A Semi- Detailed Lesson Plan in English for Grade 12

(Reading Skills)

I - Objectives:

At the end of the discussion, the students should be able to :

a. distinguish facts from opinions;

b. judge facts according to their relevance to an opinion; and

c. practice generating opinions and supporting facts.

II - Subject Matter

Topic: Facts Versus Opinions

Reference: Enhanced English Engagements for Senior High School, Mishima Z. Miciano and

Remedios Z. Miciano, page 40.

Materials: Laptop, speaker, overhead projector, pictures, and visual aids.

III - Procedure :

A. Preliminary activities

A1. Greetings

A2. Arranging of chairs

A3 Checking of attendance

A4. Review of the past lesson

(The teacher will call students to recap the past lesson.)

B. Motivation

The teacher will divide the class into two groups. Each group will be given the same

statements and they will identify if the statement is facts or opinion.

1. The Philippines has approximately 7, 100 islands.

 2. The three primary colors are red, blue and yellow.

3. Math is the hardest subject.

4. Spring is a beautiful season.

C. Presentation/ Discussion

The teacher will discuss and define what is facts and opinion. Differentiate facts from

opinion through giving more examples.

D. Activity

The students will be grouped into 4, each group will be given the same piece entitled

Philippine Culture and Traditions. The students will analyze every lines if it is facts or

opinion statement. They will encircle if the statement is factual and underline if it is opinion.

Encourage students to justify their answers.

E. Analysis

The teacher will read some lines from the piece Philippine Culture and Tradition and ask the

students if the statement is a fact or opinion.

 Filipinos known for being hospitable specially to the tourists and wanderers who do not

have a place to stay.

 Pagmamano is a sign of respect to the elders.

 Filipinos are honest people.

F. Abstraction

The teacher will let the students to make a summary about what they read.

G. Application

The students will grouped into two and they will answer the statement and justify if it is

facts or opinion.

IV – Evaluation

Directions: Identify if the statement is opinion or facts. Write F if it is Facts and O if its Opinion.
 1. Pizza is delicious.

2. The sun rises from the east.

3. Dogs fur is pretty.

4. Luzon, Visayas, and Mindanao are the three main islands of the Philippines.

5. Japan is also called as the land of the Rising Sun.

V- Assignment

Directions: In a whole sheet of paper, answer the following statement. Read each sentence below

and write FACTS if it is true and OPINION if it has no evidence.

_____1. Blue is the prettiest color.

_____2. A camel is a mammal.

_____3. Spiders are creepy.

_____4. The earth has a north and south pole.

_____5. Tuesday comes after Monday.

 A Semi Detailed Lesson Plan for Grade 12

(Writing Skills)

I - Objectives:

At the end of the discussion, the students should be able to:

a. analyze the nature and purpose of critiques and reaction paper;

b. appreciate the importance of critiques and reaction paper; and

c. apply and give examples of personal experiences that requires the use of critical thinking.

II - Subject Matter

Topic: Writing Critiques and Reaction Paper

Reference: Enhanced English Engagements for Senior High School, Mishima Z. Micia and

Remedios Z. Miciano, Page 35.

Materials: Laptop, speaker, overhead projector, pictures, and visual aids.

III - Procedure :

A. Preliminary activities

A1. Greetings

A2. Arranging of chairs

A3 Checking of attendance

A4. Review of the past lesson

(The teacher will call students to recap the past lesson.)

B. Motivation

The teacher will show some emoticon pictures and let the students to write their ideas on

the board about the pictures.

C. Presentation/ Discussion
 The teacher will discuss what is critical thinking and how to write a reaction paper.

D. Activity

The students will be grouped into two and they will be given the same literary piece entitled

THE HISTORY OF LOVE by Nicole Krauss. They will write a reaction paper base on the

literary piece.

E. Analysis

The teacher will ask the students

1.What are the steps in writing a reaction paper.

2. What are the parts of reaction paper.

F. Abstraction

The teacher will ask the students to give a summary of the discussion .

1. What is critical thinking?

2. How to make a reaction paper?

3. What is the importance of reaction paper.

G. Application

The students will be grouped into three and let the students to think a literary piece and

interpret it.

 The first group will make a slogan.

 The second group will create a poem.

 The third group will make a reaction paper.

IV- Evaluation

Direction: Write a critique paper about your self.

V- Assignment:

In a one half of your paper create a poem about your life.

 A Semi Detailed Lesson Plan for Grade 12

(Speaking Skills)

I - Objectives:

At the end of the discussion, the students should be able to :

a. identify the dominant text structures in sample academic texts;

b. determine text structure by applying appropriate text mapping strategies and by

outlining; and

c. value the importance of text structure by exchanging ideas with your classmates.

II - Subject Matter

Topic: Analyzing the Structure and Language of Academic and Professional Texts.

Reference: Enhanced English Engagements for Senior High School, Mishima Z. Micia and

Remedios Z. Miciano, , Page 2.

Materials: Laptop, speaker, overhead projector, pictures, and visual aids.

III - Procedure :

A. Preliminary activities

A1. Greetings

A2. Arranging of chairs

A3 Checking of attendance

A4. Review of the past lesson

( The teacher will call students to recap the past lesson.)

B. Motivation

The teacher will show some random pictures and ask the students what is in the picture

and describe it.

C. Presentation / Discussion
 The teacher will discuss the topic which is the informational text structure, the approaches

to a text to help determine its structure and the basic principles and its examples.

D. Activity

The students will be grouped into four and they will be given a task to make a scene that

will apply the different text structures.

 The first group will be using a cause and effect demonstration.

 The second group will be presenting a lecture through description.

 The third group will discuss using comparison.

 The fourth group will report using problem solution.

E. Analysis

 The teacher will give some example statements and the students will analyze if it is

description, definition, comparison & contrast, problem- solution, cause – effect,

enumeration, classification, recount and thesis evidence.

 This statement is an example of?

 Enumerate the basic principles and rules in outlining.

F. Abstraction

The teacher will ask the students to give the summary of the discussion.

 What are the main informational text structures.

 Enumerate the basic principles and rules in outlining.

 Sight an example that shows problem- solution.

G. Application

The teacher will grouped the students into 3 and let the students to choose a topic that will

use the different structures.

1. Role play

2. Story telling

3. Picture describing
IV – Evaluation

Direction: Write the following keywords of the following common text structure.

 Description

 Definition

 Comparison & contrast

 Cause – effect

 Enumeration

 Recount

 Problem solving

V- Assignment

Direction: Complete what is being ask in the sentence. Write your answers in the blanks.

1. The three basic principle of outlining are _______, _______and______.

2. Knowledge of text structures facilities text comprehension and retention because of

______.

3. The basic principles of outlining are _____, _____ and ______.

4. The words type, group of, kind of, class of, signals of a_______.

5. The principles of division implies that any section of the outline that is divided should have

at least _______ sub topics.

 A Semi Detailed Lesson Plan for Grade 7

(Listening Skills)

I - Objectives:

At the end of the discussion, the students should be able to :

a. appreciate the story of THE UGLY DUCKLING DUCK;

b. identify the plot of the story; and

c. dramatize the plot of the story.

II - Subject Matter

Topic: The Ugly Duckling

Reference: English Communication Art and skills through Filipino Literature, Mishima Z.

Micia and Remedios Z. Miciano, page 50.

Materials: Laptop, speaker, overhead projector, pictures, and visual aids.

III - Procedure :

A. Preliminary activities

A1. Greetings

A2. Arranging of chairs

A3 Checking of attendance

A4. Review of the past lesson

(The teacher will call students to recap the past lesson.)

B. Motivation

1. The teacher will show a slide presentation or a picture of the Ugly Duckling and other

character of the story.

 2. The teacher will ask questions to the students based from the slide or from the pictures

given.

C. Presentation / Discussion

 The teacher will read the story of THE UGLY DUCKLING to the class and the students

should listen attentively to the teacher.

 The teacher will discuss the elements of the story.

D. Activity

The students will be grouped into three and each group will answer the HOTS questions

based on the story.

 Who is the main character in the story.

 What is the theme of the story “THE UGLY DUCKLING”.

 Who is the author of the story “THE UGLY DUCKLING”.

 What life learning did you get from the story.

E. Analysis

The teacher will ask the students about the story “The Ugly Duckling”.

 What kind of animal is the main character in the story “The Ugly Duckling”.

 What is the color of the “The Ugly Duckling “.

 Where is the story happen?

F. Abstraction

(The teacher will ask the students the elements of the story.)

 When we say plot, it means?

 What are the types of characters?

 G. Application

The teacher will grouped the students into 2 and they will dramatize the summary of the

story.

IV – Evaluation

Direction: Give each student a piece of paper, and have them fold their papers in half. On one

side of the paper, they should draw a picture of a time they felt like they fit into a group. On the

other side of the fold, they should draw a time they felt they did not fit in. when students are

finished, bring them together to share their work in front of the class.

V- Assignment

Direction : In a one whole sheet of paper, write down a poem at least 3 paragraph and 5

sentences in each paragraph. A poem should relate on how to value our family.