Learning Plan in English II Teacher: Kent Jestoni Q. Gabo Critic Teacher: Mrs. Mitchelle Joy B.

Zuasula Duration: 5 days

Content Standard : The learner demonstrates understanding of a straightforward description which aids to see the object through using sensory and specific words plus clear descriptive details that create a dominant impression about its nature. Essential Understanding : Creating sensory image that makes one not only see the object but smell, hear, taste, and feel it by using sensory and specific words truly makes a description interesting. The learners will know : the basic principles of paragraph development kinds of descriptive details sensory and picture making words adjectives in a series Performance Standard : The learner writes and presents a clear description of an object

Essential Question/s : How can a description of an object become interesting? How can the use of descriptive words help in bringing to life a specific subject?

The learners will be able to : demonstrate knowledge on the two kinds of descriptive paragraph discuss how the use of descriptive words can help bring to life a specific subject make meaning of a descriptive paragraph through the use of specific, sensory words produce an interesting description of an object use clear sensory details that create vivid images exhibit competence in following the order of adjectives in a series compare and contrast objects using description as basis explain visual verbal relationship illustrated in tables, and other information maps transcode information from linear to non linear texts and vice versa ask and respond to question raised consider others suggestion in the use of descriptive words reflect on the accuracy of descriptive details presented in ones work collect and organize details in a description of an object use covert placement of adjective in a series follow guideposts in describing an object integrate multimedia and technology in the presentation

Learning Sequence: Firm Up: Activity I. Going Through the Senses Learners read a paragraph posted on the board. Afterwards, they are to answer these questions: 1. What does the paragraph present? 2. How many objects do the paragraph focuses? 3. Are the details related to one another? 4. Do all the details support one topic? Are they logically arranged? 5. Does it present a clear over-all impression of the subject? 6. Which details focus on the physical aspect of the subject? 7. What details highlight/state the attitude/impression/feeling of the observer? 8. What kinds of words help in presenting clear, lively and moving description of the object in focus? Teacher will ask the students to fill in the following table with words seen on the paragraph which help in presenting clear descriptions of the topic object:

Subject/Object of Description:

Sight

Hearing

Touch

Smell

Taste

Over-all Impression

Learners will be asked: 1. What if you have more than one adjective to describe a single object in a single sentence, can you just order them in anyway you want? 2. Is there a prescribed order of adjectives when they are in series? Activity II. The Vault

Teacher will show a vault that they need to open for them to answer the preceding questions. In order for them to do so, they must decode the secret series (they will be grouped into 6). From the vault, a visual aid will be posted to the board showing the proper order of adjectives in a series. Staying on their respective groups, learners will be given strips of paper which they need to order properly to describe an object on the board. Responses will be processed. Essential questions will be revisited. Activity III. Description Survey Teacher will post a paragraph on the board (The Working Robot).

Learners will be grouped into four. They will decide upon themselves if the given paragraph follows the principles of coherence, unity and emphasis. A representative is to present their consensus in front of the class. During the presentation, they need to point out the topic sentence of the paragraph. Teacher will process learners answers. Activity IV. Arrange, Arrest and Arraign Game

Students will be grouped into five. They will be given strips containing sentences for them to arrange into a coherent paragraph. One sentence is not coherent with the over-all idea of the paragraph. They need to arrest this sentence and give it a penalty. On their presentation, it must be an arraignment of the arrested sentence and they must prove that indeed the is not coherent. Feed backing. Deepen: Activity VI. The Voice: Jingle Ads Version

Learners will think of a unique product to endorse. They should convince a panel to buy their product. A jingle should be included Processing of outputs.

Criteria: Persuasion Organization, Structure Correctness and Appropriateness of Descriptions Transfer: Activity VII. Possession

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Learners choose an object that they have since childhood. They should describe the objects most unusual features. It will be impressed upon them that they need to remember the principles they learned throughout the topic. Outputs will be processed.

Criteria: Focus/Ideas Structure Organization Style Language Convention Mechanics

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