Lesson Plan Compilation in English (Secondary)

I – Objectives
At the end of the lesson the students should be able to:
 give examples of blended words,
 classify the examples of blended words as to how they are formed.
II – Subject Matter
A. Topic: Blending (Word Formation)
B. References: Building Vocabulary and Grammar Skills, page 7-10
C. Materials: Visual Aids, Pictures, Flash Card, Projector, Laptop/netbook
III – Procedure
A. Preparatory Activities

1. Review

Before we start to our discussion let us first have a review about our past lesson.
What was our lesson yesterday? (Affixes)
What are the two types of Affixes? (Prefix & Suffix)
What is the Affix in the word kindness? (ness) What type of Affix? Why? (Suffix,
because the group of letters added to the end of the base word.)
What is the Affix in the word befriend? (be) What type of Affix? Why? (Prefix,
because the group of letters added to the beginning of the base word.)

It seems that you have already learned about our past lesson, let’s proceed to the new
topic.

2. Motivation

I have here some random pictures and all you have to do is to identify them.

3. Presentation

emoticon loveteam cosplay

What have you notice in the names written in the board?

Yes they are from the combination of two words.
What is it called when you mix two words together?
B. Lesson Proper

1. Discussion
A word formation process where portions of two words are combined or fused, thus
creating a new word is called blending.

Examples:

Smog – smoke and fog

Microsoft – microcomputer and software
Heliport – helicopter and airport
Keypad – key and pad
Motel – motorist and hotel
Biopic – biography and picture

Who can give another example of blended words?

Most blended words are commonly formed in three ways:

1. The beginning of a word is added to the end of the other word. For example is the
word “brunch” which is the combination of the words “breakfast and “lunch”.
2. Word can also be blended by combining the beginning of both words. For
example is the word “cyborg”. This is a combination of the first part of the words
“cybernetic” “organism”.
3. Combining two words in its entirety is another way of forming blends. No part is
clipped or added to form the word. What is formed with the combination is a
compound word. For example is the word “thumbprint” from the words “thumb”
and “print”.

C. Post Activity

1. Application

Classify the examples of blended words as to how they are formed. Choose from the
options below.

A. The beginning of the word is added to the end of the other word
B. The beginning of both words are combined
C. Two words are combined
 _________ 1. Melodrama _________ 6. Telegenic
_________ 2. Housefly _________ 7. Skyjack
_________ 3. Paperwork _________ 8. Photogenic
_________ 4. Weightlifting _________ 9. Intel
_________ 5. Camcorder _________ 10. Netiquette

2. Group Activity

Combining words from flash cards to form another word.

3. Generalization
What is blending?
Who can give an example of blended words?
What are the three methods of blending?

IV – Evaluation
Merge the words and indicate what method you used in the combination. Write the letters only
for the method.

A. The beginning of the word is added to the end of the other word
B. The beginning of both words are combined
C. Two words are combined

Merged Word Method

1. Motor and Cavalcade ___________ ________
2. Town and house ___________ ________
3. Information and entertainment ___________ ________
4. Situation and comedy ___________ ________
5. Work and alcoholic ___________ ________
6. Friend and enemy ___________ ________
7. Gleam and shimmer ___________ ________
8. Affluent and influenza ___________ ________
9. Documentary and drama ___________ ________
10. Cosmetic and pharmaceutical ___________ ________
V – Assignment
Research at least 20 blended words and give their definition. Write your answer on ½ sheet of
pad paper.

I- Objectives

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

• know the elements of short story,

• identify each elements of short story.

II-Subject Matter

a. Topic: Elements of Short Story (EN8LT-IIb-9.2)

b. Reference: Seeking Unity in Diversity Pg.163-168 by Dr. Carmen Abaya, Ventures in
Communication Pg. 229-233 by Magalende Flores,
Effective Communication Skills Pg. 78-80 by Dr. Nenita P. Denopol
c. Materials: Visual Aids, Flashcards, Manila Paper
III- Procedure

A. Preparatory Activities:

1. Review:

Before we start to our discussion let us first have a review about our past lesson.
What was our past lesson all about? (Affixes)
What are the two types of Affixes? (Prefix & Suffix)
What is the Affix in the word befriend? (be) What type of Affix? Why? (Prefix,
because the group of letters added to the beginning of the base word.)
What is the Affix in the word kindness? (ness) What type of Affix? Why? (Suffix,
because the group of letters added to the end of the base word.)

It seems that you have already learned about our past lesson, let’s proceed to the
new topic.

2. Motivation: “Scrambled word game”

Instruction: Group the students into three groups. They need to form a word from
the letters inside the envelope which will be given by the teacher, each group must
paste their answers on the blackboard. The first group to form the correct word
shall be the winner.

3. Presentation of the Topic:

 Character Setting Conflict

Base of the words here on the board. Do you have any idea of what is our lesson
for today?

B. Lesson Proper:

1. Discussion:

ELEMENTS OF SHORT STORY

Character:
One of the persons in the story.
Kinds of Character:

Protagonist:

This character is clearly central to the story with all major events having
some importance to this character he/she is the protagonist.

Antagonist:

The opposer of the main character.

Setting:

The time and location in which a story takes place is called the setting. 

Conflict:

It is the opposition of forces which ties one incident to another and makes
the plot move. Conflict is not merely limited to open arguments; rather it is
any form of opposition that faces the main character.

Theme:

The theme is the central idea, message or purpose in a short story.

Plot:
The plot is how the author arranges events to develop his basic idea; it is the
sequence of events in the story. The plot is a planned, logical series of
events having a beginning, middle, and end.

Three basic structures of plot:

 Introduction - The beginning of the story where the characters and the
setting is revealed.

Climax - This is the highest point of interest and the turning point of the
story.  The reader wonders what will happen next; will the conflict be
resolved or not?

Denouement/Ending - This is the final outcome or untangling of events in

the story.

C. Post Activity

1. Application: “Story Relay”

(I will start to give a sentence then I’ll randomly choose one student to continue
the story. The student will do the same process until to the last student which will
give the ending.)

Once upon a time, there was young girl named Diane. She is very pretty and some
of the boys can’t help to fall in love with her.

2. Group Activity:

The teacher will divide the students into four groups. Each group should identify
the elements of a short story from the relay.

3. Generalization:

What are the elements of a short story and their functions?

IV- Evaluation: “Identification”

Direction: Identify the following elements of a short story. Write your answer on a
¼ piece of pad paper.

1. The time and location in which a story takes place.

2. The sequence of events in the story.
3. They are the persons in the story.
4. The problem that occurs in the story.
5. It is the final outcome in the story.
6. What are the
7. two kinds of character?
8. It is the beginning of the story.
 9. The meaning behind events and characters’ actions in a story.
10. What is our topic for today?

V- Assignment:

Read and evaluate the story “Aged Mother”, determine the elements of short story.

I.                    Objectives
At the end of the lesson, the students will be able to:

1.       Identify statements that show cause and effect relationship.

2.      Read a poem correctly and clearly with expressions.
3.      Appreciate reading poems.
4.      Decode words with “augh” (o) sounds

II.                  Subject Matter

                                Cause and Effect Relationship

  Reference/s: Fun in English Reading Textbook pages 94-101
  Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
  Values: Develop a genuine love for reading, love for family

III.                Procedure

A.     Learning Activities
                 Teacher’s Activity                  Student’s Activity

           “Good Morning Class...”                “Good Morning Sir!”

              “Let us pray first...”     (One Student will lead the Prayer)

           (Checking of Attendance)    (Students raise their hand and say

                   ...say present... present as the teacher calls in their
                 name)
        “Please pick up the pieces of paper
under your chair” (Students pick up the pieces of paper)

            “So how was your weekend?”

    “That’s good! Have you enjoyed                 “It was great sir!”
your weekend bonding with your     “Of course sir! It was a lot of fun!”
family?”

      “That’s good to know. For this “Yes sir! We love purple-colored

morning, our discussion will be in dinosaur!”
relation to a family. Are you familiar  
with Barney’s I Love You Song?”

       “Okay that’s good, so are you                             “Yes”

ready to sing and have fun
today?                 

Warm Up
Let us sing Barney’s I Love You Song.
               (Students Sing)

“I love you, you love me and we’re a happy family,

With a great big hug and a kiss from me to you,
Hope you say you love me too.”

 “Okay now class, What can you say about

the song? Does it tell us something important
that we have already forgotten to do
nowadays?”
           “How could you say so John?”
“Sir, eventhough the song is very short, but I
guess it’s full of emotions.”
“Because sir I noticed that the song has a lot
to do with our love for our family, that the
real meaning of family is all about loving
each other, and nowadays kissing and
hugging our parents or family members are
not being practiced anymore.”
               “That was a very good explanation
John, you know what class the song simply
tells us something that we should always
consider for us to keep our family or
relationship with others intact, sometimes
showing affection/love towards a person
makes him feel that he is appreciated and
there will be feeling of belonginess and love.
“Because sir, there are so many descriptive
             “What else have you noticed which words in the song, the most obvious one is “I
made you conclude that the song is all about LOVE YOU.”
love?”

“Everybody had just sung very well, it’s now

time to improve your pronunciation more...”

    Pronunciation Drill
   ...read the following words:
      Words with augh= /Ô/
   Caught Naught Taught Naughty Daughter

B.      Lesson Proper

    Presentation
    Show pictures of a Mother (a) and a Cake
(b)

    Motivation “Sir, Picture A is a picture of a Mother and

    “What do you see in pictures A and B?” Picture B is a picture of a Cake.”

“On her last birthday.”

   “When was the last time you gave a gift to
your mother?”
“It is mother’s birthday.”
   “Why do you think there is a cake? What do
you think is the celebration?”
“By kissing and hugging her.”
   “Aside from giving material gifts, how else
do you show your love for your mother?”

     Discussion
     Let us read a poem and let us find out how
the children showed their love for their
mother.

                  Who Loves Mother Best?

        
          “Oh happy birthday, Mama dear.”
           Sang Ben, Liz and Bess with cheer
      “We love you much, we love you true.”
    They kissed their mother, hugged her too.
         
       Then quickly Ben skipped out to play
       And went with playmates all the day.
          Then rushed home in time to see
              His sister Liz aglow with glee.
       

          For Liz held up an ice cream cone,

                  Enjoying it, she sat alone.
     Ben grabbed the cone, and slipped away,
        So Liz cried out, “For that you’ll pay!”

      Like cats and dogs the two did struggle

         Each making sure to win the battle.
         They tried to push and then to pull,
           While Mama almost lost her cool.

       But little Bess with Mom she stayed,

         She set the table, drinks she laid.
    And helped to serve Mom’s friends and   
         guests
       Now tell me, who loves Mother best?

After reading the poem, let us now answer

these questions:
      “Because it is their Mother’s Birthday.”
“Why did Bess, Ben, and Liz kiss and hug
their Mother?”
    “Liz was aglow a glee because she was
 “Why was Liz aglow with glee?” eating a cone of ice cream.”

   “Liz cried out because Ben grabbed the

 “What made Liz cry out, “For that you’ll cone then slipped away.”
pay?”
            “Because Ben and Liz struggled.”

     “Why did Mother almost lost her cool?”  “Bess, because she helped mother to serve
the guests.”
 “Who among the three children loved their
Mother best? How did he/she show it?  “The best way to show my love for my
parents is by...”
 “What is the best way to show your love for
your parents?” Explain.

    Analysis

(Show picture of a girl eating an ice cream)         “A girl is eating a cone of ice cream.”

        “What do you see on the picture?”           “Liz was happy (aglow with glee)”

 “What happened to Liz when she was eating

                      a cone of ice cream?”
 
  Liz was aglow with glee, answers what
happens to Liz when she eats a cone of ice
cream. This is called the effect.          
          “Liz was happy (aglow with glee)”
                        Look again at the picture,
         “What do you notice on Liz’s face?” “Because she was eating a cone of ice
cream.”
            “Why was Liz aglow with glee?”
              
  Because she was eating a cone of ice
cream, answers why Liz was aglow with glee.
This is called the cause.

   And that’s what we call the Cause-and-

effect relationship.

    Generalization
“A cause and effect relationship describes
something that happens and why it happens.”

“What happens is called the effect; and why it

happens is called the cause.”

“The cause is usually introduced by the

connective because.”
     Application
   (Pantomine)

  Each group will act out the following

situations from the poem.

  Group1:
       But little Bess with Mom she stayed,
        She set the table, drinks she laid.
   And helped to serve Mother’s friends and 
                                 guests.
       Now tell me, who loves Mother best?

  Group2:
            For Liz held up an ice cream cone,
                   Enjoying it, she sat alone.  
    Ben grabbed the cone and slipped away,
      So Liz cried out, “For that you’ll pay!”

   Group3:
           “Oh happy birthday, Mama dear.”
        Sang Ben and Liz and Bess with cheer
     “We love you much, we love you true.”
  They kissed their mother, hugged her too.

    Group4:
      Like cats and dogs the two did struggle
         Each making sure to win the battle.
         They tried to push and then to pull,
              While Mama almost her cool.

IV.               Evaluation
Read the following sentences. Write C before the sentence for the cause and write E for the part
that is the effect.

1.          _____ because it is her birthday.

2.          _____ Ben, Liz and Bess kissed and hugged their mother. 
3.          _____ Liz cried out.
4.          _____ Because Ben grabbed the cone of ice cream and slipped away.
5.          _____ Mama almost lost her cool.

V.                 Assignment
Identifying CAUSE-AND-EFFECT RELATIONSHIP.
Read the short fable. Underline the CAUSE and Encircle the EFFECT.
      A fox said to a crow with a piece of cheese between its beak, “If you can sing as
prettily as you sit, then you are the prettiest singer.”
     The fox thought that once the crow starts to sing, the cheese would drop from
her beak. But the crow carefully removed the cheese from the claws on one foot
and said, “they say you are sly, but you cannot fool me”. Not giving up, the fox
continued to praise the crow. “I wish I could hear you tell about your talents but I
have to go look for food because I’m hungry”.

I. Objectives

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

Classify sentences according to their uses.
Construct declarative, interrogative, imperative, and exclamatory sentences.
Read sentences correctly and clearly with expressions.
Show teamwork and cooperation through participating in a group activity.

II. Contents

Topic References Materials

Different Types of Sentence According to Structure Grammar and Composition 4 by Prentice
Hall
Proficiency in English 8 by Simeon TabundaVisual Aids, Charts, Flash Cards, Pictures, Name
Tags
Procedure

A. Learning Activities

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”
“Let us pray first...” (One Student will lead the Prayer)
(Checking of Attendance) (Students will tell who’s absent for the day)
“So how’s your day? Is it good so far?” “It was great Ma’am!”
“That’s good to know. So, are you to discuss our new topic today?’“Yes Ma’am!”
“Okay that’s good, so let’s begin this with a group activity! Are you ready? “Yes Ma’am!”

Motivation
The students will be divided in to four; each group will be given pieces of paper with words
written on them. They will be asked to arrange the words in order to make a sentence.

They will come up with the following sentences:

Philippines is rich in natural resources.

When did you go visit the white island?
Please give the certificate.
I can’t believe it! We won!
Teacher Students
Presentation

“Very nice! I am very pleased you were able to finish the task given to you. Now let’s discuss
your answers. Anybody who can tell me what he/she notices with the following sentences?”
(Students will give their answers)
Discussion

“Very good observation! Now, let me introduce you the four types of sentences. Would someone
read this sentence for me?” (Student will volunteer to read the first sentence: “A declarative
sentence states a fact or opinion and ends with a period.)
“Thanks. Now, let’s take a look at the sentence that group 1 came up with. This one is a
declarative sentence. Could you tell me the reason why it’s classified as declarative?”
(Student answers: Ma’am, because it gives an idea and it states a fact. It also ends with a
period)
“Very good. Well said. Now, can somebody give me an example of a declarative sentence?”
(Students answer)
“Nice answers! Now let’s talk about the second type of sentence. Would someone read the
definition written on the board?” (Student will volunteer to read the first sentence: “An
interrogative sentence asks a question and ends with a question mark.)
“Nice one and could you give me an example as well?” (The student will give an example.)
“Very good! It’s easy to understand, right? Remember that an interrogative sentence ends with a
question mark. The sentence that group 2 came up with is an example of it! Did you get it?”
“Yes, Ma’am!”
I also want to remind you that you have to read an interrogative sentence well. You have to
sound like you’re really asking a question. Don’t just read it as if it’s a declarative sentence so
you won’t be misunderstood when someone listens to you.”“Yes, Ma’am!”
“That is wonderful! So let’s proceed to the next type of sentence which is the imperative
sentence. Read the definition, ____________.” “An imperative sentence expresses a request
or gives a command or direction. It also and ends with a period or exclamation mark.”
“Thanks. Now, let’s check the sentence that group 3 came up with. It ends with a period but that
doesn’t mean it’s a declarative sentence. Can somebody explain the class why?” (A student
volunteers and answers: Ma’am, it’s because the sentence do not state a fact an opinion. It states
a request.)
“You got it! Perfect! Now, I want you class to give me an example of an imperative sentence that
gives an order or direction.” (students volunteer to give their answers)
“Oh! Well done! So, what about an imperative sentence that expresses a request?” (students
volunteer to give their answers)
“Oh! I could see that you got a little confused with the imperative sentence but I am glad you
were able to get its function. Nice try for those who gave their answers! Now let’s discuss the
last type of sentence. Exclamatory sentence. Read the definition, ___________.” (Student
reads: “An exclamatory sentence conveys emotion and ends with an exclamation mark.”)
“Thanks. That’s good. Now, I know you’ll find it very easy to understand its function. Can
somebody give me an example?” (students volunteer to give their answers)
“Well done, class! Do you have any questions? Any clarifications?” (students says
no)/(students asks questions)
Analysis
“Nice. I am pleased with your participation. Now let’s have a short activity before you take the
quiz.” (students answer)
“Using the pictures shown on the board, I want you to form different types of sentences
according to function.” (students answer)
Picture 1 (student answers:
1. Declarative: Daniel Padilla is an actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please give me his phone number?
4. Exclamatory: OMG! It’s I saw Daniel Padilla!)
Picture 2 (student answers:

1. Declarative: They are asking for directions.

2. Interrogative: Are they lost?
3. Imperative: Would you please tell us how to get there?
4. Exclamatory: Help! We are lost!)
Picture 3 (student answers:

1. Declarative: The team won the contest.

2. Interrogative: Did they win the contest?
3. Imperative: Let’s clap our hands for the winning team!
4. Exclamatory: Hurray! We won!)
Picture 4 (student answers:

1. Declarative: She reach the mountain top.

2. Interrogative: Did she hike alone?
3. Imperative: Please take me to the mountain top.
4. Exclamatory: At last! I reached the top!)
Generalization

“Now, class, let’s remember that sentences have four functions. They can be declarative,
interrogative, imperative or exclamatory. Can you again tell me the differences of the four?”
“And let us also remember the right punctuations to use when forming a sentence.”
(students answer)
Application

Group Activity: Make a short presentation depicting different situations. Make sure to use all
types of sentences.

Group 1: You and your friends are in a concert.

Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.

Evaluation

Directions: Read each sentence carefully and identify their function. Write DC if it is declarative,
INC if it is interrogative, IMC if it is imperative and EC if it is Exclamatory.

Samar Island is known for its beautiful caves and water falls.
Did the organization approve her proposal?
Isn’t her voice magnificent!
It’s a baby boy!
Call the insurance agent, please.
Watch out for that car!
What harm did the delay cause?
Most people do enjoy taking risks.
Is there anything else that I can get you?
Keep off the grass.
Assignment
Write a short narrative about your most unforgettable experience. Use at least 4 declarative, 4
imperative, 4 exclamatory and 4 interrogative sentences.

I – Objectives
At the end of the lesson the students should be able to:
 determine the relevance and the truthfulness of the ideas presented in the picture,
 relate text content to particular social issues, concerns, or dispositions in real life.

II – Subject Matter
D. Topic: Module 4, Lesson 1, Task 1. The River of Dreams, Task 2. Peek at the Note
E. References: Learner’s Module Grade 9, page 379-381
F. Materials: Visual Aids, Pictures, Flash Card, Projector, Laptop/netbook
III – Procedure
D. Preparatory Activities

4. Review

Before we start to our discussion let us first have a review about our past lesson.
What was our lesson yesterday? (Dramatic Conventions)
What is the meaning of Conventions? (Conventions are the established ways of
working in drama and are used to represent and organize dramatic ideas. They
strengthen and enhance the performance piece. They assist in the telling of a story
and offer insight into the character’s past, present, and even future.

It seems that you have already learned about our past lesson, let’s proceed to the new
topic.

5. Motivation

Listen attentively to the lyrics of the song, “The River of Dreams.” Be ready to
answer the following questions.

6. Presentation

1. What issues about life are confronting the speaker in the song?
2. Among these issues, what do you think he values the most? Why do you
say so?
3. If you were him, how would you resolve the issue?
 E. Lesson Proper

2. Discussion

As the song goes, “Ebony and Ivory, live together in perfect harmony
Side by side on my piano, keyboard, Oh Lord
Why don’t we?”

Can you determine the underlying meaning of the lyrics of the song?

Analyze the pictures below.

F. Post Activity

4. Application

a. What idea is presented by the pictures?

b. How would you relate the pictures to issues in regards to the social context?

5. Generalization

What is the common meaning of the song the River of Dreams and the pictures?
(About reaching your dreams.)
IV – Evaluation
Accomplish the chart below with forms of social injustice as depicted by the pictures. Be
able to give resolutions for each situation.
 Forms of Discrimination/Prejudice Resolutions

V – Assignment
Read the short story “A Raisin in the Sun”. Take note of the characters and settings.