Date: November 19, 2013 (Tuesday)English 1Grade 7-Einstein and Knowledge I. ObjectiveA. Define what an essay isB. Distinguish the difference of short story from an essayC. Identify the parts and elements of an essay.

II. Subject Matter:Skill: ReadingTopic: Essay and its ElementReference: English time

III. ProcedureA. Pre-Reading: Review the piece that they discussed, I am a Filipino by Carlos P. Romulo.Between a short story and an essay where we can put the piece I am a Filipino?Read the students assignment, Definition of Essay.

B. Reading Proper:Base on their definitions and observation of the definition of essay, the teacher will tell the definition of an essay and use the piece I am a Filipino as an example.

Essay- a brief non-fiction work that deals with one subject usually in a personal way.

Parts/Elements of an Essay:1. Introduction: begin with some general remarks identifying the topic, providing background information and stimulate the readers interests. 2. Body- central portion of the essay, it should develop two or more sub-topics of the main point with strong supporting information.3. Conclusion- it brings essay to the close while reminding readers of the main point.

C. Post-ReadingThe teacher will give a jumbled essay and they have to arrange it in chronological order, or according to the parts of an essay. Afterwards they are going to present it in class, they have to say their reason why they put it in that order.

D. AssignmentStudy and review the definition, parts and examples of essay to prepare themselves for tomorrows activities.

Date: November 20, 2013 (Wednesday) English 1Grade 7-Einstein and Knowledge I. ObjectiveA. Write an essay following the steps in writing an essayB. Recall the elements of an essay

II. Subject Matter:Skill: WritingTopic: Writing an essayReference: English Time

III. ProcedureA. Pre-Writing :Recalling: Review the definition of essay and its parts together with its definition.

B. Writing Proper:The teacher will give a set of topics wherein students will choose what topic theyll use for their essay.a. Movies/filmb. TV shows/radioc. Childhood memoriesd. SportsRubrics in checking an essay:1. Focus/ Organization The main idea is clear The piece fulfill its purpose Ideas and events are presented in effective order The writing has unity and coherence2. Elaboration/Support style The opening engages the readers attention All details are clearly related to the topic Details are sufficient and appropriate Effective transitional signals3. Grammar usage and Mechanics: Free of misspelling and words are capitalized correctly Sentences are punctuated correctly Standard English is employed Paper is neat and presented in an appropriate format. Date: November 21, 2013English 1Grade 7-Einstein and Knowledge I. ObjectiveA. Identify the message of the poemB. Understanding the poem through answering higher order thinking questionsC. extract significant human experiences covered in the poem

II. Subject Matter:Skill: ListeningTopic: Man of EarthReference: English time

III. ProcedureA. Pre-Listening:1. Motivation:The teacher will give a crossword puzzle containing the words that the students will encounter/find in the poem.1. Pliant2. Bamboo3. Leaf4. Man5. Earth6. Whisper7. Grief8. Stoop9. Bend10. Wind

2. Providing BackgroundAmador T. Dagiou was a poet, novelist and teacher during the pre-war. He was best known for his fictions and poems.

B. Reading Proper:The teacher will give the in-complete version of the poem and the students must listen carefully so that they would be able to fill in the missing words in the poem

MAN OF EARTHPliant is the bamboo;I am man of earth;They say that from the bambooWe had our first birth.

Am I of the body,Or of the green leaf?Do I have to whisperMy every sin and grief?

If the wind passes by,Must I stoop and tryTo measure fullyMy flexibility?

I might have been the bamboo,But I will be a man.Bend me then, O Lord,Bend me if you can.

After reading the poem, the students will answer learning task 3A and then they will discuss and answer it with the guidance of the teacher.

C. Post-ReadingIn group, the students will perform the ff:1. Poem recital with action2. Role playing3. Jingle4. Song compositionThey are going to perform it on Friday.D. AssignmentPreparation for tomorrows performance

Date: November 26, 2013English 1Grade 7-Einstein and Knowledge

IV. ObjectiveA. State the main uses of present tenseB. Differentiate present tense from other categoriesC. Identify two forms of verb in the present tenseD. write a complete sentence using the present tense form of the verb.

V. Subject Matter:Skill: GrammarTopic: Present tense of the verbReference: English time

VI. ProcedureA. Pre-Learning:Motivation:The students will be group into 5 or 4 and they have to arrange the jumbled words in the sentence in a way that the sentence will expressed a complete thought. After they arranged the words in the sentence, the teacher will underline the verb.

Review:Recall what is a verb?

Providing Background: Verbs may take in different forms depending on its time. Verb tenses set sentences in time periods. Within the 3 main categories of verbs the time of an action or a condition can be expressed in a slightly different ways.

B. Learning Proper:Presentation of timeline:

Future Present Future

Present tense is used to express:1. Habitual action that is happening now.2. Present truth or fact3. General truth4. Permanent condition5. Historical present6. Habitual action7. Future event and to give directions

Forms of verbs:SUBJECTLINKING VERBS (PRESENT TENSE)

Iam

Youare

HeIs

She

It

ITeach

YouTeach

HeTeaches

She

It

More Examples of present tense

C. Post-Learning ActivityAnswer learning task 4.B. A and B

D. Assignment1. In five sentences tell what you or any member of your family do during weekends.

Date: November 29, 2013English 1Grade 7-Einstein and Knowledge

I. ObjectiveA. relate the storys moral in real-life situationB. analyzes and evaluates the information presented in the textC. identify the specific details of the text

II. Subject Matter:Skill: LiteratureTopic: The stranger by I.V MallariReference: English time

III. ProcedureA. Pre-Learning:MotivationDo you consider your friends as Gods gift you? Do you want to have many friends?What do you think are the best gifts you can share with your friends?(Answer learning task 1 pg. 10)

Unlocking of difficultiesBefore proceeding with the selection have the students bring out their English time and let them answer Learning task 4A on pg. 11. Call a student to read the instructions.

Motive questionAfter giving a short introduction to the story, ask the student what they want to know about the selection.

B. Learning Proper:Ask if the students have read the selection.

Ask the ff. questions:1. Who was the new boy?2. What did the narrator and fellow barrio men did not like?3. What did the narrator and his friends did to David?4. What caused Davids classmate to like him?5. Give one characteristics of David.6. What were the toys of David? What does this say about the status of Davids family?7. Where did they go for a swim?8. What happened after they swam around?9. Who went to save pending?10. What do you think did David perform to make pending breathe again?

C. Post-ListeningThey are going to answer the graphic organizer (cause and effect, character map, story map) to the students afterwards they will present it in front of the class.

D. Assignment1. Answer pg. 14 learning task 12. Listen to a song of your choice and tell something about the message of the song.

Date: December 3, 2013English 1Grade 7-Einstein and Knowledge

I. ObjectiveA. identify the different kinds of nounsB. give example of each kinds of nouns

II. Subject Matter:Skill: GrammarTopic: Kinds of NounsReference: English time pg. 16-17

III. ProcedureA. Pre-Learning:ElicitationMemory Game- the teacher will flash pictures of objects to the students. In their English time they are going to write the names of the pictures shown to them.

PersonPlaceThingsIdea

What do the words in the game/memory game refer to?What is a noun?

B. Highlighting forms: Kinds of nouns, using the paragraph in learning task 4 B.Presentation of kind of nouns with examples.

C. Controlled Practice:Answer learning task 4C of in English time pg. 17

D. Skill Work:Answer learning task 4B and C in English time pg. 17

E. Assignment1. Answer learning task 4D in English time pg. 18

Date: December 4, 2013English 1Grade 7-Einstein and Knowledge

I. ObjectiveA. identify the nouns and its kindsB. give more examples of kinds of compound nouns

II. Subject Matter:Skill: GrammarTopic: Kinds of NounsReference: English time

III. ProcedureI. Recall: What is a noun What are the kinds of nouns and give examples of eachII. Assessment:Write whether each noun (1.) Names a person, place, thing or idea, (2.) concrete or abstract, (3.) Singular or plural, (4.) collective or not collective, (5.) common or proper.

Example: 1. Freedom of the press:1. Idea2. Abstract3. Singular4. Not collective5. Common

1. Coat2. Editor-in-chief3. Leyte4. Wristwatches5. Tablespoon

III. Activity:Answer learning task 4C in English time pg. 18

IV. Assignment1. Read in advance the selection Pliant like a bamboo

Date: December 5, 2013English 1Grade 7-Einstein and Knowledge

VII. ObjectiveA. identify the use of present progressive tense of the verb in a sentenceB. distinguish the difference between present progressive from simple present tenseC. change the sentence in simple present tense of the verb from present progressive

VIII. Subject Matter:Skill: GrammarTopic: Present progressive tenseReference: English time, Smart English

IX. ProcedureE. Pre-Learning Activities:Motivation:The teacher will present pictures and the students must construct a sentence using the pictures as a clue.

Review: What is simple present tense? Where and what ways we can use the simple present tense

F. Learning Proper:Highlighting forms:Present progressive- a verb phrase; it is made up of two verbs

LV(linking verb)+MV(main verb)

I [am] [verb+ing]

He/she/it [is] [verb+ing]

We/you/they [are] [verb+ing]

= Action word

NOW

Used to describe actions that are in progress

When is it used?1. Express action going on at the moment of speaking or writingEx: Isabel is studying for her comprehensive exam2. To express action taking place for the present over a period of time but not strictly speaking at the moment of speaking or writing.Ex: Pat is studying to be a lawyer.3. Describe temporary event or situations

Present Continuous vs. Simple Present tense She is doing her homework regularly.She does her homework regularly. The teacher is giving a surprise quiz every now and then.The teacher gives a surprise quiz every now and then.

Observe the difference between the two set of sentences and tel which is simple present and which is present progressive.

G. Controlled practice:Directions: Fill out the correct form of the present progressive.1. The runners ____ (approach) the finish line.2. ____ you____ (prepare) the contract for the client?3. The little girl ____(smell) the flowers.4. I ___ (study) the report.5. They ____ (laugh) loudly.6. She ____ (feel) very nervous.7. We _____ (stay) in a hotel in the center of a town.

Skill work: Directions: write the correct form of the verb in the spaces below.1. We_____ (go) to the mall.2. She_____ (talk) to the police officer.3. I _____(buy) a new bicycle.4. John ______ (sing) in my car.5. My mom ______ (rock) the baby to sleep.6. The child ______ (develop) normally.

H. Assignment1. Write 5 examples of verbs in present progressive and use it in a sentence.2. Answer learning task 7 pg. 23

Date: December 6, 2013English 1Grade 7- Einstein and Knowledge

I. Objective:a. Carry out a conversation using the present progressive form of the verb.b. Illustrate the conversation through acting it out/role play.

II. Subject Matter:Skill: GrammarTopic: Present ProgressiveReference: English Time

III. Procedure:A. Pre-Learning:I. Recall: What is a present progressive form? Where and when can we use it? What is the difference between simple present and present progressive form?

B. Learning Process:A. The students will be group into 5 or more and they need to construct a conversation using the present progressive form of the verb. The students can decide what would be the topic they want to act out in front of the class.

Criteria for judging: Use of present progressive- 50% Presentation- 30% Creativity- 20%100%B. Class PresentationC. Giving of scoresD. Remediating

C. Assignment: Search in the dictionary the definition of the ff. words:1. Rattlesnake2. Fangs3. Hollow4. Antelope5. Simoom6. Cloudburst7. Evaporates8. Supposed

Date: December 10, 2013English 1Grade 7- Einstein and Knowledge

I. Objective:a. Identify the use of past tense b. Distinguish the difference of past from past progressivec. Give examples of past tense

II. Subject Matter:Skill: GrammarTopic: Past Tense and Past ProgressiveReference: English time and Smart English

III. Procedure:A. Pre-Learning:Elicitation:The teacher will provide a time expression and the students will pick and tell the important event that happened in their life during that time.Ex: Yesterday, last night, last summer, last year etc.

B. Learning Process:Highlighting forms:Past tense- action that was started and completed in the past. Represented by d or ed inflection on regular verbs and by other changes in the case of irregular verbs.

Ex: I watched TV last night. The snow stopped a few minutes ago.

SUBJECTLINKING VERB (PAST)

I, He, She, ItWas

We, You. TheyWere

Uses of Past Tense:1. Expressions that indicate a specific point in time when the action was carried out, such as Yesterday, a week ago, last Monday and so on..Ex: We reached the summit before noon. I came early from school yesterday.2. Reported speechEx: John said, I am a doctor. Quoted speech John said that he was a doctor. Reported speech3. Unreal conditionsEx: if I made a mistake like that, my wife would never let me hear the end of it.4. Polite requests and actionsEx: I want to ask you a favor. I wanted you to ask a favor. Do you want to see me now? Did you want to see me now?

IRREGULAR VERBS:

PRESENTPAST

Am, is, beWas

BeginBegan

BendBent

BlowBlew

ComeCame

DoDid

EatAte

Past Progressive: Formed with a past from of be (was, were) and a present progressive Ongoing action in the pastEx: We were studying in the university then. You were building your house that year.

Uses of Past Progressive:1. Occurs with time expression that indicates a point in time when the action was ongoing.Ex: He was watching the television at eight o clock.I was studying in the library yesterday from three to five o clock.2. A past simultaneously happening with another event in the past.Ex: He was studying for this exam when I saw him this afternoon. You called while I was having a bath.

C. Post-Learning:Controlled Practice:Directions: write in the blanks the correct past tense of the verb in the parenthesis.1. Children ______ (dress) quickly.2. I ______ (help) my mother in the kitchen.3. We _____ (walk) in the park.4. The _____ (wash) their dolls in the bathroom.5. We ______ (watch) an interesting film.6. I ______ (see) my friends yesterday.7. We _____ (make) a nice present.8. She _____ (go) home.9. You ______ (run) very fast.10. She _____ (say) very much.

Skill work:Directions: write the past tense and past progressive of the verb in the parenthesis.1. She (to shake) _____ with anger as she left the hotel.2. I (to think) ______ of going down to London next week end.3. Erika (drop) _____ her bag while she (to get) _____ into her car.4. She (get) ______ up when the alarm clock (go) _____ off.5. We (go) ______ to Spain three times last year.6. I (write) ______ three letters this morning.7. Sally (to read) ______ to the children while Kevin (to wash)___ up.

D. Assignment: 1. Answer learning task 8, A and B pg. 26-272. Write your plans this Christmas Vacation in one half crosswise.

Date: December 11, 2013English 1Grade 7- Einstein and Knowledge

I. Objective:a. Use the future tense of the verb in the sentence. b. Identify the different ways we can use future tense.

II. Subject Matter:Skill: GrammarTopic: Simple future tenseReference: English time and Smart English

III. Procedure:A. Pre-Learning:ElicitationThe teacher will present a story using pictures and the students will have to guess what will happen next.

B. Learning Process:Highlighting forms

Past Present Future

Form Will:[will + verb]Ex: You will help him later Will you help him later? You will not help him later.

Form Be Going to:[am/is/are+ going to + verb]Ex: You are not going to meet Jane tonight. Are you going to meet Jane tonight? You are not going to meet Jane tonight.

Ways we can use Future tense:1. Predictions/Statements of facts:Ex: The sun will rise at 6:30 tomorrow. You wont pass the exam if you dont start working harder.2. Intentions:Ex: Were going to buy a new car next month. Im going to work in a bank when I leave school.3. Arrangements:Ex: Im meeting my mother at the airport tomorrow. Our Grandparents are visiting us this Christmas.4. Scheduled Events:Ex: Hurry up the train departs in 10 minutes.

C. Post-Learning:Controlled practice:Directions: write the future tense of the verb in the parenthesis.1. People (serve) _____ you.2. They (not/refuse) ______ you to make you happy.3. He (spend) _____ his vacation in Hawaii.4. Sue (make) ______ Johns birthday cake.5. John Smith (be) _____ the next President.6. I am (see) _______ my sister in April.7. You (be) ______ very happy.8. They (make) ______ you cry.9. He (give) _______ you the book tomorrow.

Skill work:Directions: write the future tense of the verb in the parenthesis.1. The train (leave) ______ at 11:45 am.2. We are (have) ______ dinner at a nice restaurant on Saturday.3. It (snow) ______ in the mountains tomorrow morning.4. On Sunday at 8 pm I (meet) _____ my friend.5. Wait I (drive) ____ you to the station.6. You (marry) _____ her.7. I (call) _____ you when I arrive.8. You and your wife (travel) ______ around the world.9. Our grandparents (visit) ______ us this Christmas.10. Are you (play) ______ basketball after school?

D. Assignment:1. Answer learning task 6. A in 1 whole intermediate paper.2. Cut a picture of your favorite celebrity and describe his/her physical appearance in a paragraph form.

Date: December 12, 2013English 1Grade 7- Einstein and Knowledge

I. Objective:a. Use adjectives in a sentence b. Identify the kind of adjectives used in the sentence.c. Give examples of Adjectives II. Subject Matter:Skill: GrammarTopic: AdjectivesReference: English time, Smart English, Grammar and Composition.

III. Procedure:A. Pre-Learning:ElicitationThe students will pick in a box that contains the names of their classmates and describe that person.

B. Learning Process:Highlighting forms Without adjectives, much of the color in written and spoken language would be lost.Adjectives- word used to describe a noun or a pronoun or to give a Noun or a pronoun a more specific meaning.Ex: Hot Onions That book Seventeen marbles More exercise

Two major classes of Adjectives:1. Limiting Adjectives: either points out or denotes the number of an object.3 classes of Limiting Adjectives:1. Articles- the, a, anEx: The Church of St. John in wales collapsed in ruins a minute after it was finish.

2. Numerical Adjectives- denote the exact number, rank, position of a noun.Ex: There are seven people in the house.3. Pronominal Adjectives- may also be used as pronouns1. Demonstrative Adjectives- points out a definite person place or thing.Ex: This Statue That Man These books2. Possessive Adjectives- denotes ownership of a nounEx: Our proposal Their commentaries3. Distributive adjectives- refer to each person, place or thing separately.Ex: Every Catholic Neither plan4. Indefinite adjectives- points out no particular person, place or thing.Ex: Several Issues Another Occasion5. Interrogative Adjectives- used in making adjectivesEx: Which, What2. Descriptive Adjectives- describes the characteristics of a noun.Types of Descriptive Adjectives:1. Proper Adjectives- an adjective formed from a proper noun.Ex: Philippine Eagle Chinese Food2. Common Adjectives- express the ordinary qualities of a noun.Ex: Majestic Mountain Clear water3. Compound Adjectives- made up of two or more words usually separated by a hyphen.Ex: A gray-haired man A part-time past

Comparison of Adjectives: Adjectives undergo changes to show different degrees of quality, or value. There are 3 different forms to show degrees of comparison.1. Comparative degree- used when two persons or things are being compared.2. Superlative degree- when more than two are being compared.

Most one syllable and two syllable adjectives form their comparative degree by adding -er to the positive and est to the superlative.

POSITIVECOMPARATIVESUPERLATIVE

SafeSaferSafest

HumbleHumblerHumblest

SlowSlowerslowest

-Adjectives of three or more syllables and some of two syllables form their comparative degree by prefixing more and most or less and least to the positive form.

POSITIVECOMPARATIVESUPERLATIVE

ComfortableMore ComfortableMost Comfortable

ThoughtfulMore ThoughtfulMost Thoughtful

C. Post-Learning:Controlled practice:Underline the determiner and encircle the pronoun1. The bicycle looks new.2. That pottery is beautiful.3. Give me some water please.Tell whether the underlined pronoun is a Limited or Descriptive Adjectives.1. He belongs in a Russian Army.2. This is the third time hes been in prison.3. The blue dress suited her very well.

Supply the comparative and superlative degrees of the ff. Adjectives.POSITIVECOMPARATIVESUPERLATIVE1. Merry2. Industrious3. Handsome4. Calm

Skill work:Answer Learning task 7 on pg.37

D. Assignment: 1. Answer learning task 11 no.2 in one half crosswise.

Date: December 13 2013English 1Grade 7- Einstein and Knowledge

I. Objective:a. Identify the use of WH questionsb. Use the WH questions in making an announcement II. Subject Matter:Skill: GrammarTopic: WH questionsReference: English time

III. Procedure:A. Pre-Learning:ElicitationStudy the announcement below then complete the questions by using appropriate question words.Attention:Who: All Aspiring singers and Dancers contestWhat: Himig Handog Singing and Dancing ContestWhen: December 30,2012Where: Metro Manila College Covered CourtWhy: To Enliven the spirit of Nationalism and PatriotismHow: By remembering and reliving the Philippine History through songs and dances.

a. ______________ the tile of the contest?b. ______________ are invited to join?c. ______________ is the contest going to be held?d. ______________ will the contest take place?e. ______________ are they holding the contest?f. ______________ will this be achieved?

B. Learning Process:Highlighitng forms:WH-Questions or information questions suggest the kind of information desired by the questioner through the question word.a. Who- asks a personb. What- asks for a thingc. Where- asks for a placed. When- asks for a particular timee. Why- asks for a reasonf. How- asks for a particular manner

C. Post-LearningControlled practice:Answer English time learning task 1 pg. 43

Skill work:The students will think of their own program or event and they have to make an announcement following the WH-questions pattern.

D. Assignment: 1. Answer English time learning task 2. Pg.43

Date: January 22, 2014English 1Grade 7- Einstein, Edison, Darwin, Amity and Knowledge

I. Objective: a. Show the value of appreciating our culture every Christmas timeb. Discuss the Important details based in the selection read.c. Compare and contrast the old Christmas tradition from the present Christmas Tradition through graphic organizerd. Learn the appropriate old Filipino Christmas Tradition

II. Subject Matter:Skill: ReadingTopic: The Longest Christmas Season in the world by I.V MallariReference: English time pg. 40-42

III. Procedure:A. Pre-Reading:Unlocking of DifficultiesChoose the Definition of the Underlined words from the choices given below.1. Love sick swains wait for the maidens of their dreams at the street corner.2. As soon as the bell rings to announce the end of the service the congregation streams out of the church.3. At the threshold of the church, the women and the girls suddenly stop their chatter and put on their veils.4. The boys loiter in the courtyard of the church, impatiently waiting for the objects of their morning pilgrimage.5. Christmas is the gayest season of the year.6. The women are dipping daintily into the font.7. Children love this feature of the service even more the pageantry of the mass itself.8. New Year s Eve is the climax of the Yuletide festivities.9. Many of them young and old alike, rich and poor nave and sophisticated.10. These emotional manifestations have a contagious quality.11. By Midnight the crescendo of the noise, tumult and confusion has become pandemonium. 12. The tremendous physical and emotional energy thus released does not become fully spent until dawn.13. Young men and women re the only ones with enough stamina to stand the face.a. Entranceb. Love interestc. Young boysd. Peoplee. Yuletidef. Energyg. Happiesth. Loud noisei. Colorful thingsj. Excitementk. Small, delicate and prettyl. Strong and terrorm. Lack experiencen. Spreads quickly among the group of people.o. Hell

Motivation:What ideas/ feelings come to your mind when you hear the word Christmas?

CHRISTMAS

B. Reading Process:The teacher will ask the student to read the article The longest Christmas Season in the world by I.V Mallari for 15-20 minutes.After reading it, the teacher will presnt a timeline of the important events that is part of our culture every Christmas.

Panunuluyan New years Celeb Pasko ng mgamatatanda

Misa de Gallo Pasko ng mga bata Pasko ng mga binata at dalaga

THENNOW

Misa de Gallo

Panunuluyan

Pasko ng mga bata

New years Celebration

Pasko ng mga binate at dalaga

Pasko ng mga matatanda

C. Post-ReadingAnswer English time think and reflect pg. 42

D. Assignment: 1. What is a simile and metaphor

Date: January 26, 2014English 1Grade 7- Einstein, Edison, Darwin, Amity and Knowledge

I. Objective:a. Identify what is a simile and metaphorb. Distinguish the difference between simile and metaphorc. Give examples of simile and metaphor II. Subject Matter:Skill: GrammarTopic: Simile and MetaphorReference: English time pg. 2-3/ www.growingwithgrammar.com

III. Procedure:A. Pre-Learning:Elicitation: The teacher will ask the students about the ff questions: 1. What are some ways authors write to make their details more vivid?2. What are good describing words to describing words to describe a person?3. How can we write things to show comparisons?

B. Learning Process:Highlighting forms:Both similes and metaphors are forms of comparison that compare words in a sentence. They can be used to make your sentence more interesting.How are similes and metaphors different from each other?

Simile- is part of a figures of speech that compares two things using the words as or likeEx: Don ate his salad like a Vacuum Cleaner. His arms were weak and felt like a noodles. The thunder was as loud as fireworks.

Metaphor- compare words in a sentence; however, instead of saying that one thing is like something else, a metaphor actually makes one thing become something different by renaming it. A metaphor can sometimes use words like; is, are, or was (and other words) to signal that a metaphor is present.Ex: The smoke was cotton balls billowing from the chimney. You are my hero. The sun was a furnace.

C. Post-Learning:Controlled PracticeBelow are sentenes that contain similes and metaphors. Underline the two words in each sentence that are being compared.1. The cats fur was a blanket of warmth.2. The lamp was a beacon of sunshine.3. The fireworks were lantern in the sky.4. John slept like a log.5. Mary is as sweet as a pie.6. George is lightning as he runs the race.7. Gwne sings like an expert.8. Marks voice is velvet.9. Cindy is a fish when she swims.10. Tom is like a computer when he does his math.

Skill work:Answer English time learning task 1,3 and 4 pg. 3

D. Assignment: 1. Write a short poem using simile and metaphor, minimum of 5 lines. Underline once the simile and underline twice the metaphor.

Date: January 27, 2013English 1Grade 7- Einstein and Knowledge

I. Objective:a. Pay attention to the message of the song b. Explain the message of the songc. Relate the songs message to real life situation

II. Subject Matter:Skill: Listening Topic: No one else but us by: Rico BlancoReference: English time pg. 3-4

III. Procedure:A. Pre-Listening:Motivation1. Can you describe the present situation of our country today?2. What can you say about poverty, hunger, education, gender equality and our population here in our country?

B. Listening Process:The teacher will ask the student to imagine themselves as a member of their family, community, country and world while they are listening to the song.

NO ONE ELSE BUT USTheres no one else but usWho can sow the seeds of changeThe harvest will be plentyOne good deed is all it takes

Theres no one else but usWho can setb each other freeIf we just come togethrrWhat a word this will beWhen there;s too much to bearSee the child in the street Earning a livingBefore he learns to readWhen life isnt fairStep into my shoesOften told shes just a woman and of little use

PRE-CHORUSThrough darkness is all around usIt only takes a spark withinTo let someone light in all our sorrowsAnd tomorrow will come shining

CHORUSTheres no one else but usWho can sow the seeds of changeThe harvest will be plentyOne good deed is all it takes

Theres no one else but usWho can ste each other freeIf we just come togetherWhat a world this will be

When youre in despairFeel for the motherWith no means to care for her child within

When hope isnt there Remember the sickWho long for the promise of better days

(REPEAT PRE CHORUS, CHORUS)Lets come togetherAct while theres still timeTo make a differenceWe must move as one as one

C. Post-Listening:Which part of the song left a lasting impression in you? Why? Share your thoughts to the class

D. Assignment: 1. In our society today explain how you can be the leader of change in our society as a young student. Write it in one half crosswise paper.

Lesson Plan in English Grand DemonstrationGrade 7Assignment given the day before

1. Search for the meaning of the ff. words:a. Legiblef. leadb. Sprawlingg. rootc. Punyh. rowd. Fumbledi. deserte. Concealedj. conflict2. Read the text Happiest boy in the world by N.V.M Gonzales on pages 27-29 of your English time.Ponder upon the following questions:1. Who is the boy being referred to in the story?2. Why is he considered the happiest boy in the world?3. List down the five things that would make you the happiest person in the world.4. Accomplish the following tasks assigned to your group.

1. Now showing (Group 1)

Suppose that Joses life was made into a movie, and you are to let others know his story. Advertise the movie by creating a movie posterTask Instruction:1. Brain storm about the following: Actors you would like to play their roles Title of the movie Date and place of the viewing or showing Director, producer Caption2. Make a movie poster containing all the given elements

2. Acting time (Group 2)

Task Instruction:Having a formal education is very important. Show how you are going to give importance in your education by means of a skit. 1. Assign who would be the characters in your skit.2. Choose a scene from the story that you would to present.3. Maximize your presentation for only 3 minutes.

3. Compare and Contrast

As what you observed in the story of Joses life, compare and contrast your present status in life from that of Joses.Task Instruction:1. Make 2 columns in a cartolina. 2. In the first column write the similarities of Joses life to your present situation and illustrate it beside your statement.3. In the second column write the differences of Joses life to your present situation and illustrate it beside your statement.

4. Serenade me:

Nothing is more meaningful than messages expressed by means of music. Think of a song that is appropriate to the textTask Instruction:1. Decide which song you would want to present.2. Be creative in presenting your song.3. Maximize your presentation for only 3 minutes.

I. Objectives:At the end of the lesson, the students should be able to: Focus skill:a. Emphasize the importance of Education, hard work, dedication and perseverance through comprehensive discussion;Support Skill:b. Identify the definition of vocabulary words that are found in the story through vocabulary jigsaw puzzlec. relate the main characters action in a real life situation; and,d. infer motives, attitudes and values of the characters

II. Subject Matter: Skill: LiteratureTopic: Happiest boy in the world by, NVM Gonzales References: English Time pages 27-29Materials: image of Jose, thought bubbles, Venn diagram, image of a typical boy and girl, vocabulary puzzle, statement board

III. Procedure:

A. Classroom Routine*Prayer*Greetings*asking the student to clean the classroom*attendance

B. Unlocking of difficulties:

Strategy: vocabulary jigsaw puzzle

The teacher will provide pieces of puzzle that have vocabulary words written on the back. Students have to match the pieces of puzzle that contains vocabulary word according to the definition on the board. A picture of a young boy will appear in the puzzle once the students completed the puzzle.Fight

Conflict

C. Motivation:

Strategy: Thought bubbles

Assuming that the picture are the students; the students will be asked to write in the thought bubbles the things that would make them happy.

D. Presentation:

1. Describe Jose as a Boy. What are his characteristics?

2. The teacher will ask the students to fill the box that contains3 questions about the storys main character; such questions are What he wants in life as a typical farmer boy, what he has right now and what he should have. And the teacher will ask more comprehensive questions about the story through the students answer.

what he wants what he have right now what he should have

3. Ask the student to complete each of the following statements in connection with the selection they read.

Statement board:

1. I learned that

2. So I plan to

3. I hope that

E. Application

Pre-Assigned task: 4 groups

1. Now showing

Suppose that Joses life was made into a movie, and you are to let others know his story. Advertise the movie by creating a movie posterTask Instruction:1. Brain storm about the following: Actors you would like to play their roles Title of the movie Date and place of the viewing or showing Director, producer Caption2. Make a movie poster containing all the given elements

2. Acting time

Having a formal education is very important. Show how you are going to give importance in your education by means of a skit. Task Instruction:1. Assign who would be the characters in your skit.2. Choose a scene from the story that you would to present.3. Skit must last for 3 minutes.

3. Compare and Contrast

As what you observed in the story of Joses life, compare and contrast your present status in life.Task Instruction:1. Make 2 columns in a cartolina. 2. In the first column write the similarities of Joses life to your present situation and illustrate it beside your statement.3. In the second column write the differences of Joses life to your present situation and illustrate it beside your statement.

4. Serenade me:

Nothing is more meaningful than messages expressed by means of music. Think of a song that is appropriate to the textTask Instruction:1. Decide which song you would want to present.2. Be creative in presenting your song.3. Maximize your presentation for only 3 minutes.

Let students evaluate other group as well. They will be given 5 smiley picture and they will use it to rate the performance of the group that they are evaluating.Group 1- Group 2Group 2- Group 4Group 3- Group 1Group 4- Group 3They will give 5 smileys if they love the performance of the group that they are evaluating, 4 smileys if they like it, 3 smileys if they think that the performance is good, 2 smileys if it need more practice and 1 smiley if they see that the group did their very best but lacks a certain criteria in the activity. Theyre going to post their rating on the board.

I love it

I like it

Good job!

Need more practice

Lack something

F. Assignment:1. Assuming that you are Jose. Write a short letter to your father Julio telling him your situation in Ka Ponsoss place.

2. Read Back to School by Gilbert and Catherine Young pages 30 and 31 of your English time and ponder upon the following questions:

a. Who is Nicanor Aranas?b. What do you think is the reason why he did not give up his dream?

Prepared by:

Hanah Abegail F. NavaltaEFR2-4BSED English Far Eastern University

Cooperating Teacher:

Mrs. Elizabeth Martinez