A Lesson Plan in English 7

Wesley C. Barcoma April 14, 2014; 1:00-2:00

Facilitator Date and Time

I. Objectives
Given varied activities, the students with 75% accuracy are expected to:
a. determine the meaning of selected words used in sentences
b. state the characters, the conflict and theme of the story
c. construct sentences using each sentence pattern
d. create a comic strip showing another ending of the story

II. Subject Matter
Topics: Wedding Dance by Amador T. Daguio; Basic Sentence Patterns

Materials:
1. Manila paper for the vocabulary development
2. Cardboard for interactive reading
3. Strips of cardboard
4. Worksheets

References:
Yabes, L. (Ed.) 1981. Philippine short stories, 1941 -1955: part 2 (1950 1955). Quezon
City:The University of the Philippines Press

III. Procedure
A. Vocabulary Development
1. Before the story is introduced to the students, the teacher presents words which are
found in the story.
2. The students determine the meaning of the words with the use of sentences.

Words:
1. Threshold (noun) The sill of a door
Sentence: Awiyao reached the head-high threshold of their house.

2. Gansa (noun) A bronze-silver gong peculiar to the ethnic groups of the
mountains of Northern Luzon
Sentence: She heard the rich sound of the gangsas from the gathering outside.

3. Ember (noun) A glowing fragment of a fire
Sentence: The ember of the bonfire casted playful shadows of Lumnay on the
walls of the bamboo house.

4. Pang (noun) A sudden sharp sensation or feeling
Sentence: As he stepped out from the house, Awiyao felt a pang in his chest.

5. Sonorous (adjective) Loud, deep or rich in sound
Sentence: She was already far from house, yet she could still hear the sonorous
gongs.

B. Reading of the Story
1. The students read the summary of the story on the cardboard.
2. After, the students are asked with the following guide questions:
a. Who are the characters in the story? Who are they?
b. What is the problem of the characters?
c. Do Awiyao and Lumnay have similar culture to us?
d. Why did Awiyao have to leave Lumnay?
e. Do you think what Awiyao did was right?
f. If you were Awiyao, would you do the same? Why or why not?

C. Integration of Grammar Focus
1. The teacher presents the five basic sentence patterns.
a. Subject + Intransitive Verb (S + IV)
Example:
The village girls danced.
The wind blew.

b. Subject + Transitive Verb + Direct Object (S + TV + DO)
Example:
Lumnay planted the beans.
Miguel finished his project.

c. Subject + Transitive Verb + Indirect Object + Direct Object (S + TV +
ID + DO)
Note: Indirect object answers the question to whom? and to what?
Example:
Awiyao gave Lumnay the beads.
John sent his grandmother a letter.

d. Subject + Linking Verb + Subject Complement (S + LV + SC)
Note: A complement can be a noun or an adjective.
Example:
Lumnay is beautiful.
She became the leader.

e. Subject + Transitive Verb + Direct Object + Object Complement (S +
TV + DO + OC)
Example:
Awiyao embraced Lumnay, his wife.
The boy made the dog angry.

D. Follow-up Activity
1. The students are grouped with three to five members.
2. Each group is given an illustration board, a chalk and an eraser.
3. The teacher mounts sentences and asks the students to determine what basic sentence
pattern is used by writing their answers on the illustration board.
4. The groups are given five seconds to decide on their answers.

Sentences Answers
1. Napoles filed to court a motion for
reconsideration.
S + TV + IO + DO
2. The Philippine economy improved. S + IV
3. Power crisis worsened. S + IV
4. The airplane is still missing. S + LV + SC
5. Ombudsman sent some senators
warrant of arrest.
S + TV + IO + DO
6. The court proclaimed Chief Justice
Corona guilty.
S + TV + DO + OC
7. China claimed the island. S + TV + DO
8. The Supreme Court considered the
Reproductive Health Bill
constitutional.
S + TV + DO + OC
9. Philippines filed a diplomatic
protest.
S + TV + DO
10. Sen. Santiago always looks angry. S + LV + SC

IV. Assignment
1. The students are asked to read again the story, Wedding Dance, by Amador T. Daguio.
2. Then, they create their own ending of the story.
3. The students must be able to use the five basic sentence pattern in their composition.
4. The students compositions are graded through the following criteria:

Criteria for Writing Activity
Use of sentence pattern - 15
Grammar and mechanics - 10
Coherence and unity of ideas - 5
TOTAL - 30