Lesson Plan In English.docx

Lesson Plan in English III Prepared by: Kim Harvey N. Dela Salde

I.

OBJECTIVES

a. To distinguish the difference between phrases and sentences. b. To write examples of phrases and sentences. c. To show cooperation during learning activities.

II.

SUBJECT MATTER

Topic: Phrases and Sentences Materials: book, charts, papers and ball pens Reference: English III Teacher’s Guide pp. 5-7

III.

PROCEDURES

a. Review What was our previous lesson yesterday? Who can give examples of words with short /a/, /e/ and /i/? b. Motivation I will tell you a story all about the The Crow and the Pitcher c. Lesson Proper A phrase does not express a complete thought. It does not end with a punctuation mark. A sentence expresses a complete thought. It starts with a capital letter. It ends with a period (.), or a question mark (?), or an exclamation point (!). d. Drill/Activities

Divide the class into small groups. Each group will combine phrases to make sentences. Each group should write two sentences. The sentences should make sense. Each sentence should begin with a capital letter and end with a period. Have groups present their outputs. Guide the class in giving feedback on whether the sentences formed make sense.

e. Generalization What is phrase? What is sentence?

Phrases

IV.

Sentences

EVALUATION Directions: Write P if it is a phrase and write S if it is a sentence. Write your answer on the space provided.

_______1. on the top of a cat _______2. Did he get a map? _______3. The big pig can hop. _______4. water in the pot _______5. The crow and the fox

V.

ASSIGNMENT

Write five examples of phrases and five examples of sentences. Write it on your notebook.

Lesson Plan in English III

Prepared by: Kim Harvey N. Dela Salde

I.

OBJECTIVES

a. To identify the imperative and exclamatory sentences. b. To write examples of imperative and exclamatory sentences. c. To exhibit cooperation during group activities.

II.

SUBJECT MATTER

Topic: Using Imperative and Exclamatory Sentences Materials: books, charts, papers and pens Reference: English III Teacher’s Guide p. 47

III.

PROCEDURES

a. Review What was our lesson yesterday? Pupils read the words, phrases and sentences (commands). b. Motivation Have the pupils act out (pantomime) how they would carry out the commands given in the sentences in learners materials. Say: the sentences that tell a person to do something are commands or imperative sentences. c. Lesson proper An imperative sentence commands tells someone to do something. It can end with a period or an exclamation mark. An exclamatory sentence expresses a strong feeling and ends with an

exclamation mark.

d. Drills/Activities Say: let’s play a game but you have to be actors and actresses in this game. Look at the paired sentences in Activity 40 again. See punctuation marks at the end of those sentences. If you see these marks— Exclamation point (!)-Act out the feelings expressed in the sentences. Use facial expressions and voice modulation. Period (.) in commands-Act out how you would carry out the command.

e. Generalization What punctuation marks are placed at the end of commands? What punctuation marks are placed at the end of sentences that express a strong feeling?

IV.

EVALUATION Directions: read the two sentences in each number. Copy in one column in the chart the sentences that give commands for you to do. Copy in the other column the sentences that express strong feelings.

1. a. The rug is so dusty! b. Beat that rug to remove the dirt. 2. a. There is no water in the tub! b. Fill the tub with water. 3. a. Blow many soap bubbles. b. see the bubbles go up in the air! 4. a. That’s a very cute puppy! b. give the puppy the tight hug. 5. a. Stop that speeding bus. b. The bus might hit the puppy!

Imperative Sentence

V.

Exclamatory Sentence

ASSIGNMENT

Write three examples of imperative sentences and two of exclamatory sentences.