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I. Prong I. Genuine Love For Reading (GLR)

This document outlines the objectives and procedures for a 4-prong lesson plan on reading comprehension, critical thinking, grammar, and language skills. Prong 1 focuses on analyzing a story about a mother's advice to understand characters and cause/effect. Prong 2 involves role playing and discussion about following advice. Prong 3 teaches prepositions through a box activity, sentence practice, and making picture books. Prong 4 covers using "a" versus "an" by naming objects and filling in blanks. The lesson incorporates group work, questions, and presentations to engage students in different language and thinking skills.

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108 views

I. Prong I. Genuine Love For Reading (GLR)

This document outlines the objectives and procedures for a 4-prong lesson plan on reading comprehension, critical thinking, grammar, and language skills. Prong 1 focuses on analyzing a story about a mother's advice to understand characters and cause/effect. Prong 2 involves role playing and discussion about following advice. Prong 3 teaches prepositions through a box activity, sentence practice, and making picture books. Prong 4 covers using "a" versus "an" by naming objects and filling in blanks. The lesson incorporates group work, questions, and presentations to engage students in different language and thinking skills.

Uploaded by

Anonymous wd0viI
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I. Prong I.

Genuine Love for Reading (GLR)


A. Objectives:
At the end of the lesson, the students should be able to
1. Describe the characteristics of a loving mother;
2. Realize the importance of advices;
3. Recognize cause and effect relationships;
4. Give judgement on the characters actions.
B. Subject Matter:
1. Selection: "Mother Knows Whats Best"
2. Materials: Xerox copy of the story, PowerPoint Presentation,
C. Procedures:
1. Pre-Reading Activity
a. Unlocking of difficulties (through crossword)
Embarrass
Constant
Strange
Stubborn

Embrace

b. Developing a Purpose for Reading


i. Motivation Question: Do you hear advices from your mother?
ii. Motive Question: How would you feel if you keep hearing reminders from
your mother?
2. During Reading
a. Manner of Presentation: Previewing and Read Aloud Strategy
b. Question: What will happen to Eduard afterwards?
II. Prong 2: Critical Thinking (CT)
1. Post Reading Activities
a. Pre-engagement Question:
i. Answer motive question: How would you feel if you keep hearing
reminders from your mother?
ii. What happened to Eduard after he disobey his mothers advices?
b. Engagement Activities and Discussion
i. Divide the class into 2 groups.
1. Group 1 task: Trough a role playing, show what Eduard did in the
story
a. Question:
i. For what reason did his mother give Eduard
advices?
ii. Describe Eduard as a son
iii. Compare yourself to Eduard
2. Group 2 task: Show a cause and effect relationship first, If Eduard
follow his mothers Advices and second If Eduard did not follow
his mothers advices
a. Question
i. What have you noticed in the result?
ii. Relate your experiences to Eduard

III. Prong 3: Grammar and Oral Language Development (GOLD)


A. Objectives:
1. Explain the preposition
2. Identify the preposition in the sentence; and
3. Demonstrate the proper usage of preposition
B. Subject Matter and Materials:
1. Subject Matter: Preposition
2. Materials: Box, worksheet and magazine, scissor, glue, bond paper
C. Procedure:
1. Introduction
Introduce prepositions to the students by asking them to
think of two words that describe what they could do with a box.
You should have a box to use as a visual aid. Inside the box there
are pieces of paper containing preposition words (Examples:
inside, into, under, by, over, beneath, beside)
2. Presentation
b. Ask students to pick up the words inside the box and paste
it on the board.
c. Tell the students that these types of words are known as
prepositions and are used to describe location.
d. Teacher then asks students to name more location words
and puts them on the board.
e. Students copy them onto a piece of paper for later use.
3. Guided Practice
a. The teacher then writes a sentence on the board and
asks students to pick out the preposition.
b. The teacher then circles the preposition and asks a
student to come up with the next sentence with a
preposition in it.
4. Independent Practice
a. The teacher asks students to pair up and passes out
preposition worksheets to each student.
b. Each pair works on the worksheet together for about ten
minutes.
c. The teacher then assigns each student a sentence or part of
the worksheet to write on the board.
d. Each pair then tells the whole class their answer and shows
it on the board.
e. After each pair goes the teacher discusses with the class the
usage of prepositions and what they are used for.
f. The teacher also questions the students on their reasoning
for the answers they chose.
5. Evaluation
a. After reviewing the definition of a preposition inform the
students that it is now their turn to make a prepositional
picture book.

b. As the teacher passes out the magazines and other craft


utensils have the students spread out so they have room to
work.
c. Explain to the class that they are to either draw or cut
pictures out of the magazines to make their own picture
book.
d. When the students have completed their picture books have
them present it to the whole class and explain what
preposition they are illustrating in each picture.
e. As the students present their book have the teacher collect
them and display them around the room.
IV. Prong 4: Transfer Stage (TS)
A. Objectives:
1. Name objects using a and an
B. Subject Matter and Materials:
1. Subject matter: Using a and an
2. Materials: real objects, powerpoint presentation
C. Procedure:
1. Introduction
Now, well try to name objects using the word a and an.
2. Presentation and Modeling
a. We use an with the name of one thing that begins with vowel
letters
an animal an atis an undershirt
an eggplant an orange
b. We use a with the name of one thing that begins with consonant
letters
a ball a bird a carabao a dog a home
c. Show real objects
a paper a bag a pen an umbrella an envelope an orange
d. When do we use a or an?
e. Write a or an on the blank
1._____ ball
2._____ant
3._____cat
4._____octopus
5._____table
Prepared By:
Group 4

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