CEBU NORMAL UNIVERSITY - MAIN CAMPUS

Osmeña Blvd, Cebu City, 6000 Cebu

Class Schedule: TF 9:00 AM - 10:30 AM

Subject: Technology For Secondary Language Education
Course and Year: Bachelor of Secondary Education Major in English 2C
Date: March 15, 2024

Detailed Lesson Plan in Parts of Speech

I. OBJECTIVES

At the end of the lesson, the students are expected to do the following with 85% accuracy:

A. distinguish the different parts of speech;

B. formulate sentence structures using the different parts of speech; and
C. reflect the importance of the parts of speech in learning the English language.

II. SUBJECT MATTER

A. Topic: Parts of Speech

B. References: Admin. (2023, October 27). Adverbs: Definition, types, usage and
examples. BYJUS. https://byjus.com/english/adverbs/
Caulfield, J. (2023, March 2). What is a pronoun? | Definition, types &
examples. Scribbr. https://www.scribbr.com/nouns-and-pronouns/pronouns/
Grammarly. (2021b, January 14). Conjunctions: Grammar rules and
examples | Grammarly. Conjunctions: Grammar Rules and Examples |
Grammarly. https://www.grammarly.com/blog/conjunctions/
Ryan, E. (2022c, November 16). What is an interjection? | Examples,
definition & types. Scribbr. https://www.scribbr.com/parts-of-speech/interjections/
Ryan, E. (2023, October 3). What is an adjective? | Definition, types &
examples. Scribbr. https://www.scribbr.com/parts-of-speech/adjectives/
Scribbr. (n.d.). What is a noun? | Definition, Types & Examples.
https://www.scribbr.com/category/nouns-and-pronouns/
“Verb: Definition and Types | Learn English.” (n. d.)
https://www.learngrammar.net/, www.learngrammar.net/english-grammar/verb.
Walden University Writing Center. (n.d.).
https://academicguides.waldenu.edu/writingcenter/grammar/prepositions.
C. Instructional Materials: Presentation slides, concept map, word cutouts, incomplete
sentences, bond paper and marker, and copy of Jamaica
Kincaid’s “Girl”.

D. Concepts: Nouns, Pronouns, Adjectives, Verbs, Adverbs, Prepositions, Conjunctions

and Interjections

E. Values Integration: Cooperation and Teamwork, Respect, Critical Thinking,

Communication Skills, Appreciation for Diversity, Self-Expression, Integrity, and
Empathy.

F. Methodology: Instructive Interaction

III. PROCEDURE

Teacher's Hint Teacher’s Activity Students’ Activity

A. Preliminary
Activity

Greeting The teacher greets the students a (The students will greet the
pleasant morning and asks how teacher.)
the students have been.

Prayer The teacher asks for a volunteer to (One of the students will
lead the prayer. volunteer to lead the
prayer.)
Classroom
The teacher instructs the class to (The students will align their
Management
arrange their seats properly before chairs silently and without
sitting down. dragging.)

The teacher requests for the (The students will take their
students to take out their seats and prepare their
notebooks and pens. notebooks and pens.)

The teacher asks the students to (The students will say a

Checking of describe themselves using only one-word adjective about
Attendance one word when their names are themselves instead of
called. saying “present”.)
 B. Recall The teacher reminds the class (The students will
about their previous knowledge on remember their previous
“categorizing the words in encounters related to
sentences according to categorizing words.)
grammatical properties and
functions.”

The teacher asks the class what (The students will

they remember about categorizing voluntarily share what they
words in sentences. remember about
categorizing words.)
C. Motivation
The teacher introduces the game
“This is You This is Me”.

Mechanics:
1. Thirty words are rolled up in a (The students will pick a
bowl. word from a bowl. Each of
2. All of the students have their them will have their turn to
respective turns in picking a word. group the words however
3. The students group the words they like.)
however they like.

The teacher provides feedback. (The students will listen

attentively.)

D. Lesson Proper

Activity The teacher introduces the game

“You Make Me Complete”.

Mechanics:
1. Eight incomplete sentences (The students will suggest
(one for each part of speech) are different words to make
laid out on the board. each sentence complete.
2. The students have to complete After each sentence is
the sentences by adding any word completed, the students will
that they think fits to make each verbally distinguish what
sentence complete. word category they used to
3. Once a sentence is completed, make the sentence
the teacher asks the class what complete.)
word category they used to make
the sentence complete.
4. The teacher scouts for any more
categories that fits in the sentence.
 The teacher provides feedback. (The students will listen
attentively.)

Analysis The teacher asks the class what (The students will recall the
categories they used to complete categories they used in the
the sentences in the previous previous activity.)
activity.

The teacher lists down on the (The students will closely

board all the categories that the examine the categories
students can think of. listed on the board.)

The teacher asks the students (The students will answer

what the categories they “parts of speech”.)
mentioned are called.

The teacher seeks for a volunteer (One of the students will

who can tell the class what parts of volunteer to share with the
speech are and what they are for. class what they think the
parts of speech are and
what they are for.)

The teacher shows the lesson title (The students will read the
and objectives. lesson title and objectives in
the presentation slides.)

Abstraction The teacher shows a concept map

of the different parts of speech
including its subcategories.

The teacher chunks the topic into (The students will listen
the different categories with the attentively and participate
help of a presentation slide. actively during the
discussion.)
Parts of Speech:
1. Nouns
▪ common
▪ proper
▪ countable
▪ mass
▪ concrete
▪ abstract
▪ collective
2. Pronouns
 ▪ personal
▪ demonstrative
▪ interrogative
▪ relative
▪ indefinite
▪ reciprocal
3. Adjectives
▪ positive
▪ comparative
▪ superlative
4. Verbs
▪ regular
▪ irregular
▪ linking
▪ auxiliary
▪ transitive
▪ intransitive
▪ infinitive
5. Adverbs
▪ manner
▪ degree
▪ place
▪ time
▪ duration
▪ frequency
▪ purpose
6. Prepositions
▪ direction
▪ time
▪ place
▪ location
▪ spatial relationships
7. Conjunctions
▪ coordinating
▪ subordinating
▪ correlative
8. Interjections
▪ primary
▪ secondary
▪ volitive
▪ emotive
▪ cognitive
▪ greetings/parting words

The teacher asks the class if they (The students will ask
 have questions or clarifications. clarifying questions.)

The teacher informs the class that

a deeper analysis on every
category including its
subcategories will ensue in the
following discussions.
Application The teacher groups the class into (The students will go to their
five and introduces the game “The respective groups and form
English Formula”. a circle silently.)

Mechanics:
1. Each group is provided with two (The students will come up
bond papers and a marker. with different sentence
2. In three minutes, each group formulas using the different
has to come up with different parts of speech and provide
arrangements or orders of the an example for each
parts of speech to make a formula.
sentence. The arrangements are
called “formulas”.
3. In every formula they make,
they have to provide one sentence
example.
4. The group with the greatest
number of formulas with at least
one appropriate example wins the
game.
5. Each group must select a (The students will select a
representative to present the representative to present
sentence formulas they came up the sentence formulas they
with. came up with.)
E. Generalization
The teacher gives the following
instructions:
1. Give three things that you (The students will reflect on
learned today and one thing that what they learned and will
you need to learn more. answer the prompt
verbally.)
IV. EVALUATION

Test I. Determine the sentence formula that best represents the given sentence.

1. “Hello? Where are you?”

Interjection + adverb + verb + pronoun

2. The husband is calling the wife from somewhere in the house.

Noun + verb + noun + preposition + adverb + preposition + noun

3. She died at the foot of the stairs while the husband was away.
Pronoun + verb + preposition + noun + conjunction + noun + verb + adverb

4. He draped some kind of fur over it on Groundhog Day.

Pronoun + verb + noun + preposition + pronoun + adverb + noun

5. George painted a sign saying "love" and hung it from the pole.
Noun + verb + noun + verb + noun + conj + verb + pron + prep + noun

Test II. Create an appropriate sentence for each sentence formula.

1. Pronoun + verb + nouns + conjunction + noun.

2. Noun + adverb + verbs + adjective + noun.
3. Interjection + pronoun + verb + adjective.
4. Conjunction + pronoun + verb + pronoun + preposition + adverb.
5. Noun + adverb + verb + adjective + noun.

V. ASSIGNMENT
Directions: Identify the category (parts of speech) of the underlined words in Jamaica
Kincaid’s “Girl”.

Wash the white clothes on Monday and put them on the stone heap; wash the color
clothes on Tuesday and put them on the clothesline to dry; don’t walk bare-head in
the hot sun; cook pumpkin fritters in very hot sweet oil; soak your little cloths right
after you take them off; when buying cotton to make yourself a nice blouse, be sure
that it doesn’t have gum in it, because that way it won’t hold up well after a wash;
soak saltfish overnight before you cook it; is it true that you sing benna in Sunday
school?; always eat your food in such a way that it won’t turn someone else’s
stomach; on Sundays try to walk like a lady and not like the slut you are so bent on
becoming; don’t sing benna in Sunday school; you mustn’t speak to wharf-rat boys,
not even to give directions; don’t eat fruits on the street—flies will follow you; but I
don’t sing benna on Sundays at all and never in Sunday school; this is how to sew
on a button; this is how to make a buttonhole for the button you have just sewed on;
this is how to hem a dress when you see the hem coming down and so to prevent
yourself from looking like the slut I know you are so bent on becoming; this is how
you iron your father’s khaki shirt so that it doesn’t have a crease; this is how you iron
your father’s khaki pants so that they don’t have a crease; this is how you grow
okra—far from the house, because okra tree harbors red ants; when you are
growing dasheen, make sure it gets plenty of water or else it makes your throat
itch when you are eating it; this is how you sweep a corner; this is how you sweep
a whole house; this is how you sweep a yard; this is how you smile to someone
you don’t like too much; this is how you smile to someone you don’t like at all; this
is how you smile to someone you like completely; this is how you set a table for
tea; this is how you set a table for dinner; this is how you set a table for dinner with
an important guest; this is how you set a table for lunch; this is how you set a table
for breakfast; this is how to behave in the presence of men who don’t know you
very well, and this way they won’t recognize immediately the slut I have warned you
against becoming; be sure to wash every day, even if it is with your own spit; don’t
squat down to play marbles—you are not a boy, you know; don’t pick people’s
flowers—you might catch something; don’t throw stones at blackbirds, because it
might not be a blackbird at all; this is how to make a bread pudding; this is how to
make doukona; this is how to make pepper pot; this is how to make a good
medicine for a cold; this is how to make a good medicine to throw away a child
before it even becomes a child; this is how to catch a fish; this is how to throw back
a fish you don’t like, and that way something bad won’t fall on you; this is how to
bully a man; this is how a man bullies you; this is how to love a man, and if this
doesn’t work there are other ways, and if they don’t work don’t feel too bad about
giving up; this is how to spit up in the air if you feel like it, and this is how to move
quick so that it doesn’t fall on you; this is how to make ends meet; always squeeze
bread to make sure it’s fresh; but what if the baker won’t let me feel the bread?; you
mean to say that after all you are really going to be the kind of woman who the
baker won’t let near the bread?

Answer Key:

1. white - adjective 11. and - conjunction

2. wash - verb 12. harbors - verb
3. very - adverb 13. completely - adverb
4. yourself - pronoun 14. set - verb
5. in - preposition 15. for - preposition
6. overnight - adverb 16. marbles - noun
7. directions - noun 17. something - pronoun
8. flies - noun 18. cold - noun
9. never - adverb 19. before - conjunction
10. to hem - verb 20. near - preposition
Prepared by:
Lhiane Badinas (Presentation)
Jane Carmel Bayno (Discussion Notes)
Shienna Kay Coles (Demonstrator)
Mary Faith Herediano (Discussion Notes)
Jardiolyn Ibale (Presentation)
Anjaylou Monisit (Demonstrator)
Samantha May Pabustan (Discussion Notes)
Johnrey Saladaga (Presentation)
Jessa Sestoso (Demonstrator)
Alyn May Suerte (Discussion Notes)
Naomi Elise Torres (Discussion Notes)