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    Lesson Plan in English 6: Identifies Story Perspective of Text Elements

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    Irish Capili Laqui
    This lesson plan aims to teach students about suffixes like -tion and -sion and inferring the meaning of unfamiliar words from context clues. Students will watch a video on climate change and answer questions to establish purpose. Example sentences using underlined words with suffixes will be analyzed. Students will then practice adding -tion or -ion to root words in a completion activity. As an assignment, students will write sentences using words with those suffixes. The teacher will reflect on what teaching strategies were most effective and any difficulties encountered.

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    Lesson Plan in English 6: Identifies Story Perspective of Text Elements

    Uploaded by

    Irish Capili Laqui
    273 views5 pages
    This lesson plan aims to teach students about suffixes like -tion and -sion and inferring the meaning of unfamiliar words from context clues. Students will watch a video on climate change and answer questions to establish purpose. Example sentences using underlined words with suffixes will be analyzed. Students will then practice adding -tion or -ion to root words in a completion activity. As an assignment, students will write sentences using words with those suffixes. The teacher will reflect on what teaching strategies were most effective and any difficulties encountered.

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    English 4 DLP

    Original Title

    cot lesson plan 2

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    This lesson plan aims to teach students about suffixes like -tion and -sion and inferring the meaning of unfamiliar words from context clues. Students will watch a video on climate change and answer questions to establish purpose. Example sentences using underlined words with suffixes will be analyzed. Students will then practice adding -tion or -ion to root words in a completion activity. As an assignment, students will write sentences using words with those suffixes. The teacher will reflect on what teaching strategies were most effective and any difficulties encountered.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    273 views5 pages

    Lesson Plan in English 6: Identifies Story Perspective of Text Elements

    Uploaded by

    Irish Capili Laqui
    This lesson plan aims to teach students about suffixes like -tion and -sion and inferring the meaning of unfamiliar words from context clues. Students will watch a video on climate change and answer questions to establish purpose. Example sentences using underlined words with suffixes will be analyzed. Students will then practice adding -tion or -ion to root words in a completion activity. As an assignment, students will write sentences using words with those suffixes. The teacher will reflect on what teaching strategies were most effective and any difficulties encountered.

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    © All Rights Reserved
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    of 5

    LESSON PLAN IN ENGLISH 6

    I. OBJECTIVES
    A. Content Standards Demonstrates understanding that words are composed of different parts to
    know that their meaning changes depending in context

    B. Performance Standards Identifies story perspective of text elements.

    C. Learning Competencies/ Objectives Infer meaning of content specific terms using: context clues, affixes and
    Write the LC code for each
    roots, and other strategies
    (EN6V-IVg12.3.3/ EN6V-IVg 12.4.1.3/ EN6V-IVg 12.4.2.3)
    At the end of 60-minute interactive lecture discussion the students should
    be able to:
    a. Infer meaning of content specific terms using context clues, affixes
    and roots and other strategies (cognitive)
    b. Construct sentences with unfamiliar words (psychomotor)
    c. Demonstrate the use of context clues and other strategies in
    inferring meaning of content specific terms (psychomotor)
    d. Value the importance of inferring meaning of content specific terms
    using context clues, affixes and roots and other strategies in real-life
    applications (affective)

    II. CONTENT SUFFIX-ION , TION, SION

    II. LEARNING RESOURCES


    A. References

    1. Teacher’s Guide pages

    2. Learner’s Materials pages

    3. Textbook pages

    4. Additional Materials from Learning https://static.studyladder.com/cdn/course/7d/ff6e8adb36c5/Studyladder+-+Rule


    Resource (LR) portal %3A+Using+%27tion%27.pdf
    B. Other Learning Resources https://video.nationalgeographic.com/video/101-videos/0000015d-3cb1-d1cb-
    a7fd-fcfd49980000
    IV. PROCEDURES
    A. Reviewing previous lesson or Let’s Play a game!
    presenting the new lesson
    4 Pics 1 Word
    Each item displays four pictures linked by one word - the player's aim is
    to work out what the word is, from a set of letters given below the pictures.

    B. Establishing a purpose for the Watch a short video presentation about the cause and effects of climate
    lesson change.
    (Motivation/Motive Questions)
    https://video.nationalgeographic.com/video/101-videos/0000015d-3cb1-d1cb-
    a7fd-fcfd49980000

    1. What is the selection about?


    2. In your own words, what is climate change?
    3. Base on the information given, what are the effects of climate change?
    4. How does climate change affect plants? people? Animals? Food
    production? Health?
    5. How can you as an individual adopt to climate change?
    6. Why does climate change happen?
    7. How are we people including all living things survive from climate
    change?
    8. What can you do as individual to control climate change?

    C. Presenting *Read the following sentences derived from the video presentation.
    examples/instances of the Study the underlined words in each sentence.
    new lesson
    1. Transportation and electricity worsen the Earth’s greenhouse emission.
    2. Volcanic eruption outpours vast amounts of ash and gases into the
    atmosphere.
    3.  During heavy rains the water runs off causing floods and
    eventually soil erosion.
    4. Climate change, is caused by a blanket of pollution that traps heat
    around the earth.
    5. Climate change is already prompting an increase in migration.

    *What do you notice about the following words?


    Remember: The suffix –tion occurs in words of Latin origin, used
    to form abstract nouns from verbs to express action or a state. If the
    word migration means the act of migrating, give the meaning of
    these terms in science that ends in –ion suffix.
    D. Discussing new concepts and
    practicing new skills #1

    E. Discussing new concepts and COMPLETION


    practicing new skills #2
    Directions: Complete the sentence by adding suffix tion or ion to the word in the
    inside the parentheses.

    1. The police carried out an __________ into the crime. (investigate)vestigation


    2. Joe had an __________ on his arm after he broke it. (opera)
    3. There was a lovely __________ on the cover of the book. (illustrate)
    4.________speak louder than words. (act)
    5. We were having a large _______built on the back of our. (extend).
    F. Developing mastery (leads to
    Formative Assessment 3)
    G. Finding practical applications of What are the ways in adding tion/ion to a root word?
    concepts and skills in daily living
    Usually a verb is use as a base word . example:
    Act-action deduce-deduction
    Spelling tips for adding -tion/ion.
     If the verb ends in a T just add - ion
    Example:
    Diffract- diffraction
     Remove a final e gefore adding -tion
    Example:
    Intervene- intervention
     Sometimes you must add or remove a vowel before adding -tion
    Example:
    Add – addition (add i)
    Register – registration (remove e)
    Evolve – evolution
    H . Making generalizations and
    abstractions about the lesson

    I. Evaluating learning Assignment:


    Write sentences using the given words:
    1. Attraction
    2. Conclusion
    3. Permission
    4. Conversion
    5. decision

    J. Additional activities for application or


    remediation
    V. REMARKS

    VI. REFLECTION
    A. No. of learners who earned 80% in the
    evaluation
    B. No. of learners who require additional activities
    for remediation

    C. Did the remedial lessons work? No. of learners


    who have caught up with the lesson
    D. No. of learners who continue to require
    remediation

    D. Which of my teaching strategies worked well?


    Why did these work?

    F. What difficulties did I encounter which my


    principal or supervisor can help me solve?
    G. What innovation or localized materials did I
    use/discover which I wish to share with other
    teachers?
    Prepared by: Checked by:

    IRISH C. LAQUI RUBEN A. PANALIGAN


    Teacher III Principal II

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