Instructor: John Ian Ortiz
Course: English 1st JHS
Textbook: Ventures in Communication: A Textbook in English for 1st Year High School
Weekly Objectives:
1.
2.
Students will be able to make a comparison-contrast composition about life in the countryside and life in the city by correctly using comparative adjectives, nouns and connectors in their sentences.
Students will be able to extract the main idea, thesis sentence and supporting details from the text they will read and organize it through the use of an outline.
Monday
Tuesday
Wednesday
Thursday
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
1.
Students will be able to compare
and contrast between life in the
countryside and life in the city and
correctly using comparative adjectives
and comparing quantity of nouns in their
sentences.
1. Students will be able to summarize the
similarities and differences between life in
the countryside and city that they know of
through the use of a Venn Diagram.
1. Students will be able to identify the
correct information found in the text when
presented with a list of details.
1. Students will be able to extract and
organize information from the text by creating
an outline showing the main idea, thesis
statement and details.
WARM-UP & OBJECTIVE
DISCUSSION
WARM-UP & OBJECTIVE
DISCUSSION
WARM-UP & OBJECTIVE
DISCUSSION
Show pictures of places in the
countryside (rural areas) and in the city
(urban areas). Ask students to come up
with a list of words to describe the
pictures and recall their knowledge of the
degree of adjectives (most especially
comparative adjectives). Let the students
write their responses on a piece of paper
and post it below the pictures which
represent the two places.
Explain to the students that they are
going to compare and contrast life in the
countryside and city observing the correct
use of comparative adjectives and nouns
in their sentences.
Recall the students’ to pass their
assignments and check it later after class.
Recall the students on how to use
comparative adjectives and nouns. Show
photos of famous places in the world
particularly famous cities or landmarks
and then natural destinations. Ask students
to compare and contrast them.
After the warm-up, explain to students that
they will make a summary of the
similarities and differences of the places
they know of using a Venn Diagram.
Learners will be able to realize that
comparison and contrast is important
because it is a good way to break down
information and help focus on important
details for them to make sound evaluations
INSTRUCT & MODEL
Teacher: Where were you born and
raised? Did you like it? (Students will
give their responses, share where their
hometown is and describe the place
they’re living in)
Teacher: Thank you for sharing class. To
start our lesson, I will assign three
Introduce the Vocabulary Activity to them.
It is called "2 pics 2 words". Five
unfamiliar words found in the text will be
presented along with 2 pictures that
correspond to the word. The students will
reveal the meaning of the unfamiliar word
by unlocking the missing letters on these
words. All students are invited to share
their answers. After completing all words,
they will be asked to skim the text and look
for the sentences containing those words.
(click this link for the slide presentation:
https://bit.ly/2KW42dT)
They’ll read the text titled "Back to Nature"
by Harold Manga. In the reading, their main
goal is to identify the correct information
found in the text when presented with a list
of details.
INSTRUCT & MODEL
Go back to the student’s description of the
photos shown in the warm-up. Write the
sentences in the board. Mark the students’
sentences with the capital letter “S” if it
pertains to a similarity and a capital letter
“D” if it pertains to a difference. Then
proceed in making a Venn Diagram using
INSTRUCT & MODEL
- The teacher will call some students who'll
read the text loudly by paragraph. Once
done, the teacher will give another 3
minutes for students to silently read the
text.
Link to the text “Back to Nature”
WARM-UP & OBJECTIVE
DISCUSSION
Ask the students about the main points of the
text they have read the previous day.
Students are expected to extract and organize
the information you've read from the text
through an outline showing the main idea and
supporting details. Outlining is important
because it organizes ideas about a topic into a
logical order. Also, it helps us break down
concepts into manageable or bite-sized ones
that are easier to understand
INSTRUCT & MODEL
Discuss with the students on how to get the
main idea, thesis sentence and supporting
details of a paragraph or text. (go to page 126
for the sample) Teacher highlight the parts
and explain that it’s important to extract those
parts to understand better the text they’re
reading.
Friday
OBJECTIVES:
1. Students will be able to make a comparisoncontrast essay about living in the countryside
and living in the city by correctly using
comparative adjectives, nouns and connectors
in their sentences.
WARM-UP & OBJECTIVE
DISCUSSION
Ask students to go over the text “Back to
Nature” and notice the words like “but”,
“on the other hand”, “however’,
“similarly”, “likewise” “in contrast” etc. Ask
them their ideas on how those words are used.
Explain that these words are called connectors
and express comparison and contrast.
Students will write a contrast-comparison
essay applying the correct use of comparative
adjectives, nouns and connectors in their
sentences. They’ll also be required to make an
outline to organize their ideas before writing
their essay.
INSTRUCT & MODEL
Discuss page 139, “Preparing to Write
Comparison-Contrast Compositions”. During
the discussion, recall to the students their
knowledge of the parts of an essay and some
kinds of essays that they have written before.
students here to read and act out the
dialogue that I will give to you. (Teachers
assign roles) Let’s begin and kindly listen
to your classmates who will act out the
lines in this dialogue practice.
Click this link for the Dialogue Text:
https://bit.ly/3mxeKpg
Discuss the Grammar Topic found in
page 134. (refer to this link for the text:
https://bit.ly/3om8dON)
-Point out to students that “Contrasting”
was done in Sample 1, 2 , 3 and 4.
Differences between two or more
elements have been presented.
-Point out to students that ‘Comparing”
was done in Sample 5. Similarities
between two or more elements have been
looked into.
GUIDED PRACTICE:
Teacher provides three incomplete
sentences and students will fill in the
correct comparative adjective or noun in
the blanks. There are some options
shown to help students find out the most
appropriate one to use in each sentence.
the details they have given. (only do 1
detail for each of the blank in the diagram)
GUIDED PRACTICE:
With the Venn Diagram written on the
board and a few details written on it, ask
students to complete the diagram with a
blank piece of paper provided. Be ready to
entertain any questions or inquiries from
the learners.
LESS-GUIDED PRACTICE:
Put the students into groups and have them
think of similarities and differences
between living in the countryside and in
the city based on the dialogue they have
read the day before. Each group shall
contain no more than 5 members. They
will have 10 minutes to write as many
sentences as they can observing the correct
use of comparative adjectives or nouns.
Have each group present their work after
the end of the activity.
INDEPENDENT PRACTICE:
(refer to this doc. for the sentences:
https://bit.ly/2VrLDaW)
Having the similarities and differences
between the city and countryside in mind,
have them work on making a summary of
what they've known using a Venn
Diagram. In particular, they will write the
name of the city or a town in the
countryside that they know of and
compare and contrast them through the
diagram.
LESS-GUIDED PRACTICE:
ASSESSMENT:
Put the students into pairs. Each student
pair will be given two pairs of adjectives
and two pairs of nouns together with an
adjective. They will make a comparative
sentence for each of the pair of adjectives
and nouns (1 student= 2 pairs) and once
finished they will read their sentences
Students complete and submit the
Independent Practice Activity.
https://bit.ly/2JGDJYo
GUIDED PRACTICE:
GUIDED PRACTICE:
- After reading, the teacher will start a
discussion based on the following
questions:
Student will look at a sample paragraph to be
given by the teacher and they will have to fill
out a table (Main idea already provided) with
the thesis sentence and supporting details
from the passage.
Sample passage: Main Idea: UN’s pride on
its achievements
“The UN has a deep sense of pride in its
achievements. For example, health conditions
have improved, new and better industries
have arisen and agricultural and industrial
centers have been established. With these
programs, economic independence and
stability among developing nations have
gradually been achieved.”
Present three sample paragraphs showing
comparison-contrast. Ask students to choose
the main idea among the choices provided,
highlight the connectors used and the
supporting details. One paragraph was already
done for them. P. 139-140
1. What causes city dwellers to become
unhappy?
2. What are the problems with living in the
countryside?
3. Do you think the writer will move to the
countryside? Why or Why not?
-The teacher will highlight the details in the
text supporting the answers to the first
question asked. Then, it will be the
students' turn to find out or highlight the
specific part of the text that will support
their answer to the questions.
GUIDED PRACTICE:
"Fact or Bluff Activity 1" - The teacher
will give details from the text and the
students' main goal is to identify if the
information presented was found in the text
or not. There will be two posts : one is for
Fact, (for correct details) and the other is
for Bluff (for incorrect details). Once the
teacher has given the detail, students only
have 5 seconds to go to a post ,which will
reflect their answer. After students have
chosen, the teacher reveals the correct
answer and will reveal which part of the
text contains the detail presented or that
contradicts it if it's incorrect. This will be
the first round of the activity containing 10
statements or details and will primarily be
teacher-led.
LESS-GUIDED PRACTICE:
"Fact or Bluff Activity 2" - Students will
be grouped into 5 members each. For this
second round of the activity, 10
statements/details will be given to each
LESS-GUIDED PRACTICE:
Students will work in pairs and they will be
given two passages. Their task is to find out
the main idea, the thesis statement and
supporting details.
INDEPENDENT PRACTICE:
Teacher hands each student a piece of paper
containing a skeleton outline of the text they
have read. The students will supply the
missing details in the text "Back to Nature".
The outline includes the Main Idea of the text
and details supporting it.
Link to the Outline Sample Document:
https://bit.ly/3fSduKH
LESS-GUIDED PRACTICE:
Put the students into pairs. Ask them to think
of places that they know of that is located in
the countryside and in the city. Identify the
places and brainstorm of the similarities and
differences that those places have. (additional
research can be done) Create a Venn Diagram
containing the following details:
Name of Place in the Countryside:
Name of Place in the City:
Similarities:
Differences:
INDEPENDENT PRACTICE:
From the Venn Diagram they made with their
partners, the students next task is to create a
proper outline for the essay that they will
make. It must contain the main idea, thesis
sentence for each paragraph and supporting
details.
After 5 minutes, the teacher will call some
students to share their outline briefly.
ASSESSMENT:
ASSESSMENT:
-Teacher will divide the entire class into 4
groups. All tasks must be distributed equally
to all members. The students will assign
among them at least two spokespeople who'll
present what they've written, a scribe who'll
write them on a poster paper, a controller
who'll ensure that everyone participates and
Following the outline they made, students will
now start to make a contrast-comparison of not
more than 5 paragraphs observing the correct
use of comparative adjectives, comparing the
quantity of nouns and connectors in their
sentences. Their output will be graded using a
rubric containing these criteria:
If they can’t finish on time, the output will be
with each other.
Example:
Adjective Pair : [quiet, peaceful] – The
village is usually peaceful. It is even
quieter in the late afternoon.
Noun Pair: [teacher, student, intelligent]
– The teacher is more intelligent than the
student.
INDEPENDENT PRACTICE:
Students will answer an activity with a
worksheet provided. Two sentences will
be given and they will draw conclusions
and express it by using comparative
adjectives or nouns.
Example: Maria is fifteen years old.
Grace is seventeen.
Answer: Maria is younger than Grace or
Grace is older than Maria.
(refer to this doc for the exercises:
https://bit.ly/3g17foc)
ASSESSMENT:
Go over the sample Dialogue that they
have read earlier. Working in pairs, talk
about the similarities and differences of a
place they know of or have lived in ,
observing the correct use of comparative
adjectives or nouns.
Homework:
Write the sentences used in the dialogue. (Make a
transcript of the dialogue) Pass it tomorrow.
Homework:
group and they'll determine whether they
are Fact (correct details) or Bluff (incorrect
details). After determining the details, they
have to look for the specific parts in the text
where those details are found or that
contradict them if they're incorrect. They
have 3 minutes to do that and after the time
has finished, the teacher will randomly call
each group and let them go to each of the
two posts for their answers. This will be
done until all of the 10 details have been
given an answer and provided proof for
each.
Link to the Slide Presentation:
https://bit.ly/3fKJ9Oa
INDEPENDENT PRACTICE:
Have the students work in pairs. The
student pairs will be given a short
paragraph that they will read and after that,
a list of details about that paragraph is
provided. Their task is to identify whether
those information are correct or present in
the paragraph and if so, they will write the
particular statement below it. Meanwhile, if
it’s incorrect they will also write the part
that contradicts the statement .
Example:
Detail # 1: People in communities are
isolated, disagreeing from each other,
having a lack of cooperation or
collaboration with one another.
Answer: Incorrect – “A community is a
group of people who live with each other in
a certain place, sharing common interests,
and working together for the common
good.”
Page. 126.
ASSESSMENT:
Student answers a 10-item quiz where they
will determine if the provided details are
present or not from the text “Back to
Nature”.
the rest will be contributors. The teacher will
give each group a list of details from the text
they've read, a poster paper, and a marker for
each group.
- The task is for them to consolidate what they
individually made in the independent practice
and make an outline of the text "Back to
Nature" containing the main idea and
supporting details. The last task will be to
present them to the entire class.
-Their presentation will be graded with the
rubrics (Link to Rubrics for Students'
Presentation: https://bit.ly/3fRekqY)
and the criteria are Content, Organization,
Appearance, Delivery and Participation.
Homework:
regarded as homework and must be submitted
on the next meeting.
Homework:
Completion of the Comparison-Contrast Essay
and to be submitted on the next lesson.
Homework: