Making generalizations PDF

Preview

Summary

This is a semi-detailed lesson plan about making generalizations designed for high school students....

Description

geles University Foundation Angeles City COLLEGE OF EDUCATION Center of Excellence for Teacher Education

A Semi-Detailed Lesson Plan in Grade 9 – English Topic: Making Generalizations

Prepared by: Canlas, Libertie S.

Evaluated by: Ms Marjorie Celis

A Semi - Detailed Lesson Plan in English Grade 9

Making Generalizations

I.

OBJECTIVES At the end of the 60-minute lesson, the students are expected to:  define what are generalizations;  differentiate faulty generalizations from valid generalizations; and  make a generalization that is consistent with most of the given supported facts.

II.

SUBJECT MATTER Topic : Making Generalizations Reference: Patton, D. (2014, October 6). Valid Vs. Faulty Generalizations. Retrieved from https://betterlesson.com/lesson/592872/valid-vs-faultygeneralizations Patton, D. (2014, October 6). Generally Speaking, Generalizations Can Generally be Confusing. Retrieved from https://betterlesson.com/lesson/604578/generally-speakinggeneralizations-can-generally-be-confusing Materials: PowerPoint presentation, whiteboard marker, whiteboards, pieces of red paper, pieces of green paper

III.

INSTRUCTIONAL PROCEDURE A. Routine a. Prayer b. Checking of Attendance c. Settling down

B. Motivation The teacher will show a picture of different breeds of dogs to the students. S/he will ask the students to get their notebooks and list everything that they know about dogs. The students will be given 3 minutes to finish listing the things that they know about dogs. Afterwards, the teacher will ask at least 6 students what are the things they wrote on their notebooks. Then, the teacher will write the students’ answers on the board. Once done, the teacher will ask another batch of students to underline the sentences that are true all the time and circle the things that are only true for some dogs. The students who are seated will also need to do the same thing to the things that they’ve written in their notebooks. After that, the teacher will ask the following questions to the students: “What bases did you use in listing down the things that you know about dogs?” “What do you think do all of the statements that are written on the board and in your notebooks have in common?” “What do we call these statements about a group of people or things?” C. Lesson Proper After the students had guessed the lesson for today, the teacher will give the concrete definition of generalizations. Afterwards, the teacher will ask the students to observe the statements that are underlined. Then, s/he will ask the following questions: “What makes these statements true all the time?” “What bases did you use in order to judge if the underlined statements are really true all the time?” “If these statements are true all the time, what do you think is the type of generalization that they belong?” “Can you cite other example of valid generalizations?”

4...