G. English Communication and Skills through Afro-Asian Literature, Phoenix-Sibs Publishing House, Inc., 2001 Ref.: Haiku, pg. 93-96 C. Sample Haiku, pictures, activity materials D. Appreciate the Japanese poetry called Haiku III. Procedures: A. Pre-writing: 1. Motivation: When you hear the name Japan, what ideas come to your mind about this country? What important things have the Japanese people invented for the world? Motive Questions: What is a Haiku? How do we write a Haiku? 2. Presentation: Read the sample Haiku composed by a student about his life: A Students Life Evry day I go To school which I am fond of: I study so well. Here is another Haiku written by 15th Century Japanese poet named Basho: Now the swinging bridge Is quieted with creepers ... Like our tendrilled life. Notice how the two poems are broken into syllables: A. Ev-ry- day- I- go (5) To- school- which- I- am- fond- of: (7) I- stud- y- so- well. (5)

B.

Now- the- swing-ing- bridge (5) Is- qui-et-ed- with-creep-ers... (7) Like- our- tend-rilled- life. (5)

3. Comprehension Check-up: 3.1 How many lines are there in stanza A? How many lines are there in Stanza B? 3.2 In stanza A, entitled a Students Life, how many syllables are there in the first line, the second, and the third line? 3.3 In stanza B, Bashos Haiku, how many syllables are there in the first line, the second, and the third line? 3.4 Are the lines in both Haikus rhymed? 3.5 In the Haiku entitled A Students Life, what does the author show about himself? 3.6 In the second untitled Haiku, to what thing did Basho compared his tendrilled life? 4. Practice: Group yourselves into five. Each group shall receive a short-brown envelope that contains a marker, a manila paper, and an artwork that depicts different life sceneries. Instructions: 4.1 Study the picture. 4.2 In a draft, brainstorm ideas or observations about the artwork. 4.3 Finally, create a Haiku about that artwork. Follow the pattern, as exampled on the board. (Presentation of each group) 5. Generalization: The Haiku is written unrhymed; often one (1) stanza with three (3) lines. Each line has five, seven, and five (5-7-5) syllables. If added up, a Haiku has 17 syllables all in all. The most notable of all Japanese Haiku poets is Basho (1644-1694). 6. Formative Test: Identification: Put a capital H before the number of a stanza THAT IS a Haiku, and an X mark before the number of a stanza that is NOT a Haiku: 6.1 I have seen golden, Doves above the blue skies still: Waiting for my call 6.2 Come live with me and be my love And we will all the pleasures prove That valley, groves, hills and fields, Woods or steepy mountain yields

6.3 At my feet I see The comb of my old sweetheart Lays there unfeeling

6.4 Never in my life Have I been hurt by pointed Leaves as they are touched 6.5 First follow Nature and your judgment frame by her just standard, which is still the same.

B. Writing Proper: In a sheet of paper, write a Haiku about your favourite teacher when you were in Grade six. IV. Assignment: Instructions: On a sheet of paper, write a Haiku about: A. Loving God B. Honouring your Father and Mother C. Protecting Nature Remember: Follow the 5-7-5 or 17 syllables rule. Write your own title for your Haiku.

Prepared by: Maria Reniam M. Tumacas