Lesson Plan In English

Lesson Plan in English-Secondary 5
Sample Lesson Plan
Second Year
QUARTER 1 LEARNING TO KNOW
Week 7 An Analytical Learner
I. Objectives:
At the end of the week, the students should be able to:
1. State the importance of education in meeting the need of an individual and the role it plays in improving the quality of his life.
2. Assess the relevance of what they learn in school to their development as individuals;
3. Identify the characteristics of a satire;
4. a. give the meaning of vocabulary words through the use of contextual clues e.g synonyms, collocation, etc.
5. distinguish facts from opinion expressed in a given text
6. use noun clauses correctly in expressing opinions and taking a stand about a problem or an issue
7. write a letter to the school paper editor asking for action that will address a current school problem issue
8. present facts and opinions and the ideas supporting them in table form
9. point out the importance of voicing out one’s opinions and becoming instrumental to instituting positive changes in the community
10. discuss the reaction of characters in a selection

II. Subject Matter
A. Selections
1. “A Country Boy Quits School” by Lao Hsiang
2. An Excerpt From The 2002 Curriculum, Sept 6, 2011
3. “Unwise DECS Curriculum Merger Plan” by Antonio Calipjo Go (Letters to the Editor, Philippine Daily Inquirer, Nov. 2, 2001
B. Function
C. Instructional Aids
D. References
E. Evaluation
III. Procedure (Literature)
A. Preparation
Were you able to guess what the story is about based on the two lines I read to you yesterday? How did the title help make the correct guess?
Let us check if you can recall some of the details about the story you read.
Check-up quiz.
Motivation
1. In your notebook, list down at least three problems in your school.
2. Rank them in a scale of 1 to 3 where 1 is the most serious and 3 is the least serious problem.
3. Pair off. In 5 minutes, share your answers with your partner and explain to him/her your ranking.
Speaking
B. Development
Activity 1. Group Discussion
1. Let us divide the class into 6 groups with each group representing a particular character in the story.
2. In 10 minutes, discuss with your group mates the character’s reaction/s to the proclamation as well as the lessons and activities the students had in school.
3. Record the proceeding of your group discussion in the form of reaction mar. Do this on a Manila paper.

E.g.

Legend:
Character – the target character
Reaction – a descriptive word of phrase specifying the character’s behavior or feeling
Action – a phrase or brief statement stating an action taken as an effect of a Reaction

Speaking/Listening
Activity 2. Group presentation
(Present your group output to the class)
(Instruct students to listen carefully to the presentations and to take note of similarities and differences in the character’s reactions)

Activity 3. Synthesis and Processing of Group Activity
1. What is common in the reactions of the different characters?
2. Was it a normal reaction? Explain your answer.
3. Could the negative reaction of the characters have been avoided? How?
4. What could the government and the school teacher have done?
5. In what way/s does education affect your life?
6. How do you maximize the use of the things you learn in school to develop yourself?
7. The story talks about a serious problem in the educational system. In what manner was it presented?
8. In a scale of 1-5 5 as the highest, how would you rate the anecdotes or the little stories within the story that told us about the boy’s experiences, on the following points: a. humor; b. exaggeration
9. Is the story just trying to entertain the readers? What else is it trying to?
10. What do you call the type of story that actually talks of a serious topic but presents it in a light and humorous manner?

Closure Let us make graffiti of your ideas about school and education. Add your honest idea to either of the following:
1. School ________________________________
e.g. School can be boring
2. Education _____________________________
e.g. Education makes a nation.
(Teacher posts a manila paper on the wall and asks students to do the graffiti during their free time.)

Reading
A. Preparation
Distinguish Facts from Opinions Following is a list of statements taken from a selection. Put a check () before the items that tell what really happened, the facts, and a cross (x) before the items that make the statements of beliefs, judging of feeling, the opinions. Underline the clue words in the statement of opinions.
1. On his first day at school the boy came back home with eight books.
2. The books cost a dollar and twenty cents.
3. A boy in the country gets to be at least half as useful as a grownup by the time he is 8 or 9 years old.
4. Classes don’t start until nine. It’s only five thirty.
5. One book ought to be enough to start with.
6. The books cost so-much considering that there are only 3 or 4 characters on a page.
7. The boy came back from school at three thirty, just as his father was going back to work.
8. The price of the books had a great deal to do with their temper.
9. It couldn’t be said that the boy was not diligent.
10. He reviewed his lesson every day after school.
B. Development
Read the following headlines and be able to tell which ones express a fact and which ones express an opinion. Underline the words which signal that the headline is an opinion.
1. a. RP’s all-out support for US-led war pays-off.
b. RP supports US led-war.
2. a. House approves 2002 budget.
b. House approves bloated budget.
3. a. Washington basilica looks like Quiapo.
b. Faithful flock at Washington Basilica.
4. a. Business should take a look at itself.
b. Business grows by 5%.
5. a. GMA reports to the nation.
b. GMA gives positive report to the nation.

Remember: Facts are statements that tell what really happened or what really is the case. It is based on direct evidences and shows by actual experience or observation. Opinions are statements of belief, judgments, or feeling. They show what someone thinks about a subject. They are somebody’s views and are not facts.

Some words give an opinion by evaluating or makng judgement. E.g sage, clever, good, dangerous
Some expressions clearly state that an opinion will follow, e.g. I believe, I think, In my opinion, I feel, I suggest, etc.
Some words show that some doubt may exist about a statement. They show that a statement Is not always true or that other opinions are possible, e.g. probably, likely, sometimes, etc.
Activity 3. Distinguishing facts from opinions in a text Read texts A and B. In your notebook, lists down the facts and opinions expressed in them. Write only key ideas. Follow this format.
Text
FACTS
OPINIONS
Supporting Ideas
A. Paragraph
1

2

B. Paragraph
1

2

3

4

Text A: “An Excerpt from the 2002 Curriculum”
1. The revised Philippine Development Plan 2004 mandates the Department of Education, Culture and Sports to institute changes that will make the curriculum ore relevant to student’s needs. These reforms are meant to address three objectives:
1. To make the curriculum more-learner centered;
2. to make it more responsive to developments in the field of education as well as to the demands of the market; and
3. to ensure continuing evaluation.
2. The 2002 curriculum continuing includes only five subjects: Mathematics, Science, Filipino, English and Makabayan which includes Sining, Kultura, Musika, Physical Education, Produktibong Pamumuhay, Edukasyong Pantahanan at Pangkabuhayan, Heograpiya, Kasaysayan, Sibika, Araling Panlipunan, Technology and Home Economics, Health, and Character Education.

Excerpted from: The 2002 Curriculum
Sept. 6, 2001
Text B: “Unwise DECS Curriculum Merger”
1. The Department of Education, Culture and Sports plan to merge three non-core subjects into one in its New Basic Education Curriculum slated for implementation next year is both unwise and impractical. Relegating the teaching of values to what seems to be a token concession or a mere afterthought, at a time when it really needs to be reinforced and emphasized, send the wrong message to our students that character and morality are not that important after all. We have seen the disastrous effect of too much learning on people without the concomitant tempering balm of compassion – they become politicians, they become corrupt, and they become mad.
2. T
3. W
4. T
Comprehension Questions
1. What is the topic of Text A? of Text B?
2. Which of the two is factual?
3. Which one expresses opinion?
4. What is the stand of the writer on the issue?
5. What is the objective of the letter to the editor?
6. What technique did the writer use to meet his objective?
7. Does the series causes and effects help the writer in proving his point?
8. What other techniques can help you express and support your opinion?