Prepared By: Analiza V. Responde, SST-I (L-BNHS)

A Lesson Plan in English
Prepared by:
Analiza V. Responde, SST-I (L-BNHS)
I. OBJECTIVES
a. Use active and passive constructions in journalistic contexts
II. SUBJECT MATTER AND MATERIALS
A. Main Text: Friends
B. Materials: Power point presentation, manila papers, pictures, metacards
C. Reference: Curriculum Guide in English 8, (EN8G-IVb-13)
D. Focus Skills: Listening, speaking, reading, writing, using
E. Value Focus: valuing friends and choosing friends very well
III. PROCEDURE
A. Pre-Reading Activity
1. Review
2. Developing Vocabulary /Concepts
Word Dynamics
Which words in the box are synonyms? Pair the words as 1-1, 2-2, 3-3, and so on.
Teenager wish
Desire obtain
Friendship adolescent
Acquire protected
Secured acquaintance
3. Activating Prior Knowledge/Developing Purpose for Reading

 Show them pictures of friends. Have students tell something the picture shown.
 Show them a picture with a saying about friendship. Have the students share their
ideas or experiences relating to the saying shown.
 Do you have friends? How do you choose your friends? Why do you have friends?
 Motive Questions: (In the text that you are going to read “Friends” you will be able
to know….)
a. What is a friend?
(a friend is someone you can count on in good times and in bad times aside
from family)
b. Why teenagers need friends?
(Teenagers need frineds because need a sense of belongingness where they
share the same problems, stories and joy)
c. How teenagers are influenced by their friends?
(Teenagers are influenced by their friends in their beliefs and behaviors, just
like an adage which says, tell me who your friends are and I will tell you who
you are)
d. Why do we need to choose our friends very well?
(Choosing friends very well is very important because they are one of the
factors in shaping us who we are)
B. During Reading Activity
Chunking strategy – Question Aloud strategy
(The teacher will let the students read the text by paragraph, wherein questions will be asked
aloud regarding the paragraph read.)
Friends
Fr. Bod Garon, 1974
Friendship is one of the most important words in any teenager's vocabulary. Teenagers will do just
anything to acquire a real friend. They will sacrifice much in terms of time, money and emotional
involvement so that they can experience the joys friendship.
"Why is this so?" Until now teenagers have led sheltered lives. Their lives have been crafted by
their homes and their parents. But now they suddenly moved out of childhood into adolescence. They
have just awakened to what it means to live in a society outside their immediate family. They are driven
by greatest desire as they move out of the tender years. Their greatest desire is to prove themselves to
others. They want to move out from under the umbrella of their family and into the big world that is full
of traps and snares. They want to venture life to the fullest.
"This is where friends come in. They become the teenager's bridge from the home to the world
outside. Security and understanding are provided by them. Security because the teenager is not alone
when he has friends. Understanding because they are like him, having the same problems and going
through the same experiences of growing into adulthood.
"Teenagers have always been influenced by their friends. Much of their behavior has been
conditioned by what their friends think. Very often, misguided friends have been a terrible influence on a
teenager. Almost every drug addict started using drugs because of friends. Young people have gone out
drinking because of friends. They have formed gangs and barkada because they need security in numbers
and in like thinking. Some teenagers have run away from home because of arguments with their parents
about their friends.
"Friends have also been most influential in making a youngster strong and disciplined. Good
friends have greatly helped a youngster grow in maturity.
That is why it is so important that you choose your friends carefully. You cannot live without
friends. But the kind of friend you select is going to make a big difference in your lives. Choose them
well."
Comprehension Questions:
1. What is friendship?
2. Why do teenagers want to have friends?
3. What is meant by “They become the teenager’s bridge from the home to the outside world”?
4. Do you agree that friends strongly influence their peers? What influence do friends have on their
peers?
5. Based on your own experiences, have you tried being influenced by your peers?
6. Value Questions
a. Why is it important for teenagers to choose their friends well?
b. What have you realized upon reading the text? Have you valued from friends? Have you chosen
them well?
C. POST READING ACTIVITY
1. Engagement Activity 2. (Whole class)
a. Use metacards (Have students identity the doers, the actions, and the receivers in the
text and mount them on the board.)
DOER ACTION RECEIVER

R
b. Construct sentences using the words posted on the board starting from the doer.
c. Reconstruct the sentences, this time, starting from the receiver of the action.
d. Fill in the table.
Sentences where the subject is the doer of the Sentences where the subject is the recipient
action of the action
2. EXPLICIT TEACHING OF A READING COMPREHENSION SKILLS: IDENTIFY

ACTIVE AND PASSIVE VOICE
a. Introduction/Warm up
 Going back to the story, you have identified the doers of the action, actions, and
receivers of the actions and abled to construct sentences using those. What have
you observed on the sentences you constructed?
 Use the table chart.
Sentences where the subject is the doer of the Sentences where the subject is the recipient of
action the action
Teenagers will do just anything to acquire a real Their lives have been crafted by their homes and
friend their parents.
They want to venture life to the fullest. They are driven by greatest desire as they move
out from the tender years.
They have formed gangs and barkada because Teenagers have been influenced by their friends.
they need security in numbers and in like thinking
The sentences which started with the doer of the action are examples of Active Voice.
Active voice is used to show that the subject of the sentence is performing or causing the action.
Sentences which started with the receiver are examples of Passive voice. Passive voice is used when the subject
is the recipient of the action.
b. Modelling/Teaching
TEACHER CHART
ACTIVE VOICE - is used to show that the subject of the sentence is performing or causing the action
EXAMPLES:
1. Jack kicked the ball.
2. The snake bites Maria.
PASSIVE VOICE - is used when the subject is the recipient of the action.
1. The ball was kicked by Jack
2. Maria is bitten by the snake.
 The teacher will provide more examples.

c. Guided Practice (Pair)
The students will be paired. One will write three sentences using Active Voice and the
other one will write three sentences also using Passive Voice. After writing, they will
exchange their works and they will convert the sentences (active-passive/passive-
active)
d. Independent Practice
Write five sentences using Active voice and convert those into passive voice.
IV. APPLICATION
Write a short paragraph of at least five sentences expressing your realizations in
choosing friends carefully and valuing them well using the active and passive voice.
V. Assignment
Write five sentences in active voice with tense not taken in our lesson today. Convert those
sentences into passive voice.

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A Lesson Plan in English

3. Activating Prior Knowledge/Developing Purpose for Reading

DOER ACTION RECEIVER

2. EXPLICIT TEACHING OF A READING COMPREHENSION SKILLS: IDENTIFY

 The teacher will provide more examples.

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