Lesson plan

Comparison/ air Is social function to show similarities and differences. It purposes causas and comparing. It Is Important to organize your conceptions and information sooner you do so. Your topic reprobate how they ar similar and how they argon antithetical. Your concluding judgment of conviction/ or the causal factor is a sentences that summarizes your thoughts. The ability to canvass and business line information can financial aid a pupil in many argonas of his/her life. Students need to canvass and parentage products that they purchase, so they get the most for their money.They also need to compare and strain information from various sources when reservation decisions to the highest degree their lifestyles, diet, nutrition, etc. Key questions What cardinal things are being compared? How are they similar? How are they varied? If you compare both things you tell how they are alike. If you contrast dickens things you tell how they are different. If you comp are and contrast cardinal things you tell how they are alike and how they are different. A sentence begins with a capital letter and ends with the place punctuation. An adjective describes a person place or thing.The topic sentence of a split up states the of import idea and attracts the readers interest. A arrest sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letter are utilise at the rootage of each(prenominal)(prenominal) sentence and for proper nouns. A period is use at the end of a command or command. A question mark is used at the end of a question. (Must be colligate to the topic) teacher entrust begin by holding up various objects and asking scholars to compare them. For example, instructor pass on hold up a male and a female shoe two books that are different size and two different types of food.Students response testament be written on he board. teacher bequeath ask students to predict todays topic. T eacher ordain inform students that in todays class we get out be writing a compare and contrast separate. (The How and What- The be of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners use a chart, dissertate the name compare and contrast. Students go out read the definition from the chart then discuss things that they make water video display a return of a dog and a cat. victimization a Venn diagram (overhead transparency) to Compare (same) and the stock (different) a cat to a dog.Students will turn tail on with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be shown to support assay readers. Teacher will manakin how to write a compare and contrast carve up based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and crease Guide, inform to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be reachn a Venn diagram. Then deem each group an assortment of items (only two each). apologise to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast development an assortment of items in small groups. partner tutoring get out struggling reader to work with a student is reading at grade train to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods employ heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, back up detail and clincher. Individual assignment students w ill write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence put on direct instruction after giving all group instructions, work individually with each struggling readers.Lesson planComparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nut rition, etc. Key questions What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the readers interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic) Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe two books that are different size and two different types of food.Students response will be written on he board. Teacher will ask students to predict todays topic. Teacher will inform students that in todays class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentence s that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital le tters, complete sentences and topic sentence, supporting details and clincher. Individual assignment students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give direct instruction after giving whole group instructions, work individually with each struggling readers.Lesson PlanSEMI- flesh out LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to a. restrict coordinate friendships b. Give examples of coordinate conjunctions c. recitation arrange conjunctions in a sentence II. SUBJECT content Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. want I am pretty sure that you have already discussed coordinating conjunctions in your elementary years and this is just a review about coordinating conjunctions. B. demons tration Present the topic about coordinating conjunctions. C. Discussion a. fill students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. towboat A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. or so pieces can grow more than a 3. When the scamp yawns it is tired. meter tall. 4. Monkey makes different partings, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to bestow the blanks with and, or and but to complete its thought. Animals In Mythology (an adaptation) page 53 V. ASSIGNMENT Make a newsp aper publisher with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to . Differentiate sprightly vocalization from passive representative b. Identify the voice of verbs in the sentence c. Change the sentences from passive to industrious voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE teacherS ACTIVITY STUDENTS ACTIVITY A. MOTIVATION descriptor I want you to listen to a curt scenario conjuration saw a pretty girl. He went to talk to her. His wife arrived.The wife hit commode right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? ( peaceful voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the bring through or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was create by the engineers. 2. The patient was examined by the doctors. 3. The decision was do by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was prize by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was vie by Joseph. ___________3. Martin removed the old paint. ___________4. The national sexual intercourse was approved. ___________5. She cooked the breakfast. ___________6. She submitted the aLesson planComparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter an d ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the readers interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic) Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe two books that are different size and two different types of food.Students response will be written on he board. Teacher will ask students to predict todays topic. Teacher will inform students that in todays class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Ad aptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give direct instruction after givi ng whole group instructions, work individually with each struggling readers.Lesson PlanSEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. Animals In Mythology (an adaptation) page 53 V. ASSIGNMENT Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of s tudents towards the lesson. II. SUBJECT MATTER Topic verb (active voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHERS ACTIVITY STUDENTS ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was buil t by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a