Semi-

Detailed
and
Detailed
Lesson Plan
Prepared by:

Ibana, Khim Cj
BEED 3-1

A Semi-Detailed Lesson Plan in English

I. Level: Grade 6

II. Objectives

Students must be able to do the following at the end of the lesson with at least
75% proficiency:

a. familiarize themselves with the concept of idiomatic expression,

b. identify what idiomatic expression is,

c. determine the meaning of a sentence with an idiomatic expression.

III. Subject Matter

Idiomatic Expressions

References:

 Developmental Reading 1 by Alejandro Bernardo

Materials:

- Flashcards
- Visual Aids
- Worksheets

Values: discipline, diligence, zeal

IV. Procedure

A. Routinary Matters

- Greet the students and ask them to clean their places and to get ready for the
lesson while she is preparing the presentation.

B. Motivation

- Ask the students how they are able to express their thoughts using only very
few words.

- Show several sentences containing idiomatic expressions.

-Afterwards, let the students identify the definition of the unfamiliar phrase in the
sentences given and asked them how they are able to come up with such
definition.

C. Presentation

- Begin the lesson by stating the objectives needed to be learned for this lesson.

- Post a visual aid explaining what idioms or idiomatic expressions are.

 Idiom is a phrase where the words together have a meaning that is

different from the dictionary definitions of the individual words.
 It is an expression whose meanings cannot be inferred from the meanings
of the words that comprise it.
 Convey clear and meaningful messages in every few words that would
otherwise be lengthy to explain in non-idiomatic manner.

- Post the flashcards containing words in the board and jumble it. Let the
students form an idiomatic expression out of it.

E. Assessment

Students will answer a short drill prepared by the teacher in relation to idiomatic
expressions (see attached file in the portfolio).

F. Assignment

Students will be given a short reading passage which contains idiomatic

expressions. They have to identify the idioms used and they’ll give its meaning.
(see attached file in the portfolio).
 Semi-Detailed Lesson Plan in Filipino: Pang-abay

Banghay Aralin sa Filipino IV

I- LAYUNIN

- Natutukoy ang pang-abay sa isang dayalogo

- Nagagamit ang pang-abay upang mabuo ang pangungusap
- Nauuri ang pang-abay

II- PAKSANG ARALIN

Paksa = pang-abay

Sanggunian = aklat sa Filipino 4

Kagamitan = mga larawan

Pagpapahalaga = pagmamalaki sa kulturang pinoy ay pagiging Pilipino

III- PAMAMARAAN

A. Pangunahing Gawain

a. Pagbabalik aral

- May bagay na ipapasa-pasa kasabay ang saliw ng musika, at

kapag ito’y huminto, ang studyanteng may hawak ng bagay na iyon
ay tatanungin patungkol sa nakaraang leksyon.

b. Paggaganyak

- Itanong sa klase kung may alam silang bugtong.

- Sinu-sino ang mahilig sa bugtong?
- Mahalaga ba ang bugtong sa kulturang Pilipino?
Magbigay ng bugtong:
1. Nagising si insyong, sa ilalim ng gatong.
2. Wala sa langit, wala sa lupa, kung maglakd patihaya.
3. Bituing buto’t balat, kung pasko lamang kumkislap.

c. Bago ang pagbasa

 Ibigay ang kaukulang pamantayan sa pagbasa at pakikinig ng
dayalogo.

d. Pagbabasa

Basahin ang dayalogo na ilalagay sa pisara.

e. Pagkatapos ng pagbasa

Magtanong ng mga bagay tungkol sa dayalogong binasa.

f. Paglalahad

i. Magtanong sa mga estudyante kung ano ang kanilang mga

napapansin sa mga salitang may salungguhit mula sa
dayalogong binasa.

ii. Ipasuri ang mga sumusunod na pangungusap

1. Sa ilalim ng punong mangga kami

nagkukwentuhan.

2. Malinaw siyang magkwento.

3. Tanghali na nang gumising si lola Tinay.

iii. Magbigay halimbawa ng pangungusap na may pang-abay

ang mga estudyante.

g. Paglalagom/paglalahat

i. Ano ang pang-abay?

ii. Anu-ano ang mga uri ng pang-abay?

IV- PAGTATAYA

Isulat sa patlang ang titik PR kung ang pang-abay na may salungguhit ay pang-
abay na pamamaraan, PN kung ito’y pang-abay na pamanahon at PL, kung ito ay pang-
abay na panlunan.

1. Nagbakasyon kami sa Tagaytay.

2. Babalik sila sa isang lingo.

3. Masayang naglalaro ang mga bata.

 4. Dadalawa kami sa bahay ni Ana.

5. Maagang pumasok si Noel.

6. Ipagdiriwang ang kaarawan ni Jones sa Sabado.

7. Gaganapin ang pagdiriwang sa Jollibee.

V- TAKDANG ARALIN

Magsalaysay ng isang karanasan na hindi mo makakalimutan. Gumamit ng mga

pang-abay sa pasalaysay.
 Edukasyon sa Pagpapakatao: Mga Pananagutang Kaakibat ng mga Karapatan

Naipapakita sa pamamagitan ng kaayusan sa paggawa ang pagmamahal sa kapwa at

sa bayan.

I. Layunin

A. Napatunayan ang kahalagahan ng disiplina sa pagpapairal ng kaayusan sa

paggawa.

B. Nabibigyan diin ang kahalagahan ng disiplina sa paggawa.

II. Nilalaman: Aralin 4

Paksa: Mga pananagutang kaakibat ng mga Karapatan

Sanggunian: Sulo ng Buhay III, ph. 16-20

Kagamitan: Tsart, aklat, larawan

Pagpapahalagang lilinangin: Disiplinang Pansarili

III. Pamamaraan

A. Pagganyak

Tayo’y mga taong may karapatan at pananagutang kailangang

gampanan.

B. Gawain

Basahin ang dayalogo upang lubos na maunawaan sa ph. 16-17

C. Pagsusuri

1. Ano ang paksa ng usapan nina Marc at Ryan?

2. Bakit itinapon lamang ni Marc ang kalat sa lapag?

3. Ano ang sinabi ni Ryan sa inasal ni Marc?

4. Bakit mahalaga na magampanan natin ang mga pananagutang

kaakibat ng ating mga karapatan?

D. Paghahalaw: Tuon
 Tayong lahat ay hindi lamang may karapatan kung di may mga tungkulin
at pananagutan ding kailangan magampanan. Dito hind tayo makaabuso
sa kalayaang ating tinatamasa. Para rin ito sa ating mga kapakanan at
kapakinabangan. Marapat lamang na gawin ang ating mga pananagutan
upang mapabuti tayo at maging isang huwaran at makabuluhang
mamamayan.

E. Pagsasabuhay

Basahin ang sanaysay. Bilang mabuting mamayan. paano mo

matutulungan ang iyong mga kababayan na malaman ang kanilang mga
tungkulin at pananagutan? Magsulat ng halimbawa.

F. Pagpapatibay

Basahin at intindihin “Ang ating mga tungkulin “ ph. 1-8

Punan ang kahon ng mga angkop na tungkuling kaakibat ng mga

binanggit na karapatan at ilagay kung bakit mahalagang magampanan
ang mga ito.

Mga karapatan Tungkulin Bakit mahalaga

Mag-aral
Magsaya
Maghanap buhay
Malaya
Makipagkapwa

IV. Pagtataya

Buuin ang puzzle sa pamamagitan ng mga clue na matatagpuan sa mga

pahayag.

M A

R A P

A
 G P

I B A T

Clue:

1. Nagtatamasa ng karapatan at pananagutan

2. Katapatan ng ating pananaguatan.

3. Ibang salita ng tungkulin o pananagutan

4. Ang ating karapatan ay may ___________ na pananagutan.

5. Ibang tawag sa IBIG _____________.

V. Kasunduan

Magbigay ng maaaring bunga o kahihinatnan ng mga hakbang na inilahad na

tungkulin at pananagutan.
 Detailed Lesson Plan in P.E IV

I. OBJECTIVES

KNOWLEDGE/ COGNITIVE

1. To define what is an exercise

2. To understand the benefits of exercise.

SKILLS/ PSYCHOMOTOR

1. To perform each basic exercise in a correct and safe manner

2. To use learned exercises to interact with each other.

ATTITUDE/ AFFECTIVE

1. To participate actively in the class

2. To listen and follow instruction carefully

II. SUBJECT MATTER

TOPIC: FITNESS AWARENESS

Values: Appreciation and Acceptance of one’s Physical Ability

III. PROCEDURE

Learning Activity

Teacher’s Activity Student’s Activity

Preparation

Good morning class! Good morning mam!

Ask one student to lead the prayer The students participate

Please be seated and let me check your Students do as what is said.

attendance first before we go to our topic.

A. REVIEW
Today we are going to discuss about the
benefits of exercise.
MOTIVATION
I would like to present this illustration of
different exercises and analyze the
illustration.

Are you aware that over exercising is Yes mam

dangerous?

Why? Because heart beats rapidly for more than

10 minutes after exercise, feeling usually
tired the following day, and experiencing
muscle soreness.

Why do you think this happen if we cannot Answers may vary

follow the instruction?

What possible solution can you suggest to

a healthy body and more energy? Do some right exercise everyday maam.

Like what? Warm-up, jogging, push-up, sit- up, etc.

C. LESSON PROPER

1. Discuss the benefits derived from

participating in different physical activities.

2. Group the class into four/ three and give

the following task to do.

A. Develop a concept map about the

different benefits of exercise and let the
students explain the various benefits of
exercising.

B. After a certain period of time, let the

group leader present their output.

C. Based on the students output, lead the

class in the discussion of the benefits of
exercise.

GROUP 1
PHYSICAL BENEFITS
Develops muscular strength and
endurance, improves blood circulation,
and controls body weight.
GROUP 2
PSYCHOLOGICAL BENEFITS
Reduces stress, improves self
confidence and body image, enhances
moods, alleviate depression, increases
mental alertness.

GROUP 3
INTELLECTUAL BENEFITS
Improve cognitive functioning,
reduces the risk of developing dementia
(mental and cognitive impairment), and
recesses alcohol- induced brain damage.

IV. EVALUATION

1. Give check up activity on page 30-31

 A Detailed Lesson Plan on Mechanics on Composition Writing

I. Objectives:

At the end of the lesson, the students should be able to:

a. Identify the different steps and important terms to remember in writing.

b. Express one’s heart and soul in composition writing.

c. Write a simple selection, effectively and creatively.

II. Learning Content:

Topic: Mechanics of composition writing.

III. Learning Resources:

Book: English this Way 6 by Elisa M. Robles

Visual Aids: Vocabulary chart, card boards

Work sheets

IV. Procedures:

Teacher’s Activity Student’s Activity

A. Before the lesson:

Good Morning Grade IV-Ruby! Good Morning Teachers.

Today, we are going to be your English

teachers in English. (Self introduction to
the students)

Is everybody ready to think, have fun and

learn?
Say “Aye, Aye Captain!” Aye, Aye Captain!
I can’t hear you. Aye, Aye Captain!

I. Motivation
Okay 1, 2, 3, pretty little eyes and sharp
ears on me. Before we start our lesson
which is the Mechanics of Composition
Writing. I want you to group yourselves
into 4. (Students will start group themselves)
Each group will cooperatively work on this
activity.
(Distributing the worksheet for each group)
This boy who named Jacob Garcia, a
grade 6 pupil like you, who had a fun
experience. So, each group will answer
the questions in the worksheet. You will
write it on the cardboard we prepared for
you. We will only give 5 minutes to do that.
The first group to finish will get a prize.

Any question? None, teacher.

5 minutes to do this okay? Ready. Start!

Okay class times up, it’s time to answer

those questions. One representative for
the group.

How was Jacob able to conquer his fear?

Have you ever had a similar experience as
Jacob’s? In what situation in life do we
need to be courageous? Why? (Students answer may vary)

You may now take your sit.

What was the title of the selection? “The Brave Heart”

Okay. Very good! You can see the writer

had a simple topic, yet he was able to
develop it interestingly. What if the writer
do not use punctuation marks, proper use
of capital letters and correct grammar and
spelling of words? Do you think we can
understand the selection we read? No, teacher.

That is why it is important for us to learn

the mechanics in writing compositions.
Just like your own life story, every
thoughts or idea should be written
properly. Anything that is scrambled and
cannot be understand will forever remain
misunderstood, and we don’t want our life
to be like that. Right? Yes, teacher.
Now pay attention and listen to every
detail of our lesson, you will discover how
enjoyable writing is and may also discover
your hidden talents in writing.

B. The Lesson Proper

Here are some tips you can try in writing a

good composition. Are you ready to know Yes, teacher.
it?

First, when you are given a topic to write

about, think of a past experience that you
can easily relate to an audience. Write it
as if you were experiencing the event once
again. Use appropriate, precise, and vivid
expression. Can you see it from the
passage? Yes, teacher.

Next, a good composition has three

important parts: a good beginning,
interesting and specific sentences that
show the truth about the overall idea or
picture, and a good conclusion.

Do you think which is the beginning there? The description of the diving board and the
observation of Jacob Garcia.
Very good. It shows us the picture of the
narrator standing on a diving board.

What about the good conclusion? “The first time I opened the door of fun and
excitement I always turn to jumped from
on.”
Very good! The narrator realized that
jumping off the diving board was fun and
exciting.

Last tip, is that know how you write your

composition. Focus on the topic making
the ideas connected. Observe the
mechanics of proper capitalization and
punctuation.
We have three important things to
remember. Right? Yes, teacher.

Is Jacob Garcia, used proper capitalization

and punctuation? Yes, teacher.

Why do you say so? (Students answer may vary)

Your observation was right. Before we

further discuss the proper use of
capitalization and punctuation, let me
share to you some tips to help you write
with better format or appearance. Are you
ready? Yes, teacher.

First, set your title at the center of the first

line of your story. Then skip a line before
you write your first sentence.

Did Jacob do this in his story? Yes, teacher.

That’s right. Second, be sure to indent the

first line
Of every paragraph. In this selection we
read, how many paragraph are there? Four, teacher.

Correct! As you can see they are all

indented.
The third one is start a new paragraph with
every turn of events or change of topics.

In the selection we read what idea are

there in paragraph 1,2,3 and 4? (Student answers may vary)

That’s right! As we can observed in every

paragraph there are different event that is
happening or different idea or thoughts.

The last one is, observe proper left and

right margins. Understood? Yes, teacher.

Here are the rules on Capitalization and

Punctuation.

Capitalization Rules:
First, always begin the first word of every
sentence with a capital letter.
Did Jacob use capital letters properly? Yes, teacher.

So, you must use capital letters properly

too.
Second, proper nouns should always
begin with a capital letter. They are
particular name of persons, places, or
things.
The following are the other proper nouns
that should begin with a capital letters.

a. Names of Geographical sections of a

country.
Examples: The North includes the Ilocos
Region and the Cordillera Administrative
Region.

b. Name of Deities
Give example. Allah, God, Jehovah, the Almighty,
Yahweh, Lord, and Divine Mercy.
c. Names of governmental bodies,
departments, and offices.
Give examples. Congress, DOH, Office of the President

d. Names of Historical events, periods,

and documents.
Examples: Stone age, Battle of Mactan

e. Titles of books, stories, poems, movies,

talks, work of arts and musical
compositions.
Give examples. Cinderella, Snow white and the seven
dwarf.
Can you now understand well how
capitalization makes sense for writing a
composition?
How? (Student answer may vary)

After the Capitalization rules, we proceed

to Punctuation rules.

For you, what is the importance of using

proper punctuation marks? We need punctuation marks to make the
meaning clear.
Correct!

There are rules also for the punctuation:

One, is use as a period.

Next, is the proper use of comma.

Let’s eat, grandma.

Let’s eat grandma.
It makes a huge different right?
Why ? Yes, teacher.
(Student’s reply may vary)
It’s very important to use comma to
separate 2 different thought or idea.
Last,

No, you should join us.

What is the independent clause here? You should join us.

Very good!

Commas are also used for separating

independent elements from words that
have no grammatically connection.

The last thing to remember is to end a

complementary clause.
Example: Truly Yours,
Respectfully Yours,

C. After the Lesson:

a. Generalization:
Therefore, can writing a good
composition can be made exciting and
interesting? Yes teacher, by means of relating it to real
experience.
Very good!
What are the 3 important parts of a good
composition? A good beginning which gives the overall
idea or picture of the topic. Second, the
middle sentences that refer or specify the
overall idea of the topic. Last, is a good
conclusion or ending sentence that
restates the overall idea of the topic.

Very good!

What are the 2 important things we use for

the proper format of writing a composition? Punctuations and proper capitalizations.

Very well said! I’m glad that you

understand our topic today.

b. Assessment:
Write a story about what you did this last
Valentine’s Day. Be able to use proper
format in composition writing. Use proper
punctuation and capitalization.

c. Assignment:
Copy the sentences and make all the
corrections that are necessary.

1. many people work in restaurants

2. peter and Pauline work together
3. shes a cook
4. pauline isnt a waitress
5. she puts sandwiches together
6. pauline reads the orders and calls them
out to peter
7. its very busy in the restaurant
8. many customers order food every day
9. the cooks work quickly
10. the customers eat and pay for the food

V. Remarks:

VI. Reflection: