Scribd
Upload
75 views

Detailed Lesson Plan 2

This lesson plan aims to teach students about regular and irregular verbs. It includes objectives, subject matter, and a detailed learning procedure. The procedure begins with preliminary activities like prayer and attendance. Students will then play a game with flashcards to identify verbs. They will be divided into groups to create poems, songs, or raps demonstrating sound devices like alliteration, assonance, and consonance. At the end, students will evaluate examples of these devices and do an assignment memorizing tongue twisters.

Uploaded by

Echo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
75 views

Detailed Lesson Plan 2

This lesson plan aims to teach students about regular and irregular verbs. It includes objectives, subject matter, and a detailed learning procedure. The procedure begins with preliminary activities like prayer and attendance. Students will then play a game with flashcards to identify verbs. They will be divided into groups to create poems, songs, or raps demonstrating sound devices like alliteration, assonance, and consonance. At the end, students will evaluate examples of these devices and do an assignment memorizing tongue twisters.

Uploaded by

Echo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Detailed Lesson Plan

Date:
Day:

I. Objectives
At the end of the lesson, the students should be able to:
a. Define what is regular verb and irregular verb.
b. Use the regular verb and irregular verb correctly in a sentences or writing.
c. Demonstrate understanding of verb tense.

II. Subject Matter


Topic: Regular and Irregular Verbs
Materials: Laptop, Power point presentation, Manila Paper, Flash card
Reference: https://www.wallstreetenglish.com/blog/regular-and-irregular-english-verbs/

III. Learning Procedure

Teacher’s Activity Student’s Activity


A. Preliminary Activity
a.1 Prayer
The teacher will ask one the students to lead the prayer.
“Who wants to lead a prayer?, Anyone?. ”
“Our God, Almighty Father…”
a.2 Greetings
“Good morning, class!”
“Good morning, Sir Echo!”
a.3 Classroom Management
“Before you take your sits, kindly pick all the papers
The students will check their areas and
and messes in your area.”
will sit down properly.
a.4 Checking of Attendance
“Class President, may you write down the list of “Noted Sir.”
absences and give it to me before I leave?”

B. Motivation
Today we are going to play a games and try to figure
it out the missing words in sentences. I will give you this
(Flashcard) and figure it out where to put it correctly.

“I had a hard time pronouncing the


words.” “It’s very fun.” “Common to
them is the repetition of certain
letters/sounds.”
Questions: “Yes. It gives positive and challenging
- What did you feel as you recited the tongue twisters? effects to the tongue twister. It is the
repetition which makes it different
- What are the commonalities or similarities among the from the other texts.”
three samples of tongue twisters?

- Do you think repetition adds or gives effects to the


tongue twister itself?

“Thank you! Very well said. You already mentioned the


repetition of sounds and it’s prime purpose, to beautify or
adds effects on the plain texts. This blend has something
to do with our topic for today- SOUND DEVICE.”

C. Presentations

 Alliteration
- It is the repetition of the consonant sounds at the beginning of the words.
- e.g. Betty bought about a bit of better butter for her batter.

 Assonance
- It is the repetition of the vowel sounds within the words.
- e.g. Day after day, he may have made more hay but during his heyday was led a stray
by greed and demands for higher payday.
-
 Consonance
- It is the repetition of consonant sounds within the words or at the end of it.
- e.g. Mammals named Sam are clammy.

Teacher’s Activity Student’s Activity


D. Group Activity
MAKING A POEM, SONG, OR RAP
The class will be divided into (3) three groups. Each Each group will gather to their group
group will compose a poem, song or rap that will be mates and will start to compose their
presented in front of the class after 10 minutes. Group 1 piece.
will be assigned to Alliteration, group 2 for Assonance
and group 3 for Consonance.

Criteria
Creativity - 8
Content - 10
Presentation - 7
Participation - 5
Total - 30

E. Generalization
“Alliteration is…” “Assonance is…”
- What are the three sound devices? “Consonance…”
“It adds impact and beautifies the
- What do you think is/are the importance of sound literary works”
devices in literary works?

Valuing
There are strips of paper attached in the walls of the
classroom and 5 students will get it and will read the
words there, afterwards, they will proceed in front and
put it in the mat to finish it. “Beautiful”
- What can you say about the output, mat, of your
“It’s like the ups and down of life
classmates?
being interlaced together to form a
- How can you relate the repetition of the sounds in the
beautiful life.”
strips of words that you put in the mat?

IV. Evaluation
Direction: Write AL if the given statement is Alliteration, AS if Assonance, and CO if
Consonance. Then, underline the repeated sounds which make it so.

1. Shine bright like diamond.


2. Minda’s microphone made much music.
3. Boss Jess tests the glass.
4. Zachary zeroed in on zoo keeping.
5. Look! The pooh took the boots in the room.

V. Assignment
Research at least (3) three tongue twisters, song verses or rap. Memorize it and be ready
to recite it in front.

Prepared by:

Gabriel T. Tobio
1ST Year-SADG

You might also like