Adaptive Lesson Plan in English 9

ADAPTIVE LESSON PLAN IN ENGLISH 9
for Gifted and Talented Learners
Prepared by: Vevencio T. Biabe
PLOP: There are 40 students in Grade 9- Makahiya. Most of the class are passive learners,
however the classroom environment is suited for two learners who have specific academic
aptitude which is in English subject. One is a gifted learner, and the other one is talented. The
teacher is required to give them advanced and proper attention so that they will not lose their
interest to learn.
L.C. EN9OL-1a-1.15: Use the appropriate segmentals (sounds of English) and the
suprasegmentals or prosodic features of speech when delivering lines of poetry and prose in a
speech choir, jazz chants and raps
I. Objectives
In this lesson the students are expected to:
a. define word stress;
b. demonstrate the importance of word stress through a rap presentation; and
c. determine the stressed syllables in given words.
II. Subject Matter
Topic: Word Stress
Concepts: Word stress is considered a ―magic key in understanding spoken English.

Being a part of the English language, it is a tool that non-native speakers can use to
communicate accurately and fluently.
Value(s): Respecting one another
Reference(s): K to 12 Curriculum Guide (May 2016) & Journey through Anglo-American

Literature Learner‘s Material for English
Materials: Manila paper and marker and handouts for the activity
Adaptations: The learners who are gifted and talented are the learners who exceed in
the skills and intelligence of a normal student, in order for them to adjust in an
environment where they will be meeting typical students, the teacher will first
acknowledge their giftedness and let them engage in activities where they could feel
they belong in an environment despite of being more advanced compared to the normal
and typical students.
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III. Procedure
A. Classroom Routine
The teacher will ask a talented learner to sing a Godly song to lead the prayer.
B. Review
The teacher will ask the gifted learner to review the lesson being discussed last
meeting which is about prosodic features.
C. Motivation
MIND YOUR SYLLABICATION
The teacher will ask the students of this question “What is ―syllable in Filipino?”
They will be tasked to give samples of Filipino words and indicate the number of
syllables in which they will also provide the English equivalent of the words and likewise
identify the number of syllables. They are going to observe how the words are
pronounced.
After doing the activity the students will be asked with the final question “Do all
syllables receive the same degree of emphasis?”
D. Lesson Proper
-Presentation of the Lesson
The teacher will relate the activity to the topic he /she will be presenting.
Before proceeding to the lesson, the students will be asked about their prior knowledge
of the word “stress”.
Stress is the relative force or prominence given to a syllable or word. Improper

use of stress may result in a difference in the meaning of utterance that can cause
misunderstanding.
Activity 1: STRESS BUT DON’T STRESS!
Directions: Read the following sentences:
1. I carried the bottle to the hotel.
2. They will desert the desert by tomorrow.
The teacher will ask the students to answer the following questions:
 What is the meaning of the first sentence?

 How about the second?
 What do you think is the factor/factors that affected the understanding of the
meaning of the sentence?
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-Analysis
Activity 2. STRESS IT OUT!
Based on the first activity, answer the following questions:
These questions will be asked to the gifted learner and let him/her share his/her
ideas to the class.
 How does pronunciation affect the meaning of the word/message?

 Can you cite some instances where you have been misunderstood because
of the way you said something/pronounced a word(s)?
 Is it possible to avoid those kinds of instances? How?
-Abstraction
The teacher will choose five students who are passive learners, and five students
who are active learners including the gifted and talented learners. Each of them will be
paired to the passive learners. After pairing, the passive learners will be the leaders for
each group while the active are the ones to assist only. The students will count from 1 to
5 to create five groups. The teacher will make sure that the chosen leaders will do their
responsibility by giving them instructions.
Activity 3: WHERE‟S MY WORD?
(Group activity)
Below is a list of words and jumbled list of stress patterns. With your group,
match and pair the words with their corresponding stress pattern by checking which
stress pattern is appropriate for each word. Post your output on the board and as a
group, read the words aloud following the assigned stress pattern.
Example:
competition  ooOo oooO
Stress Patterns
Words
Opposition oooO ooOo
Friendly Oo oO
Technician Ooo oOo
Pilot Oo oO
Modest oO Oo
examination OooO ooOo
record (n) oO Oo
production oOo ooO
participation OooOo oooOo
Moral oO Oo
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E. Generalization
Clarifications about the topic will be done by the students through asking
questions from the teachers about their misconceptions about the lesson. The gifted
learners will be one of the students to share his/her ideas to the class. If none of them
would volunteer, the teacher will be the one to ask questions.
F. Application
With the same group, each will be asked to perform a rap considering the proper
word stressing. The content of their rap will answer this question, “What is the
importance of word stress?” This time, the leader will be the active learners including the
gifted and talented learners. They will be guided with the given criteria.
SCORING CRITERIA
Content - 30
Proper use of word stress - 20
Presentation - 10
Creativity - 10
Behaviour - 5
Cooperation - 5
TOTAL: 80
G. Reflection
The students will be asked about on how they can use this concept in dealing
with gifted and talented learners. They will reiterate how important it is to have the
proper stressing of word especially in having conversation with other people.
IV. Assessment
Answer the following in your ¼ sheet of paper.
Identify whether the stress is placed on:
a. first syllable b. second syllable c. third syllable d. fourth syllable
Write the letter of your answer.
_____ 1. honor _____ 6. diplomatic
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_____ 2. syllabication _____ 7. pretty
_____ 3. legal _____ 8. administration
_____ 4. sixteen _____ 9. permit (n)
_____ 5. ceremony _____ 10. permit (v)
V. Assignment
Directions: Research for other prosodic features and explain how each add meanings to a
word, phrase or sentence.
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Republic of the Philippines
Davao Oriental State College of Science and Technology
INSTITUTE OF EDUCATION AND TEACHER TRAINING
Guang-guang, Dahican, City of Mati, Davao Oriental, 8200
Adaptive Lesson Plan Rubric
Criteria Good (3) Fair (2) Needs Improvement Rating

(1)
Formulating Defines objectives Adequately define Objectives are not
Objective clearly the objective clearly state
Organization  Clearly links Adequately links Subject does not link to
of Lesson subject matter subject matter to students’ interest and
Presentation to students’ students’ interest experiences
interest and and experiences
experiences Does not clearly identify
 Clearly Adequately identifies sequential development
identifies sequential of activities
sequential development of
development activities Does not use relevant
of activities examples
 Uses relevant Adequately uses
examples relevant examples Does not allocate time
 Accurately to activities in
allocates time Adequately allocates accordance with
to activities in time to activities in objectives
accordance accordance with
with objectives objectives Does not indicate the
 Clearly transition procedure
indicates the Adequately indicates from one activity to the
transition the transition next
procedure procedure from one
from one activity to the next Does not plan a variety
activity to the of teaching strategies
next Limited variety of
 Plans a variety teaching strategies Does not relate subject
of teaching matter to other
strategies Relates subject knowledge
matter to other
 Relates
knowledge
subject matter
to other
knowledge
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and prior
knowledge of
students
Use of  Uses a wide  Uses a range  Does not use a

Learning range of of resources range of
Materials resources and and learning resources and
learning materials learning
materials  Uses an materials
 Structures a appropriate  Does not
wide variety of variety of structure an
materials to materials to appropriate
stimulate stimulate variety of
students’ students’ materials to
interest and interest and stimulate
achievement achievement students’
interest and
achievement
Use of  Devises  Devises  Does not devise
Evaluative appropriate appropriate appropriate
measures evaluation of evaluation of evaluation of
each student’s student’s students’
progress progress progress
 Measures  Measures  Does not
students’ students’ measure
progress with progress with students’
appropriate appropriate progress with
tests and a tests and appropriate
variety of other tests and other
assessment methods methods
methods
Comments/Suggestions: (Strengths and suggestions for improvement)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________
Rating: _________________________________
Rated by: _______________________________
Designation: _____________________________
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for Learners with difficulty in Seeing
PLOP: In Grade-7 Aquino, there are a total of 35 students, however, one of these has a mild
problem in his vision. The classroom is clear and the light is just suited for the said learner’s
need. There are concrete objects in the classroom. The teacher needs to let the learner sit in
front to accommodate distance for further discussion.
L.C. EN7G-IV-d-5: Use verbs when giving information and making explanations
I. Objectives
At the end of the lesson the students are expected to:

a. identify the verbs used in an a paragraph;
b. determine verbs in a sentence;
c. write sentences using verbs; and
II. Subject Matter
Topic: Verbs
Concepts: A verb is a word that expresses an action or state of being.

Materials: PowerPoint Presentation (with clear font style and bigger font size), Laptop,
Plasma TV, chalkboard, Manila paper, marker, printed materials
Adaptations: The learners with difficulty in seeing tend to have struggle in seeing words
and it is very important that the teacher should have little adjustments or make the
objects, instructional materials visible that could be easier for them to see even if they
have low vision. The consideration of lighting, color and contrast, size and distance
should be taken into consideration to really have them feel that they are accommodated.
III. Procedure
The teacher will be the one to lead the prayer and the students will be asked to
rise while the learners with difficulty in moving will remain to their seats.
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After the prayer, the students will be tasked to pick up the pieces of paper. The
student with difficulty in seeing will be encouraged to sit in fronts seats to see the
instructional materials.
B. Review
Answer the following:
1. What is Pronoun?
2. Give at least examples of pronoun.
C. Motivation
The teacher will distribute a paper containing the activity by pair so that the one
who will be paired with him/her can read the italicized word for him/her if he/she failed to
do it for himself/herself.
Directions: Observe the italicized words from the text “A Shawl for Anita” and share
your observations to the class.
SENTENCES:
1. Mother brought us up single-handedly.

2. She looked at her handiwork.
3. Mother sacrificed much for us.
4. I envied Anita.
5. Anita touched my arm gently.
D. Lesson Proper
Action verbs and state of being verbs are also known as linking verbs. Because
action verbs and linking verbs are strong enough to be used in sentences by
themselves, they are called main verbs.
Examples:
I love cheese.
I turned the page.
Helping verbs always help either an action word or a linking verb.
I will play the piano.
I will be a teacher.
Activity 1.
Individual Work
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Directions: Write at least five sentences using verbs. Underline the verbs that you have
used.
Teacher’s Choice: If the learner with difficulty in seeing cannot do the task, let him/her
have the oral recitation.
Example:
I called the police.
1.
2.
3.
4.
5.
Activity 2.
The teacher will use a Power point presentation to read while presenting the
short story. The students will be tasked to take a list for the verbs being used. They can
take as many as they can.
After the activity, the learner with difficulty in seeing will be asked to tell to the
class she/he has listed and would explain why those words are verbs.
Directions: Listen as your teacher will read the short story “A Shawl for Anita” and look
for the verbs being used.
“A Shawl for Anita"
My mother brought us up single-handedly. It was a Herculean task for a woman so frail,

dealing with three adolescent children. But she managed. She never finished high
school, but her deft hands had skilfully eked out a living for the four of us. She was good
at knitting. That tided us over until the eldest got a diploma of teaching. Then she put up
a sari-sari store to send the other children to college. Mother wanted us all to start a
college degree and she had sacrificed much to see us through.
Mother had a soft heart - especially for Anita. Anita was the youngest, and I, being the
middle child, had always envied her. She was sickly and Mother willingly indulged her.
My sister's whimpers never irked her. She was ever so gentle with her when I impatient
and jealous. I never understood my mother.
My mother who had always been a frail woman was much thinner now. Anita who was
married by now had never stopped being pampered. Her lack of concern for our
mother's failing health was getting on my nerves. I felt like shouting at her, calling her
names when I heard her ask Mother to knit a shawl for her. Mother could hardly refuse,
but I knew that the task was just too much for her. Her fingers had lost their flexibility;
rheumatic pain told on her knuckles that felt a million pins pricking. My heart went out to
her every time I saw her painfully the knitting needles into the yarn.
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The rest of us did not want to see Mother lift a finger. She was too old to work, and we
wanted to save her the burden of doing even the lightest household chores. Mother said
she felt useless being cooped up in the house all day, doing nothing. That was before
Anita sweet talked her into knitting her shawl. I was beginning to hate Anita for being so
callous.
Knitting the shawl might have been an agony for Mother, but she never showed any
pain. At the end of the day, she would look at her handiwork, a smile on her lips as she
held it against her. Knitting proved to be a slow process, but Mother didn't mind, I did
and when Anita showed up one day to visit Mother I scolded her for being so
thoughtless. Anita touched my arm and in a gentle voice said, "I did it for Mother. That
shawl is giving her reason to live. She was wasting away, didn't you notice? She felt so
useless because she had nothing to do, no matter how small. Mother is one person who
prefers to live her life working. If she stops working, she will stop living." I nodded my
head. Perhaps Anita was right I was beginning to understand my mother.
E. Generalization
Let them give more examples or verbs. They will give at least 5 examples of it
and let them create a sentence out of it. Each sentence should be connected to form a
paragraph.
F. Application
The teacher will appoint the learner with difficulty in seeing to become the leader
of their group so that the members will be the one to re-read the story “A Shawl for
Anita”.
Group Activity
Directions: Re-read the story “A Shawl for Anita” and look for at least five (5) verbs. List
them down in the table and use them in your own sentences. An example is one for you
below.
VERBS SENTENCES
1. Brought I brought with me my collection of fictional books when I travelled
to Moroco.
2.
3.
4.
5.
G. Reflection (Oral Recitation)
How important verbs are in having clear communication with other people?
IV. Assessment
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I. Multiple Choice
Directions: Read and answer the following questions:
1) Which word is the verb in the sentence?

“Knitting the shawl might have been an agony for Mother.”
a. an
b. have been
c. knitting
d. shawl
2) Which word is the verb in the sentence?

“I was beginning to understand my mother.”
a. I
b. mother
c. was beginning
d. to understand
3) How many verbs are there in this sentence?

“Her fingers had lost their flexibility.”
a. 1
b. 2
c. 3
d. 4
4) Every sentence must have a verb.

a. True
b. False
c. Maybe
d. Never
5) A verb never changes its form.

a. True
b. False
c. Maybe
d. Never
II. Identification
The teacher will read the paragraph through a Power point Presentation.
Directions: Listen to your teacher as he reads the paragraph twice and take a
list for the verbs being used in the paragraph.
Cartoon superheroes are made up of a number of common traits. They

have extraordinary powers and abilities. They vary greatly, but superhuman
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strength, the ability to fly and the ability to project energy are often common.
Batman and Green Hornet possess no superpowers but they know martial arts.
Most superheroes risk their own safety in the service of good. Many refuse to kill
an opponent, even though they threaten the safety of others. Many superheroes
use a descriptive or symbolic code name. A supporting cast of characters
includes the hero’s friends and family. Superheroes often have a secret
headquarters or base. Female characters include the Invisible Woman, Black
Canary and Raven. Some examples of non-Caucasian characters are the Black
Panther, Shang Chi and Cyborg.
V. Assignment
Directions: Research the following:
1. Definition of adverb
2. Examples of adverb
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(1)
matter to other
 Relates
knowledge
subject matter
to other
knowledge
and prior
knowledge of
students
14
interest and
achievement
methods

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________
Rating: _________________________________
Rated by: _______________________________
Designation: _____________________________
15
for Learners with difficulty in Hearing
PLOP: There are 40 students in Grade 7-Arellano, one of these students has moderate degree
of hearing loss. The classroom is enclosed and sound proof. The teacher lets the learner to sit
in front and make use of his loud and clear voice.
L.C. EN7V-II-e10.1.2: Identify figures of speech that show comparison (simile and metaphor)
I. Objectives
At the end of the forty-five minute period, the students should be able to:
a. compare and contrast accurately the simile and metaphor;

b. use properly the simile and metaphor in a sentence form; and
c. demonstrate correctly the use of simile and metaphor by relating to their
experiences.
II. Subject Matter
Topic: Simile and Metaphor
Concepts: Simile and metaphor are figures of speech used in comparing two object with
the same characteristics or attribute.

Literature Learner‘s Material for English, pp. 187-188
Materials: PowerPoint Presentation, Laptop, Plasma TV, chalkboard, Manila paper,
marker
Adaptations: Having a learner with difficulty in hearing is a challenge for a teacher to

make him/her understand the concept of the topic to be discussed. With this, the teacher
will make sure that the student with such difficulties will sit in front and would instruct the
whole class to keep silent and not to create unnecessary noises to make the
environment conducive for learning not just for the learner with difficulty in hearing but
also to the whole class because this type learner tends to lose their focus when they
hear noises in their environment. The teacher will also utilize the student’s knowledge
about sign languages and he himself must have a basic knowledge of it.
III. Procedure
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The teacher will present a video showing a prayer that has a sign language
translation.
B. Review
With a clear and loud voice, the teacher will start the class by letting the students
recall the previous lesson. He will pick the learner with difficulty in hearing to review the
previous topic which is all about the Figures of speech.
FIGURES OF SPEECH- relies on such figurative language and rhetoric. When using
figures of speech, the words will diverge from their literal meanings, to give a more
stylized and specialized meaning to these words.
C. Motivation
READ MY LIPS
The teacher will instruct the students to observe his lips as he is going to utter a
word “comparison” without using his voice. The students will be asked to raise their
right hand if they have already created a word from it. They will be encouraged to remain
silent before, during, and after the activity. They will not talk unless they are told to do
so.
After the activity, the teacher will proceed to the next activity.
Using Plasma TV, the teacher will present an activity. An activity which let them
explain what they are like through comparing them to an animal. They will answer the
guide questions:
1. How are they like this animal?

2. What qualities do they share?
After three minutes, the students will pair with an elbow partner and share their
writing in two minutes.
The student being partnered with the learner with difficulty in hearing will be the
one to assist him/her along the other activities.
D. Lesson Proper
• Using the PowerPoint Slides, the teacher will start the discussion of the
lesson. The students will be asked to listen carefully and to remain silent.
Simile & Metaphor
A simile is a figure of speech that compares two different things in an interesting

way. The object of a simile is to spark an interesting connection in a reader's or listener's
mind. A simile is one of the most common forms of figurative language. Examples of
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similes can be found just about anywhere from poems to song lyrics and even in
everyday conversations.
Similes and metaphors are often confused with one another. The main difference
between a simile and metaphor is that a simile uses the words "like" or "as" to draw a
comparison and a metaphor simply states the comparison without using "like" or "as".
An example of a simile is: She is as innocent as an angel. An example of a

metaphor is: She is an angel. Do you see the difference? The simile makes a direct
comparison, the metaphor's comparison is implied but not stated.
Examples of Simile
 She smells like perfume.

 He is as busy as a bee.
 I am as snug as a bug in a rug.
Examples of Metaphor
 Franklin has a heart of gold!

 Mary’s voice is music to my ears.
 He’s a walking Encyclopedia.
Activity 1
Directions: Use the following word/s or phrase in a sentence.
1. as small as
2. like
3. heart of stone
4. sea of sadness
5. dress of snow
Activity 2.
The teacher will play the TeacherTube video clip in a laptop that is connected
with the pocket WiFi to access internet and to be projected by Plasma TV to consider the
convenience of the students. A clip that shows lyrics from popular songs that use similes
and metaphors. Using their T-Chart (provided by the teacher), a chart that separates the
use of the two. Students will be tasked to list words or phrases which belong to its
respective columns.
The teacher will ask the learner with difficulty in hearing to proceed in front to
share his work in class. He will be asked to use sign languages of the similes and
metaphors he/she has listed.
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E. Generalization
The teacher will conduct an activity to see if he or she is teaching effectively

through asking random students on what they have learned on the discussion. This will
serve as their oral recitation during the class, specifically, they will be asked with the
questions by the teachers that are connected with the objectives.
F. Application
Directions: Identify each statement as a simile or metaphor and then underline

the two words or things that are being compared.
Example: Simile 1. My father is as strong as tree.
___________1. Her hair was as black as coal.
___________2. Life is a mountain.
___________3.My brother’s cheek turned red as tomato.
___________4. Coco Martin is as good as Hollywood actor.
___________5. She is like a flower that blooms in the garden.
___________6. The girl is one beautiful fox.
___________7. My room is always messy, just like a pigpen.
___________8. My sister is an angel in his boyfriend’s eye.
___________9. Albert was walking as slow as snail.
___________10. The puppy is a fluffy cloud.
G. Reflection
The teacher will ask the students to share their realizations after having a
classmate that has difficulty in hearing. The teacher will also ask the students on how it
feels to have a classmate like him/her inside a classroom.
IV. Assessment
Answer the following in your 1 whole sheet of paper.
All of the activities below will be presented using a PowerPoint Slides which will
be projected by Plasma TV.
GENERAL INSTRUCTIONS: Read the directions of each activity carefully, and

answer it with all of your honesty. Answer it in a one whole sheet of paper.
I. Compare and Contrast: Write the definition of Simile and Metaphor as their
similarities and differences by using Venn diagram.
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Differences Similarities Differences
II. Giving examples: Provide three examples for Simile and three examples for
Metaphor. Each example must be in a sentence form.
III. Poem Writing: In a free-verse, the students will compose a poem that talks about
their experiences in the first stage of battling with their high school life together with the
integration of Simile and Metaphor in their composition. Guiding with them the criteria.
Criteria
Content-30%
Grammar-10%
Usage of Simile and Metaphor-10%
Total: 50%
V. Assignment
Directions: Research the following:
1. Definition of Personification.
2. Use of Personification.
3. Examples of Personification.
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(1)
matter to other
 Relates
knowledge
subject matter
to other
knowledge
and prior
knowledge of
students
21
interest and
achievement
methods

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________
Rating: _________________________________
Rated by: _______________________________
Designation: _____________________________
22
for Learners with difficulty in Communicating
PLOP: There are 45 students in Grade 7- Lopez Jaena and one of these students has language
disorder where he cannot easily communicate with his classmates. On the other hand, his
classmates talk most of the time about their lessons that challenges the said learner
moderately. The teacher is required to give him activities that would trigger his skills in
communicating with others.
L.C. EN7G-IV-f-6.2: Formulate who, what, when, where, why, and how questions
I. Objectives

a. formulate WH-Questions;
b. supply appropriate WH-word to complete the thought of a sentence; and
c. write an essay about the importance of identifying the meaning in formulating
WH-Questions.
II. Subject Matter
Topic: Formulating WH- Questions
Concepts: Question words are also known as WH-Questions. WH-Questions ask for
information and we do not expect a yes-no answer.
Reference(s): K to 12 Curriculum Guide (May 2016), Teacher’s guide and English

Learner’s Material
Materials: PowerPoint Presentation, Laptop, Plasma TV, chalkboard, Manila paper,
marker
Adaptations: Learners with difficulty in communicating tend to have problem in

connecting with their classmates inside the classroom. Through this, I will introduce to
them first the very meat of the topic and give them activities that would enable them to
participate with the class and improve their communication skills. Activities to be
conducted will let the students use their oral communication skills.
III. Procedure
The teacher will ask a student to lead the prayer.
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B. Review
The teacher will ask the learner with difficulty in communicating to review the
lesson being discussed last meeting which is about formulating meaningful expressions.
Other students will be told to listen as the student with difficulty in communicating will
review the previous lesson.
C. Motivation
The teacher will let the students observe the given advertisement written in a
manila paper silently and ask about what they have noticed. (If no one would volunteer,
the teacher will be the one to call a student.)
Directions: Look closely to the advertisement? What have you noticed? Share
your insights to the class.
ATTENTION
 All Grade 7 Students

 Essay Writing Contest about Climate Change
 January 30, 2015 at 8:00 AM
 School Library
SEE YOU!
D. Lesson Proper
The teacher will reiterate the connection of the activity in the motivation phase to
the lesson they will be discussing. The teacher will also teach the students how to
formulate WH-Questions and let them create a scenario using the questions they
formulated.
INPUT
Formulating WH-Questions
We usually form wh-questions with wh- + an auxiliary verb (be, do or have) + subject +
main verb or with wh- + a modal verb + subject + main verb:
Example:
When are you leaving? Where do you live?
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Why didn’t you call me? What shall I do?
Question Words Meaning Examples

Who Person Who’s that?
What Object, idea or action What do you do?
When Time When do you go at work?
Where Place Where do you live?
Why Reason Why do you sleep early?
How Manner How do you go?
The teacher will let the students formulate their own WH-Questions using the six
meanings to be provided in each pair. The instructions will be given clearly before the
activity. The teacher will make sure that each pair has their cooperation and will have
their brainstorming in formulating good WH-Questions by observing them during the
before and during the activity.
Activity 1.
(By pair)
Directions: Formulate three (3) WH-Questions each meaning. Write it on a ½ sheet of

paper.
Activity 2.
Group Activity
After formulating the questions, the students will be grouped into five and let
each group consolidate the WH-Questions formulated by each pair. The first group will
give their formulated WH-Questions to the second group, then the second group to the
third group, third group to the fourth group, fourth group to the fifth group, and fifth group
to the first group. Each group will create a scenario and make a role play where they can
use the WH-Questions given to them. They will be graded according to the given criteria.
CRITERIA
Content- 20 points
Presentation- 15 points
Teamwork- 10 points
Behavior-5 points
Total- 50 points
E. Generalization
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The teacher will discuss to the students that WH-Questions are formulated
according to their meaning. Each meaning leads the students to create appropriate
examples of WH-Questions.
F. Application
In a ½ sheet of paper, the students will be asked to create a dialogue using the
WH-Questions. The dialogue should be reflected to their past/current experiences in
real-life situation. The teacher will choose the learner with difficulty in communicating to
present his/her work in front of the class with proper expression.
G. Reflection
The teacher will ask random students to give their understanding to the class.
They will be given an opportunity to clarify their misconceptions, and they will also be
asked about the importance of identifying the meaning in formulating WH-Questions
especially in having conversation with others.
IV. Assessment
I. Formulate Wh- Questions based on the assigned meaning.
1. (person)
2. (object, idea or action)
3. (time)
4. (place)
5. (reason)
6. (manner)
II. Supply the missing WH- word to complete the thought of the sentences.
___________1. are you messing around? (reason)
___________2. will you finish your work if you’re playing? (manner)
___________3. is she going? (place)
___________4. did you arrive from the province? (time)
___________5. is that thing you are holding? (object)
___________6. will be the next Miss Universe? (who)
___________7. did you take off your glasses? (reason)
___________8. are you going to spend your vacation? (place)
26
___________9. do you pack your things? (manner)
___________10. will you come back here in America? (time)
III. ESSAY.
11-15. Why is it important to identify the meaning in formulating WH-Questions?
V. Assignment
Directions: Provide examples for each meaning.
Possession Examples
Object of the verb
Description
Time
Quantity
(countable)
Amount, price
(uncountable)
Duration, length
Frequency
Distance
Age
Reason
27

(1)
matter to other
 Relates
knowledge
subject matter
to other
knowledge
and prior
knowledge of
students
28
interest and
achievement
methods

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________
Rating: _________________________________
Rated by: _______________________________
Designation: _____________________________
29
for Learners with difficulty in Walking/Moving
PLOP: One of the students in Grade 7- Malvar uses a wheelchair as his way in going in and out
of the school because he has amputated leg. Inside the classroom, there is a space provided for
him to be comfortable. The teacher makes sure that he would stay at his place most of the time
so that he will not get tired easily.
L.C. EN7RC-IV-a-3.2: Classify text types (narrative, expository, descriptive, persuasive)
I. Objectives At the end of the lesson the students are expected to:
a. identify the types of text,

b. classify text according to its type; and
c. state the importance of knowing the distinction of types of text.
II. Subject Matter
Topic: Types of Text
Concepts: A text is a piece of writing that you read or create. The type of characteristics
of a text are very important for any work.

Materials:
Adaptations: The learners with difficulty in walking or moving normally face the
struggles of moving from one distance to another. Teaching these students requires
basic knowledge to understand the proper accommodation. The physical environment of
the learners must be accessible to them since they tend to struggle in the physical
environment itself. The teacher must teach these learners comprehensively but not
exhaustively. The classroom to be provided must have greater space for these learners
so that they would not be tired easily. The activities should not always involve physical
movement.
III. Procedure
B. Review. What are the two main text types? Give examples for each.
30
 Factual text types
 Literary text type
C. Motivation
Activity no. 1
Arrange Me!
Mechanics: The student will arrange the scrambled word provided by hint to be given by
the teacher. After arranging it, the student behind him/her will share his/her insights of
the word being arranged. The students will be encouraged not to
SCRAMBLED WORDS HINTS
AARTIVENR- NARRATIVE TELLING A STORY
IEDCRPTVESI- DESCRIPTIVE DESCRIBING
PXSOITYOER- EXPOSITORY PRESENTING FACTS
RPASIUSVEE- PERSUASIVE CONVINCE ME!
D. Lesson Proper
Types of Text
 Narrative Essay: Telling a Story
In the narrative essay, the writer tells a story about a real-life

experience. This is written in a first person point of view “I”.
 Descriptive Essay: Painting a Picture
In a descriptive essay, a writer describes a person, place, object

or even memory of special significance. This strives to
communicate a deeper meaning through the description.
 Expository Essay: Just the facts
An expository essay is an informative piece of writing that

presents a balanced analysis of a topic. In here, the writer
explains or defines a topic using facts and examples.
 Persuasive Essay: Convince Me

The goal of persuasive essay is to convince the reader to accept
the writer’s point of view or recommendation. The writer must build
a case using facts, logic, examples, expert opinion and reasoning.
31
Activity 1.
The students will be grouped into five and the learner with difficulty in moving will
be one of the leaders. They will be having an actual discussion in which each group will
discuss their assigned type of text without meeting their group mates. They just have to
remain in their seats and the discussion will start from the introduction of the leader and
ideas to be supported by each member of the group until the last member.
E. Generalization
(Group Activity)
Directions: Choose a representative to pick the type of text that is written on a strip of
paper. Write an essay of the type of text that you will be picked. Present your output to
the class. Be guided by the rubrics.
 The teacher will present the criteria and check the output of each group.
Criteria
Content- 20 points
Delivery- 20 points
Teamwork- 10 points
Total- 50 points
F. Application
Directions: Identify what type of text is the story “A Shawl for Anita” and write its
features. Use the graphic organizer below. Present your output to the class and observe
the rubrics.
“A SHAWL FOR ANITA”
TYPE OF TEXT:
FEATURES
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Rubrics:
Content- 20 points
Delivery- 20 points
Teamwork- 10 points
Total- 50 points
G. Reflection
The teacher will ask the following questions to the students.
 How important it is to know the distinction of the types of text especially in getting
information?
 Is it possible to have more than one type of text in a single text?
IV. Assessment
I. True or False
Directions: Write TRUE if the sentence is correct and FALSE if not.
_____1. Type of text depends on its purpose.
_____2. A descriptive essay paints a picture in the mind of the reader using five
senses.
_____3. An expository essay informs the reader based on facts and statistics.
_____4. A narrative essay encourages the reader to do a certain action.
_____5. A persuasive essay delivers two sides of issue-the affirmative and negative
side.
II. Classification
Directions: Read the following excerpts (from essays) carefully. Classify the text
according to its type by writing N if the paragraph is Narrative, D if Descriptive, E
if Expository and P if Persuasive.
_____1. Perhaps, since I am a high school student, somebody might say that I have
my entire life ahead of me, with all of its beautiful experiences. But despite of being
so young, I already have a personal breath taking experience, which I am sure will
carry with me until my last days. What I am talking about here is my first hike to the
mountains.
_____2. Though cell phones are necessary for high school students in terms of their
safety, they should still be prohibited from use in school. This concept is founded on
33
several reasons, such as disrupting the educational process and facilitating students’
cheating; distracting students by the possibility to access the internet, social media or
communicate with friends; finally cell phones contribute to the spreading of the social
phenomenon known as cyber bullying.
_____3. The Great Wall or Chang Cheng Chinese is massive. It begins in the east of
the Yellow Sea, travels near China’s capital, Beijing, and continues west through
numerous provinces. For thousand miles, it winds like a snake through China’s
varied terrain. Smaller walls extend from the main wall. According to the conservative
estimates, the Great Wall’s length is approximately 2400 miles. Its thickness ranges
from 15-30 feet wide, and it reaches in height to about 25 feet. For many centuries,
the Great Wall has been considered one of the world’s wonders. (Turnbull &Noon,
2007)
_____4. Antibiotics were invented by Alexander Flemming in 1928 (Diggins).

Antibiotics are chemical substances produced by various microorganisms and other
living systems, and capable of inhibiting the growth of dangerous bacteria and
viruses. Before the epoch of antibiotics began, there was not much that could be
done for patients suffering from different infections, and death rates were much
higher than today.
_____5. Terrorists cannot continue their actions if they are prosecuted and detained.
Grounds for criminal prosecution include UN Security Council resolutions and
outstanding U.S. indictments (Scheffer, 2001). Circumstances surrounding the
attempted use of these grounds prosecute terrorists activities are not always
favorable.
V. Assignment
Directions: Choose one type of text and create your own example. Make at least two
paragraphs for your chosen type of text.
34

(1)
matter to other
 Relates
knowledge
subject matter
to other
knowledge
and prior
knowledge of
students
35
interest and
achievement
methods

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________
Rating: _________________________________
Rated by: _______________________________
Designation: _____________________________
36
for Learners with difficulty in Remembering/Focusing
PLOP: There are 30 students in Grade 7- Agoncillo, one of these students has a difficulty in
remembering the lesson. He tends to forget the information easily. Most of the class are active
learners which enables the said learner to be one of them. The teacher provides activity that
would activate the child’s remembering skill.
L.C. EN7LT-II-c-2.2: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
I. Objectives
a. identify correctly the basic elements of a poem;
b. construct a poem observing the basic elements while relating past events to
current situation; and
c. state the importance of elements of a poem as on how it contributes to the

theme of the poem presented in previous activity.
II. Subject Matter
Topic: Basic Elements of a Poem
Concepts: Poetry is defined as ‘literature in a metrical form’ or ‘a composition forming

metric lines’.
References: K to 12 Curriculum Guide (May 2016), Teacher’s guide and English

Learner’s Material
Materials: Book, visual aids
Adaptations: Learners with difficulty in remembering/focusing have deficits in restoring

information in short-term memory often have difficulty in remembering instructions or
directions given in an activity. The teacher on the other hand should always make sure
that the classroom will never be distractive so that these learners can have focus on the
lesson. The teacher should also make activities that can challenge these learners to test
their remembering skills gradually. Teacher’s instruction must be given clearly so that
the students would not be confused. The teacher will consider if these type of learners
would ask questions repeatedly as long as it has connections with the topic.
37
III. Procedure
B. Review
The teacher will ask the following questions.
 What are the two types of literature?

 What is prose?
 What is poetry?
C. Motivation
Directions: Refer to your background knowledge. Fill in the graphic organizer by

writing the elements of a poem you already knew.
Elements of a
Poem
D. Lesson Proper
Basic Elements of a Poem
 Stanza- a series of lines grouped together
Couplet- (2 lines)
Tercet- (3 lines)
Quatrain- (4 lines)
Cinquain- (5 lines)
Sestet- (6 lines)
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Septet-(7 lines)
Octave- (8 lines)
 Rhyme- repetition of similar sounds
I saw a fairy in the wood
He was dressed all in green.
He drew his sword while I just stood
And realized I’d been seen.
 Rhyme Scheme- a continuation of rhyme

 Meter- basic structural make-up of a poem
 Rhythm- music made by the stressed and unstressed syllables
 Imagery- device used for readers to create an image that encompasses the five
senses
 Theme- message of the poem
 Symbolism- symbols that convey ideas
Activity 1
The teacher will give his instructions and would tell the students that they will
have to work individually first then after that they will consolidate their works as a group.
The learner with difficulty in remembering/focusing will be the leader and the teacher
would make sure that there will be one of the students who will assist him during the
activity.
Individual and Group Activity
Directions: Read and analyze the poem and answer the following questions. Identify the
elements of poem used in this poem and answer the questions.
God said, "I made a man
Out of clay—
But so bright he, he spun
Himself to brightest Day
Till he was all shining gold,
And oh,
He was lovely to behold!
But in his hands held he a bow
39
Aimed at me who created
Him. And I said,
‘Wouldst murder me
Who am thy Fountainhead! '
Then spoke he the man of gold:
‘I will not
Murder thee! I do but
Measure thee. Hold
Thy peace.' And this I did.
But I was curious
Of this so regal head.
‘Give thy name! '—‘Sir! Genius.'"
Questions:
 What is the poem all about?

 Is the relationship of the past and present relevant in the text?
 What attribute of God is being described in the poem?
 How did God react to the ingratitude of His creations?
 How are the actions of the men in the past significant to your situation?
E. Generalization
The teacher will call random students to enumerate and explain the elements of
poem.
F. Application
The teacher will instruct the students about the activity. After that, the teacher will
choose the learner with difficulty in remembering to present his works in class.
Directions: Construct a poem about the relationship of the past to your current
event. Observe the basic elements in constructing your own poem.
G. Reflection
The teacher will ask a question.
40
 How the elements of a poem contribute to the theme of the poem
presented in the previous activity?
IV. Assessment
I. Enumeration. Enumerate the basic elements of a poem.
II. Identify the basic elements of a poem being described in each statement.
_______1. It is defined as a composition forming metric lines.
_______2. It is the repetition of similar sounds in poetry.
_______3. It is a stanza of a poem which has five (5) lines.
_______4. It is a stanza of a poem which has seven (7) lines.
_______5. It is a series of lines grouped together.
_______6. It is a stanza of a poem which has two (2) lines.
_______7. It is an object in the poem that symbolizes a significant idea.
_______8. It is a stanza of a poem which has four (4) lines.
_______9. It is a message of a poem.
_______10. It is a stanza of a poem which has six (6) lines.
V. Assignment
Do research from books or from internet about poems that are already published and
get the elements of poem from it. Write it in ½ sheet of paper.
41

(1)
matter to other
 Relates
knowledge
subject matter
to other
knowledge
and prior
knowledge of
students

Learning
42
Materials range of of resources range of
resources and and learning resources and
interest and
achievement
methods

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________
Rating: _________________________________
Rated by: _______________________________
Designation: _____________________________
43
for Learners with difficulty in Self-care
PLOP: One of the students in Grade 7- Silang is suffering from a mild depression, this learner
tends to question his worth more than enhancing himself, however, his classmates are friendly
that they cheer the said learner as much as possible in the way they can. This requires the
teacher to present activities that would help the learners become motivated.
L.C. EN9LT-Ie-2.2.2: Explain the literary devices used
I. Objectives
At the end of this lesson, the students are expected to:
a. define onomatopoeia, alliteration, assonance, and consonance
b. determine the literary device used in given passages or lines
c. show appreciation of the literary piece discussed by recognizing the presence

of literary devices and its effect to the totality of the poem
II. Subject Matter
Topic: Literary Devices – Onomatopoeia, Alliteration, Assonance, Consonance
Concepts: Literary devices are used by poets and it adds beauty to a literary piece.
Value(s): Respecting one another.
References: K to 12 Curriculum Guide (May 2016), A Journey through Anglo-American

Literature Learner‘s Material for English, and Teacher‘s Guide pp. 7- 8
Materials: PowerPoint Presentation, Plasma TV, HDMI, Laptop, Video and audio clips
Adaptations: A learner with difficulty in self-care includes emotional disturbance which

can result to depression. It might be due to a lack of care or even loss of motivation and
a sense of self-loathing. In such way, the teacher utilizes the literature in order for the
learner with difficulty in self-care become aware of discovering himself more. Also, the
teacher provides interesting activities which enable the said learner to be active and
motivated.
III. Procedure
The teacher will ask the student with difficulty in self-care to lead the prayer.
44
B. Review
The teacher will ask the students.
 What is the definition of literary device?
C. Motivation
Mechanics: The students will arrange the scrambled. After arranging it, the
student behind him/her will share his/her insights of the word being arranged. This will
be done through the game “Last Man Moving”.
Scrambled Words
ATOONOMEIAPO
LLAITIAONTER
NSOCONCENA
ANANCESOS
The teacher will ask the learner with difficulty in self-care about his/her
observations towards the activity.
D. Lesson Proper
-Presentation of the lesson
LITERARY DEVICES
1. Onomatopoeia suggests actions, movements and meanings

2. Alliteration are words or lines with repetition of consonant sound at the beginning of
the words
3. Assonance are words or lines with repetition of vowel sounds within words.
4. Consonance is a repetition of consonant sounds within and at the end of the words
Activity 1. EARS HERE!
The teacher will give the activity’s instruction and would encourage the
learner with difficulty in self-care to be one of the students to present his work.
Now, listen to the song entitled Fireworks by Katy Perry. Based from the
definitions, point out the parts in the song that fall under these literary devices.
Activity 2. POEM HUNT
A. In small groups of five, read the poem “The Seven Ages of Man‖ by William
Shakespeare aloud. Watch out for words that suggest sounds of movements, actions,
and meaning. List them on the table shown below.
THE SEVEN AGES OF MAN (from: “AS YOU LIKE IT”) by: William Shakespeare
45
All the world’s a stage,
And all the men and women are merely players;
They have their exits and entrances,
And one man in his time plays many parts
5 His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
10 Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier
Full of strange oaths, and bearded like a pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
15 Even in the cannon’s mouth. And then the justice,
In fair round belly with good caper lined,
With eyes severe and beard of formal cut,
Full of white saws and modern instances;
And so he plays his part. The sixth age shifts
20 Into the lean and, slippered pantaloons,
With spectacles on nose and pouch on side;
His youthful hose well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
25 And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
ONOMATOPOEIA in “The SEVEN AGES OF MAN”
46
Sample line/words It looks like The sound it makes How it moves
B. With the same group, look out for:
1. words or lines with repetition of consonant sounds at the beginning of the

words 2. words or lines with repetition of vowel sounds within words
3. repetition of consonant sounds within and at the end of the words List all of
them and chart them on the table shown below.
From the “The SEVEN AGES OF MAN” by William Shakespeare

Alliteration Assonance Consonance
QUESTION:
From the poem you read, what do you think is the importance of
knowing yourself well?
E. Generalization
The teacher will ask random students to discuss in class the general
understanding they have about the topic being discussed to them.
F. Application
TASK: TRY THIS
What term best applies to each of the following lines?
a. onomatopoeia b. alliteration c. assonance d. consonance
1. The bird‘s chirp filled the empty night air.
2. But a better butter makes a batter better.
3. She ate seven sandwiches on a sunny Sunday.
4. The dishes fell to the floor with a clatter.
5. Those clucking chickens are driving me crazy!
47
6. Whether Jew or gentile, I rank top percentile
7. A big bully beats a baby boy.
8. The furrow followed free;
9. ―His soul swooned slowly as he heard the snow falling faintly
10. A blessing in disguise.
11. It was many and many a year ago,
12. ―Men sell the wedding bells.‖
13. A host, of golden daffodils;
14. That dolphin-torn, that gong-tormented sea.
15. The snake slithered and hissed.
G. Reflection
The teacher will ask the learner with difficulty in self-care to share his ideas about
the literary devices as on how it contributes or adds to the essence of the poem.
After that, the same learner will be asked with the follow up question.
 If the literary device adds beauty to the poem, what do you think is the
reason why people say “life is beautiful”?
IV. Assessment
A. Underline the onomatopoeic expressions in the given statements.
1. The sheep went, ―Baa.
2. The best part about music class is that you can bang on the drum.
3. It is not unusual for a dog to bark when visitors arrive.
4. Silence your cellphone so that it does not beep during the movie.
5. Dad released a belch from the pit of his stomach.
6. The bridge collapsed creating a tremendous boom.
7. The large dog said, ―Bow-wow!
8. Are you afraid of things that go bump in the night?
9. My brother can burp the alphabet.
10. Both bees and buzzers buzz.
B. Identify the passages as alliteration, consonance, or assonance.
48
1. Rap rejects my tape deck.
2. Toss the glass, boss.
3. Try to light the fire.
4. It beats as it sweeps as it cleans.
5. Fleet feet sweep by sleeping geese.
6. Sarah‘s seven sisters slept soundly.
7. Peter‘s piglet pranced priggishly.
8. He struck a streak of bad luck.
9. Mammals names Sam are clammy.
10. I lie down by the side of my bride.
V. Assignment
Direction: Research for a poem and look for the literary devices from it.
49

(1)
matter to other
 Relates
knowledge
subject matter
to other
knowledge
and prior
knowledge of
students
50
interest and
achievement
methods

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________
Rating: _________________________________
Rated by: _______________________________
Designation: _____________________________
51
REFLECTION
Learning knows no boundaries. Education is not merely a right of every child but an
essential to life regardless of special needs. Each of us deserves the best education. However,
becoming a teacher who will promote inclusion is a big a challenge. A teacher who teaches
typical students is already a burden, how much more of having a mainstream where inclusivity
talks about “no one should be left behind”.
Our educational system has evolved to its greatest purpose. An inclusive education is
indeed practical in such way that it does not exclude learners with learning disabilities. As a
future teacher, I am obligated to provide a safe and conducive learning environment to
maximize student learning. I believe that each student needs a nurturing and stimulating
environment to learn and grow socially, emotionally, and intellectually. All children have special
gifts and for the student with special needs, the responsibility of a teacher is to identify these
gifts and help other teachers to appreciate the differences that make each individual feel that
they are treated equally without compromising their rights and to realize the capabilities of the
students. I must be an advocate for the students with special learning needs. I will be
accommodating different learners with different learning styles where diversity will be a
manifestation of it.
Being flexible is what a teacher need to gradually adjust to his students’ learning needs.
It is an essential idea that a teacher must know how to apply strategies and adaptations that
would really sustain the needs that the students have. A teacher does not just teach the lesson
but he transfers the learning to the students, and with that, the right of every learner regardless
of special needs must not be deprived in order for the process of learning to be motivating. A
teacher is the one who innovates and implements the strategies in teaching the learners, but it
still varies on the learners’ differences, and by that, the teacher has the power to influence his
own students in imposing the acceptance of those students with learning disabilities, and for
them to boost their self-esteem despite of having such. We might be blinded by the fact that
they are more helpful than of those who are normal, they might be the change that our society
has been wanting, because who knows? We have seen them as different from us when in fact
we are similar as we are humans. I believe that they are not different from the typical students
because they are exceptional, and if the teacher does not know of that concept, then he/she has
no place in teaching.
It might be a great challenge to teach the students with special needs together with the
typical students, but I believe that it is your willingness and passion that would drive you to
become a teacher with purpose. A change is what we really need in order for our society to
become inclusive, and we must start it in the field of education itself so that it would serve as an
avenue to create a wonderful world.
52
INSTRUCTIONAL ADAPTATIONS IN TEACHING ENGLISH
TEACHING STUDENTS WITH SPECIAL NEEDS
It is inevitable that you will have the opportunity (and pleasure) of working with special
needs students in your classroom. You may need to make accommodations for some
and modifications for others. Providing for the needs of special education students will
certainly be one of your greatest challenges as a professional educator. Consider these tips and
strategies.
When working with special needs students, two terms you are sure to encounter
are accommodation and modification. An accommodation is a device, material, or support
process that will enable a student to accomplish a task more efficiently. Modification refers to
changes to the instructional outcomes; a change or decrease in the course content or outcome.
Students with Learning Disabilities
Teaching learning disabled youngsters will present you with some unique and distinctive
challenges. Not only will these students demand more of your time and patience; so, too, will
they require specialized instructional strategies in a structured environment that supports and
enhances their learning potential. It is important to remember that learning disabled students are
not students who are incapacitated or unable to learn; rather, they need differentiated instruction
tailored to their distinctive learning abilities. Use these appropriate strategies with learning
disabled students:
 Provide oral instruction for students with reading disabilities. Present tests and reading
materials in an oral format so the assessment is not unduly influenced by lack of reading
ability.
 Provide learning disabled students with frequent progress checks. Let them know how
well they are progressing toward an individual or class goal.
 Give immediate feedback to learning disabled students. They need to see quickly the
relationship between what was taught and what was learned.
 Make activities concise and short, whenever possible. Long, drawn-out projects are
particularly frustrating for a learning disabled child.
 Learning disabled youngsters have difficulty learning abstract terms and concepts.
Whenever possible, provide them with concrete objects and events—items they can
touch, hear, smell, etc.
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 Learning disabled students need and should get lots of specific praise. Instead of just
saying, “You did well,” or “I like your work,” be sure you provide specific praising
comments that link the activity directly with the recognition; for example, “I was particularly
pleased by the way in which you organized the rock collection for Karin and Miranda.”
 When necessary, plan to repeat instructions or offer information in both written and verbal
formats. Again, it is vitally necessary that learning disabled children utilize as many of their
sensory modalities as possible.
 Encourage cooperative learning activities when possible. Invite students of varying

abilities to work together on a specific project or toward a common goal. Create an
atmosphere in which a true “community of learners” is facilitated and enhanced.
Students Who Have Higher Ability
Students of high ability, often referred to as gifted students, present a unique challenge to
teachers. They are often the first ones done with an assignment or those who continually ask for
more creative and interesting work. They need exciting activities and energizing projects that
offer a creative curriculum within the framework of the regular classroom program.
Teaching Gifted Students
If there's one constant about gifted students it's the fact that they're full of questions (and full of
answers). They're also imbued with a sense of inquisitiveness. Providing for their instructional
needs is not an easy task and will certainly extend you to the full limits of your own creativity
and inventiveness. Keep some of these instructional strategies in mind:
 Allow gifted students to design and follow through on self-initiated projects. Have them
pursue questions of their own choosing.
 Provide gifted students with lots of open-ended activities—activities for which there are no
right or wrong answers or any preconceived notions.
 Keep the emphasis on divergent thinking—helping gifted students focus on many

possibilities rather than any set of predetermined answers.
 Provide opportunities for gifted youngsters to engage in active problem-solving. Be sure

the problems assigned are not those for which you have already established appropriate
answers but rather those that will allow gifted students to arrive at their own conclusions.
 Encourage gifted students to take on leadership roles that enhance portions of the
classroom program (Note: gifted students are often socially immature.)
54
 Provide numerous opportunities for gifted students to read extensively about subjects that
interest them. Work closely with the school librarian and public librarian to select and
provide trade books in keeping with students' interests.
 Provide numerous long-term and ex-tended activities that allow gifted students the
opportunity to engage in a learning project over an extended period of time.
Students Who Have Hearing Impairments
Secondary Thoughts
Other students can be responsible for taking notes (on a rotating basis) for a hearing impaired
student.
Hearing impairment may range from mildly impaired to total deafness. Although it is unlikely that
you will have any deaf students in your classroom, it is quite possible that you will have one or
more who will need to wear one or two hearing aids. Here are some teaching strategies:
 Provide written or pictorial directions.
 Physically act out the steps for an activity. You or one of the other students in the class
can do this.
 Seat a hearing impaired child in the front of the classroom and in a place where he or she
has a good field of vision of both you and the chalkboard.
 Many hearing impaired youngsters have been taught to read lips. When addressing the
class, be sure to enunciate your words (but don't overdo it) and look directly at the hearing
impaired student or in his or her general direction.
 Provide a variety of multisensory experiences for students. Allow students to capitalize on

their other learning modalities.
 It may be necessary to wait longer than usual for a response from a hearing impaired
student. Be patient.
 Whenever possible, use lots of concrete objects such as models, diagrams, realia,
samples, and the like. Try to demonstrate what you are saying by using touchable items.
Students Who Have Visual Impairments
All students exhibit different levels of visual acuity. However, it is quite likely that you will have
students whose vision is severely hampered or restricted. These students may need to wear
special glasses and require the use of special equipment. Although it is unlikely that you will
have a blind student in your classroom, it is conceivable that you will need to provide a modified
instructional plan for visually limited students. Consider these tips:
 Tape-record portions of textbooks, trade books, and other printed materials so students
can listen (with earphones) to an oral presentation of necessary material.
55
 When using the chalkboard, use white chalk and bold lines. Also, be sure to say out loud
whatever you write on the chalkboard.
 As with hearing impaired student, it is important to seat the visually impaired student close
to the main instructional area.
 Provide clear oral instructions.
 Be aware of any terminology you may use that would demand visual acuity the student is
not capable of. For example, phrases such as “over there” and “like that one” would be
inappropriate.
 Partner the student with other students who can assist or help.
Students Who Have Physical Impairments
Physically challenged students include those who require the aid of a wheelchair, canes,
walkers, braces, crutches, or other physical aids for getting around. As with other impairments,
these youngsters' exceptionalities may range from severe to mild and may be the result of one
or more factors. What is of primary importance is the fact that these students are no different
intellectually than the more mobile students in your classroom. Here are some techniques to
remember:
 Be sure there is adequate access to all parts of the classroom. Keep aisles between
desks clear, and provide sufficient space around demonstration tables and other
apparatus for physically disabled students to maneuver.
 Encourage students to participate in all activities to the fullest extent possible.
 Establish a rotating series of “helpers” to assist any physically disabled students in moving
about the room. Students often enjoy this responsibility and the opportunity to assist
whenever necessary.
 Focus on the intellectual investment in an activity. That is, help the child use his or her
problem-solving abilities and thinking skills in completing an assignment without regard to
his or her ability to get to an area that requires object manipulation.
 When designing an activity or constructing necessary equipment, be on the lookout for

alternative methods of display, manipulation, or presentation.
 Physically impaired students will, quite naturally, be frustrated at not being able to do
everything the other students can accomplish. Be sure to take some time periodically to
talk with those students and help them get their feelings and/or frustrations out in the
open. Help the child understand that those feelings are natural but also that they need to
be discussed periodically.
Students Who Have Emotional Problems
Students with emotional problems are those who demonstrate an inability to build or maintain
satisfactory interpersonal relationships, develop physical symptoms or fears associated with
56
personal or school problems, exhibit a pervasive mood of unhappiness under normal
circumstances, or show inappropriate types of behavior under normal circumstances.
Although you will certainly not be expected to remediate all the emotional difficulties of students,
you need to understand that you can and do have a positive impact on students' ability to seek
solutions and work in concert with those trying to help them. Here are some guidelines for your
classroom:
 Whenever possible, give the student a sense of responsibility. Put the student in charge of
something (operating an overhead projector, cleaning the classroom aquarium, re-potting
a plant), and be sure to recognize the effort the student put into completing the assigned
task.
 Provide opportunities for the student to self-select an activity or two he or she would like to
pursue independently. Invite the student to share his or her findings or discoveries with
the rest of the class.
 Get the student involved in activities with other students—particularly those students who
can serve as good role models for the child. It is important that the emotionally disturbed
child has opportunities to interact with fellow students who can provide appropriate
behavioral guidelines through their actions.
 Discuss appropriate classroom behavior at frequent intervals. Don't expect students to

remember in May all the classroom rules that were established in September. Provide
“refresher courses” on expected behavior throughout the year.
 Emotionally disabled students benefit from a highly structured program—one in which the
sequence of activities and procedures is constant and stable. You will certainly want to
consider a varied academic program for all your students, but you will also want to think
about an internal structure that provides the support emotionally impaired youngsters
need.
 Be sure to seat an emotionally impaired child away from any distractions (highly verbal
students, equipment, tools, etc.).
 Whenever possible, keep the activities short and quick. Provide immediate feedback,
reinforcement, and a sufficient amount of praise.
You are not alone when you're working with special needs students. Often specialists,
clinicians, and other experts are available in the school as part of an educational team. Included
on the team may be special education teachers, diagnosticians, parents, social workers,
representatives from community agencies, administrators, and other teachers. By working in
concert and sharing ideas, you can provide a purposeful education plan for each special needs
student.
Source: https://www.teachervision.com/special-needs/teaching-students-special-needs
57

Adaptive Lesson Plan in English 9

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Adaptive Lesson Plan in English 9

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ADAPTIVE LESSON PLAN IN ENGLISH 9

for Gifted and Talented Learners

Prepared by: Vevencio T. Biabe

In this lesson the students are expected to:

a. define word stress;

b. demonstrate the importance of word stress through a rap presentation; and

c. determine the stressed syllables in given words.

II. Subject Matter

Topic: Word Stress

Concepts: Word stress is considered a ―magic key in understanding spoken English.

Value(s): Respecting one another

Reference(s): K to 12 Curriculum Guide (May 2016) & Journey through Anglo-American

MIND YOUR SYLLABICATION

-Presentation of the Lesson

Stress is the relative force or prominence given to a syllable or word. Improper

Activity 1: STRESS BUT DON’T STRESS!

Directions: Read the following sentences:

1. I carried the bottle to the hotel.

2. They will desert the desert by tomorrow.

 What is the meaning of the first sentence?

Activity 2. STRESS IT OUT!

Based on the first activity, answer the following questions:

 How does pronunciation affect the meaning of the word/message?

Activity 3: WHERE‟S MY WORD?

competition  ooOo oooO

Proper use of word stress - 20

Answer the following in your ¼ sheet of paper.

Identify whether the stress is placed on:

a. first syllable b. second syllable c. third syllable d. fourth syllable

Write the letter of your answer.

_____ 1. honor _____ 6. diplomatic

_____ 3. legal _____ 8. administration

_____ 4. sixteen _____ 9. permit (n)

_____ 5. ceremony _____ 10. permit (v)

Adaptive Lesson Plan Rubric

Criteria Good (3) Fair (2) Needs Improvement Rating

Use of  Uses a wide  Uses a range  Does not use a

Comments/Suggestions: (Strengths and suggestions for improvement)

for Learners with difficulty in Seeing

Prepared by: Vevencio T. Biabe

At the end of the lesson the students are expected to:

II. Subject Matter

Concepts: A verb is a word that expresses an action or state of being.

Value(s): Respecting one another

Reference(s): K to 12 Curriculum Guide (May 2016) & Journey through Anglo-American

Answer the following:

2. Give at least examples of pronoun.

1. Mother brought us up single-handedly.

-Presentation of the Lesson

I turned the page.

Helping verbs always help either an action word or a linking verb.

I will play the piano.

I called the police.

“A Shawl for Anita"

My mother brought us up single-handedly. It was a Herculean task for a woman so frail,

G. Reflection (Oral Recitation)

1) Which word is the verb in the sentence?

2) Which word is the verb in the sentence?

3) How many verbs are there in this sentence?

4) Every sentence must have a verb.

5) A verb never changes its form.

Cartoon superheroes are made up of a number of common traits. They

Directions: Research the following:

Adaptive Lesson Plan Rubric

_ 1. honor _ 6. diplomatic

_ 3. legal _ 8. administration

_ 4. sixteen _ 9. permit (n)

_ 5. ceremony _ 10. permit (v)