A Semi –Detailed Lesson Plan in English VI-EDISON Maria Del A. Cortez QUARTER III I. Objectives (ANNOTATIONS) -PPST INDICATORS/KRA OBJECTIVES/RUBRIC INDICATORS TO BE OBSERVE DURING THE CLASSROOM OBSERVATION A. CONTENT STANDARD The learner demonstrates command of the conventions of standard English grammar and usage when writing or speaking B. PERFORMANCE STANDARD The learner speaks and writes using good command of the conventions of standard English C. LEARNING COMPETENCIES Infer the meaning of borrowed words using prefix (EN6V-IIIe-12.4.2.3) Inferring the meaning of borrowed words using prefix II. CONTENT (Subject Matter) III. LEARNING RESOURCES A. References 1.Teacher’s Guide/Pages 2.Learner’s Materials Pages 3.Textbook Pages 4.Additional Materials from Learning Resource(LR)portal B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting new lesson English 6 Module 1, Lesson 2 pp. 9-14 1. Drill: Spelling Drill Let the kids spell the jumble letter word to form the word correctly. 1. reporpmi - improper 2. piznu - unzip 3. ertainp - repaint 4. etelpomcin - incomplete 5. llepssim - misspell KRA 1, OBJECTIVE 5, Maintain learning environments that promote fairness, respect and care to encourage learning - I clearly posted the classroom rules Every learner has the opportunity to answer equally since the activity is done by group 2. Review: Word Search Puzzle Direction: Find the following words in the puzzle and draw a circle around it. bio aqua marine micro ornament a q u a x q r a B. Establishing a purpose for the lesson B T O R B D T D m n l m d f g f f g j a c n o c d j k r r o u o g s m i c r o d g r o n o e u f b p d e o r s r i q r i d d t g o r n a m e n t Motivation: Singing a prefix song KRA 1, OBJECTIVE 3, Display proficient use of Mother Tongue, Filipino and English to Facilitate learning - I let my learner share their thoughts about the lesson for the day. What do you think is our lesson for today? Expected answer: Our lesson for today is about prefix. C. Presenting examples/ instances of the new lesson 1. Presentation: Our lesson for today is about inferring the meaning of borrowed words using prefix Say: I have here a story. Let us going to read the story in a popcorn way. KRA 1, OBJECTIVE 1, Apply knowledge of content within and across curriculum teaching areas - I presented a selection which is aligned from the competency needed to achieve - I integrated TLE and SCIENCE as we talked Katherine wanted to plant a garden, but she was unsure which kind of flower she wanted to grow. Her mother took her to the gardening store to help her decide. She liked all the flowers so much, she wished she could plant one of every kind! Katherine was disappointed when her mother told her that would be impossible. Katherine was having trouble choosing just one kind of flower. There were so many, Katherine felt overwhelmed. Some had large blooms, and some were so small seemed almost microscopic! Katherine’s mother reminded her that they could choose a different flower next season. Katherine settled on daisies and was very happy with her garden! about different kinds of flower and how to grow it. Questions: 1. Who wanted to plant a garden? 2. Why does she have trouble in choosing just one kind of flower? 3. What are the highlighted words in the story? unsure disappointed microscopic reminded impossible overwhelmed 4. Can you underline the prefix that can be found in each word? D. Discussing new concepts and Please let the children read the following words flashed KRA 1, OBJECTIVE 4, Use effective verbal and practicing new skills #1 on the screen: unsure microscopic impossible disappointed reminded overwhelmed Say: The underline syllable in each word is what we called a prefix. Ask: What is a prefix? - A prefix is an affix which is placed before a root word. - Adding it to the beginning of one word changes it into another word - For example, when the prefix un- is added to the word happy, it creates the word unhappy. We have here the list of some of the prefixes and its meaning. Prefix un-, immicroreoverdis- definition not tiny again too much lack of, not to Example unusual, immortal Microscope Reuse Overproduction Dishonest Can you give an example of each prefixes? Call the pupils individually and let them give the examples non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement - I let my learner sharer their ideas and the things they’ve learned during the discussion orally. (Individual Approach) E. Discussing new concepts and practicing new skills #2 Musical ball activity game The ball is passed around by the pupils with the music. When the music stops, the one who holds the ball will go to the board, then underline the independent clause and encircle the dependent clause. KRA 2, OBEJECTIVE 6, Maintain learning environments that promote fairness, respect and care to encourage learning - Board work activities - Every learner has the chance to go to the board. Direction: Form new words by adding prefixes re-, un-, im-, micro-, dis, over- before each word. Then, write the meaning of each word on the board. Root word Like Mortal Phone Flow Use F. Developing Mastery (Lead to Formative Assessment) New Word Meaning Cooperative Learning (Small Group Activity) Group pupils into 4 groups Group 1: . Match the words in the word box with their definitions below. Write them in its correct places in the puzzle. recycle microscope renew imperfect overpressure dislike unclear immortal Across Down 2. not perfect 1. an instrument used for viewing very small objects KRA 2, OBJECTIVE 5, Establish safe and secure learning environment that promote fairness, respect and care to encourage learning. - I posted the group standards and let my learner read each rule. - I explained to the learner the importance of respect. - 3. too much pressure 6. not to like 8. make use again 4. make new again 5. not clear 7. not mortal Group 2: Directions. Use the appropriate word inside the box to complete each sentence. rewrite renew overpressure unclear microwave imperfect disappear immature. 1. The children were silly and . 2. I intend to the story for younger children. 3. He watched the wolf into the tall grass. 4. A oven can be a real lifesaver when you're pressed for time. 5. Ana will her contract in the company. 6. goods are sold off cheaply. 7. is harmful to the fire water system of high rise building. 8. The ownership of the painting remains . Group 3: Direction: Form new words by adding prefixes re-, un-, dis-, im-, over-, or micro before each word. Then, write the meaning of each word in your notebook. Root word New word Meaning Ex: Write Rewrite To write again Phone Flow Respect Finished Cycle Perfect Appear Mortal Group 4: Directions. Write TRUE if the statement is correct and FALSE if it is incorrect. 1. Prefixes are syllables or group of syllables added at the beginning of words to change the meaning or function. 2. “I enjoyed watching the beautiful scenery while riding my new bicycle.” The underlined word uses the prefix -ing. 3. “Are the weathermen able to forecast weather conditions more accurately now?” The underlined word in an example of prefix. 4. The patient underwent an abdominal ultrasound to check the condition of his internal organs. The underlined word uses prefix to-. 5. “ I am optimistic!” The word optimistic has a prefix “optimist”, which means hopeful and confident about the future. 6. If you take away the prefix from disagree, the root word is agree. 7. A series of letters placed in front of a word to form a new word is called a prefix. 8. The prefix over- means too much, so overpressure means lack of pressure. G. Finding practical application of concepts and skills in daily living. Directions: Read and understand each question carefully and choose the letter that corresponds to your answer. Write your answer on the board. 1. The prefix “re” can be added to which of the following words? A. mortal B. write C. mature D. true 2. The prefix “dis” in the word “disrespect’ expresses . A. wrong B. full of C. lack of D. too much 3. Which of the following is an example of a prefix? KRA 4 OBJECTIVE 16, Applied a personal philosophy of teaching that is learner centered. - The teacher allows her learners to share her knowledge and the things they’ve learned about the subject matter. A. -ness B. -tion micro- C. D. -ity 4. In the word “unilateral,” the prefix “uni” refers to . A. opposite B. single C. again D. none 5. Choose the correct prefix to make a new word matching the given definition: flow = an outlet for excess water.. A. over down H. Making Generalization and Abstraction about the lesson I. Evaluating Learning B. sub C. D. up What is a prefix? - Prefixes are affixes that are placed at the beginning of a word to modify or change the meaning of that word. Directions: Read each question carefully and write the letter of the correct answer. 1. What does the prefix dis- mean? A. not or opposite of B. again C. too much D. earlier or before 2. The prefix over- means which of the following? A. too much B. wrongly C. again D. middle 3. Based on your knowledge of the prefix dis-, disapprove means . A. to not get along B. to not approve of something C. to approve of something D. to get along PPST DOMAIN 1.1.5 Applying a range of teaching strategies to develop critical and creative thinking as well as other higher order thinking skills. PPST DOMAIN 4.4.2, Setting achievable and appropriate learning outcomes that is aligned with learning competencies. J. Additional Activities for Application or Remediation 4. Micro means . A. write B. tinyC. one D. two 5. We got a big count on our new TV. A. misB. superC. dis- D. pre Directions: Write three new words using the prefix in each column. over1. 2. 3. dis1. 2. 3. im1. 2. 3. un1. 2. 3. IV. REMARKS EDNA L. GUANZON, MT1 OBSERVER The whole lesson: KRA 4 OBJECTIVE 16, Applied a personal philosophy of teaching that is learner centered. - Upon planning the lesson the teacher considered her learners to construct knowledge by constructing HOTS questions and differentiated activities that allow them to have fun while learning rather than passively acquiring knowledge the whole period.
