SEMI-DETAILED LESSON PLAN

IN ENGLISH G9
I.OBJECTIVE
At the end of the lesson, the students should be able to:

1. Recognize infinitives in texts;

2. Express thoughts on the importance of studying; and,

3. Construct sentences using infinitives.

II.

SUBJECT MATTER
Grammar: Infinitives
Literature: Of Studies by Francis Bacon

III.MATERIALS
Worksheet
PowerPoint Presentation
Projector
Laptop
IV. PROCEDURE

a. Preparatory Activities
The teacher greets the students and then asks them to keep away unnecessary things from
their desks.

b.Motivation
The teacher asks the students if they had played charades before. The teacher explains how to
play it.

c.Presentation of Lesson
The teacher asks the class what are the similarities they noticed in the game.

d.Lesson Proper
The teacher discusses the infinitives.
Infinitives are one of the three verbal’s that look like a verb but does not function as a verb.
Instead, infinitives are used as a noun, an adjective or an adverb
.They are constructed by adding “to” before a verb in its base form. Infinitives become infinitive
phrases when words are added to them.
Examples:
To eat on time will prevent ulcer. (Infinitive as noun)
To eat on time will prevent ulcer. (Infinitive phrase as noun)
The person to consult about the book is my publisher. (Infinitive as adjective)
The person to consult about the book is my publisher. (Infinitive phrase as adjective)
It is practical to leave early in the morning. (Infinitive as adverb)
It is practical to leave early in the morning. (Infinitive phrase as adverb)

e.Application

1. The teacher introduces Francis Bacon and his essay “of studies”. The teacher provides a
worksheet with a copy of the essay to each pair and instruct them to look for infinitives
then to fill the table in the worksheet ?(worksheet attached)

2. Construct a new sentence with the use of the infinitives found in the text. The infinitive in
the new sentence should function differently from the original.

f.Valuing
The teacher asks the students the following questions:

1. Is studying purely for school purposes?

2. Is studying perfected only through attending school and reading?

3. If a person graduated from a reputable university with honors and secured good career, does
this mean he/she necessarily has a good behavior?

g.Generalization
The teacher asks a volunteer to summarize the lesson.

V.EVALUATION
Comepose a short paragraph on your opinion of the essay “of studies. Incorporate
at least five infinitive phrases in the paragraph. Underline the infinitive phrases used.

VI.ASSIGNMENT
Cut and paste five paragraphs from magazines or newspapers that contain infinitives. Highlight
the infinitive or infinitive phrase used then identify its function in the sentence.
 A Semi Detailed Lesson Plan in Grade 10 English

I. Objectives
At the end of the lesson, 85% of the students should be able to:
a. acquire background knowledge on the author and the historical context during which the
selection was produced;
b. analyze the text using segmented reading;
c. understand the text by focusing on the theme; and
d. write a reader response essay about the selection.

II. Subject Matter

Lesson: Three Questions by Leo Tolstoy
References: Three Questions by Leo Tolstoy. Retrieved from:
https://www.commonlit.org/texts/the-three-questions
Materials: PPT Presentation, copy of the text

III. Learning Experience

A. Routine Activity
● Classroom Management
● Prayer
● Attendance

B. Motivation
● Teacher asks the students if they were to ask questions to a wise man, what they
would be.
● Teacher introduces the three questions of the king and asks if they were asked this
questions, what their answers would be.
● Teacher asks the students to unlock the meaning and use the following words in a
sentence.
1.Decree- n. an order usually having the force of law
 2.Council- n. a group of people who provide advice or guidance on something
3.Peasant- n. a person who has low social status
4.Hermit- n. a person who lives in a simple way apart from others for religious reasons
5.Spade- n. a digging tool used for being pushed into the ground with the foot
6.Gash- n. a long deep cut
7.Ambush- v. to attack by surprise from a hidden place
8.Reconciled- v. to restore harmony or resolve differences
9.Dominion- n. the power to rule: control of a country, region, etc.
10.Pursuit- n. the act of following and trying to catch or capture someone or something for
usually a long time.

C. Lesson Proper
● Teacher discusses important details about Leo Tolstoy’s background and the
historical context during which it was produced.
● Teacher divides the class into 4 groups. Each group is assigned to one segment to
read and a specific questions to work on.
● The groups will be given 5 minutes to read their segment and another 5 minutes to
answer the questions. After that, they will be given 3 minutes to present their answers.
● Teacher guides the student’s answers through focusing on the theme of the story

IV. Evaluation
Write T if the statement is true, and F if the statement is False
1. The “learned men” of the kingdom answer his questions unified and concise
2. The answers of the learned men most likely support what would be best for the individuals’
lifestyles and gain.
3. The hermit answers the king’s questions by recounting the past events as examples of the
answers.
4. The three questions and the king’s desire for their answers symbolize three things that cannot
be known, but that one must search for throughout his or her whole life.
5. Tolstoy coveys in the story that there is only one time that is important—Now! The most
necessary man is he with whom you are, and the most important affair is, to do him good.
Answers:
1. F 2. T 3.T 4. T. 5 T

V. Homework
Write a reader response essay about the selection.
A reading response essay:
● Summarizes what you’ve learned.
● Gives your reaction to the text.
Your reaction will be one or more of the following:
● Agreement/disagreement with the ideas in the text.
● Reaction to how the ideas in the text relate to your own experience.
● Reaction to how ideas in the text relate to other things you've read.
 A SEMI – DETAILED LESSON PLAN IN
En gl i sh Grade 8
I. Objectives

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

 identify the connection between nouns and pronouns;
 recognize them in the sentences provided with the article; and
 use the pronouns to replace nouns in the Times article.

II. Subject Matter PRONOUNS (45 minutes)

2.1 Materials
 Slides
 Handouts
 Worksheets
 Copies of The New York
Times
 2.2 References

http://www.nytimes.com/2011/12/15/nyregion/at-new-york-city-parks-fishing-line-and-
hooks-pose-another-danger-to-birds.html
http://learning.blogs.nytimes.com/2012/01/05/scrutinizing-stand-ins-working-with-nouns-
and-pronouns/?_php=true&_type=blogs&_r=0

http://www.esldesk.com/vocabulary/pronouns
III. Methodology

A. Motivation
 Present a dialogue in the class:
Ted: Hi Jim. Is Jim going to the show?
Jim: No Ted. Jim is not going to the show.
Ted: Then, where is Jim going?
Jim: Jim is not going to tell Ted where Jim is going.

Ask: What conclusions can you make with their conversation?

 Divide the board in half, and invite students to call out nouns and pronouns, and list
them on one side of the board. (Or, if ample space and chalk or white-board markers are
available, invite students to come up to the board, and each write one noun and pronoun on one
half of the board). Use the other side of the board to list pronouns that students can think of.
 Then have volunteers to come to the board and draw arrows between nouns and
pronouns that can correspond.
Ask: What claims can you make about the connection between nouns and pronouns from this
exercise? How do they work together?
 Next, have each student choose combinations from the board and write a sentence with
each of the word pairs. After a minute or two, have students share their sentences aloud. Ask:
What else do you now notice about the noun-pronoun connection? What’s the definition of
a pronoun? What is its function and purpose?

B. Lesson Proper

C. Provided with The New York Times article, the class will read through it to identify nouns
and discuss the use of pronouns.
D. Ensure that students understand that pronouns are words that take the place of nouns
and that they can be masculine or feminine, singular or plural. Note, too, that a pronoun
 also has to “match” the noun it is replacing in gender and number. A few more examples
could be added to the lists on the board so that the class has full examples of masculine,
feminine and neuter in singular and plural.
E. Explain that there is one other way pronouns vary that nouns don’t usually need to: by
case. While pronouns have three cases in English — nominative (“she”), objective
(“her”) and possessive (“hers”) — nouns change form only for the possessive (“Nancy” is
both nominative and objective, whereas the possessive is “Nancy’s”).

Personal pronouns are used in place of a common or proper noun.

Subject Pronouns are used as a subject. (Examples)
Object Pronouns are used as an object or the one receiving the action. (Examples)
Possessives show ownership. (Examples)
Reflexives are used when the object of the sentence is the same as its subject. Each
personal pronoun has its own reflexive pronoun. (Examples)

Pronouns
Person Personal Possessive
Possessive Reflexive/Intensive
Gender/Number Subject Object Adjective
1st Person I Me My Mine Myself
2nd Person You You Your Yours Yourself
3rd Person – male He Him His His Himself
3rd Person – female She Her Her Hers Herself
3rd Person – neutral It It Its Its Itself
1st Person – plural We Us Our Ours Ourselves
2nd Person - plural You You Your Yours Yourselves
3rd Person - plural They Them Their Theirs Themselves

Finally, students return to the sentences they wrote and try to label and categorize each
pronoun, then swap with a partner to check for accuracy. Or, hold a quick competition to see
who can write a coherent sentence with the most diverse array of pronouns.
F. Enrichment Activity

 Tell students to pair up, and designate half the pairs “pronouns” and the other half
“nouns.” The task of the pronoun pairs is to underline all nouns in the Times article they read and
replace them with their correct, corresponding pronouns.
 Eventually, the pronoun pairs will rewrite the entire Times article, replacing every
pronoun with its corresponding noun. Meanwhile, the noun pairs will do the opposite: underline
every pronoun in the article and replace it with the noun that it stands for.
 When pairs are finished, have the pronoun pairs read their version aloud (have each pair
read one paragraph in turn until the article ends), followed by the noun pairs. Then discuss how
each version sounds with all the changes.
Ask: Where did the substitutions work, and where did they render sentences awkward or
even nonsensical? What choices did the revision require?
 G. Evaluation

 Review the objectives.

 Students are given worksheets to provide the correct pronoun/noun with given a
noun/pronoun.

IV. Assignment

 Students are given worksheets to provide the correct pronoun/noun with given a
noun/pronoun.

A SEMI – DETAILED LESSON PLAN IN

En gl i sh Grade 8
Date of Demo: _____________________

V. Objectives

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

 identify the connection between nouns and pronouns;
 recognize them in the sentences provided with the article; and
 use the pronouns to replace nouns in the Times article.
VI. Subject Matter PRONOUNS (45 minutes)
 Slides
 Handouts
 Worksheets
 Copies of The New York Times

6.1 References

http://learning.blogs.nytimes.com/2012/01/05/scrutinizing-stand-ins-working-with-nouns-
and-pronouns/?_php=true&_type=blogs&_r=0

http://www.esldesk.com/vocabulary/pronouns
http://www.nytimes.com/2011/12/15/nyregion/at-new-york-city-parks-fishing-line-and-hooks-
pose-another-danger-to-birds.html

VII. Methodology

H. Motivation
 Present a dialogue in the class:
Ted: Hi Jim. Is Jim going to the show?
Jim: No Ted. Jim is not going to the show.
Ted: Then, where is Jim going?
Jim: Jim is not going to tell Ted where Jim is going.

 Ask: What claims can you make about the connection between nouns and
pronouns from this exercise? How do they work together?
 Next, have each student choose combinations from the board and write a sentence with
each of the word pairs. After a minute or two, have students share their sentences aloud. Ask:
What else do you now notice about the noun-pronoun connection? What’s the definition of
a pronoun? What is its function and purpose?

I. Lesson Proper

J. Provided with The New York Times article, the class will read through it to identify nouns
and discuss the use of pronouns.
 K. Ensure that students understand that pronouns are words that take the place of nouns
and that they can be masculine or feminine, singular or plural. Note, too, that a pronoun
also has to “match” the noun it is replacing in gender and number. A few more examples
could be added to the lists on the board so that the class has full examples of masculine,
feminine and neuter in singular and plural.
L. Explain that there is one other way pronouns vary that nouns don’t usually need to: by
case. While pronouns have three cases in English — nominative (“she”), objective
(“her”) and possessive (“hers”) — nouns change form only for the possessive (“Nancy” is
both nominative and objective, whereas the possessive is “Nancy’s”).

Personal pronouns are used in place of a common or proper noun.

Subject Pronouns are used as a subject. (Examples)
Object Pronouns are used as an object or the one receiving the action. (Examples)
Possessives show ownership. (Examples)
Reflexives are used when the object of the sentence is the same as its subject. Each
personal pronoun has its own reflexive pronoun. (Examples)

Pronouns
Person Personal Possessive
Possessive Reflexive/Intensive
Gender/Number Subject Object Adjective
1st Person I Me My Mine Myself
2nd Person You You Your Yours Yourself
3rd Person – male He Him His His Himself
3rd Person – female She Her Her Hers Herself
3rd Person – neutral It It Its Its Itself
1st Person – plural We Us Our Ours Ourselves
2nd Person - plural You You Your Yours Yourselves
3rd Person - plural They Them Their Theirs Themselves

Finally, students return to the sentences they wrote and try to label and categorize each
pronoun, then swap with a partner to check for accuracy. Or, hold a quick competition to see
who can write a coherent sentence with the most diverse array of pronouns.
M. Enrichment Activity

 Tell students to pair up, and designate half the pairs “pronouns” and the other half
“nouns.” The task of the pronoun pairs is to underline all nouns in the Times article they read and
replace them with their correct, corresponding pronouns.
 Eventually, the pronoun pairs will rewrite the entire Times article, replacing every
pronoun with its corresponding noun. Meanwhile, the noun pairs will do the opposite: underline
every pronoun in the article and replace it with the noun that it stands for.
 When pairs are finished, have the pronoun pairs read their version aloud (have each pair
read one paragraph in turn until the article ends), followed by the noun pairs. Then discuss how
each version sounds with all the changes.
Ask: Where did the substitutions work, and where did they render sentences awkward or
even nonsensical? What choices did the revision require?

N. Evaluation
 Review the objectives.
 Students are given worksheets to provide the correct pronoun/noun with given a
noun/pronoun.

VIII. Assignment

 Students are given worksheets to provide the correct pronoun/noun with given a
noun/pronoun.

A Semi-Detailed Lesson Plan in English I for 7th Graders

A. Objectives

After revisiting the past, the students must be able to:

1. Use pictures and context clues to get meanings of words and phrases
2. Determine how pitch, phrasing, and pacing affect understanding of a message
3. Observe the right pitch, phrasing, and pacing when reading texts or passages
aloud participating in conversations
4. Use appropriate idiomatic expressions in a variety of basic interpersonal
communicative situations
5. To organize ideas in the myths using comparison-contrast chart
6. Formulate correct simple sentences
7. Recognize the various sections of the library
8. Use materials in the different sections of the library
9. Write a five-to-seven sentence paragraph about the information gathered

B. Assessment Plan

1. Pre-assessment
Word of Mouth and Memory Lane

2. Post-assessment
Library Visit and The Living Past

C. Resources
 Materials
a. Copies of listening and reading texts
b. Pictures
c. Table/chart
Equipment
a. Laptop/computer
b. LCD projector
Sources:
http://www.seasite.niu.edu/Tagalog/Tagalog_for_Kids/Picture_Stories/Palay/Palay1.htm
http://www.scribd.com/doc/21240736/Bohol-Folklore-Maria-Casenas-Pajo

D. Activities

1. Introduction – DAY 1

Word of Mouth: Unlocking Vocabulary Difficulties (10 minutes)

Ask students to give the meanings of words through pictures and context clues.

“Class, are you familiar with these words?”

“What do you do when you encounter words that are unfamiliar to you?”
“Aside from consulting the dictionary, we can also learn the meaning of a word
through pictures and context clues.”

 (Show picture) “What can you say about the picture? What do you think does
the word drought mean by looking at the picture?”
 (Show sentence) “A sentence can also have an opposite meaning or antonym to
show contrast with the unfamiliar word. In this sentence, what do you think
does scarce mean?
 (Show sentence) “You can also get clues of what the word means based on the
actions performed. In this sentence, what action gives a clue for the word
exhaustion? What do you think does exhaustion mean?”
 (Show sentence) “Examples can also unlock the meaning of a word. In this
sentence, given the example, what does the word vigorous mean?
 (Show sentence) “An unfamiliar word can also be unlocked through the
repetition of a familiar word or a synonym. In this sentence, what could be the
synonym of the word tranquil? What then do you think is the meaning of the
word?

Memory Lane: Activating Prior Knowledge (5 minutes)

a. Ask students about their knowledge regarding rice.

 “Class, what do you know about rice? Do you eat rice? What kinds of rice
do you eat?”
b. Have them listen to the text “The Origin Rice” (Bohol version) that you
are to read.
“Are you fond of legends and myths?”
“Today, I am going to read to you a story about the origin of rice.”
c. Encourage them to focus on the events of the story and observe correct
pitch, phrasing, and pacing.
“Listen carefully and take note of how I tell the story.”

See Your Text: Listening Activity – The Origin of Rice (Tagalog Version)

Check It Up (15 minutes)

a. Process what the students have listened to by discussing the following:

i. Events
ii. Problem/conflict
iii. Resolution/Outcome

a. Ask students comprehension questions regarding the text.

i. What was the condition of the world during that time?
ii. Why did Banag and Danas decide to separate from their tribe?
iii. How did Danas find the rice?

Mean What You Say: Oral Practice (15 minutes)

a. Draw out from the students the importance of pitch, phrasing, and pacing
in delivering a message.
“It is important that we are aware of how we talk so that the person we are talking to will
understand what we are trying to say. For instance, the loudness or softness of our voice will
affect the meaning of what we are trying to say. If you are angry, your pitch should project your
anger or if you are emphasizing a word or an idea. Now if you are trying to comfort someone, of
course your pitch should be soft.
“Now the way we also group the words we say affect the meaning of our message. It is
important that we pause at the right places. Now when do we pause in a sentence? Right! We
pause when there is a comma. Now class, I have here a paragraph from the selection I have just
read, now I would like you to read the paragraph. It sounds monotonous isn’t it? Now read the
paragraph again and pause at the right moments. Pause for short while when there is only one
bar while pause a little longer when there are two bars. Very good!”
“The fastness and slowness of how we speak greatly affects of how the listener will
comprehend and process what we said. Imagine speaking very fast or very slow. Do you think the
person we are talking with will understand us? Of course if we are talking to people who have a
difficulty in hearing we tend to speak louder and slower.”
 b. Cite situations where students can use varied pitches, phrasing, and
pacing.
c. Ask students to work with a group with six members and do the task.
d. Discuss the lines by identifying the emotions felt by the characters and by
describing the conditions of things in the story.
e. Assign members who will each paragraph and let them present a choral
reading in front of the class.
f. Suggested Criteria for Evaluation:
 Clarity of Voice (articulation and pronunciation) – 5 points
 Voice Projection (volume, pitch, quality) – 5 points
 Interpretation of the text/passage (phrasing, pacing, emotions
conveyed) –5 points
 Stage Presence(Confidence and connection with the audience) – 5
points
Total = 20 points

2. Presentation – DAY 2

Filling the Gaps: Silent Reading of Texts (20 minutes)

a. Give the instructions before the students read the texts.
b. Make them focuses on the similarities and differences among texts.
“I have here copies of two different versions of the origin of rice. You
should take note of the similarities and differences between the two.”

3. Enrichment

Establishing Links: Oral Practice (10 minutes)

a. Ask students to complete the table comparing and contrasting the two texts.
“I have here a table. Copy and complete the table on your notebooks. Compare
and contrast the situations of the two stories in the beginning, the”
b. Have them evaluate the content/theme of the texts by answering the given
questions.
 In what aspects are the two versions similar and different?
 What traits did the responsible beings or things possess that led to the
creation of rice?
 What do the stories say about the benefits the people get from rice?
c. Let them share their answers with the class by supporting them with lines from
the text.
d. Remind the class to observe the effective oral language conventions in
expressing their ideas and reactions/opinions
4. Expansion

Finding Meaning: Vocabulary Development (20 minutes)

a. Introduce idiomatic expressions by defining them and by giving examples.
“In the texts you have read, you may have encountered some idiomatic
expressions. Idiomatic expressions are phrases or sayings whose meaning cannot be
understood by the individual words or parts. Here are sentences from the selection that
used idiomatic expressions (Show sentences) 1. So beautiful was she, that the God
Lalahon almost lost his senses. 2. Lalahon’s troubles did not come to an end.
“Here are some other examples of idiomatic expressions and their meanings.”
b. Ask students to use the given idiomatic expressions in meaningful sentences.
“Who can give me a sentence using one of these idiomatic expressions?

c. Expand their knowledge of idiomatic expressions by asking them to do the

research task and the Pictionary as homework.
d. Explain what a Pictionary is, its purpose, and its parts.
“A Pictionary is the literal representation of the idiomatic expression.” (Show
example)
e. Encourage them to be creative.
f. Suggested Criteria for Evaluation:
 Clarity (meaning of idiomatic expressions) – 5 points
 Depth (use of the expressions in sentences) – 10 points
 Correctness (grammar structure and mechanics of writing) – 5 points
 Creativity (pictures and layout) – 10 points
Total = 30 points

Making it Simple: Grammar Lesson (15 minutes) – DAY 3

a. Ask students to read aloud the given sentences.
“Okay class, I have here some sentences taken from the selections you have read
last meeting. Okay, everyone read the sentences properly in unison.
 He looked up to see the heavens darken with rain.
 Danas noticed the head of the grains of the grasses.
 Lalahon thought that would be impossible to find.
 Mutya thought about him every day.
 Fish perished in the dried stream.
b. Review the basic parts of a sentence.
“Anyone who can tell me the basic parts of a sentence? Right, the subject and
the predicate.
c. Have them identify the subject and the predicate.
“Can anyone identify the subject on the first sentence? Very good! How about
the predicate?”
d. Lead them in the discussion of concept of simple subject and simple predicate.
 “What you have identified are the complete subjects and complete predicates.
Subjects and predicates can also be simplified. The simple subject is the main word on the
complete subject, while the simple predicate is the main verb that describes what the
subject does.”
e. Draw out from the discussion what simple sentences are.
“If subjects and predicates have simple forms, so do sentences. A simple
sentence has only one independent clause. An independent clause consists of a simple
subject and predicate. These sentences are examples of simple sentences.

Supply and Demand: Guided Practice (15 minutes)

(Distribute worksheets) “Supply the blanks with the appropriate subjects or
verbs to complete it. Choose your answers from the box.”
a. Guide the students in completing the paragraph with appropriate subject and
verb.
“For number one, what do you think is missing? The simple subject or the simple
predicate? How about number two? Three? Four? 5? Now take note that verbs which
have helping verbs are always considered to be the simple predicate and cannot be
separated.
b. Give comprehension questions for students to better understand the
paragraphs.
 Why do you think will it greatly affect the Filipinos’ standard of living if the
price of rice goes up?
 How does the consumption of rice affect the economy of the Philippines if
other countries also demand for it?
c. Have them explain their answers.

Talk of the Town: Unguided Oral Practice (15 minutes)

a. Have a short recap of what the two myths say about rice.
“So do you still remember the myths about rice we have read in the past
meetings? It says that rice has ever since and until now been the main food that
Filipinos eat.”
b. Tell the class that they are to share their knowledge about rice by working on the
group activity.
“Now, you will be working in groups and with the things you have learned from
the texts you have read, share with each other what you know about rice. You
can choose from the following topics that interests you the most.”
c. Encourage them to choose the topic that interests them the most.
a. Rice varieties
b. Rice dishes
 c. Fast food chains offering unlimited rice
d. Rice in every Filipino meal
e. Rice and Filipino superstitions
d. Let them write down their ideas about the topic using simple sentences.
“Write down your ideas in a paper. Use simple sentences in writing.”
e. Have them share their ideas with their groups. Review them the importance of
pitch, phrasing, and pacing when giving oral message.
“After writing your ideas, share with your group mates your ideas. Make sure
that you are using the right pitch, phrasing, and pacing when you talk.”

5. Synthesis – DAY 4

Library Visit: Library Work (30 minutes)

a. Coordinate with the librarian to conduct a library orientation focusing on the
different sections of the library
1. Circulation Section – this section contains the general collection of books,
fiction, and non-fiction, which the students can borrow for home use.

2. Reserve Section – Kept in this section are books that maybe requested by
some teachers to be made available for their students but for a shorter period of
time, because of the limited number of copies per book.

3. Reference Section – Books containing specific facts and information about

anything in this world are kept in this section (encyclopedia, dictionary, atlas,
almanac, bibliography, directories).

4. Periodical/Serials Section – this is where one can see magazines, newspapers,

and journals.

5. Audio-visual Room – this is where a variety of machines for listening or

viewing may be kept.

6. Materials Center – When a student wants to do his class projects and some
special activities not needing books, he can got to this area.

7. Multi-media Center – this other optional part of the library houses electronics, such
as computers and other modern machines.
 b. Group the students and have them work on the tasks.
c. Direct them to the librarian if they have questions regarding the materials found
in their assigned sections.
Group 1 – General Reference Section
a. Using the atlas, locate at least seven rice-producing countries.
b. Find out what is common among these countries.
c. Make a visual presentation of your answers.
Group 2 – Filipiniana Section
a. Research on popular dishes in the Philippines.
b. Write the names of these dishes and the provinces and regions they
are from
c. Find out what makes these dishes popular.
d. Make a poster promoting these dishes.
Group 3 – Serials/Periodical Section
a. Go through newspapers and the magazines and look for exotic dishes.
b. Determine if these dishes will be appealing to Filipinos’ taste buds.
c. Create a menu featuring these exotic dishes.
d. Monitor the groups as they work.
e. Suggested Criteria for Evaluation:
Group 1: Correctness of information 5 points
Appropriateness of visual organizer 5 points
Group 2: Variety of information 3 points
Clarity of texts/captions/labels 3 points
Creativity 4 points
Group 3: Completeness of information 4 points
Concreteness and correctness of language 3 points
Creativity 3 points

6. Post-Assessment

The Living Past: Writing Activity (20 minutes)

a. Using the same groupings for the library work, have them share their researches
and what these say about our values as a people and the richness of Filipino
culture.
 After doing the research activities, what have you learned about our
values as a people and the richness of Filipino culture?
b. Individually, ask them to write a five-to-seven sentence paragraph about the
discussion.
 Write your answers in a well-written five-to-seven sentence paragraph.
Express your ideas in simple sentences. Give your paragraph a title.
c. Remind the students regarding the basic parts of a paragraph and the mechanics
of writings such as indention, capitalization, punctuation, etc.
d. Suggested Criteria for Evaluation:
 Content (complexity and originality of ideas) – 10 points
 Organization (logical sequence of ideas) – 5 points
 Language (correct use of simple sentences and vocabulary) – 10 points
 Mechanics (indention, capitalization, and punctuation) – 5 points