SEMI-DETAILED LESSON PLAN IN ENGLISH 10

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Module 4:
I. TOPIC/ TITLE
Observing Correct Grammar in Making Definitions
GRADE LEVEL Grade 10
TIME ALLOTMENT 60 minutes
 Television
II. LEARNING  Laptop
RESOURCES/  PowerPoint Presentation
MATERIALS  Paper Boat
 Illustration or Folder
The learners demonstrate understanding of how world literature and other text types serve as
CONTENT sources of wisdom in expressing and resolving conflicts among individuals, groups and nature;
STANDARD also, how to evaluate reading, listening and viewing strategies, special speeches for occasion,
pronouns and structures of modification.

PERFORMANCE The learner skillfully delivers a speech for a special occasion through utilizing effective verbal
STANDARD and non-verbal strategies and ICT resources.

LEARNING
Observe correct grammar in making definitions EN10G-IIa-29
COMPETENCY
After the session, the students should be able to:
 focus on understanding and applying the rules of singular and plural verb formation,
 help students internalize the significance of subject-verb agreement in everyday
OBJECTIVES
communication and writing; and
 develop motor coordination by participating in hands-on activities involving sentence
formation and verb selection.
CURRICULUM
Checking the grammar of the definition
INTEGRATION
VALUES Share and appreciate the ideas of others, teamwork, and cooperation
III. PROCEDURES
A. Preliminaries 1. Prayer
2. Greetings
3. Checking Attendance
4. Remind learners about the classroom rules.

Time allocation: 5 minutes

ELICIT
B. Review of Activity 1: "The Boat Race Challenge"
previous lessons/
presenting the new Mechanics: The teachers will divide the students into groups and assign a leader to each
group. They will provide a 'boat' for each group. The students will move the boat using an
lesson
illustration board or folder to the designated spots provided by the teachers. The first group to
finish the task will earn 10 points, and the last group to complete the task will answer the
following questions based on the components of an expanded definition.

The teacher will give further instructions about the activity.

The students will identify the term/word/concept, class/genus, and differentia/characteristics in

these sentences.

 Longitudinal dunes are long low ridges of sand that lie approximately at right angles to
the trend of the sand waves, or parallel to the direction of the wind.
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 Brood is a family of young animals, especially of a bird, produced at one hatching or

birth.

 Mass is a measure of the amount of matter in an object which is constant in all

circumstances.

 Physics is a branch of science that deals with matter and energy and their interactions.

 Matter is anything that occupies space and has mass.

 A parenthesis is a word or phrase inserted into a sentence to explain or elaborate

which may be placed in brackets or between dashes or commas.

 Ellipsis are punctuation marks with three periods in a row which signifies that words or
figures are missing.

Time allocation: 5 minutes

ENGAGE
C. Establishing The objectives will be flashed on the screen. The learners will read the objectives.
purpose of the
lesson
The teachers will show pictures on the TV.

Photo link: https://www.istockphoto.com/illustrations/action-verb

Time allocation: 2 minutes
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EXPLORE
D. Presenting
examples/instances Based on the pictures above, the students will answer the following questions.
of the new lesson
1. What words are hidden in the pictures?
2. What is the difference between a subject and a verb?

Only selected students will answer the questions.

Time allocation: 3 minutes

EXPLAIN
E. Discussing new The Teacher will discuss the following content.
concepts and
practicing new skills Basic Principle: Singular subjects need S- form of the verb, others call it singular verb; plural
subjects need base form of the verb or what we commonly call plural verbs.

Example 1:
A forsythia is a flowering shrub with yellow bell-shaped blossoms.

Example 2:
Axes are the "x" and "y" lines that cross at right angles to make a graph.

Example 3:
A glossary is a list of words or phrases used in a particular field with their definitions.

Now, how do we form S-form of the verb?

1. The S-form of the verb is formed by adding -s to the base form of the verb.

Base Form S- form

Run Runs
Cook Cooks

2. The S-form of the verb is formed by adding -es to the base form of the verb ending in
vowels.

Base Form S- form

Go Goes
Do Does

3. S-form of the verb is formed by adding -es to the base form of the verb ending in ss, sh,
(t)ch, zz, and x:

Base Form S- form

Miss Misses
Push Push es

4. The S-form of the verb is formed by dropping -y change it to i then add -es.

Base Form S- form

Fly Flies
Carry Carries
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Rule 1: WHEN THE SUBJECTS ARE JOINED BY “AND”

Subjects joined by “and” take plural verbs.

Example 1:
The umbra, penumbra and ant umbra are parts of a shadow created by any light source.

Rule 2: WHEN TWO SUBJECTS REFER TO THE SAME THING

Subjects joined by and but refer to the same thing, take S-form of the verb or singular verb.

A block and tackle is a compound pulley where several pulleys are mounted on each axle,
further increasing the mechanical advantage.

Rule 3: WHEN SINGULAR SUBJECTS ARE JOINED BY “OR”

Compound subjects joined by or takes S-form of the verb or singular verb.

Example 1:
Variable resistor or Rheostat is an electrical resistor, with two terminals, whose resistance are
continuously variable by moving a knob or slider and correspondingly decrease or increase the
current flowing.

Example 2:
Intensive Pronoun or Reflexive Pronoun is a pronoun ending in -self, myself, yourself, himself,
herself, ourselves, yourselves, themselves. It often names the receiver of an action

Rule 4: WHEN WORDS END IN -S

Subjects that end in -s and appear to be plural but are really singular,
require S-form of the verbs.

Example 1:
Measles is a highly contagious illness caused by a virus that replicates in the nose and throat
of an infected child or adult.

Example 2: Calculus is the branch of mathematics that deals with the finding and properties of
derivatives and integrals of functions, by methods originally based on the summation of
infinitesimal differences.

RULE 5: WHEN A COLLECTIVE NOUN IS USED

When regarded as a unit, collective nouns, as well as noun phrases denoting quantity, take
singular verbs.

Family is a basic social unit consisting of people who are related to each other by blood, love or
trust.
Family is a collective noun regarded as a single unit. It is singular in number for it does not
indicate many units in the family. Hence, S-form of the verb or singular verb is used.

F. Developing The teacher will ask the students where the examples belong in the rules of subject-verb
mastery agreement.

Example 1:
Variable resistor or Rheostat is an electrical resistor, with two terminals, whose resistance are
continuously variable by moving a knob or slider and correspondingly decrease or increase the
current flowing.

Answer. Rule 3: WHEN SINGULAR SUBJECTS ARE JOINED BY “OR”

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Example 2:
A block and tackle is a compound pulley where several pulleys are mounted on each axle,
further increasing the mechanical advantage.

Answer. Rule 2: WHEN TWO SUBJECTS REFER TO THE SAME THING

Time allocation: 1 minute

ELABORATE
G. Finding practical ACTIVITY 2: Identify it!
applications of
concepts and skill DIRECTIONS: Below are some sentences with a missing verb. Choose the correct verb form
(either singular or plural) for each sentence.

1. The dog (run/runs) in the park every morning.

Answer: runs (because "dog" is singular)

2. The children (play/plays) together after school.

Answer: play (because "children" is plural)

3. The teacher (explain/explains) the lesson clearly.

Answer: explains (because "teacher" is singular)

4. The cars (is/are) parked outside.

Answer: are (because "cars" is plural)

5. The movie (start/starts) at 7 PM.

Answer: starts (because "movie" is singular)

6. The flowers (is/are) blooming in the garden.

Answer: are (because "flowers" is plural)

7. The book (contain/contains) many interesting facts.

Answer: contains (because "book" is singular)

8. The students (study/studies) hard for their exams.

Answer: study (because "students" is plural)

9. The baby (cry/cries) when it’s hungry.

Answer: cries (because "baby" is singular)

10. The team (is/are) practicing for the match tomorrow.

Answer: is (because "team" is a collective noun treated as singular)

11. The apples (is/are) ripe and ready to be picked.

Answer: are (because "apples" is plural)

12. The teacher and the student (discuss/discusses) the project together.
Answer: discuss (because "teacher and student" refers to two people, so plural)

13. The baby and the dog (is/are) sleeping on the couch.
Answer: are (because "baby and dog" refers to two subjects, so plural)

14. The news (is/are) very exciting today.

Answer: is (because "news" is a singular noun despite ending in -s)
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15. The class (has/have) finished their assignment.

Answer: has (because "class" is a collective noun treated as singular)

Time allocation: 6 minutes

H. Making Activity 3: Reflection Journal: The Power of Grammar

Generalizations and
Abstractions about DIRECTIONS: After the lesson, ask students to write a brief reflection in their journals about
the importance of subject-verb agreement in communication.
the Lesson
Prompt questions could include: "How does subject-verb agreement affect the clarity of your
writing?" and "Why do you think grammar rules are important?"
Encourage students to share their reflections with the class.

Time allocation: 6 minutes

EVALUATE
I. Evaluating Activity 4: Sentence Building Relay Instructions
Learning

Instructions:
1. Divide students into 3 groups.
2. Each team will take turns running to a table with mixed-up words (subjects and verbs).
3. The student must arrange the words into a correct sentence based on subject-verb
agreement.
4. The first team to form the correct sentence wins that round.
5. Continue until all sentences are completed or the team with the most correct sentences wins.

Example:
Example:
Words: “members,” “family,” “is”
Correct Sentence: “Family is members.”

1. Words:
- cat, runs, the
- Correct Sentence: The cat runs.
Rule 1

2. Words:
- students, are, the, excited
- Correct Sentence: The students are excited.
Rule 1

3. Words:
- dogs, play, outside, the
- Correct Sentence: The dogs play outside.
Rule 1

4. Words:
- teacher, explains, the, lesson
- Correct Sentence:The teacher explains the lesson.
Rule 1

5. Words:
- team, wins, the, championship
- Correct Sentence: The team wins the championship.
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6. Words:
- they, enjoy, the, party
- Correct Sentence: They enjoy the party.
Rule 1

7. Words:
- flower, blooms, the, brightly
- Correct Sentence: The flower blooms brightly.
Rule 1

Time allocation: 6 minutes

EXTEND
J. Part of Reflection Activity 5: WRITE IT!
DIRECTIONS: Make your own 20 examples using the 5 rules of subject-verb agreement.

K. Part of Reflection STRATEGIES USED

/ Differentiated Instruction
/ ICT Assisted Instruction
/ Group collaboration
/ Discovery Method
/ Lecture Method
/ Complete IMs
/ Availability of Materials
/ Learners’ eagerness to learn
/ Group member’s cooperation in doing their tasks
J. Assessment No. of Learners
Result/ Mastery Mean
Index MPS
I. Theories/ The theory of multiple intelligences was proposed by psychologist Howard Gardner in 1983 as
Researches the an alternative to the traditional view of intelligence, which primarily focused on a single general
lesson is hinged on intelligence (often referred to as "g" for general intelligence). Gardner's theory suggests that
intelligence is not a single, unified ability, but rather a collection of distinct, relatively
independent forms of intelligence. He initially identified seven types of intelligences, and later
added an eighth one. These intelligences are:

Linguistic Intelligence, Logical-Mathematical Intelligence, Spatial Intelligence, Musical

Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal
Intelligence, Naturalistic Intelligence.

The theory of multiple intelligences has significant implications for the teaching and learning
process. Traditional education often focuses heavily on linguistic and logical-mathematical
intelligences, leaving other forms of intelligence underrepresented and potentially leading to
some students feeling disengaged or undervalued.

References:

Morgan, H. (2021). Howard Gardner’s Multiple Intelligences Theory and his Ideas on Promoting
Creativity. In F. Reisman (Ed.), Celebrating Giants and Trailblazers: A-Z of Who’s Who in
Creativity Research and Related Fields (pp.124-141). London, UK: KIE Publications.

Demonstration Teacher:
 SEMI-DETAILED LESSON PLAN IN ENGLISH 10
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REDNEY A. BAYNOSA
Students Teachers

Checked and observed by:

MONICA C. BERIONG
Teacher III
Ratee