Learning Plan in English III

LEARNING PLAN IN ENGLISH III
Year and Section: III Saint Francis of Assisi

Date:
June 13 17, 2011
I. TARGET
At the end of the lesson, the students are expected to:
Trace the beginnings of English literature

Describe the social and political life in the early history of England
Make inferences about a story read
Pronounce correctly words with the // sound
Construct complete sentences
Write a short account / composition based on a story read
II. LEARNING CONTENT

Subject Matter:
The
The
The
The
Beginnings of English Literature

Story of Beowulf
Complete Sentence
sound of //
Enduring Understanding:
A good leader must possess courage, bravery when and where needed,
concern for the general welfare of his people, intelligence and wisdom,
responsibility, awe in God, integrity and self-sacrifice.
Prior Knowledge:
English literature was not influenced by any foreign culture.

A good leader must be brave but not to the extent of putting his very
life to peril.
There is no difference in the // and // sounds.
To write effectively, there is no need to be able to construct good
sentences.
New Knowledge:
English literature was influenced by the Anglo-Saxon (Angles, Jutes and

Saxons) tribes.
A good leader must be brave, courageous, responsible, of good
integrity, responsible and self-sacrificial.
There is a difference in the pronunciation of // and // sounds.
To write effectively, one must be able to construct good sentences. A
good sentence must follow the rules of grammar and state an idea
clearly. It has a distinct function in the paragraph where it is found.
III. LEARNING AIDS

Reference Material:
Lapid, Milagros G. and Serrano, Josephine B., English Communication Arts
and Skills through Anglo-American and Filipino Literature. Quezon City:
Phoenix Publishing House, 2011.
Instructional Materials:
World map showing Great Britain and the Scandinavian countries

List of epics of different countries on manila paper
IV. TARGET VALUE

Christ, Commission, Charism, Community
Good leadership
V. LEARNING ACTIVITIES
Sessions 1 5
I.
INTRODUCTION
1. Presentation of Auld Lang Syne and its connection to the Old English /
Anglo-Saxon language.
2. Let a student point on the map the location of Great Britain and the
countries comprises it.
3. Discuss Introduction on page 2 of the textbook.
II.
INTERACTION
Literature
1. Introduce the Story of Beowulf and explain its literary genre, an epic.
2. Show the list of epics written on manila paper.
3. Ask the students why there are many epics in the Philippines while
most countries have only one.
4. Let the students make inferences about the selection as to who
Beowulf was and what heroism he showed.
5. Introduce enduring understanding.
6. Let the students answer Vocabulary Building.
7. Have the students read the Story of Beowulf silently.
8. Discuss the story using the questions in Comprehension Response.
9. Let the students give their opinion regarding the enduring
understanding introduced prior to the reading of the story.
Speech Improvement
10.
Then let the class do the exercise on Speech improvement. Have
them use each word with the // sound in a sentence. Encourage them
to give other words with the same sound.
Communication Skills
11.
Discuss the requirements of a good sentence. Refer to page 5
and 6 of the textbook.
12.
Let the students work on exercise 1 for practice.
13.
For evaluation, have the students do exercises 2 and 3.
III.
INTEGRATION
1. Do the activity in Values.

2. Give Assignment: Research about one of the Philippine epics
3. Have the class group themselves and each group to write a brief
summary of any of the Philippine epics.
4. Journal Writing: I AM A GOOD LEADER
Prepared by:
MR. FRANCIS CARMELLE Tiu DUERO
Subject Teacher
Checked by:
MRS. DIOSDADA A. ISRAEL
HS Academic Coordinator
Date: _________________

Date:
June 21 - 24, 2011
I. TARGET
Name and define the basic elements of poetry rhythm, sounds,

imagery, and form.
Realize that the ruins of a place speak much of its former occupants.
Use idioms correctly in sentences.
Pronounce correctly words with silent letters.
Convert sentence fragments into complete sentences.

Subject Matter:
Elegiac lyrics of the Pagan Age

The Elements of Poetry
The Ruined City
Sentence fragments
Use of Idioms
Times, peoples and places change. Vanity of vanities! All things are
vanity! What profit has man from all the labor which he toils under the sun?
One generation passes and another comes, but the world forever stays.
(Ecclesiastes 1:1-2)
Prior Knowledge:
Elegiac poems are poems recited during funerals.

Everything in this world will stay and stand the same.
As long as youre understood there is no longer need for figurative
language.
A sentence fragment contains both subject and predicate but has no
complete thought.
New Knowledge:
Elegy is a subjective and meditative poem about death.

Not everything in this world will stay forever. Natural calamity, and
even man-made ones, can cause the destruction of cities, homes and
peoples.
Idioms are the flesh and blood of a language. It gives language its
vitality and its everyday appropriateness.
Sentence fragments are not complete sentences. A sentence must

contain a subject and a predicate to express an idea.
III. LEARNING AIDS

Reference Material:
World map showing Great Britain and the Scandinavian countries

List of words in Speech Improvement written on a piece of manila
paper
Photos of Mt. Pinatubo and Intramuros
IV. TARGET VALUE

Christ, Commission, Charity, Charism, Community
Detachment from transitory things
Sessions 1 5
I.
INTRODUCTION
1. Recall with the class the epics of the different countries by having one
student say an epic title and another student to identify the country of
origin. Recall likewise the different Philippine epics and their places of
origin.
2. Tell the class that after the epics, their next lesson is on elegiac lyrics.
Explain that elegy is a meditation on life and death.
II.
INTERACTION
Literature
1. Group the students into three groups and let each group report on the
following:
a. Poetry
b. Kinds of Poetry
c. Elements of Poetry
2. Present an elegiac piece: The Ruined City. Tell the students that the
elegiac lyrics are the contributions of the Pagan Age to Old English
literature.
3. Bath is a health resort in England. The city lies on the river Auon near
Bristol in Southwestern England. (Point this out on the map.) It is built
on hills and is famous for the Georgian architectural style of its houses.
4. Let the students read The Ruined City silently.

5. For Comprehension Response, have the students read orally the
appropriate lines to answer questions 1 to 5. Have them answer
questions 6 and 7 also. Encourage the class to express appreciation for
the rich and vivid imagery of the poem as manifested in its lines. Call
on students to read a stanza each.
6. Discuss idioms. Call attention to the list of idioms found on page 12.
7. Have the students work on exercise 4 for evaluation.
Speech Improvement
8. Show the list of words in Speech Improvement written on a sheet of
manila paper and have the students cross out the silent letters before
modeling the correct pronunciation of each word.
9. Discuss sentence fragments, then have students work on exercise 5.
III.
INTEGRATION
10.
Before letting the students answer the questions in Values give
them information about the buried city of Pompeii.
11.
Let the students answer questions 2 and 3 in Values. Lead them
to discuss the ruins of Intramuros as to its historical significance.
12.
Show the pictures of Mt. Pinatubo ruins. Have the students share
their own experiences about any calamity.
13.
Discuss the transitority of the world and lead them to the
realization that only those things that will not pass away are important
(God, the soul, etc.)
14.
JOURNAL WRITING: On Life and Death
Prepared by:
Subject Teacher
Checked by:

Date: _________________

Date:
July 4 8, 2011
I. TARGET
Identify the characteristics of ballads.

Enumerate the elements of poetry in ballads.
Describe the narrative and musical quality of ballads.
Read sentences with correct intonation.
Make correct sentences in direct and indirect speech.
Change sentences from direct to indirect speech.
Change questions from direct to indirect form.

Subject Matter:
The contribution of the common people to Old English literature

Three English ballads
Lord Randal
Bonny Barbara Allan
Get Up and Bar the Door
Direct and Indirect Speech
Common people have many things to contribute for the betterment of
ones community. This is evident in the folk songs and other literary pieces
that emerged and developed from them.
Prior Knowledge:
Ballads are elegant forms of poetry developed by intelligent and

highly-educated people.
Ballads are purely romantic songs.
New Knowledge:
Ballads originated among the common people than among the courts
of kings or the castles of the aristocratic and the educated.
Ballads are characterized with simplicity, predominance of dialog, and
supernatural touches.
III. LEARNING AIDS

Reference Material:

List of words in Speech Improvement written on a piece of manila

paper
IV. TARGET VALUE

Commission, Charity, Charism, Community
Appreciation for Filipino folk songs
Sessions 1 5
I.
INTRODUCTION
1. Go back to one of the values learned in the precious lesson. Ask: Is
the gift of poetry a God-given gift? Let the class express their
opinions.
2. Let the students recall some modern ballad songs. Let the class talk
about the messages of these songs. Call a student who can render a
ballad to class.
II.
INTERACTION
Literature
3. Discuss popular ballad on page 19 of the textbook. Give additional
information.
4. Unlock difficult words in the three poems such as fain, pact, spake,
etc.
5. Read the first poem to model correct enunciation and expression /
intonation. Have the best readers of the class read the next two
poems.
6. Discuss each poem by letting the students identify, enumerate, and
describe its characteristics, elements (rhythm, sound, imagery,
form) and musical quality. Follow up with Comprehension Response
to discuss content.
7. Call on individual students to do the second reading of the poems.
8. Give vocabulary building and Writing Activity as assignment to be
discussed the following day.
Speech Improvement
9. Model the correct intonation patterns first before calling on
individual students.
10. Discuss direct and indirect speech on page 25. Give as many
examples as necessary.
11. Have the class do exercise 6.
12. Discuss indirect questions and the different points to remember

in changing direct questions to indirect form on pages 26 27.
13. Let the students work on exercise 7.
14. Give exercises 8 and 9 as seatwork. Check the students answers
afterward.
III.
INTEGRATION
15. Discuss the lesson on Values.
16. Let the students do the activity on Values on page 24.
17. WRITING ACTIVITY: Write a short paragraph on either of the
following:
a. Absence makes the heart grow fonder.
b. Absence makes the heart forget.
18. Have the students group themselves and present Get Up and
Bar the Door in readers theater style.
Prepared by:
Subject Teacher
Checked by:
Date: _________________

Date:
July 18 22, 2011
I. TARGET
Enumerate the contributions of the knight to early English literature.

Discuss the characterization element in the story read.
Read sentences with correct stress
Use the s-form of a verb with a subject in third person, singular.
Use other forms of the present tense of verbs with other subjects.

Subject Matter:
The contribution of the knight to early English literature

The Arthurian romances
Sir Thomas Malory
The Death of Arthur
Agreement between subject and verb
"If they hear and serve Him, they shall end their days in prosperity,
and their years in pleasures. (Job 36:11)
Prior Knowledge:
Knights were chivalric people but not literary ones.

King Arthur is a fiction character in English literature.
New Knowledge:
Chivalry influenced English literature and knights became a popular

literary subject.
King Arthur was a legendary king of medieval Britain.
III. LEARNING AIDS

Reference Material:
Picture of a knight in chivalric splendor

Pictures of King Arthur, Queen Guinevere and the knights of the Round
Table
IV. TARGET VALUE
Obedience, Loyalty, Confidence, Bravery, Courtesy, Virility
Sessions 1 5
I. INTRODUCTION
1. Recall with the class the contribution of the common people to Old
English literature. Let them cite examples.
2. Show the pictures of knights to arouse the interest of the class in the
lesson.
3. Ask the students to share what they know about knights.
II. INTERACTION
Literature
4. Discuss the text on page 29. Add other information.
5. Before letting the class read the selection, unlock first the difficult
words.
6. Have some students read the selection by parts.
7. Discuss the story as to its content, mysticism, and characterization. Let
the students pick out portions which show the mystic quality of the
story.
8. Have them differentiate the characters of Sir Lucan and Sir Bedivere.
9. Follow up with Comprehension Response on page 32.
10.
Let the class answer Vocabulary Building on page 33.
Speech Improvement
11.
Have the class do Speech Improvement with the teacher as
model.
12.
Discuss the agreement between subject and verb by using nos. 1
to 3 of exercise 10 on page 34 as examples.
13.
Have the class continue with the remaining numbers for practice.
14.
Discuss other forms of the present tense of verbs with other
subjects such as plural nouns, collective nouns, indefinite pronouns,
and nouns plural in form but singular in meaning.
15.
Have the class do exercise 11 as evaluation.
III. INTEGRATION
16.
Let the students demonstrate or dramatize / role-play situations
showing thoughtfulness or consideration.
17.
with
18.
19.
Let the class compare the status of women in our society today
those in India, Japan, and Germany through a panel discussion.
Discuss Values on page 33.
Give the Writing Activity on page 35 as seatwork.
Prepared by:
Subject Teacher
Checked by:
Date: _________________

Date:
July 25 29, 2011
I. TARGET
Differentiate character traits of people.

Note details in a selection read.
Use given idioms correctly.
Pronounce correctly words with the voiceless / th / sound.
Read sentences with consonant clusters sts and sks correctly.
Combine a group of sentences into one good sentence.

Subject Matter:
Geoffrey Chaucer
The Prologue
The Knight
But the Lord said to Samuel, Do not look on his appearance or on the height
of his stature, because I have rejected him. For the Lord sees not as man
sees: man looks on the outward appearance, but the Lord looks on the
heart. (1 Samuel 16:7)
Prior Knowledge:
Each individual differs with other individuals.

It is better to live ones life without minding other people.
New Knowledge:
People differ with each other. They have individual differences.

People we meet have a purpose in our lives. Therefore, we should treat
people we meet accidently or purposely with respect and appreciation.
III. LEARNING AIDS

Reference Material:
Books containing Chaucers works

Chaucers photograph
IV. TARGET VALUE

Respect, Harmony, Concern for one another
Sessions 1 5
I. INTRODUCTION
1. Review the class on the agreement between subject and verb by
having the students give several sentences similar to those in exercise
11.
2. Show the book containing Chaucers work and also his picture.
3. Discuss the text on page 29. Augment this with additional information.
II. INTERACTION
Literature
4. Introduce The Canterbury Tales and then present The Prologue and
The Knight.
5. Unlock the difficult words in the poem.
6. Have the best readers read the poems.
7. Discuss the content of each poem. Let the students illustrate the
scenes depicted in the poems to encourage their artistic interpretation.
8. Tackle Comprehension Response on page 36.
9. Discuss the idioms in Vocabulary Building. Then have the students
work on exercise B on page 37 for practice.
Speech Improvement
10.
Check if the students enunciate the voiceless / th / properly. Let
them give their own examples of th words.
11.
Have the class do Speech Improvement orally then as seatwork.
Let them exchange papers and check their answers.
12.
Discuss Combining Sentences on pages 38.
13.
Have the students do exercise 12 on page 38 after giving
examples.
14.
Let the students answer exercise 13 as evaluation.
III. INTEGRATION
15.
Let the students describe some characters they are likely to see
on their way to school.
16.
Let the students answer question 5 of Values on page 37.
17.
WRITING ACTIVITY on page 40.
Prepared by:
Checked by:

ISRAEL
Subject Teacher
MRS.
DIOSDADA
A.
Date: _________________

Date: October 24 28, 2011
I. TARGET
Note the symbolism and sound human values in a selection read.

Explain the theme of a selection read.
Articulate correctly words with the voiceless /th/ sound.
Write a composition with coherent sentences and paragraphs.

Subject Matter:
Joseph Addison
The Vision of Mirza
The Paragraph
Think not man was made in vain who has such an eternity reserved
for him. (The Vision of Mirza
Prior Knowledge:
Man is but a shadow and life a dream.

Life is just a useless venture of suffering and pain.
New Knowledge:
Man was created for a purpose and destined for eternity.

Life is worth venturing and contending for.
III. LEARNING AIDS

Reference Material:
Picture of a bridge and islands
Picture of Thomas Addison
IV. TARGET VALUE

Respect, Harmony, Concern for one another
Sessions 1 5
I. INTRODUCTION
1. Review the class on word formation by giving root words and letting
the students give prefixes or suffixes to form new words.
2. Introduce the writer: Joseph Addison
II. INTERACTION
Literature
3. Show pictures of bridges and islands for motivation and let the
students describe what they see.
4. Share the additional information about The Vision of Mirza given in
the Teachers Guide.
5. Unlock difficult words in the selection such as: contemplation, wrought,
agonies, affability, etc.
6. Ask the following motive questions before the class reads the selection:
What was the first vision? The second vision?
7. Have the class read the selection silently and take note of the
symbolism used and the sound human values depicted in the essay.
8. Let the students answer the motive questions after reading. Have them
also interpret the theme of the selection.
9. Let them answer nos. 1 and 3 of Comprehension Response.
Speech Improvement
10.
11.
Model reading the sentences then call on students to recite.

Check articulation of / th / sound and correct intonation patterns.
12.
Discuss the paragraph on page 105.
13.
Have the students identify the relationship of sentences in
sample paragraphs in exercise 4.
14.
Let the students take note of the relationship between
paragraphs.
III. INTEGRATION
18.
Focus the students attention to no. 2 question for Values.
19.
Ask: If you were the man who saw the visions, how would these
affect you?
20.
WRITING ACTIVITY on page 104.
Prepared by:
Checked by:

ISRAEL
Subject Teacher
MRS.
DIOSDADA
Date: _________________
A.

Date:
November 21 26, 2011
I. TARGET
Read poems with proper enunciation.

Identify the imagery and figurative language used in a poem read.
Write a paragraph by using repetition for emphasis.

Subject Matter:
William Wordsworth
I Wandered Lonely as a Cloud
She Was a Phantom of Delight
Emphasis by repetition
Nature is Gods gift to be nurtured and protected.
A woman possesses a dignity equal to that of a man.
Prior Knowledge:
Nature is mans commodity to be used in any way.

Women are inferior beings.
New Knowledge:
God calls us to be stewards of His creation.

Women deserve respect and love.
III. LEARNING AIDS

Reference Material:
Picture of different flowers

Picture of some well-known Filipino heroines or beauties
IV. TARGET VALUE

Respect, Harmony, Concern for one another, Stewardship

Sessions 1 5
I. INTRODUCTION
1. Review the class on some idioms already taken up in the previous
lessons.
2. Introduce the poet of the week: William Wordsworth.
II. INTERACTION
Literature
3. Unlock difficult words in the poems such as sprightly dance, jocund,
4.
5.
6.
7.
8.
oft, phantom, waylay, serene, etc.

Call on selected students to read each poem with proper enunciation.
Discuss poem content by paraphrasing.
Proceed to Comprehension Response after each poem.
Let individual students or groups do the second reading of each poem.
Lead the students in analyzing the poets craft with emphasis on the
rich imagery and figurative language used. Let them cite lines which
show this.
Speech Improvement
9. Group the students into four and have them recite one of the poems
with proper enunciation. Give time for practice.
10. Discuss emphasis by repetition in prose and poetry. Refer to text on
page 132.
III. INTEGRATION
21.
Concentrate on the students concept of an ideal woman.
22.
Show the pictures of heroines and beauties to help facilitate the
discussion.
23.
WRITING ACTIVITY: Have the students write a paragraph on how
the Philippines triumphed with the martyrdom of Rizal. Have them look
up a verse or quotation on how an object of nature is likened to a
Filipino woman to be recited in class.
Prepared by:
Checked by:

ISRAEL
Subject Teacher
MRS.
DIOSDADA
Date: _________________
A.

Learning Plan in English III

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LEARNING PLAN IN ENGLISH III

Year and Section: III Saint Francis of Assisi

Trace the beginnings of English literature

II. LEARNING CONTENT

Beginnings of English Literature

English literature was not influenced by any foreign culture.

English literature was influenced by the Anglo-Saxon (Angles, Jutes and

III. LEARNING AIDS

World map showing Great Britain and the Scandinavian countries

IV. TARGET VALUE

1. Do the activity in Values.