SAN JOSE COMMUNITY COLLEGE

SAN JOSE MALILIPOT ALBAY

COGNATE /ELECTIVE 2
REMEDIAL INSTRUCTION

3 SRF LESSON PLANS

3 CBI LESSON PLANS
3 4As LESSON PLANS

PREPARED BY:

ROSE ANN BURCE

BSED ENGLISH 3-C

STUDENT

SUBMITTED TO:

MS.LOURDES B.CLEMENA
INSTRUCTOR
 SRF LESSON PLAN
(1)

I.Objectives
At the end of the lesson,the student should be able to:

1.Identify the verbs used in the poem;

2.Construct sentences using verbs;

3.Realize that life is full of surprises;

II.Subject Matter
Skills:Unders Understanding the poem using the verb words used.

Selection:The sea by:Natividad Marquez

Reference:

Materials:

III.Procedure
Prayer

Checking of Attendance

Review of Past lesson

A.Pre Reading

A.Unlocking of difficulties/vocabulary development

Identify and encircle the verb used in the sentences below.

1.The movie we watched earlier was so funny .me and my friends laugh all the time.

2.The grieving mother weep in her daughters burial.

3.Im thinking what course should I be taking up in college.

B.Motivation

The teacher will group the students into 3,every group has 3 shuffled words provided by the
teacher .The students will rearrange the shuffled words correctly .

EEWS AULHG EAS ITHNIGKN SORRWO LUAGH MTHERO

 C.Motive Question

.What does the sea represent your life ?

B.During Reading

Reading aloud by the teacher

THE SEA

THE SEA By Natividad Marquez

Why does the sea laugh, Mother,
As it glints beneath the sun?
It is thinking of the joys, my child,
That it wishes every one.
Why does the sea sob so, Mother,
As it breaks on the rocky shore?
It recalls the sorrows of the world.
And weeps forevermore.
Why is the sea so peaceful, Mother,
As if it were fast asleep?
It would give our tired hearts, dearest child,
The comfort of the deep.

C.POST READING

D.ENGAGEMENT

1.What are the moods of the ea mentioned in the poem in very stanza?explain each.

2.What is the meaning of the sa in the poem?

3.Who is the persona in the poem?

4.Why did the author wrote the poem in you r won opinion after reading the poem?

E.Skill development

1.Write sentences using the following words.

GLINTS

SHORE

PEACEFUL

SEA

SORROW

WEEPS
F.Literaty extender

The teacher will group the students into three groups.The students will present a role play showing
in the poem the sea.It is expected that each group must portray the mother and child.

Rubric

Creativity -50%

Expression of feelings-30%

Delivery-20%

Group 1-Happy life

Group 2-Lonely life

Group 3-Hopeful

G.Across the Curriculum

Moderate aerobic exercise includes activities such s brisk walking,biking,swimming,and mowing the
lawn.Vigorous aerobic exercise includes activities such as running ,heavy yardwork,and aerobic
dancing Excercise is good for our health.

Questions:What are the verbs in the sentences.

H.Generalization

What is a verb?

IV.Evaluation

Select the answer choice that identifies the verbs in the sentence.

1.I love dancing every morning

A.love

B.I

C.morning

D.Dancing

2.I go to my sister's house,I just walked.

A.I

B.to

C.house

D.walked

3.Summer is coming ,swimming is waving.

A.swimming

B.Is
C.Coming

D.Waving

V.Assignment

1.What is adverbs

2.Give examples.

This lesson plan will help the students identify the verb used in the story the sea.This will
help them understand that in our lives there are differents moods that will gonna
happened .Those are the happy times,lonely times and hopeful times .We can connect our
lives to the sea which has different moods as people have.
 SRF in English

(2)

I. Objectives
At the end of the lesson the student should be able to…
 Understand about nouns and types of nouns
 Create words and sentences using the types of nouns
 Value the moral lesson in the story
II. Subject matter
Skill/s: understanding sentences using the types of nouns properly
Topic: Nouns and Types of nouns
Material/s:
Visual aids, flash cards, pictures
III. Preliminary Activity
 Prayer
 Checking of attendance
 Review of past lesson

Pre – Reading Activity

a. Unlocking Difficulties

The teacher will show some words that are based from the story and the
teacher will ask the student if they know each meaning

Gloomy Viler Misfortune Contagious Grumpy Chase Poisonous

b. Motivation
The teacher shall show three (3) pictures and the teacher will ask the student
to describe each picture.

Village Sad old man Happy old man

c. Motive Question
1. Would you avoid a person if he/she is always grumpy and gloomy? Why?
2. How can a person be happy?
3. Would you chase something in order to be happy? Why?
d. During Reading
(Oral Reading)
 An Old Man Living in the Village

An old man lived in the village. The whole village was tired of him; he was always gloomy, he
constantly complained and was always in a bad mood. The longer he lived, the viler he became and
more poisonous were his words. People did their best to avoid him because his misfortune was
contagious. He created the feeling of unhappiness in others.

But one day, when he turned eighty an incredible thing happened. Instantly everyone started
hearing rumor: “The old man is happy today, he doesn’t complain about anything, smiles, and even
his face is freshened up”.

The whole village gathered around the man and asked him, “What happened to you?”

The old man replied, “Nothing special. Eighty years I’ve been chasing happiness and it was
useless. And then I decided to live without happiness and just enjoy life. That’s why I’m happy now”.

e. Post Reading

The teacher will ask again the question from the motive questions if their answer
from the first part is correct.

f. Comprehension Test
1. Who was the gloomy in the story?
2. What did the villagers ask the old man?
3. Why did the villager avoid the old man?
4. What is the reason why the old man become happy?
g. Discussion
 What is a noun?
 What are the types of nouns?
 Give examples of the types of nouns.
h. Application
The teacher will group the students in to two (2) groups. The student shall
create a scenario that pertains into the scene.

Group 1
A person who is always happy
Group 2
A person who is always grumpy
IV. Evaluation
Individual Activity
Select the answer choice that identifies the noun in the sentence.
1. It will take all of your energy and will to be able to walk again.
a. Take c. your
b. All d. energy
2. The works of many great poets have been placed or reserve.
a. Many c. placed
b. Great d. reserve
3. The Brooklyn bridge was opened in 1883.
a. Bridge c. opened
 b. Was d. in
4. Sparta and Athens were enemies during Peloponnesian War.
a. And c. during
b. Were d. war
5. Joe, have you meet your new boss?
a. Have c. your
b. Met d. boss

Key to correction

1. D
2. D
3. A
4. A
5. D
V. Assignment
1. What is pronouns?
2. What are the types of pronouns?

LESSON PLAN REFERENCE

https://www.scribd.com/

This lesson plan will help the students understand about the nouns and the pronouns.They will
understand it through identifying those words in the story and in the sentences given.
 SRF LESSON PLAN

(3)

I. Objectives
At the end of the lesson, the student should be able to:

1. Identify personification used in the poem;

2. Create words and sentences using personification;

3. Create/appreciate the value of life.

II. Subject Matter

Skill: Understanding poems using personification.

Selection: The Sea by: Natividad Marquez

Reference:

Materials: Visual aid, Bond paper, chalk

III. Procedure
Prayer

Checking of Attendance

Review of Past Lesson

A. Pre - Reading

a. Unlocking of Difficulties/Vocabulary Development

Identify the meaning of the words in Column A to Column B.

Choose the best answer by connecting Column A to Column B.

Column A Column B

1. Glints a. To express deep sorrow for usually by shedding tears.

2. Sob b. A tiny bright flash of light.

3. Beneath c. To cry or weep with convulsive catching of the breath.

4. Weeps d. In or to a lower position.

b. Motivation
 The teacher asks the student to think a best memories when they go to beach/ island with their
loved ones. After that they need to illustrate or draw what they think.

c. Motive Question

1. Who is the persona in the poem? Why do you say so?

B. During Reading

Reading aloud by the teacher.

The Sea

by: Natividad Marquez

Why does the sea laugh so Mother

As it glints beneath the sun?

It is thinking of the joys my child

That it wishes everyone

Why does the sea sob so Mother

As it breaks on the rock shores?

It recalls the sorrows of the world.

And weeps forevermore.

Why is the sea peaceful Mother

As if it were fast asleep?

It would give our tired hearts dearest child

The comforts of the deep.

d. Engagement Activity

1. Who is the persona in the poem?

2. What did the boy ask to his mother?

3. What are the three possible moods showned in the poem? Explain.

4. Based on your own understanding why did the author write this poem?

Explain.

e. Skill Development

1. Read aloud the following words taken from the story?

Peaceful Laugh Sob Asleep

3. What do the words suggest?

 4. 3. Explain the meaning of Personification.

f. Literary Extender

The teacher will group the students nti (5) groups. The student will choose a scenario in
their life showing the experience in the sea. Each group will share their idea by combining all the
events based on their experience in the real life.

Rubric:

Originality 20%

Content 30%

Creativity 30%

Audience Impact 20%

100%

g. Across the Curriculum

The Mother Earth cried because of human destruction of our environment where it causes the
distruction our world. We should learn to change our perspective by doing right for us to live with a
peaceful place that full of laugh and happiness for the world to stay healthy.

Question

What are words used to personified the earth/world?

h. Generalization

What are personification?

IV. Evaluation
Identify personification in the sentences provided. Write the answer before the number.

Direction: Put a check ✅ if the statement is a personification and if it is not put a cross ❌.

_____1. The car coughed as it passed in front of me.

_____2. He laughs like a hyena

_____3. The candle flame danced in the middle of the night.

_____4. Life is a highway.

_____5. It was a cold day and the daises nodded their heads in the wind.

V. Assignment
1. What are the types of personification?

2. Give atleast 3 examples each tyoes of personification?

 CBI LESSON PLAN IN ENGLISH`
(1)

I.OBJECTIVES

At the end of the lesson the students should be able to:

1.identify the adjective complement used in a sentence,

2.create sentences using adjective complement
3.appreciate the importance of adjective complement in making sentences

II.SUBJECT MATTER

Topic:Adjective Complement

Skill:Identifying Adjective complement used in the sentence

Reference:Teacher’s Module page 20

Materials:Instructional Materials

III.PROCEDURE

Teachers Activity Students Activity

Preliminary Activities

-greetings

-prayer

-checking of attendance

A.Motivation

Think of a word that best describe you using the Example:Warren-Wonderful

first letter of your name.

B.Presentation

The teacher will write sentences on the board

1.Anthony was so thankful that he passed the

test
2.His family was happy when the dog returned
home I am addicted to ice cream
3.She was fascinated with the butterfly

C.Grammar/Language in Focus

1.What have you noticed about the sentences?

2.Encircle the adjectives in the sentences.
3.Underline the phrase in the sentences that
describes the encircled words

D.Abstraction ‘Sir the sentence have adjective words’

Adjective and Complement

Adjective
-Add to a meaning of a noun or a pronoun
-Can be articles or show possession
-Tell us more about noun or pronoun
-Some modify by comparing, richer, whole or
ideal impossible
-Others are indefinite
-Physical descriptions

Adjective Complement
-A clause or a phrase that adds to the meaning
of an adjective or modifies it, adjective
complement always follow the adjective it
complements and it is a noun clause or a
prepositional phrase.

Noun Clause
Samply two or more words that act like a noun

Example
1.I am nervous that they will know my darkest
secret
2. She is uncertam whether she made the right
decision
3.Everyone knows that she is the best candidate
Prepositional Phrase
Starts with a preposition and modifies nouns and
verbs
Examples
1 She is happy with her life
2It was wrong of her to leave.
3Are you afraid of spiders?
 E. APPLICATION

Identify the following sentences if it is a noun

clause or a prepositional phrase Encircle the
adjective and underline the adjective
complement.

1.She was unsure how her parents would react

2.My boss was anxious when sales fell
3.I am very surprised about the nomination
4.He was pleased that all his plants bore fruit

5.I am sorry to hear the sad news about your

father
6.Larry is kind to all his classmates.

IV.EVALUATION
Identify the following sentences if it is a noun clause or a prepositional phrase Encircle the adjective
and underline the adjective complement
1.She was hesitant to tell her parents
2.I am very happy they got married
3 .I was delighted that she was chosen
4. We were shocked by the news
5. We are all afraid that the storm will be severe

V.AGREEMENT
Make 10 sentences with adjective complement Three for noun clause and three for prepositional
phrase.
 CBI LESSON PLAN

(2)

I.Objectives
At the end of the lesson, the students will be able to:
a. Distinguish the difference between Simile and Metaphor
b. Interpret the meaning of Similes and Metaphors in context
c. Speak out the importance of knowing the limitation of comparing person and things directly

II.Subject Matter
Topic: Difference between Simile and Metaphor (Figures of Speech)
Reference: English Language For Everyday Living I (Marie D. Rodriguez, 2010), pages 98-99
Instructional Materials: computer-based instructional material, multimedia, activity sheet
Procedure
A. Preliminary Activities
a) Drill
The teacher will lead the students to perform an ice breaker
b) Review
What was our topic yesterday?
How will you define figures of speech
In your own words, what is Simile? How about Metaphor? Can you give an example of Simile? How
about Metaphor?
III.. Lesson Proper
a) Activity
The class will be divided into five groups. Each group will be given an activity sheet.
Using the multimedia, the song Fireworks by Katy Perry will be played and each group will fill out the
missing lyrics.
The group with the highest score wins.
b) Analysis
What is a Simile?
-A simile is a figure of speech that makes a comparison, showing similarities between two different
things. Unlike a metaphor, a simile draws resemblance with the help of the words "like" or "as."
Therefore, it is a direct comparison.
What is a Metaphor?
-A metaphor is "a figure of speech containing an implied comparison, in which a word or phrase
ordinarily and primarily used of one thing is applied to another. For example, "the curtain of night" or
"all the world's a stage."
Pay attention to the poem and be ready to answer the questions. (Poem reading using power point
presentation)
Examples:
My father is a carabao in a field.
• Is the father really a carabao or he is a hard working father? ⚫ Is it a direct or indirect comparison
of a father to the carabao?
What figure of speech is the direct comparison of unlike two nouns again?
How is it formed?
I am a horse because of my legs.
• Is the subject I really a horse? If not, what does this sentence really mean?
c) Abstraction
Is it a Simile or a Metaphor? Explain its meaning.
While both similes and metaphors are used to make comparisons. the difference between similes
and metaphors comes down to a word. Similes use the words like or as to compare things-"Life is
like a box of chocolates." In contrast, metaphors directly state a comparison "Love is a battlefield."
Here are some examples of similes and metaphors:
d) Application
Life is like a box of chocolates. (Simile)
My life is an open book. (Metaphor) That baby is as cute as a button!(Simile) Baby, you're a firework
(Metaphor)
Group Activity: Each group should have a representative who must answer these questions.
• Do you think that we still have to consider other people's feelings in comparing them to other
things?
⚫ Isn't a sign of stupidity? Why or why not
IV.Assessment
On a one-half sheet of paper, answer the following questions.
Ι.
What do these figurative languages mean?
1. George is lightning as he runs the race.
2. Cindy is a fish when she swims.
3. Mary was as sweet as pie.
4. Tom is like a computer when he does his math.
5. Mark's voice is velvet.
II.
Before the number, write S if the sentence in part I is simile and M if it is metaphor then turn simile
into metaphor and metaphor into simile.
1. George is like a lightning as he runs the race.
2. Cindy is like a fish when she swims.
3. Mary was a sweet pie.
4. Tom is a computer when he does his math.
5. Mark's voice is velvet.
V.Assignment
On a short bond paper, make a three-stanza jingle using simile and metaphor. It will be presented
next meeting. Be creative!
 CBI Lesson Plan On Verbs and Verbals
(3)

Original Title:
CBI Lesson Plan on Verbs and Verbals
Description:
Lesson plan on English Verbs and Verbals for high school students using the Content-Based
Instruction model. Content used for discussion: Legends from Australian Aborigines

A CBI Grammar Lesson Plan on Verbs and Verbals

I. Objectives
At the end of the lesson, the students should be able to:a.
A.General Objectives
1. Appreciate the culture and legends of the Australian Aborigines2. Analyze the differences between verbs and
verbals
b. Specific Objectives
1. Give their opinion about the Aborigine legend
2. Relate their own experiences to the experience of the other animalsin the story
3. Identify the verbs in sentences
4. Identify the words that function as verbs and verbals in sentences
5. Distinguish whether verbals function as nouns, adjectives oradverbs
6. List down the differences between verbs and verbals

II. Subject Matter

Language focus
Verbs and Verbals:I. Differences between the twoII. Identifying verbs and verbals

a. Other topics
Legends of Australian Aborigines
III. Materialsa. Text
Reed, A.W. (1980). The strange shape of animals. In
Aboriginalstories of Australia
(pp. 15-16). New South Wales: Reed BooksPTY LTD.Resture, J. (n.d.).
Aboriginal Dreamtime.
Retrieved fromhttp://www.janesoceania.com/australia_aboriginal_dreamtime/index1.htm
b. Materials
Overhead projector, transparencies, white screen, OHP markers,handouts, whiteboard and markers
c. Other references
Leech, G. & Svartvik, J. (2002).Communicative grammar of English.3rd ed. London: Pearson Education Ltd.
IV. Procedure
a. Pre-readingi. Motivation (2mins)
The teacher will present a transparency with pictures of Australian wildlife: the kangaroo, emu, wombat,
and platypus. (1)

“Has anyone ever seen these animals before? Do you know

what they are called?
(The students will answer. If there areanimals still unidentified, the teacher will provide the name.)
Whatdo you think of their appearance? Does anyone know where theseanimals are usually found
? (Australia).”

1. Motive Question
“Yes, these animals can only be found in Austra
lia. Today,we are going to read a legend told by a native tribe in Australia, the Aborigines. The
legend tells about how these animals came to havesuch strange appearances. According to the
legend, these animalswere not contented with their appearance so they asked the godsto change it.
Later we are going to find out if you would do the
same.”

ii. Activating Prior Knowledge (5mins)

The teacher will flash the transparency of Westernized Australia and Aboriginal Australia. (2)
“What’s the first thing that com
es to your head when you think about Australia?
(Students might give references to famou slandmarks, famous people from Australia, or other facts about Australia
today.)

“Most of the things you’ve mentioned are things about

Australia as it is now. You pro
bably think it’s a country
similar to theUSA or Britain. But, actually, the people who originally lived in Australia had more in
common with the tribes of Africa. They arecalled Australian Aborigines. They have such a rich
culture and awealth of legends
, most of them about the ‘Dreamtime.’ According
to them, the Dreamtime was the period before time itself, when people still lived with gods, animals
still had human form, and time
and life as we know it hadn’t started yet. Aborigines
had their ownsets of gods and goddesses, and the chief among them wereBaiame, the Great Spirit
(similar to our Bathala), and Yhi, the sungoddess. Do you know of any tribe or group here in the
Philippineswho also have their own rich culture and beliefs?
(The studentsmay mention the tribes in the Cordilleras.)
“The story that we are about to read centers upon thegoddess Yhi and Baiama’s
animal creations. You see, there was a
time when all these animals became unhappy and restless. We’regoing to see why.”

iii. Unlocking of Difficulties (3 mins)

“But first, let’s tackle some of the words we will encounter inthe text.”

The teacher will flash another transparency with thevocabulary building activity below. The students will answer on
thetransparency.
Underline the word on the right column that has a similar meaning to the word on the right

Vague indefinite, false, certain

Discontent pleasure, hate, dissatisfaction
Surged crashed, searched, rushed
Craved created, desired, disliked
Bizarre weird, commonplace, extraordinary
Transfiguration conception, change, ruin
Wistful happy, uncaring, reflective
b. Oral Reading (10mins)
The teacher will hand out copies of the story to the class.Students will be asked to read the story. (3-4)
c. Post-readingi. Discussion (5mins)
1. What do you think about the story? Did you like it? Why/whynot?2. Does the legend seem familiar? Have
you heard a similarlegend or story coming from your province?3. Pretend that you are one of these animals. Would
you askthe goddess Yhi to change your appearance too?
ii. Identifying verbs that act in the sentence (5mins)
“Now I’d like to see how much you understood the legend.
When I call your name
(student)

I’d like you to identify a sentence inthe story that describes what an animal wanted to change in his
appearance and why he wanted to change it. Write the sentencedown on the board. Then I want
another one of your classmates toencircle all the words in the sentence that you think are verbs.
” For example:He was followed by Kangaroo, who wanted strong legs for leaping and atail with which to balance
himself.
“Okay, you encircled a lot of verbs here. But I want to know
which verb, among all the ones encircled, is doing the action in thesentence.(was)
“To make it easier to understand, let’s pick out t
he mainclause of the sentence. Can anyone tell me what it is?
(
‘He wasfollowed by Kangaroo.’
)
Right. This is because if you get rid of therest of the sentence, the idea would still be there; but if you
get ridof this clause, the sentence would not make sense anymore.
“Now, what would happen if we got rid of ‘was’ in the
sentence? Would it still make sense? Try to recall the basicdefinition of verbs.
(verbs are the words that do the action in asentence)
Do you think ‘was’ here functions as a verb?”

iii. Identifying verbals (10mins)

“Then again, if ‘was’ is the only word that
functions as a verbin the sentence, what do all the other words that look like verbsdo
?”

The teacher will go through all the other encircled words inthe sentence and ask the students what their functions are in
thesentence.1.
‘followed’ functions as a past participle, together with theverb ‘was’, it forms the passive voice.
2.
‘leaping’ functions as a gerund, or a verb functioning as a
noun3.
‘to balance’ functions as an infinitive, also as a n
oun
d. Recapitulation/Summary (10mins)

e. Practice or Review(5mins)
“Okay, now let’s try using creating sentences with verbs and verbals. In your notebook,
I’d like you to write a short paragraph (no less than three sentences) answering this question:
If you were also given the opportunity to change your appearance,to look like someone else, will you do it?
Why or Why not?
“Be sure to use verbs and verbals in your paragraph.”
The teacher can check their answers after the class.
f. Closure (5mins)
Ask a few students to read their paragraphs out loud.
“(name of a student who wrote in the exercise that he wanted to
change his appearance) and the animals in the story wanted to changetheir appearance for a
reason.
It’s similar with these verbals.
English
speakers don’t just decide that they want to use verbs as nouns. They
have a reason for doing so. Do you still remember what it was?”
g. Evaluation
The students will be given an exercise that they can answer inclass (if there is still time) or that they can answer at
home.Possible answers:1. verb: realized, verbal: looking2. verb: wanted, verbal: to be3. verb: wished, verbal: to feel4.
verb: beckoned, verbal: to wriggle5. verb: was tired, verbal: to support6. verb: said, verbal: to fly7. verb: would need,
verbal: to remain8. verb: came, verbal: to live
h. Assignment
Have the students write their own legend. It can be about the origin of a place, animal or plant; anything as long as it
the story is original. Then they have to underline the verbs and encircle the verbals in their story.

4As LESSON PLAN

(1)

I.OBJECTIVES

At the end of the lesson,75% of the students are expected to:

1.Differentiate the claims of fact,policy and value.

2.Give the importance of understanding the claims of facts ,policy,and value.

3.Perform a group activity in identifying the types of claims.

II.SUBJECT MATTER

Topic:Claim of facts,policy and value

Instructionan Materials:Powerpoint presentation

References:https//www.slideshare,net/mobile/Vanessa Ramones /claims-of-facts-value-and -policy

Values Integration:Unity and teamwork

Strategies:4As Approaches(Activity,Analysis,Abstraction,Application)

Teaching Hints Teachers Activity Students Activity

I.Preliminaries

A.Greetings Good morning,class Good morning Maam

B.Prayer Kindly stand for the opening (Denver will lead the opening
prayer ,Denver kindly lead the payer)
opening prayer.

C.Checking of attendance Do we have any absentees The class secretary will check
today?Jeschel kindly list the the attendance.
names to absentees to day and
give it to me later.

D.Checking of attendance Class,did I give you assignment (the students will pass the
yeaterday? assignment)

Okay kind pass it in front

C.motivational Before we proceed to our Yes maam.

discussion for today,let usnfirst
have a short game.The game
will be called “4 PICS ONE
WORD”Are you familiar with
that game?

Okay class I will post the

pictures on the board then I will
call several students to guess
the words.

Are you ready class?

The teacher will post picture on

the board

Class what can you say about

the picture?What does it show? I can see ,a word
Who can guess ?Yes ,Alvin? truth,info,books and a symbol.I
guess maam that is all about
fact.
Yes,Alvin is correct.

Who can guess the next I guess maam that picture shw
picture?Anyone ,Yes Rita? policy.Because I saw a sign
that people must follow.
Yes,Rita that’s correct.
 Class,what can you say about
the last picture?What does it
show?Who cam guess?Yes
Maam I guess that is all about
Gelo.
good manners,but in the last
picture it shows money .I think
that is value.
That’s very good guess
Gelo.Your answer is correct.

Now we can proceed to our

lesson.

II.LESSON PROPER The class will be divided into

three.
A. Activity
Please count off 1 -3
(group) (the class will count off 1-3)
Group yourselves according to
your number. And each group
will be given a task. I have here
15 sentences and I will post it
on the board. For group 1, your
task is to look for five examples
of claims of fact, for group 2
you will look for also five
sentences that belongs to
claims of policy, and for the
group 3 you will look for the five
examples of claims of value.

1. Cancer is a common disease

but it is not contagious.

2. Unauthorized personnel
should not enter in this area. 3.
You could be called Filipino
even if you’re not born in the
Philippines. 4. The Philippine
Eagle is a critically endangered
species.
 5. Junk foods are unhealthy. 6.
Social distancing is important
during the coronavirus
pandemic.

7. Students should wear school

id and uniform when entering
the school.

8. It is better to give than to

receive.

9. Pandemic level diseases all

come from viruses found in
wildlife.

10. Eating vegetables are good

for your body.

11. You should not drive when

you drunk

12. We should not use our

cellphone inside the classroom

13. We should not kill or harm

animals.

14. It is unethical to bring

home office supplies.

15. Dogs are better than cats.

You have 10 minutes to work

on your tasks and afterwards a
representative of each group
will present your work. Do you
understand the activity?

Okay, you may now start.

(each group will do their tasks)

The teacher will gather the The

teacher will gather the work of
the pupils and she will check if
each group got the correct
B.Analysis answer
 Let’s begin with the group 1

(Group 1 representative will

present their work)

1. Cancer is a common disease

but it is not contagious.

2. You could be called Filipino

even if you’re not born in the
Philippines.

3. The Philippine Eagle is a

critically endangered species.
4. Social distancing is important
during the coronavirus
pandemic.

4. Pandemic level diseases all

come from viruses found in
wildlife.
Job well done Group 1.
You’ve got all the correct
answers. (The students will clap their
hands)
Clap your hand for them

Lets proceed to group 2

Group 2 representative will
present their work)

1. Unauthorized personnel
should not enter in this area. 2.
Students should wear school id
and uniform when entering the
school.

2. We should not use our

cellphone inside the classroom

3. You should not drive when

you drunk

4. We should not kill or harm

animals
 Job well done group 2.You’ve
got also the correct answers.

Clap your hands to them.

(students will clap their hands

I am so glad that all of the with them)
groups got the correct
answers.It seems that you
really understand the lesson.

You all deserve a big round of

applause.
(students will clap their hands)

C.Abstraction Our topic for today is about the

claims of fact, policy, and value

Now, let us start our

discussion. First, let’s define
the word claim.

Any idea from the class? What

is a claim?

Yes, Mary?
I think Ma’am ,a claim is a
statement saying something
happened in a certain way or
will happen in a certain way.
Very good Mary, that’s
correct.

When we say Claim- it is A

statement saying that
something is true when some
people may say it is not true.
Now that we have already
defined claim, let us proceed to
its types.

There are three types of

claims which are:

1. Claims of Fact

2. Claims of Policy

3. Claims of Value

Let’s start with the first type

which is the claim of fact.
Who among you, have an idea
about the claim of fact?

Anyone? Yes, Jan?

For me,clain of fact is a
statement that tells us about
truth.

Very good Jan.

When we say Claims of fact

this are pieces of information
which come from reliable and
legitimate sources.

This asserts that something

has existed, does exist, or will
exist.

And something that can be

proved or disproved with factual
evidence.

Who can give an example?

Yes, Nancy?
Many people died because of
the covid 19 virus.

Yes, that’s correct because

your statement can be prove
with the news.

Clap your hands for Nancy.

(The students will clap their
hands)

Others examples are:

1. The oldest known disease in

the world is Leprosy.

2. Republican economic
policies caused the Great
Depression.

3. There is one God.

4. Social distancing is important

during the corona virus
pandemic.

5. The end is near to come.

Class, did you understand the Yes Ma’am

first type?

Any Questions?
None ,Maam.

If none let us proceed to the

second type which is claim of
policy.

Any idea, about the claim of

policy?

Yes Carl?
Ma’am ,I think claim of policy is
a statement that is related to
rules and regulations that we
must follow.

Nice idea,Carl.

Any other answer? How about

you belle? Ma’am I agree with Carl ,claim
of policy is something that tells
us what we must and must not
do.

Very well said, Belle. When

we say claims of policy

➢ It is a statement that
indicates that an action must be
taken in specific policies. ➢ It
also argues that certain
conditions should exist, or that
something should or should not
be done, in order to solve a
problem.

➢ the key word is the verb

“should”, which implies that
some action ought to be taken,
but not that it must or will be
taken.

Who can give an example?

Yes, Joy? We should wear face mask
going outside our home

That’s correct Joy. Thank you.

How about you Kim?

We should follow the school
rules.
That’s also correct, Kim

Other examples are:

1. We should respect everyone

in school.

2. The death penalty should be

abolished because it does
nothing to prevent murder.

3. \ 3. The age at which people

can get a driver’s license
should be raised to 18.

Class, did you understand

Yes Ma’am.

Any Questions?

That’s great we can now

None Ma’am
proceed to the last type which
is the claim of value.

Who can share an idea about

the claim of value? Yes, Julia.

For me,claim of value is a

statement that tell us what is
good or bad and what is right
That’s a good answer, Julia
and wrong.
When we say claim of value: ➢
It asserts judgment whether it is
good or bad, more or less
 desirable.

➢ it is claiming whether
something is good or bad or the
other thing is better than the
other one.

➢ also trying to persuade you

to approve or disapprove of
something.

Can you give an example

Freda?

Yes, that’s correct.

It is better to walk than to run.
How about you Amore?

Thank you, Amore. That’s also

correct.
It is better to try than to regret.
Here are other examples:

1. Stealing is wrong.

2. Smoking is dangerous to
your health.

3. Privacy is more important

than security.

4. Imposing curfew hours for

teens is a good move.

Any questions or clarifications

regarding the topic

That’s good to hear class. None maam.

D.Application Sice we are done discussing

Claims id fact ,policy and
value .Get your paper and write
one sentence in each claim.

I will give you 10 minutes to

finish.

And once you’re finish submit it

to me. The students will write 3
sentences
IV. EVALUATION (5 minutes)

Identify whether the statement is claim of fact, policy and value. Write the letter of your answer on
your paper.

1. Pandemic level diseases all come from viruses found in wildlife. A

a. Claim of Fact

b. Claim of Policy

c. Claim of Value

2. We should respect everyone in school. B

a. Claim of Fact

b. Claim of Policy

c. Claim of Value

3. Smoking is dangerous to your health. C

a. Claim of Fact

b. Claim of Policy

c. Claim of Value

Identify whether the statement is true or false. Write T if true and F if False.

4. Claim of value is a statement that indicates that an action must be taken in specific policies. F
Complete the sentence by filling the blank with the missing word.

5. ________ is a statement saying that something is true when some people may say it is not true.
CLAIM

VI.ASSIGNMENT

1. Differentiate the 3 types of Claims.

2. Write at least 2 sentences

Taken in;

https://www.studocu.com/ph/document/university-of-northern-philippines/bachelor-of-arts-in-
psychology/4as-activity-analysis-abstraction-application-lesson-plan/21072568
 4As LESSON PLAN
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Learning Competency: EN10LT-IIe-2.2.3: Determine tone, mood, technique, and purpose of the author

I. LEARNING OBJECTIVES

At the end of the lesson, 90% of the grade 10 students are expected to:

1. define tone and mood

2. write the tone and mood of the literary pieces; and

3. appreciate the importance of tone and mood in the given texts through participation.

II. LEARNING CONTNET

Subject Matter:

Literature Focus: Tone and Mood Infused

Values: participation and gratitude

References: https://betterlesson.com/lesson/590712/mood-tone  https://literarydevices.net/mood/ 

https://literarydevices.net/tone/

Materials: Projector Laptop worksheets

III. LEARNING PROCEDURE

Teacher's Activity Student's Activity

A. Preliminaries Teacher

1. Greetings.
Good morning teacher!
“Good morning everyone!”

2. Prayer:

“somebody please lead the prayer.”

3. Checking Attendance
Everyones are here teacher!
Whos not around today?

3. Reminders:

Okay now lets have reminder for our rule: All students are expected to clean their own area
by picking pieces of paper and some other sort of
trash.
1. Maintain cleanliness and Orderliness “We are good”

2. Refrain from roaming around during class “yes we are!”

activities.

“How are you today?”

“Are you ready for our lesson?”

“well, very good!”

B. Activity

Motivational Activity
(Answers will vary.)
Students will identify the atmosphere and the
intent of the artists given from the pictures that
will be presented.

C. Analysis

1.What have you observed so far from the

pictures?

2. What did you feel about the pictures?

3. What was the intention of the artists when they

created their artworks?

4. Why did you choose those words to describe

how you felt about the artworks?
Mood is the feeling the reader gets when reading
5. How are the tone and mood functioning? a passage. Mood is the atmosphere the author
creates using descriptive language.
D. Abstraction

Now for our discussion, who can read the text in

front?

Yes!
Example:

1. She hesitated, listening for sounds of the

Thank you, And to determine the mood think
creature. The forest seemed empty, but she could
about the setting, actions of the characters, and
sense something else out there. Something
language.
watching and waiting. (:suspenseful mood )

2. There was no moon, and everything beneath lay

Here are some example in misty darkness: not a light gleamed from any
house, far or near all had been extinguished long
Everybody read ago (setting: depressing mood)

3. The river, reflecting the clear blue of the sky,

glistened and sparkled as it flowed noiselessly on.
(setting: serene and non-violent mood)

The Road Not Taken (By Robert Frost) “I shall be

telling this with a sigh Somewhere ages and ages
hence: Two roads diverged in a wood, and I, I took
the one less travelled by, Function mood: And
thatofhas made all the difference.” (Through tone:
unhappy)

Mood helps in creating an atmosphere in a literary

work by means of setting, theme, diction, and
tone. It evokes various emotional responses in
readers, and thus ensures their emotional
attachment to the literary piece they read. Once
the readers are emotionally stirred, they fully
comprehend the message that the writer tries to
convey to them.

Now lets talk about the Tone

Tone is how the author feels about what he is

talking about. A tone can be serious, sarcastic,
wicked, proud, sympathetic, light-hearted, or A River Runs Through It By Norman Maclean “This
hostile. was the last fish we were ever to see Paul catch.
My father and I talked about this moment several
For example, times later, and whatever our other feelings, we
always felt it fitting that, when we saw him catch
1. "I will not!" she shouted. "I will not be left at the his last fish, we never saw the fish but only the
mercy of our enemies while you slink away!" artistry of the fisherman.”
(angry)
(loss and nostalgia)
2. “Can someone tell me what is going on here!?
Who locked us in a room?” (aggressive )

3. “They plan to kill General Washington." He

leaned forward, his elbows on his knees. "Tell me
everything at once." (serious)

Next anyone can read the next example and

identify the Tone, Yes____?

Very good.

Function of Tone

Tone, in a piece of literature, decides how the

readers read a literary piece, and how they should
feel while they are reading it. It stimulates the
readers to read a piece of literature as a serious,
comical, spectacular, or distressing manner. In
addition, tone lends shape and life to a piece of
literature because it creates a mood. Moreover,
tone bestows voice to characters, and throws light
on the personalities and dispositions of characters
that readers understand better.

E. Application

Lets answer this!

IDENTIFYING TONE & MOOD

For each example identify the tone, what context

clues are used to convey the tone, and the overall
mood of the sentence.
1. Bouncing into the room, she lit up the vicinity
with a joyous glow on her face as she told about
her fiancé and their wedding plans.

Tone:

Mood:

2. . She huddled in the corner, clutching her

tattered (old & torn) blanket and shaking
convulsively, as she feverishly searched the room
for the unknown dangers that awaited her.

Tone:

Mood:

3. Bursting through the door, the flustered mother

screamed uncontrollably at the innocent teacher
who gave her child an F.

Tone:

Mode:

4. Drawing the attention of his classmates as well

as his teacher, the student dared to experiment
with his professor’s intelligence by interrogating
him about the Bible.

Tone:

Mode:

5. He furtively glanced behind him, for fear of his

imagined pursuers, then hurriedly walked on,
jumping at the slightest sound even of a leaf
crackling under his own foot.

Tone:

Mode:
V. EVALUATION

1. What is the feeling or atmosphere of a literary piece?

A. Tone B. Technique C. Mood D. Imagery

2.How do authors set the tone?

A. Using strong verbs B. Involving the reader's senses C. The choice of setting, details, images, and words
D. Through adjectives

3. What feeling does the author cause you to feel for the victim?

A. Happiness B. Fear C. No feeling D. Sympathy

4. What is the writer’s attitude toward a subject or character?

A. Mood B. Exposition C. Characterization D. Tone

5. What is the tone of the given sentence? “Bursting through the door, the flustered mother screamed
uncontrollably at the innocent teacher who gave her child an F.”

A. Angry B. Witty C. Weird D. Suspicious

6. What is the mood? When I stepped out into the bright sunlight from the darkness of the movie house,
I had only two things on my mind: Paul Newman and a ride home.

A. Relaxed B. Terrified C. Worried D. Perplexed

7. What is the mood? When the Darkness creeping towards me ,I was shaking in fear of IT.

A. Peculiar B. Relaxed C. Terrified D. Worried

8. Which of the following does NOT create mood in a story?

A. Setting Description B. Imagination C. Imagery D. Character Speech/Feeling

9.Alice's Adventures in Wonderland “She stretched herself up on tiptoe, and peeped over the edge of
the mushroom, and her eyes immediately met those of a large caterpillar, that was sitting on the top
with its arms folded, quietly smoking a long hookah, and taking not the smallest notice of her or of
anything else.”

A. Pity B. Mysterious C. Discouragement D. Gloomy

10. The School by Donalod Bathelme(tone) “And the trees all died. They were orange trees. I don’t know
why they died, they just died. Something wrong with the soil possibly or maybe the stuff we got from
the nursery wasn’t the best. We complained about it. So we’ve got thirty kids there, each kid had his or
her own little tree to plant and we’ve got these thirty dead trees. All these kids looking at these little
brown sticks, it was depressing.”

A. Loss B. Nostalgia C. Excited D. Gloomy

VI. ASSIGNEMENT
Think about the given scenarios below, and then identify which persuasive technique will work best in
each situation. Afterwards, write persuasive sentences (two to three only) based on the identified
technique.

1. Convince your classmates that self-dependence in accomplishing the modules is still best.
Technique: ____________________________________________________
Support: ______________________________________________________
2. Persuade DepEd Secretary Leonor Briones that a “Pass” or “Fail” mark is better than numeric grading
system.
Technique: ____________________________________________________
Support: ______________________________________________________

(Optional) What is the tone and mood of this picture? What is the artist is trying to portray? How do you
feel about it i? Explain your answer in 3 – 5 sentences. Write your answer on ½ CW
 4As LESSON PLAN

(3)

4A's LESSON PLAN — REMEDIATION for LISTENING

OBJECTIVES:
At the end of the lesson the students are able to:
a. Identify action and opinion in the sentences;
b. Show appreciation of the importance of identifying facts and opinions.

II. LEARNING CONTENT

Lesson: Facts and Opinion
Materials: Visual Aids, Speaker, 1/2 Bondpaper, Pentelpen
References: Merriam Webster Dictionary

III. LEARNING TASKS

Teacher's activity Student's Activity

A. Preliminary Activities
- Good morning, class! - Good morning, Madame!
- Let us stand for a prayer
- John Paul, please lead the prayer.
( Students will stand for a prayer)

- Before taking your seats kindly check if

there are pieces of papers under your
chairs also kindly arrange your chairs
properly.
(Checking of attendance)
- Now, may I know who are the absent ( A student will report who are the
today? absentees)
-It's nice to hear that all are present
today.
(Review of the past lesson)
- Last meeting we discussed about the
_________________

(Motivation)
-Now, we will have a game called
"Whispering game or Message relay"
- I will group you into four and every
group will have a representative (first
player). The leader or representative will
then turn and whisper it to the next
person. This pattern will continous until
the last person in the line will receive the
sentence (message) and the last person
will say it aloud. And after that, I am
going to identify if the statement is
correct or wrong according to the
statement I've given.
-Is that clear, class?!

- Loud and Clear, Ma'am!

-Very good! Let's start.
(The teacher will give the statement to
the representative/leader in every
group. The teacher will use the fact and
opinion sentences)

(The students will participate)

- Thank you for your active participation
class! I hope you enjoy it. Please be
seated.
• ACTIVITY
The teachers plays the audio two times
and the students have to pay attention
with. The teacher spreads the
worksheets consist of the Fact and (The students will listen and complete the
Opinion text with some missing words. sentences.)
After that the students have to complete
it with using the right words.
• ANALYSIS
1. What have you observe in our activity,
class?

(Answers may vary)

-Very good, class!
• ABSTRACT
- Our lesson for today is all about FACT
and OPINION.
(The teacher will post the visual aid on
the board and discuss the topic)
• FACT - is a statement that can be
proven to be true by the use of evidence.
This means that fact are fully true in all
cases and for all people.
Examples:
• Humans are mammals.
• Asia is the largest continent in the
world.
• World War II began in 1939.
• Earth, Saturn, and Neptune are
planets.
- Each of these statement is verifiable
true. In other words, evidence exists that
could prove each claim.
When something is factual, it is known as
being Objective.
• OPINION - is a statement that is not
necessarily true or false; It can express a
belief, attitude, value, judgement or
feeling.
Examples:
• Humans are the best mammals in
existence.
• Asia is the most interesting continent
in the world.
• World War II was a terrible war.
• Earth is the most beautiful planet in
solar system.
- Each of these statement is debatable;
one can agree or disagree with each
statement.
-When something is debatable, it is
known as being Subjective.
- Who can anyone give an examples of
sentences using fact and opinion?
(Students will give an examples)
- Yes, ______________

-
- Excellence answers!
(Generalization)
• What is fact and Opinion ?!
- Fact is a statement that can be proven to
be true by the use of evidence. On the
other hand, Opinion is a statement that is
not necessarily true or false; It can express
a belief, attitude, value, judgement or
- Excellent answer! feeling.
- Now, do you have any questions about
our topic, class?
- Very good! - None, Ma'am!
- We will have an activity.
• APPLICATION
- I will group you into four and I am
giving you eight one half pieces of bond
papers and pentel
pen in each groups. And after that, I will
read the sentences/statement and you
are going to identify if it's "Fact" or
"Opinion" , you will right the answers in
each papers using the pentilpen that I've
given to you. And lastly, after writing
your answers in a bondpaper you are
going to raise your answers.
Is that clear, class?!

- By the way, class any group who can -Yes, Ma'am!

answer immediately and correct will
have a point. Those groups who will have
a highest score will be a winner. The
winner will receive an incentive prize.
- Let's start!
• Oxygen is used in cellular respiration.
(Students will participate)
• White shoes is better than black shoes
Answers:
• Ten plus two is equals twelve
• Fact
• Earth revolves around the sun
• Opinion
• Malilipot is one of the best Town in
• Fact
Albay.
• Fact
• Oxygen is essential for human survival.
• Opinion
• Classical music is boring and outdated.
• Fact
 • Chocolate ice cream is the best flavor. • Opinion
• Opinion

V. ASSIGNMENT
Watch television news and list five (5) facts and five (5) opinion you heard.

PREPARED BY:

ROSE ANN BURCE

BSED ENGLISH 3-C
4
This Lesson plans is so crucial in teaching the students.The importance of lesson planning is
that it bridges the curriculum's intent with the daily teaching and learning in a classroom.It
makes the lesson more organized and planned .It gives smooth flow of the lesson in the
classroom.Lesson plans help the teacher study the lesson that they will impart to their
students.It also makes their lesson organized and well planned most especially the activities
and assessments that the teacher prepared.From the objectives given,it is important to make it
happen and achieved.
Thank You so much Ma’am for letting us do this lesson plans.It prepares us and give us insights
on how to do a different kinds of lesson plans which are the SRF,CBI ,and 4As.