LESSON PLAN FOR GRADE IV

ENGLISH IV
I. OBJECTIVES
At the end of the period, the pupils will be able to:
a) Define what is adjective;
b) Identify the three different forms of adjectives to show degrees of
comparison;
c) Value the proper usage of degrees of comparison of adjectives, and
d) Construct sentences using the degrees of comparison of adjectives
based on the pictures given.

II. SUBJECT MATTER

DEGREE OF COMPARISON OF ADJECTIVES
References:
Remedial English: Basic Grammar(pp.153-155)
Smart English (p.150-155)
Materials: Visual Aids (cartolina, pen, chalk), pictures, mystery box

III. PROCEDURE
 Initiatory
(prayer, greetings, checking of attendance)

 Activity
The teacher will present the mystery box to the pupils. Each pupil will
describe the items inside the box by comparing size and structure.

 Analysis
The teacher will ask the following questions:
1. Describe the mystery items inside the mystery box and compare
each item.
2. What are the mystery items inside the mystery box?
3. What do we call those words that you used to describe the mystery
items?
4. What is an adjective based in our activity?
5. How can we use adjectives in our daily living? And what is the
importance of this?

 Abstraction
The will give their idea about adjectives and the teacher will give
further explanation.
 Adjectives

Words that describes a

noun and a pronoun.

There are three different forms

to show degree of comparison

COMPARATIVE SUPERLATIVE
POSITIVE DEGREE DEGREE DEGREE

-Used when two persons or -Used when more than

Simple or base form of
things are bring compared. two are being compared-
adjective
- uses the suffix -est,
-Uses the suffix -er and the most in comparing
expression more in comparing positive degree; and
positive degrees. The least in negative
expression less is used in comparison.
negative comparison.

 Most one-syllable adjectives (generally those ending in ow, y, and e) form their
comparative degrees by adding er to the positive and est to the superlative.
EXAMPLES:
POSITIVE COMPARATIVE SUPERLATIVE
Big bigger biggest
Small smaller smallest
Thin thinner thinnest
Slow slower slowest
Safe safer safest
Fast faster fastest
 Adjectives of three or more syllables and some of two syllables form their
comparative and superlative degree by prefixing more or most or less and least
for the possible form.
EXAMPLES:
POSITIVE COMPARATIVE SUPERLATIVE
Comfortable more comfortable most comfortable
 Thoughtful more thoughtful most thoughtful
Industrious less industrious least industrious
 Some adjectives are compared irregularly.
EXAMPLES:
POSITIVE COMPARATIVE SUPERLATIVE
Little less least
Many, much more most
Bad, ill worse worst
Far(distance) farther farthest
Far(extent) further furthest

 Application
The pupils will identify the degrees of comparison of adjectives in the
sentence.
Example: He is (naughty, naughtier, naughtiest) than his sister.
1. That pound where they found the body is (shallow, shallower,
shallowest) in this area.
2. Helen is as (tall, taller, tallest) as Susan.
3. Irene is (talkative, less talkative, least talkative) as Ana.
4. Elizabeth’s house is (near, nearer, nearest) than Joy’s.
5. The murder clown is not as (funny, funnier, funniest) as the other
one.

IV. ASSESSMENT
Differentiated Activity
The class will be divided into three groups Each group will construct
sentences using the assigned pictures for them.

GENERAL INSTRUCTION:
Construct 5 sentences using the assigned pictures by comparing the
image to other images.

GROUP 1

GROUP 3

GROUP 2

V. ASSIGNMENT/AGREEMENT
In short bond paper list down 5 positive degree of adjective and write down its
comparative and superlative form and use it in a sentence.
 LESSON PLAN FOR GRADE X
ENGLISH X

I. OBJECTIVES
At the end of the period, the pupils will be able to:
a) define tone and mood;
b) write the tone and mood of the literary pieces; and
c) appreciate the importance of tone and mood in the given texts through
participation.

II. SUBJECT MATTER

Subject Matter: Literature Focus: Tone and Mood Infused
Values: participation and gratitude
LEARNING MATERIALS  https://betterlesson.com/lesson/590712/mood-tone 
https://literarydevices.net/mood/  https://literarydevices.net/tone/ Projector
Laptop worksheets

III. PROCEDURE

 Initiatory
(prayer, greetings, checking of attendance)

 Activity
Students will identify the atmosphere and the intent of the artists given
from the pictures that will be presented.

-------P I C T U R E S---

 Analysis
The teacher will ask the following questions:
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?
5. How are the tone and mood functioning?

 Abstraction
Mood is the feeling the reader gets when reading a passage. Mood is
the atmosphere the author creates using descriptive language. To
determine the mood think about the setting, actions of the characters,
and language.

Example:
 1. She hesitated, listening for sounds of the creature. The forest
seemed empty, but she could sense something else out there.
Something watching and waiting. (:suspenseful mood )
2. There was no moon, and everything beneath lay in misty darkness:
not a light gleamed from any house, far or near all had been
extinguished long 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. Tone is how the author feels about what he is talking about. A
tone can be serious, sarcastic, wicked, proud, sympathetic, light-
hearted, or hostile.

1. "I will not!" she shouted. "I will not be left at the mercy of our
enemies while you slink away!" (angry)
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)

A River Runs Through It By Norman Maclean “This was the last fish
we were ever to see Paul catch. My father and I talked about this
moment several times later, and whatever our other feelings, we
always felt it fitting that, when we saw him catch his last fish, we never
saw the fish but only the artistry of the fisherman.” (loss and nostalgia)

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.

 Application
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:________________________________________________
_____
Clues:________________________________________________
_____
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:___________________________________________
__________Clues:______________________________________
_______________
3. Bursting through the door, the flustered mother screamed
uncontrollably at the innocent teacher who gave her child an F.
Tone:_________________________________________________
_____

Mood:___________________________________________________
__

Clues:___________________________________________________
__
 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:____________________________________________________
_____
Mood:___________________________________________________
_____
Clues:___________________________________________________
_____
 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:____________________________________________________
_____
Mood:___________________________________________________
_____
Clues:___________________________________________________
_____

IV. ASSESSMENT
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

V. ASSIGNMENT/AGREEMENT
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
 SEMI-DETAILED LESSON PLAN
GRADE: 10
Core Subject Title: ENGLISH 10

A. CONTENT The learners apply an understanding of the tone Annotations

STANDARDS and mood.
B. PERFORMANCE The learners shall be able write the tone and
STANDARDS mood of the literary pieces
C. LEARNING EN10LT-IIe-2.2.3: Determine tone, mood, technique, and
COMPETENCIES purpose of the author
At the end of the session, the learners should be
able to:
1. define tone and mood;
I.OBJECTIVES 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. SUBJECT MATTER Literature Focus: Tone and Mood Infused

STEM_BIO11/12 IIa-j-2
III. LEARNING
RESOURCES
A. References:
www.slideshare.net
B. Materials: Laptop, Projector, Marker, Manila Paper
C. Skills Observing and Making of Inferences
IV. PROCEDURES
PRELIMINARIES:
Prayer
Checking of Attendance Indicator 4.
Classroom Reminders on
Rules/Reminders on different classroom
Health Protocols policies especially on
safety measures
against COVID 19.
ELICIT Read each question carefully. (2 Mins) Indicator 2. I am
Reviewing What is the role of ATP? using English as a
previous lessons What is the meaning of ATP? medium of instruction
in teaching Science
I allow my student to
give answers using
English, too.
ENGAGE Brainstorming. (7 mins.) (Individual Activity) Indicator 1.
Establishing a The teacher will show a picture of a flower. English: Picture
purpose for the The student will think/recall a line of a poem/song Analysis, Poem
lesson that may refer to a flower. Music: Song
Each will present a line of a poem/song
EXPLORE The students will watch the video clip about the
Presenting process of photosynthesis. (10 mins) Indicator 1.
concept/instances Direction: Arts: Different colors
of the new lesson 1. Choose among the colors presented. and their significance
2. You have to watch the video twice. ICT: Video
3. You will be given with the different task Presntation
after watching the video. Indicator 5.
Pink-Give the meaning of photosynthesis I emphasize the
Yellow-Distinguish between the components care/respect for living
used by human and plants in making their food. things esp. plants
Blue-Identify the function of xylem in comparable I show fairness to all
with human blood vessel. students not only to
Green-Distinguish between oxygen and carbon focus on fast learners
dioxide in plants. during discussion.
Red-Describe when does photosynthesis take
place in the chloroplast.
Each group will present their output (10 mins) Indicator 1.
Scoring rubric: Math: presentation of
EXPLAIN Content-10 the scoring rubrics
Whole Class Organization-5 Indicator 5:
Discussion Presentation-5 Using rubrics to be
(The teacher will help clarify the misconception of fair in giving scores
the students)
ELABORATE Differentiated Content (8 mins.) (use the same Indicator 6. I make
Developing mastery rubric) sure learning is fun
(Leads to formative They are going to illustrate the flow process in by inspiring each one
assessment) which the plant makes its food. to participate
Class Presentation of outputs. (10) Indicator 7. Each
Teacher will make a generalization of the lesson. one will assume
responsibilities as
he/she presents
his/her output
Making generalizations
Indicator 9. I ask the
about the lesson
Ilocano/B’laan term
of PLANT and ask
them how they grow
and care for the
plants in their place.
V. EVALUATE Paper and pen. (7 mins)
Give the correct answer of the following
question by choosing the answer from the
choices,
 mesophyll stomata chloroplast chemical energy
carbon dioxide carbohydrates

1. Cell which contains chloroplast.

2. Responsible for the green pigment of a
leaf.
3. It is used by plant for growth and
nourishment
4. Also called glucose.
5. Present in the air that enters the plant.
Plant a seed in a pre-measured amount of Indicator 7:
VI. EXTEND soil and water this for five days. Then after 5 days I let my students
measure the weight of the plant and the weight of work responsibly and
the soil and be ready to discuss the result. productively.

Prepared by:

RHEAN GAZELLE R. CLAVERIA

Science Teacher