Days Daily Procedures

1. Start with a prayer to be led by one of the students.

2. Then follow by sentence analysis activity. The following should be writing on the
board:
Day 1  “He frantically opened the door… and saw… a shadow on the wall.”
 Another day without your smile/Another day just passes by/And now I
know/How much it means/For you to stay right here with me (“I Wanna Grow
Old with You’ by Westlife)
 Ouch! You’re hurting me!
 “ARF! ARF!” bark of the dog
3. Teacher proceeds to the discussion about ellipsis, slash, interjection, and
capitalization to convey meaning.
a. Ask students about their own idea about ellipsis, slash, interjection, and
capitalization.
b. Discuss and provide example to support their ideas.
4. After the discussion, the teacher will give an individual activity.
a. The students need to create a letter about the effort and sacrifices of their father.
b. The teacher will be giving 15 minutes to finish the task.
c. Teacher asks a representative to share their task in front of the class.
5. After the activity, teacher will do a quick review about the topic.
6. The teacher will give the class an assignment to compose a poem using ellipsis,
slash, interjection, and capitalization to be pass on next meeting.

1. Start the class with a short prayer and greetings.

2. Introduced the “Pictionary” activity
a. Divide the class into two groups.
Day 2 b. Each team will select a player to draw. The drawing player will use Wordraw to
select a word to draw.
c. When the timer starts, both players will start drawing at the same time and the
members have one minute to guess the word.
d. The team to guess the word first wins the point.
3. The teacher will now proceed to the proper discussion.
4. Teacher introduces another activity.
a. The student should arrange the inverted sentences in normal words order.
 In the forest ran the deer.
 Never again will you do that.
 Rarely have I eaten better food.
 Never a day had she missed her lessons.
 Hardly ever does he come to class on time.
5. After answering the activity, the student should pass the paper in front and the
teacher will be collecting it.

1. The teacher will be leading the prayer for today.

2. Teacher will ask the students about how’s their days together with asking “are you
familiar with the words formation class?”
Day 3 3. Introduce the activity “Be my tour guide.”
a. Let the students be group into 6 with 5 members.
b. The teacher will now distribute the disorganized puzzles to be rearranged by
group.
c. Each group will only have 5 minutes to arrange the puzzle and explain it in front.
d. The first group to arrange the puzzle are the winner.
4. The teacher will pick five random students on sharing suggestions and
recommendation about their own experiences.
a. Teacher will guide the student’s idea to be correct and give additional important
lesson with sharing experiences.
5. The teacher will now give instruction about writing an individual essay.
a. The question is “how would you recommend helping the lost man.”
 b. The teacher will now present the criteria for judging the essay.
c. The teacher will be giving 10 minutes to finish the essay.
d. After 10 minutes ask the students to pass their paper.

1. Start the class with a short prayer.

2. Introduce the activity “Gather us together”
a. Let the students be formed into two groups.
Days b. Give each group a folded five pieces of paper with a word inside (the word prose
4 and poetry are attached on the board)
c. Instruct students to read the word inside the paper and analyze if it is a prose or
poetry.
d. Ask student to pick a representative in their group to explain why they think it is
poetry or prose.
3. Proceed to the discussion about the different features of literature.
a. Ask the students what is the difference between prose and poetry.
b. Explain the difference of prose and poetry and go back to the activity that they
did earlier and check if the assembly is correct.
4. Give instruction for the group activity.
a. Let the students remain in their previous group to do this activity.
b. The teacher explains the instructions of the activity and give them a copy of the
mother role poem. Telling them that they will do a speech choir using that poem.
c. Inform the students that their performance should be a video presentation and
submit after 2 weeks.

1. The teacher will greet the class and pick one student to lead the prayer.
2. Introduce the “Match a Picture with a Poem” activity.
Day 5 a. Provide a class a poem, then ask them to find an image that they feel represent
the poem.
b. Students could draw pictures or cut photos from magazines.
c. The teacher will be giving 25 minutes to finish the task.
3. Begin with brief discussion of the poem.
4. Instruct the students about their assignment.
a. Each student will research at least 2 design list of poets and their poems.
b. The student will present their assignment next meeting.

Name: Laarne P. Estañol

3rd Year/Bsed English
HS-T4E
TTL 2: Technology for Teaching & Learning 2
 Shaping Life’s Purpose through an Everyday Discovery

Student Objectives/Learning Outcomes

Day 1:
By means of sentence analysis, the students should be able to:
a. determine the uses of ellipsis, slash, interjection and capitalization to convey
meaning:
b. display the efforts and sacrifices of a father by writing back a letter; and
c. compose a poem using ellipsis, slash, interjection and capitalization.

Day 2:
Providing the activity, “Pictionary”, the students should be able to:
a. interpret set of pictures to form word meanings;
b. discuss solutions to a common problem by their previous experiences; and
c. arrange the inverted sentences to normal word order.

Day 3:
Providing the activity, Be My Tour Guide, the students should be able to:
a. select the word formation used in the problem;
b. share suggestions based on experiences; and
c. write suggestions in helping the lost man.

Day 4:
Through a poem, the students should be able to:
a. distinguish the different features of literature;
b. verbalize the role of their mothers in their lives through a speech choir; and
c. illustrate the role of their mothers in their lives.

Day 5:
By means of poem analysis, the students should be able to:
a. summarize a poem through a poem analysis;
b. display willingness to accept forgiveness by their promises; and
c. design lists of poets and their poems in a given fan.