QUEEN MAE S. USIGAN
DR. INICIA BANSIG
A Detailed Lesson Plan
I. Objectives: At the end of the lesson, the pupils should be able to:
Cognitive: determine if a noun shows possession
Affective: distinguish if a sentence shows joint or separate ownership
Psychomotor: formulate sentences having joint and separate ownership
II. Subject Matter:
Topic: 1. Reading an article: “Magicians of the Flower World”
2. Language Integration: Possessive Nouns
Reference: Across Borders through Language 6, pages 14-23
By: Pacita M. Gahol and Eugenia Gorgon
Source of the article: Wonderful World of Knowledge
Materials: pictures, graphic organizer
Strategy/Approaches: Content Based Instruction, use of the strategy “Passport to Leave” and use of Graphic Organizer
1. PRE READING:
Good morning class!
Good morning Ma’am!
Have you been to a flower shop?
What did you notice about the flowers?
I have here an article entitled “Magicians of the Flower World.” But before we read it, I will post first the question you need to answer after reading the article. And we will also give meaning to the unfamiliar words that can be found in the article.
C. Motive Question:
After reading the article, you should be able to answer this question:
* In what way can we protect our Mother Nature?
D. Unlocking of Difficulties.
Instructions: Match the underlined word in column A to column B.
1. I admire the works of the botanist.
2. The beautiful flowers that we admire in the florist’s window are very often the result of a great deal of work and study over a long period of time.
3. The new cultivated plant is called a hybrid.
4. Scientists call this new plant a “spontaneous mutation.”
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- MLA 7
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