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A Semi- Detailed Lesson Plan in English 10I. OBJECTIVESA. Content Standard The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts through using strategies in linking, textual information, repairing or enhancing communicatio...

Description

A Semi- Detailed Lesson Plan in English 10 I.

OBJECTIVES A. Content Standard The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts through using strategies in linking, textual information, repairing or enhancing communication, and crafting formal/informal word definitions; the ethics and strategies of public speaking; and using of emphasis markers in persuasive texts. B. Performance Standard The learner transfers learning by composing short persuasive texts using a variety of techniques/devices and words and expressions that emphasize a point, particularly modals and reflexive and intensive pronouns. C. Competencies 1. Grammar Awareness: EN10G-Ia-27: Use reflexive and intensive pronouns D. Specific Objectives At the end of the lesson, the students are expected to: 1. differentiate reflexive and intensive pronouns; 2. develop a sense of teamwork and cooperation thru collaborative online activities; and 3. accurately use these pronouns in making a persuasive blog to fight COVID 19 pandemic.

II.

CONTENT A. Topic: Reflexive and Intensive Pronouns B. References: Learner’s Material: Quarter 1, page 3 Online References: https://www.youtube.com/watch?v=RUh2gWsk-Dc https://www.albert.io/blog/reflexive-and-intensive-pronouns/ https://magoosh.com/pro-writing/32-reflexive-pronoun-examples/ http://persuasiveblog.rubric.wordpress.com

C. Materials: Powerpoint presentation, video/s Online application: Mentimeter, Kahoot, Zoom, Wordpress D. Method: Interactive, Inductive, Learning through writing, Using song III.

PROCEDURES A. Preliminary Activities 1. Greetings: The teacher will start the class with a short prayer, greetings, checking of attendance, and reminders on things they need to do during the online class.

2. Priming 2.1 Review In this part the teacher will ask the students to recall their last topic on the definition of personal pronouns and its examples. 2.2 Motivation Using the provision of share screening in zoom, the teacher will play a 3minute music video presentation of songs containing reflexive pronouns. The teacher will provide the following guide questions as they watch the presentation. 

List all the pronouns heard from the material viewed.

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They must type it on the chat section of the zoom app.

2.3 Introduction  As the teacher note of the words listed by the students, she will direct them to open mentimeter.com. In this part, she will give the code of the mentimeter.com to the class so that the students will be able to comment on two questions she posted on the website. Mentimeter.com allows the class to view all the generated responses from the students in one slide. As the class answers, the teacher will share her screen to show the answer of her students. The students need to respond on the following: (a) What do you see when you look at the mirror? (b) List as many words as you can that contain the suffix “self” “selves”.  After answering, the teacher must ask the class if they have any idea on what classification of pronoun the examples belong. B. Lesson Proper 1. Discussion  Based from the previous activity, the class will now be divided into 3 groups. Groupings will be done automatically in zoom breakout session.  The teacher will send a link as a reference to activity entitled “Know me”, but the students may also look for other references.  The first group will work on definition and examples of reflexive pronouns; the next group will have the definition and examples of intensive pronouns and the third group will make a Venn diagram of the differences of the two.  After 5-7 minutes of collaboration, each group through a representative will be given 2-3 minutes to present their output.  After the group presentation, the teacher will sum up the lesson by presenting a power point presentation to the class. 2. Developing mastery  Through the interactive game made in Kahoot, the students will participate in answering questions such as the following:

1. Can a reflexive pronoun be removed from a sentence and the sentence still make sense? 2. Do intensive pronouns and the subject of the sentence ultimately refer to the same noun? In the following sentences, tell if the underlined word is a reflexive or intensive pronoun:  The cat licked itself clean with its sandpaper-like tongue.  She created a business plan and opened a thriving cafe herself.  After our home was destroyed by a tornado, we rebuilt a home ourselves.  They checked themselves in at the hotel since it was past midnight.  He accidentally cut himself while building the campfire.  You think of yourselves pretty highly, don’t you?  Jack introduced himself to his girlfriend’s parents

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If some students fail to get the correct answer on any of the questions, the teacher must do a recast to correct the error.

C. Generalization Ask the students the following questions as far as their understanding of the lesson is concern: What is reflexive pronoun? What is intensive pronouns? When do we use them? What tips are needed to be successful in using them?

IV.

D. Evaluation Final output:  In this part, the students are task to make a persuasive blog on anything related in fighting COVID 19 pandemic. They must at least use 5 reflexive pronouns and 5 intensive pronouns. This will be done in wordpress.com.  Here is the prepared link of the rubric for the blog: http://persuasiveblog.rubric.wordpress.com ASSIGNMENT The teacher will send a link in their group chat and students will have to access the link to answer their pretest done through google form....