ABALOS, MAEBELLE L.

3BEED-02

Phinma - University of Pangasinan

College of Social Sciences
Education Department
Arellano Street, Dagupan City

Semi- Detailed Lesson Plan

In GMRC 5

Teacher: Maebelle L. Grade Level: 5

Abalos
Teaching Date Learning ESP
GRADE 5 and Time: May 21, 2021 Area:
DAILY
9:30-10:30 am Quarter: 1st Quarter
LEARNING
LOG

I. LEARNING At the end of the lesson the students should be able to:
OBJECTIVES:
a. Share to the class about their traits and characteristics as
part of their self-discovery.
b. appreciate and respect themselves and other people's
unique traits and characteristics.
c. make a personal commitment on improving
oneself.
d. value the traits and characteristics that they possess.

II. CONTENT Topic: Character Traits

III. LEARNING References: Values Education p. 77 and 78
RESOURCES
IV. MATERIALS Book and Visual Aids
V. PROCEDURE
A. ELICIT

I will start my lesson with an activity. Students are seated

on the carpet with a partner.  Students will be expected to
turn and talk with this partner during guided practice.
Students read the objective.  We have been talking about
characters over the past few days.  Today we will begin to
describe characters physically and emotionally.
B. ENGAGE 
By this point in the unit we will have read “The Name Jar”
repeatedly in class.  Any picture book or book that students
are familiar with would work for this lesson.  Teacher reads
aloud entire book as a refresher for students.  Teacher
stops on a page that has an image of the main character
Unhei.  Teacher write in character trait chart under
physical descriptions a description of the main character
modeling thinking.  I noticed that Unhei is a Korean young
girl with black short hair.  Turn and talk to your partner
about another physical trait you notice about Unhei. 
Students share out responses and teacher adds to class
chart.

C. EXPLORE
Now we will try to notice Unhei’s emotional traits.  Teacher
rereads the paragraph below. 
    
On the bus home, nobody teased her, but Unhei kept
thinking about her name.  “How was school, Unhei?”  her
mother asked when she walked in.  “Did you understand
the teacher?”  Unhei simply nodded.  She unpacked her
school bag and set the red pouch by a photograph of her
grandma.  “I’m glad you are learning English well,” her
mother said.  “You must study hard, behave nicely, and get
good grades to show that you’re a good Korean.”  “I will,”
replied Unhei.  “But…but I think I would like my own
American name, “ she said quickly.  Her mother looked at
her with surprise.  “Why? Unhei is a beautiful name.  Your
grandma and I went to a name master for it.”  “But it’s so
hard to pronounce,” Unhei complained.  “I don’t want to
be different from all the American kids.”  “You are
different, Unhei,” her mother said.  “That’s a good thing!” 
Unhei just wrinkled her nose.

D. EXPLAIN
Today we will learn about character traits. Character traits
tell or show you how the characters in a story look, feel,
and act.  When we talk about character traits you can think
about how the character looks, what the character says or
thinks, what the character does or how the character
feels.  There are two types of traits we will talk about
today, physical and emotional.  Physical traits describe how
a characters looks while emotional traits describe what a
character is thinking or feeling.
 E. ELABORATE
Readers, I learned so much about Unhei in this paragraph. 
I noticed that Unhei says she would like to have an
American name.  This makes me think about some
character traits that could describe Unhei emotionally.  I
think she might be self-conscious about being different and
wants to fit in and sees having an American name as a way
to fit in.  I am going to add self-conscious to our character
trait chart.  Now you try!  Turn and tell a partner another
emotional character trait that could describe Unhei in this
paragraph.  Students share out responses and teacher adds
to class chart.

F. EXTEND

Students return to their seats and complete their own

character trait chart.  Students should read independently
in their "just right" books and fill out the chart using details
from their own book.  Students work independently for
approximately 15 minutes.  Students who struggle with
determining their own character traits may use the list of
character traits attached to this lesson.

G. EVALUATE

 Students complete the character chart as an exit slip to

ensure all students mastered the objective for the lesson. 
Students may use their own independent reading book to
complete the chart if the class has multiple levels or
teacher can post and read aloud a grade level appropriate
text for all students to use.
  
VI. REFLECTION I have found that students easily master physical
descriptions but struggle with personality traits.  I found it
useful to give students a list of character traits and define
some of the terms for them throughout the lesson.  They
kept this list of character traits in their readers' notebooks
to reference for the rest of the unit.