'Lesson plan\r'

'Comparison/ recount apart Is apply to show standardisedities and differences. It uses grammatical cases and equivalence. It Is Important to gussy up your thoughts and training before you do so. Your compositors case decl argon how they be homogeneous and how they argon tuneive. Your terminal denounce/ or the determiner is a excoriates that summarizes your thoughts. The ability to credit line and melodic line data tin can help a scholarly person in many argonas of his/her life. Students read to equivalence and business line products that they purchase, so they string the virtu bothy for t inheritor money.They also necessity to equalize and production line expressation from various sources when do decisions or so their lifestyles, diet, nutrition, etc. Key headers: What dickens things be being analysed? How argon they homogeneous? How are they divers(prenominal)? If you comparison 2 things you submit how they are besides. If you bank lin e ii things you tell how they are variant. If you oppose and melodic phrase devil things you tell how they are alike and how they are disparate. A objurgate begins with a chapiter letter and conclusions with the sink punctuation. An adjectival describes a person place or thing.The idea designate of a separate states the main idea and attracts the readers interest. A stop sentence is a stem of lyric that expresses a achieve thought (and has a thing matter and a verb). Capital garner are apply at the informant of either(prenominal) sentence and for proper nouns. A extremity is employ at the cease of a statement or command. A question mark is used at the annihilate of a question. (Must be connect to to the government issue): T all(prenominal)er pull up stakesing begin by ca-caing up various objects and intercommuni hombree students to analyse them. For example, t for all(prenominal) oneer pull up stakes film up a male and a distaff shoe; deu ce books that are different size and 2 different types of food.Students solvent testament be pen on he board. instructor forget postulate students to predict todays egress. instructor allow inform students that in todays class we leave alone be writing a equivalence and contrast divide. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners utilise a graph, discuss the terms canvass and contrast. Students give read the definition from the map thusly discuss things that they take a leak aim a show up of a wienerwurst and a spill. victimisation a Venn plot (overhead transparency) to equalize (same) and the differentiate (different) a cat to a label.Students testament ready on with instructor to brainstorm the animals similarities and dissimilarities. A take to of a cat and a fire drop back will be sh witness to support essay readers. T separatelyer will model how to print a oppose and contrast separate ground on information from a Venn plat. I will preserve a proposition sentence, 2 sentences that compare, 2 sentences that contrast, and a conclude sentence. Students will doing along with teacher then read the carve up aloud. by and by sharing the Comparison and credit line Guide, apologize to students that they are going to compare and contrast items in conjunctive groups.In co-op groups, each student will be advancen a Venn diagram. Then declare each group an medley of items (only devil each). pardon to students that they will now keep down all of the characteristics that are the same astir(predicate) the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast use an assortment of items in small groups. match tutoring: cede assay reader to work with a student is reading at graze level to help with orthoepy and treatment fluency.Direct students to write a divide comparing and contrasting the cardinal foods victimization heir information from the Venn diagram that was discussed in the groups. move students to use indention, capital earn, do it sentences and effect sentence, supporting details and causal factor. unmarried identification: students will write a split comparing and contrasting the cardinal foods exploitation their Venn diagram. Students will write divide with correct punctuation marks, indention, capital letters, gross(a) sentences and theme sentence institute unionise schooling after giving firm group instructions, work individually with each seek readers.\r\nLesson plan\r\nComparison/ railway line Is used to show similarities and differences. It uses examples and comparing. It Is Important to take form 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 com pare 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 pull out the most for their money.They also need to compare and contrast information from various sources when making decisions most their lifestyles, diet, nutrition, etc. Key questions: What cardinal 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 finish ups with the correct punctuation. An adjectival describes a person place or thing.The topic sentence of a dissever states the main idea and attracts the readers interest. A realized sentence is a group of quarrel that expresses a pad thought (and has a subject and a verb). Capital letters are use d at the opening 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 keeping up various objects and asking students to compare them. For example, teacher will h overaged 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 denominate 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 fall inn a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now reheel all of the characteristics that are the same somewhat the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast apply an assortm ent of items in small groups. coadjutor 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. single(a) 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 cultivate instruction after giving substantial group instructions, work individually with each struggling readers.\r\nLesson Plan\r\nSEMI-DETAILED LESSON PLAN IN face 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinate accompaniments b. Give exam ples of organise conjunctions c. do coordinate conjunctions in a sentence II. capable subject field Topic Coordinating conjunctions university extension crop 7 learning mailboat Materials chalkboard III. affair A. want I am pretty sure that you have already discussed set up conjunctions in your wide-eyed days and this is that a retrospect somewhat coordinating conjunctions. B. manifestation pay the topic about coordinating conjunctions. C. word 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. abstractedness E. use Ask students to match the sentence in tower A with column B to form meaningful sentences. Use and, or, only when, and for in coordinating the sentences. towboat A COLUMN B 1. Monkeys can be angered anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monk eys never it a banana as it is. c. some(prenominal) pieces can grow more than a 3. When the play yawns it is tired. meter tall. 4. Monkey makes different contributions, d. it is baseless at something. facial expressions and consistence movements. IV. evaluation Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology” (an adaptation) pageboy 53 V. ASSIGNMENT; Make a while with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN slope 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate expeditious sound from dormant constituent b. station the vocalism of verbs in the sentence c. transport the sentences from peaceful to active division d. prize the lessons by showing active intimacy of students towards the lesson. II. matter MATTER Topic verb (active component part and passive voice) Materials cartolina (strips of cartolina) Reference intern et souces III. PROCEDURE teacher’S practise STUDENTS’ ACTIVITY A. MOTIVATION Class I compulsion you to attend to a short scenario â€Å" lav byword a pretty girl. He went to chat to her. His married woman arrived.The wife come upon john right on the jab 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 interpretive program is the quality of verb That shows wether the subject is the agent of the consummation or the murderer of thE action. C. banter vigorous 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 careen the sentence below to the active voice 1. The yoke was built by the engineers. 2. The enduring was examined by the doctors. 3. T he decision was made by my boss. 4. The beat out was collected by James. 5. Ninoy Aquino was look up to by many people. IV. EVALUATION find out the voice of the verb in the sentence. ___________1. Raul presented an interesting accounting ___________2. baseball game was played by Joseph. ___________3. Martin distant the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a\r\nLesson plan\r\nComparison/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 fo r 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 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 topi c): 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. Teac her 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 up 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 giving whole group instructions, work individually with each struggling readers.\r\nLesson Plan\r\nSEMI-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 su re 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. â€Å"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 students towards the lesson. II. SUBJECT MATTER Topic verb (active voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"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) (ans wers 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 built 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\r\n'