A Semi-Detailed

Lesson Plan for Grade 9

Submitted by:
Apostol, Sharmainelyn G.

3/15/2019
 English 9
I. Objectives
After this lesson, students will be able to:
1. Demonstrate understanding of Verbals.
2. Explain the three types of verbals and the function of each.
3. Identify verbal in writing.
4. Organize information about a chosen subject using a graphic organizer.
5. Able to accurately receive and interpret messages in the communication
process.
6. Take organized notes on lectures and listening passages.
7. Analyze highlight important points.
8. Respond to directions.
9. Make use of contextual clues to infer meanings of unfamiliar words from
context.
10. Make inferences and predictions about spoken discourse.
11. Discuss and respond to content of a lecture or listening passage orally and/or
in writing.
12. Utilize digital literacy tools to develop listening skills.
13. Demonstrate behavior and attitudes appropriate to a school environment
(work collaboratively, manage time, be prepared, comply with academic
integrity rules)
II. Subject Matter
1. Topic: Verbals
Reference: pp 287-289. English Communication Arts and Skills through
Anglo-American and Philippine Literature 9. Phoenix.
Instructional Materials: Overhead Projector, Different Videos of Persuasive
Techniques in Advertisements, Cartolina,

III. Procedure
A. Routine Activity
1. Prayer
2. Greetings
3. Checking of Attendance
4. Introduce Directions to activities. E.g Cold Call, Round Robin, Hand-up Pair-up
Share-up, Mix-pair-share, and Rally Coach

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 B. Motivation
Activity 1: Cold Call (5 minutes) Each student will be given a piece of paper that
includes a name. It will be their name for the whole class discussion.
Directions: The class will be asked questions about parts of speech.
1. What are verbs? Give examples.
2. What are nouns? Give examples.
3. What are pronouns? Give examples.
4. What are adjectives? Give examples.
5. What are adverbs? Give examples.
Activity 2: Hand-up, Pair-up, Share-up (2 minutes) The students will be asked to
share what they have learned from the previous lessons about Parts of Speech.

C. Presentation
Activity 1: The word purchase will be flashed on the board/ screen as to give an
example. The teacher will ask students if those forms of “purchase” are the verbs, and
then identify the sentences’ verbs (save, was, is). Tell students that those words are
verbals – they look like verbs, but they don’t function as verbs.

Save money to purchase that game.

The purchased game was worth the wait.
Purchasing a game is my goal for today.

Activity 2: Round-Robin (15 minutes)

Direction: The class will be divided into 3 groups. Each will receive a topic to
discuss in the group. The class will be given 5-7 minutes to think and discuss definition
and examples. After discussion, the students will take turns sharing the ideas (back and
forth) to each group.
The teacher will ask each group what they have learned in each of their classmates.
He/she should also have to correct if there are misconception about the topic/
discussion.

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 Group 1: Gerunds
Group 2: Participial Phrase
Group 3: Infinitives
Group 1: Gerunds

Gerund Phrases
Gerunds are not always one word.
Sometimes, they are part of a gerund phrase.
A gerund phrase begins with a gerund and includes modifiers and objects.

Gerund phrases also function as nouns in three different ways. In the next list, the entire
gerund phrase is red.

Subject: Walking up hills is also a great form of exercise.

Direct object: I really hate walking up hills.

Object of a preposition: You can improve your muscle tone by walking up hills.

Again, if you can substitute the word “it” for the phrase and if the sentence makes
sense, the phrase is a gerund phrase. For example:

1. It is also a great form of exercise.

2. I really hate it.
3. You can improve your muscle tone by it. (This is a little awkward but
grammatically correct!)

Group 2: Participial Phrases

Participles are verb forms or verbals that end in -ing or -ed, -en, or -d and function as a
different part of speech, usually as an adjective but sometimes as an adverb. There are
two kinds of participles: present participles andpast participles.

Present Participles
Present participles end in -ing. For example, read the following sentences:
 Giggling children never fail to brighten my day.
 Giggling acts as an adjective and modifies children.

Present participles can be tricky because they are easily confused with gerunds.
However, you can use the “it” trick you learned in the section on gerunds to clear up any
confusion in a sentence, such as the one that follows from the example above:

 It children never fail to brighten my day.

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 (This sentence makes no sense whatsoever, so you know giggling is a
participle and not a gerund in this sentence.)

Participial Phrases
Past participles end in -ed, -en, or -d as shown in the following sentence:

1. Can you believe that crushed bugs are used in red food dye?
(The participle crushed acts as an adjective to modify bugs.)

2. Their proven skills gave the team an advantage.

(The participle proven acts as an adjective to modify skills.)

Just as gerunds can become gerund phrases, participles can become participial
phrases. A participial phrase begins with the participle and is followed by other modifiers
or objects.

3. Disappointed by their loss, the football team rushed straight to the bus after the
game.
(Disappointed is not a verb here. The phrase describes (modifies) the football
team; the verb is the word “rushed.”)
Compare that sentence to this one:
 The loss disappointed the football team, who rushed straight to the bus after the
game.
(In this sentence, both disappointed and rushed act as verbs.)

The sentences are essentially the same, but the sentence with the participle is more
concise because the focus is the second verb, rushed, and not
both disappointed and rushed.

Group 3: Infinitives
An infinitive is made up of the word to plus a verb. Just like gerunds and participles,
infinitives can form their own kind of phrases, infinitive phrases.

An infinitive can function in several ways: as a noun, adjective, or adverb.

Infinitive as noun: Consider “Jen loves to sing in the rain.”

(to sing is the object of the verb loves. What does Jen love? She loves to sing.)

Infinitive as adjective: In “Lucy always takes a book to read on the subway,”

(to read modifies the noun book. What kind of book does Lucy take? One to
read.)

Infinitive as adverb: In “The school requires perfect attendance to graduate,”

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 (to graduate is an adverb modifying the verb requires.)

Don’t confuse an infinitive with a prepositional phrase. Infinitives are always the word
“to” plus a verb, as in to love, to sing, to shout, to wear, and so on. On the other hand,
prepositional phrases are the word “to” plus a noun or pronoun and any modifiers, as
in to him, to our house, to the beach, and to my office.

Activity 3: Round- Robin

Directions: The class will be divided again into groups with 7 members. The
teacher will ask questions and they will have to answer it on 1-pc of paper only. The
team will take turns verbally giving responses. This is so everyone will have a chance to
answer.

First person: Write the name of your group and write number from 1-15.
Second person: Write 2 base form of the verbs. Numbers 1-2
Third person: Write 2 verbs ending with –ed. Numbers 3-4
Fourth person: Write 2 verbs ending with –ing. Numbers 5-6
Fifth person: Write 1 example sentence for infinitives using one verb given by second
person. (Number 7)
Sixth person: Write 1 example sentence for participial using one verb given by third
person. (Number 8)
Seventh person: Write 1 example sentence for Gerund using one verb given by fourth
person. (Number 9)
Eight person: Write the names of your members on the group. (10)

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Activity 4: Seatwork

Directions: The class will be given 10 questions to be answered on their

notebook.
Seatwork Directions: Underline the verbals used and write whether it is used as
Participial, Infinitives, or Gerunds.
1. The Vaudeville/Bodabil, introduced by the Americans was later adapted by
Filipinos.
2. This expanded Bodabil, which reigned supreme as entertainment during the
Occupation, was known as the stage show.
3. Wanting to make a change, Broadway plays were presented especially Neil
Simon comedies and grand musicals like Annie and Evita.
4. Listening is to give one’s attention to a sound.
5. Acting is the art or occupation of performing in plays, movies, or television
productions.
6. Staging is a method of presenting a play or other dramatic performance.
7. To return the popularity of the movies, the stage show into small, cheap theaters
or to open-air stages in the provinces, after the Japanese Occupation.
8. Representational style which seeks to create an illusion of reality through three-
dimensional characterization,
9. Presentational style which seeks to expose and to promote social issues and
ideas.
10. To indicate the movement, position, or tone of an actor is called Stage Direction.

IV. Assignment

Directions: Read the paragraph below. Encircle and Identify the verbals used in
the text. Write your answer on your notebook.

A pounding on the front door startled Lucinda. Frightened, she crept down the
staircase. A loud noise boomed off in the distance. Lightning crackled briefly across the
darkening sky. Yowling and hissing, the cat shot past her down the stairs. Lucinda
wanted to run quickly to bed and hide under the covers. Grabbing a baseball bat for
protection, she rushed to the door and flung it open to find her husband searching for
his house keys.