Semi Detailed Lesson Plan in

READING AND WRITING

Instructor: VILLANUEVA, MARK CESAR R. Session: Jan 7-11, 2019

I. OBJECTIVES

At the end of the lesson, the students will:

1. define what is a reading process
2. explain the nature and process of reading process
3. differentiates the three schemas
4. distinguishes the unique feature of one each schemas

II. SUBJECT MATTER

Topic: The Reading Process

Materials: Charts, diagrams, videos, chalkboard
Reference: Reading and Writing Skills. Mark Gleen O. Cidro et.
al.
Coordinator, Alce M. Sentones

III. PROCEDURE

A. Preliminary Activities
1. Motivation
 Conduct a get-to-know activity by pairing the students and
then asking them information about them.

B. Developmental Activities
1. Presentation
 Make a concept map where each student will give words or
phrase that they think is connected with the word
communication.
 Show a video on how message can transmit from one person to
another
2. Analysis
 From the words that the students gave, we identified the
definition of communication.
 A further discussion is conducted to understand the process of
communication.
 Through a Venn diagram, the students will identify the
differences and the similarities of each communication models.

3. Abstraction
 A summary of the whole topic will be conducted.
4. Application
 Conduct various reading activities and identify how message
transmits from one book to brain, identifying the reading
process, and identifying the schema of reading being employed
in the conversation activity.

IV. EVALUATION

 Paper-and-pencil tests

V. ASSIGNMENT

 Conduct an advance study about the next lessons.

 Semi Detailed Lesson Plan in
READING AND WRITING SKILLS

Instructor: VILLANUEVA,MARK CESAR R. Session: Jan 14 – Jan 18, 2019

I. OBJECTIVES

At the end of the lesson, the students will:

1. differentiate the three metacognitive reading strategies
2. explain why there is different strategies
3. use these various strategies in reading
4. demonstrate sensitivity to socio-cultural dimension of reading

II. SUBJECT MATTER

Topic: Metacognitive Reading Strategies

Planning,Monitoring,Evaluating
Materials: Reading Materials, videos, chalkboard
Reference: Reading and Writing Skills. Mark Gleen O. Cidro et.
al.
Coordinator, Alce M. Sentones

III. PROCEDURE

A. Preliminary Activities
1. Motivation
 Students will create a situation where they will have to
communicate using a given line but instead of delivering it
through speaking, they have to use gesture and facial
expression to deliver their message.

B. Developmental Activities
1. Presentation
 Lesson will be presented by showing a video of conversation
using different metacognitive strategies in reading.
 Students will be reading conversations in various social
situations stressing in current social issues.
2. Analysis
 The student will try to find the difference between planning,
monitoring and evaluating by identifying its characteristics.
 They will identify the common features of each strategies and
report it to the class.
 A discussion will be held citing the appropriate way to use
these strategies in their daily life.
3. Abstraction
 A summary of the whole topic will be conducted.
4. Application
 A role playing activity will be conducted using these
metacognitive strategies
 The students will change the script that they have read by
showing sensitivity to the socio-cultural situation of the
interlocutors

IV. EVALUATION
 Paper-and-pencil tests

V. ASSIGNMENT
 Conduct an advance study about the next lessons.
 Semi Detailed Lesson Plan in
READING AND WRITING SKILLS

Instructor: VILLANUEVA, MARK CESAR R. Session: Jan 21- Jan 25, 2019

I. OBJECTIVES

At the end of the lesson, the students will:

1. discuss the functions of the Process Approach
2. understand the process involved in prewriting
3. use different prewriting strategies to generate and arrange ideas

II. SUBJECT MATTER

Topic: Translating Reading into Writing

(The Process Approach)
Materials: Manila paper, chalkboard
Reference: Reading and Writing Skills. Mark Gleen O. Cidro et. al.
Coordinator, Alce M. Sentones

III. PROCEDURE

1. Preliminary Activity
1. Motivation
 Conduct a fast-talk challenge

2. Developmental Activities
1. Presentation
 Ask student 5 reasons why there is unemployment.

2. Analysis
 Discuss the different functions of prewriting strategies
 Identify the strengths and weaknesses of Brainstorming,
Graphic Organizers, Outlining.

3. Abstraction
 A summary of the lesson will be conducted.

4. Application
 The students will be grouped and will make an output using
brainstorming, graphic organizers, outlining.

IV. EVALUATION

 Role-playing activity will be conducted using the following

rubric
Content: 5 pts.
Dialogues: 5 pts.
Expression: 5 pts.

V. ASSIGNMENT

 Conduct an advance study about the next lessons

 Semi Detailed Lesson Plan in
READING AND WRITING SKILLS

Instructor: VILLANUEVA,MARK CESAR R. Session: Jan 28- Feb 1, 2019

I. OBJECTIVES

1. Differentiate unity, coherence and cohesion

2. Write paragraphs that are unified, coherent and cohesive
3. Evaluate paragraphs according to the properties of well-written texts.

II. SUBJECT MATTER

Topic: Unity, Coherence, and Cohesion in Paragraph Writing

Sensory Experiences
Materials: chalkboards
References: Reading and Writing Skills. Mark Gleen O. Cidro et. al.
Coordinator, Alce M. Sentones

III. PROCEDURE

A. Preliminary Activity
1. Motivation
 The students will write a short essay telling something about
themselves.

B. Developmental Activities
1. Presentation
 Read an example of an imaginative writing and technical
writing that is unified, coherent and cohesive.
 Read various writings.

2. Analysis
 Students will identify the distinctive features of unity,
coherence, and cohesion.
 Identify what are the author’s experiences based on what they
read.

3. Abstraction
 A summary of the lesson will be conducted

4. Application
 Students will write a paragraph that has unity, coherence and
cohesion

IV. EVALUATION
 Paper-and-pencil test

V. ASSIGNMENT
 Study about the next lessons.
 Semi Detailed Lesson Plan in
READING AND WRITING SKILLS

Instructor: VILLANUEVA,MARK CESAR R. Session: Feb 4-8, 2019

I. OBJECTIVES

1. Utilize language to evoke emotional and intellectual responses from

readers
2. Use imagery, diction, figures of speech, and specific experiences

II. SUBJECT MATTER

Topic: Description and Informational Report

Pattern Development
Materials: Poems, essays, reading materials, chalkboards
References: Reading and Writing Skills. Mark Gleen O. Cidro et.
al.
Coordinator, Alce M. Sentones

III. PROCEDURE

A. Preliminary Activity
1. Motivation
 Students will be grouped into five members each and will
complete a given statement: “If I were an inanimate object, I
would be a/n _____________” and explain to the class why.

B. Developmental Activities
1. Presentation
 Read Auto Wreck by Karl Shapiro and identify the words that
they felt stood out in the poem.
 Read The Scarlet Ibis by James Hurst

2. Analysis
 A discussion about imagery and figures of speech will be
conducted.
 The students will identify the differences of the figures of
speech.
 The students will identify the figures of speech used in the
poem they’ve read.

3. Abstraction
 A summary about the lesson will be conducted.

4. Application
 The students will write a paragraph and underline the words or
phrase that produce images.
 The students will create phrases and sentences using the
figure of speech discussed.

IV. EVALUATION
 Paper-and-pencil test
 Creative writing.
Criteria: Use of imagery and figure of speech: 5 pts.
Grammar and spelling: 5 pts.
Theme: 5 pts.

V. ASSIGNMENT
 The students will search for various poems and share it to the
class in the next session.
 Semi Detailed Lesson Plan in
READING AND WRITING SKILLS

Instructor: VILLANUEVA, MARK CESAR Session: Feb 11-15, 2019

I. OBJECTIVES

1. Identify the various elements, techniques, and literary devices in

poetry
2. Determine specific forms and conventions of poetry

II. SUBJECT MATTER

Topic: Forms of Poetry

Elements of Poetry
Materials: Poems, reading materials, chalkboards
References: Reading and Writing Skills. Mark Gleen O. Cidro et.
al.
Coordinator, Alce M. Sentones

III. PROCEDURE

A. Preliminary Activity
1. Motivation
 Read various poems written by the author CC (GKK, Bote, K, You
Are, Baby Alf, Pusuan Ko DP Mo, TipC).
 Read different poems with different forms.
 Talk about what emotion is being expressed when one is under a
certain situation or circumstance.

B. Developmental Activities
1. Presentation
 Identify the feelings of the author based on the poems that
were read.
 Identifying the special characteristics of the different poems
read.

2. Analysis
 A discussion about the different forms of poetry will be
conducted.
 The students will identify the differences of each forms of
poetry.
 The different elements of poetry will be discussed.

3. Abstraction
 A summary of the lesson will be conducted.

4. Application
 The students will identify the theme, tone, symbol, motifs,
and context used by the author in the given poems.
 The students will identify the type of poem from what they’ve
read.

IV. EVALUATION
 Paper-and-pencil test

V. ASSIGNMENT
 Have an advance study about the next lesson.
 Semi Detailed Lesson Plan in
READING AND WRITING SKILLS

Instructor: VILLANUEVA, MARK CESAR R. Session: Feb 18-21, 2019

I. OBJECTIVES

1. Use selected elements of poetry in short exercises

2. Explore innovative way in writing poetry
3. Write a short poem applying the various techniques, elements, and
literary devices

II. SUBJECT MATTER

Topic: Reading and Writing Poetry

Materials: Poems, reading materials, chalkboards
References: Reading and Writing Skills. Mark Gleen O. Cidro et.
al.
Coordinator, Alce M. Sentones
PROCEDURE

A. Preliminary Activity
1. Review
 The students will be asked about the previous discussion
emphasizing on the different forms of poetry and its elements.

2. Motivation
 Show a contemporary poem (spoken word poetry or hugot poetry).

B. Developmental Activity
1. Presentation
 Based on the previous discussion, the students will now create
their own poems with an assigned form for the day.

2. Analysis
 The students will present to the class the poem they wrote,
showing what theme they used, what symbol is included and even
the tone of the poem.

3. Abstraction
 A small review and summary will be conducted to prepare for
the preliminary examination.

4. Application
 Students will write various poems based on the forms assigned
to them using the elements of poetry.

III. EVALUATION

 Paper-and-pencil test

IV. ASSIGNMENT

 Prepare a sonnet
 Semi Detailed Lesson Plan in
ENGLISH 9
Instructor: CALVIN P. CALONGE, LPT Session:
November 5-9, 2018

I. OBJECTIVES

1. Visualizing poetic imagery

2. Producing the \a\ and \æ\ sound correctly
3. Recognizing words with silent letters
4. Distinguish between sentences and fragments

II. SUBJECT MATTER

Topic: Poetic Imagery

Production of Correct English Sounds
Sentence Fragments
Materials: Poem: The Ruined City, Story: The History of Caedmon,
chalkboard, pictures
Reference: English Communication Arts and Skills through Anglo-
American and Philippine Literatures 9: Eight Edition. Lapid, Milagros G.

III. PROCEDURE

A. Preliminary Activity
1. Motivation
 Show a picture of a beautiful city and give the students
various questions.
 Read a text with incorrect grammar.
 Ask the students about their talents

B. Developmental Activities
1. Presentation
 Read The Ruined City.
 Read The History of Caedmon.

2. Analysis
 Ask the students what comes in their mind when they read a
certain line on the poem?
 Invoke the imagination of the students by creating sentences
that will focus on words or phrases creating images in their
mind.
 Discuss the difference of a complete sentence and fragmented
sentence.
 Identify the characteristics of a fragment sentence.

3. Abstraction
 Discuss the summary of the read stories.

4. Application
 Ask students how people from the future will know about their
lives if their city will be destroyed.
 Pronounce the correct sound of the given words and use it in a
sentence.
 Correct the given fragments by identifying the lacking words
and changing the entire sentence to fit to the standard
required.

IV. EVALUATION
 Paper-and-pencil test

V. ASSIGNMENT
 The students will be asked to answer activities in their books
 Semi Detailed Lesson Plan in
ENGLISH 9

Instructor: CALVIN P. CALONGE, LPT Session:

November 12-16, 2018

I. OBJECTIVES

1. Use infinitive and infinitive phrases

2. Write sentences with infinitive phrases
3. Use participle and gerunds
4. Use appropriate punctuation marks and capitalization to convey meaning

II. SUBJECT MATTER

Topic: Infinitives, Participles and Gerunds

Punctuating Conversations
Materials: The Highway Man by Alfred Noyes, The Doll’s House by
Katherine Mansfield
Reference: English Communication Arts and Skills through Anglo-
American and Philippine Literatures 9: Eight Edition. Lapid, Milagros G.

III. PROCEDURE

A. Preliminary Activity
1. Drill
 The students will read the words on the board producing the
final sounds of –d and –ed.
 Give the students words and let the students identify their
meaning and let them use it in a sentence.

2. Motivation
 Ask the students about their childhood life.
 Let the students tell a short story about their childhood life

B. Developmental Activity
1. Presentation
 Let the students read the short story The Doll’s House by
Katherine Mansfield
 Show the students different phrases and identify which among
the following is an infinitive phrase
 Let the students read the poem The Highway Man by Alfred
Noyes.
 Show the students the proper use of quotation marks in
conversations.

2. Analysis
 Make the students identify the characters, plot, and setting
of the story read.
 Give examples of sentences and let the students identify the
infinitive phrases in the sentences.
 Make the students differentiate the use of gerunds and
participles in the sentences given on the board.
 By the example stories given, let the students analyze how to
correctly punctuate conversations.
 Show the students the guidelines of appropriate punctuation in
conversations.
 Answer some exercises in the books by group

3. Abstraction
  Have a discussion about the summary of the discussed stories
and topics.
 Answer the questions in the book related to the stories read.

4. Application
 Give exercises where the students will make sentences
underlining the infinitive phrases in the sentences.
 Give exercises where the students will fill the blanks with
the appropriate participle and gerunds.
 Let the students appropriately punctuate the conversations
given.

VI. EVALUATION
 Paper-and-pencil test

VII. ASSIGNMENT
 The students will be asked to answer activities in their books
 The students will submit a short story with conversations and
with proper use of appropriate punctuations.
 The students will give 5 sentences using gerunds and
participles and let them identify if they used gerunds or
participles in their sentences.
 Semi Detailed Lesson Plan in
BUSINESS MATHEMATICS

Instructor: CALVIN P. CALONGE, LPT Session:

November 12-16, 2018

I. OBJECTIVES

1. Recall basic operations on fractions

2. Recall basic operations on decimals
3. Convert decimals to fractions and fractions to decimals
4. Convert fractions to percentage and percentage to fractions
5. Convert percentage to decimals and decimals to percentage
6. Solve percentage problems in real-life situation

II. SUBJECT MATTER

Topic: Percentage, Decimals and Fractions

Materials: Chalkboard, pictures, charts
Reference: Business Mathematics, Lopez-Mariano, Norma D. PhD

III. PROCEDURE
1. Lesson Proper
A. Readiness Phase
 Elicit student’s prior knowledge by answering fractions,
decimals, and percentage problems.
 Present to the class some business-related situations that
display applications of changing percent, decimals, and
fractions from one form to another.

B. Experiential Phase
 Discuss the basic concept of fractions, decimals and
percentages.
 Through illustrative examples, discuss and demonstrate the
steps in using operations in fractions.
 Discuss and demonstrate the steps in converting fractions,
decimals, and percent from on form to another.
 Ask the students to answer selected exercises.

C. Mastery Phase
 For independent work, ask students to choose problems to
solve.
 Let the students choose a task to perform.

IV. EVALUATION
 5-10 item paper-and-pencil test

V. ASSIGNMENT
 Let the students have an advance reading about the next topic.
 Let the students answer another set of activities in their books.
 Semi Detailed Lesson Plan in
UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Instructor: CALVIN P. CALONGE, LPT Session:

November 12-16, 2018

I. OBJECTIVES
1.

II. SUBJECT MATTER

Topic: Percentage, Decimals and Fractions

Materials: Chalkboard, pictures, charts
Reference: Business Mathematics, Lopez-Mariano, Norma D. PhD

III. PROCEDURE