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8/3/2019 (1) Ubd Lesson Plan Ugh Ugh Ugh

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Title: UbD Unit Plan Subject: ENGLISH I/Freshman EnglishTopic: The first three rules of Subject-Verb Agreement Teacher: Jayson Donor ZabalaGrade: First Year High School (Grade 7/8) Timeframe: 1 hour, 30 minutes

STAGE 1 Desired ResultsEstablished Goals: 1) The learner demonstrates literary and communicative competence through his/her understanding of thedifferent genres of literature and other text types for a deeper appreciation of Philippine culture and those ofother countries. (General Standard for English, 2010 SEC Curriculum, DepEd)2) The learner demonstrates literary and communicative competence through his/her understanding of thedifferent genres ofPhilippine Literature and other text types for a deeper appreciation of Philippine culture.(General Standard for English 1, 2010 SEC Curriculum. DepEd)

Content StandardsThe learner demonstrates understanding of the distinctivefeatures, aesthetic elements and underlying objectives of varied

types of Philippine narratives using the most appropriate languageforms and functions.

Performance Standards The learner tells a story creatively The learner describes a particular tradition creatively

within the bounds of established rules for subject-verbagreementEssential Understandings

Students should learn that People have their stories totell these stories are delivered in most creative ways inorder for people to remember it and for the youngergeneration to pass it on;

Students should learn the various contexts in which anarrative is written and delivered;

Students should learn that certain grammatical rulesshould be followed during conversations, whether verbalor written;

Students should learn how to narrate their own storiesbased on sound information and concrete data;

Students should learn how to narrate the right stories inthe right contexts;

Students should be able to understand that writing inresponse to text/literature enables the reader to developcritical thinking skills necessary for mastery of

Essential Questions What is the setting of the narrative? What are the traits of the characters in the story? How did the characters in the story change, if there has

been any change (e.g. in attitude, perceptions aboutsomething, etc.)?

What factors lead to the decisions of some characters inthe story? What were the results of the decisions of the characters inthe story?

How do we learn the meanings of unfamiliar words? What are some of the rules for subject-verb agreement that

one must always remember? What factors should we consider in describing events or

situations?


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text/literature interpretation. Students should understand that vocabulary plays a big

role in understanding certain parts of the text; Students should assimilate certain values that the literary

pieces teach as a moral lesson; Students should learn how to create a short and simplenarrative based on a picture of a particular event;

Students should be able to narrate one story in their lifethey believe that is worth of being shared as a story;

Students learn how to value others opinions and sharemutual respect among each other.

Learners will know Techniques for effective and meaningful

storytelling/narration Rules concerning Subject-verb agreement and how to

apply them in describing events or scenes.

Learners will be able to express themselves freely and creatively in an authentic

way;

develop oral communication skills through storytellingactivities; develop written communication skills such as describing

scenes and identifying important details through writingtheir own narratives;

appreciate others work through listening attentively,taking note of details (such as grammar, in this case,subject-verb agreement) and providing inputs for thebetterment of said works;

report/present their work in class following the rules forsubject-verb agreement.

STAGE 2 Assessment Evidences

Product or PerformanceStandard

The learner tells a storycreatively

Evidence at the level of understanding

Learners should be able to demonstrate understandingby covering the six (6) facets of understanding(Adapted from DepEd SEC Curriculum, 2010)

Evidence at the level of performance

Performance assessment of storytellingbased on the following criteria:

Focus/Theme Audience Contact


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The learner describes aparticular traditioncreatively within the bounds

of established rules forsubject-verb agreement.

ExplanationExplain the development of events and progress of ideas ina story.Criteria:

Accurate Are all the details present? Characters Setting Plot

Use of appropriate language forms and functions: Describing events

o Subject-Verb AgreementExpress actions that happened at a definite past time.

ApplicationMake verbs agree with their subjects

Exhibit clear reporting of ideas, thoughts and actionsusing direct and reported speech to avoid ambiguities

Use reported and direct speech to give accurate accountsof important details

InterpretationDescribe a picture of a particular scenario or event toexhibit understanding of rules on subject-verb agreementCriteria:

Accuracy Fluency in using the Language

o Ability to use creative descriptions for theevent

Sequence/Development of action Dialogue Language Delivery Voice Gestures/Bodily Movement Props

Use of Journals to record reflectionsand self-assessment in narrating stories.


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InterpretationShare a story showing ones understanding and

appreciation of an effective and meaningful literary piece.Criteria:

Significanceo Is the story relevant or contributory to thelesson?

with insights with emotional response

ApplicationUse appropriate sources of information, multimedia andtechnology (if applicable) to create a story

PerspectiveAnalyze interdependence of plot characters, theme andother narrative elementsCriteria:

critical in an analytical sense with Insights with usefulness

EmpathyRelate ideas discovered from the narrative to real life

experiences.Criteria:

with insights openness

Self- knowledgeSelf asses ones strengths and weaknesses in telling a storyeffectivelyCriteria:


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meta-cognition reflection self-adjustment

STAGE 3 Learning Plan

MATERIALS NEEDED:Copies of the Story:

Alim, the Pearl Diver by Loreto Paras-SulitMarkers and Manila Papers for groupworkPicture of the painting:

Antipolo Fiesta by Fernando Amorsolo


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The lesson shall adopt the W.H.E.R.E.T.O. Method(Hoffman, n.d.)W=Teacher will helpthe students know where the unit is going and what is expected. The teacher will know where the students are coming from (i.e.

schema)H=Teacher will hookall students, and hold their interest with daily essential questions.

E=Teacher will equipstudents, help them experience the key ideas, and explore the goals and objectives.R=Teacher will provide opportunities to rethink and revisetheir understandings and work.E=Teacher will allow students to evaluatetheir work and its implications.T=Unit will be tailored(personalized and differentiated) to the different needs, interests, and abilities of learners.O=Units will be organizedto maximize initial and sustained engagement as well as effective learning.

W=Teacher will helpthe students know where the unit is going and what is expected. The teacher will know where the students are coming from (i.e.schema)

The teacher will make the learners aware of the desired result, that is for them to master some basic rules of subject-verbagreement and apply them to the synthesis activity;

H=Teacher will hookall students, and hold their interest with daily essential questions. (10 minutes)T=Unit will be tailored(personalized and differentiated) to the different needs, interests, and abilities of learners.O=Units will be organizedto maximize initial and sustained engagement as well as effective learning.

The teacher will ask the learners the essential questions to activate prior knowledge; The teacher will ask the learners questions about the context of the story, questions are, but not limited to, the

following:o Who here has seen a pearl or a pearl necklace?o Who here knows how pearls are obtained?o Why are pearls valuable?

The teacher will review students on sentence structuresE=Teacher will equipstudents, help them experience the key ideas, and explore the goals and objectives. (60 minutes)

The teacher will make the students read the story, Alim, the Pearl Diver by Loreto Paras Sulit (10/45 minutes) The teacher will ask the learners questions about the selection by conducting activities, such as the following: (10/45

minutes)o Forming discussion groups of four students to answer the following questions:

What is the story mainly about? Why did Alim want to keep the big pearls?


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What could Alim be dreaming about at the end of the story? If you were Alim would you have done what he did? Explain your answers.

o The discussion groups shall complete the following table with adjectives describing the characters:generous just trustworthy great honorable swift

loving young elderly loyal courageous wise honestdevoted understanding powerfulRajah Bey Alim the fisherman

o The discussion groups shall choose a leader to report the group output. The reporter should be able to report incomplete sentences exact circumstances where the character showed such trait (10/45 minutes)

o The teacher shall take note of the sentences during reporting and use these as the springboard for the lesson onthe rules on subject verb agreement

o The teacher shall discuss the following rules about subject and verb agreement: Subjects and verbs must agree in number. This is the cornerstone rule that forms the background of the

concept. (i.e. A singular subject takes a singular verb; a plural subject takes a plural verb.) Example: A frog leaps.

Frogs leap. Answer the following by choosing the correct verb:

o Alim (dives, dive) for pearls.o The pearl divers (work, works) for Rajah Bey.o

Rajah Bey (trust, trusts) Alim most.o Alim greatly (respect, respects) Rajah Bey.

Prepositional phrases between the subject and verb usually do not affect agreement. Example: One of the delegates comes from the Mountain Province.

.Answer the following by matching the subject with an appropriate predicate:o Both men in the office a) is beautiful.o The sound of the branches b) work overtime.o The girls in the office c) are taught to Boy Scoutso Games of Skill d) wear skirts that are knee-length.


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The following indefinite pronouns are singular: each, either, neither, one, everybody, no one,anybody, anyone, nobody, somebody, someone.

Examples:Anybody could be that guy.One does not live on bread alone.

Substitute the words in parenthesis or the underlined word in each sentences:o Someone is at the gates. (No one, Anybody, Somebody)o Each of us has a hidden talent. (Neither, Everybody, Either)o Is someone interested in this? (Everyone, No one, Anyone)

R=Teacher will provide opportunities to rethink and revisetheir understandings and work. (20 minutes)o ACTIVITY: Describing a situation: A Picture is Worth 1000 Words (10 minutes)

The students will be shown the painting AntipoloFiesta by F. Amorsolo (1947)

The students will re-form their discussion groups and will obtain pieces of manila paper and markers. The students should be able to describe the scene following the three basic rules of subject-verb

agreement. The students will exchange outputs with another group who will peer-critique and revise the output of

the group. (10 minutes) The students will submit the outputs to the teacher for final reporting next meeting.


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E=Teacher will allow students to evaluatetheir work and its implications.o As a homework, the teacher will assign the students to create a reflective journal on the days lesson.

REFERENCES:Brandvik, M., & McKnight, K. (2011). The English Teacher's Survival Guide: Ready to use Techniques and Materials for Grades 7-12. San Francisco:

Jossey-Bass.Gabriel, J., Martires, E., & Monis, C. (2001). Communication Skills I. Quezon City: RCE Printing.Larsen-Freeman, D. (2000).Techniques and Principles in Language Teaching. London: Oxford University Press.Teachers of English to Speakers of Other Languages, Inc. (1995).New Ways in Teacing Grammar. (M. C. Pennington, Ed.) Bloomington,

IL: TESOL, Inc.Ur, P. (1988). Grammar Practice Activities: A practical guide for Teachers. London: Cambridge University Press.Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning. London: Cambridge University Press.

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