JUNE 10, 2019 MONDAY

V-SMART 8:20-9:10
V-FAITHFUL 10:40-11:30
V-AFFECTIONATE 11:30-12:20

LESSON PLAN IN ENGLISH

FIRST QUARTER
I. Objectives:
A. Content Standards: Show appreciation of the things around us
Note significant details of the poem/song listened to (LC)
B. Performance Standards: Use appropriate facial expressions (OL)
Self-correct when reading (F)
Observe politeness at all times (A)
C. Learning Competencies: EN5LC-la-2.1
EN5OL-la-2.6.1
II. Content:
Subject Matter:
Poem/Song All Things Bright and Beautiful by Cecil Frances Alexander
Topic Noting Details
Using Appropriate Facial Expressions
Self-correcting When Reading
Observing Politeness at All Times
III. Learning Resources:
A. References: English - 10th.pmd by Satya
TG pp.2-3
B. Other Learning Resources
Materials Charts, song sheets, pictures, video of poem/song (optional)
Sources https://www.youtube.com/watch?v=FT_oDqOEGpc
https://www.youtube.com/watch?v=UdLjQa3as58&nohtml5=False
https://www.youtube.com/watch?v=yZq8ZUE6GTU&nohtml5=False
IV. Procedures:

A. Presenting New Lesson

“We see and enjoy many things around us such as beautiful sunrises and sunsets, trees and flowers,
rivers and mountains, birds and animals. We smell the fragrance of flowers and feel the change of seasons. We
have eyes to see all these and lips to praise the beauty of the creation. Have you ever thought who has created
such beautiful things for us? Who has blessed us with the senses of sight, smell and feeling?” (Satya)

Let the class do the Think-Pair-Share Activity. Model first the activity.
Say: We will do the Think-Pair-Share Activity.

First step is THINK. Think about three things you are thankful for. (Model Think Aloud: Hmm...I am thinking
about the things I am thankful. First, I am thankful for the job that I have. Second, I am thankful for my family
and friends. And thirdly, I am thankful for the roses that bloom in my garden.)
Second step is PAIR. Turn to your partner. (Choose one pupil to be your partner.)
Third step is SHARE. Share to your partner the three things you are thankful for. (Model: First, I am
thankful for the job that I have. Second, I am thankful for my family and friends. And thirdly, I am thankful for the
roses that bloom in my garden.)
Remind them to use the proper expression while sharing. Likewise, remind them to be polite when
someone is sharing. To be polite is to show good manners or respect for the one speaking by listening
attentively and not interrupting.

But before continuing to Think-Pair-Share review first the different facial expressions.
Let the class match the facial expression with the emotion. Ask the pupils to demonstrate to their partner
the different facial expression.

1. angry, happy, excited, sad (Answers: happy, sad, angry, excited)

2. guilty, afraid, shy, tired (Answers: afraid, shy, guilty, tired)

3. hopeful, bored, loved, jealous (Answers: jealous, loved, hopeful, bored)

4. sorry, embarrassed, proud, surprised (Answers: proud, sorry, embarrassed, surprised)

(Source: http://1.bp.blogspot.com/-QT8mGW_4N1w/UfCHBqTu5fI/AAAAAAAADgc/09yrkv1YT-s/s1600/n20.jpg)

For the Teacher:

Happy - satisfied; enjoying well-being and contentment; experiencing pleasure or joy
Sad - experiencing or showing sorrow or unhappiness
Angry - feeling or showing anger or a feeling that is oriented toward some real or supposed grievance
Excited - marked by uncontrolled excitement or emotion
Afraid - filled with fear or apprehension; fearful expectation
Shy - lacking self-confidence
Guilty - showing a sense of guilt or the state of having committed an offense
Tired - lacking of strength or energy
Jealous - showing extreme cupidity or too much wanting for material wealth; wanting of the advantages of another
Loved - held dear; feeling wanted
Hopeful - having or manifesting or inspiring hope; encouraging; optimistic or feeling positive
Bored - uninterested
Proud - feeling self-respect or pleasure in something by which you measure your self-worth; or being a reason for
pride
Sorry - having regret or sorrow or a sense of loss over something done or undone
Embarrassed - made to feel uncomfortable because of shame or wounded pride; feeling or caused to feel uneasy
and self-conscious
Surprised - taken unawares or suddenly and feeling wonder or astonishment
(Source: http://www.kids.net.au/)
Ask: Now that we remember the facial expression, what are we going to express when we share about the
things we are thankful for? (Happy)

Say: Now we are ready for the Think-Pair-Share.

After ever pair is done, ask 4-5 pupils to share to the class what they shared to their partner.

B. Establishing a purpose for the lesson

Say: Today, we are going to learn a poem/song about the things that we should be thankful for. Before we do
so, let us study first some of the words that will help us understand the poem/song. These words are: glowing
colors, purple-headed mountains, meadow, and rushes.

a) Unlocking of Difficulties
1. glowing colors (Show a comparison of bright colored picture and grayish colored picture)
Ask: Which picture shows glowing colors?)
2. purple-headed (Show a mountain with a bluish red top. Say that the rays of the setting sun make
the mountain-top appear purple)
3. meadow (Show a picture of an open area of grassland.)
4. rushes (Show a picture of a pond with varieties of waterside plants, some of which are used for
making mats and baskets.)
b) Motivation
Show picture of beautiful things/places/objects (e.g. forest, rainbow, butterfly, blue skies, beaches,
mountains, sunset, sunrise, flower, birds, etc.)
Ask the class to identify and describe the pictures.
Ask: What do you think of all these things?
Ask the class to give their own examples of beautiful things.
c) Motive Question
What are the beautiful things the poet mentions in the poem?

C. Presenting examples/instances of the lesson

About the author: Cecil Frances Alexander was born in Dublin, Ireland in 1818. She was a famous
hymn writer and poet.
 Read aloud the poem or let the class listen to an audio of the poem/song. The class will listen only.
During the second listening, show only the portion being read aloud/sung.
During the third listening, let the class read along/sing along.

Say: As you read along, observe yourself how you read the poem. Are you pronouncing the words
correctly? Get ready to read along.

All Things Bright and Beautiful

~Cecil Frances Alexander

All things bright and beautiful,

All creatures great and small,
All things wise and wonderful,
The Lord God made them all.

Each little flower that opens,

Each little bird that sings,
He made their glowing colors,
He made their tiny wings.

The purple-headed mountain,

The river running by,
The sunset, and the morning,
That brightens up the sky.

The cold wind in the winter,

The pleasant summer sun,
The ripe fruits in the garden,
He made them every one.

The tall trees in the greenwood,

The meadows where we play,
The rushes by the water,
We gather every day.

He gave us eyes to see them,

And lips that we might tell,
How great is God Almighty,
Who has made all things well.

D. Discussing new concept and practicing new skills # 1

a) Revisiting the Motive Question
What are the beautiful things the poet mentions in the poem?

b) Comprehension Check
1. What does the poet think of all things?
2. Who has made all these things?
3. What are the little things mentioned in the poem?
4. How does the poet describe the beauty of the flowers?
5. How does the poet describe the little birds?
6. How is the mountain described in the poem?
7. Why does it appear so?
8. What brightens up the sky?
9. How does the sky look during the sunset?
10. Which are the two seasons mentioned in the poem?
11. Why does the poet consider the summer sun pleasant?
12. What do we enjoy in the green wood?
13. How are the meadows useful for us?
14. Where do the rushes grow?
15. Why do people gather rushes?
16. Why has God given us eyes?
17. What should our lips tell?
18. How does the poet describe God?
19 Which are the lines in the poem where the poet expresses his gratitude to God?
20. How do you show your appreciation for all the beautiful things God created?

c) Finding practical applications of concepts and skills in daily living

Give each pupil a copy of the poem.

Let the class read along/sing along again.
Remind the class to mark the word they will mispronounce.
Say: As you read along, mark the words you are not sure of the pronunciation and/or the words you
will mispronounce. Either underline or encircle the word/s.
 Show support for self-correcting behavior by using the following prompts (Teacher Prompts in
“Guided Reading by Fountas and Pinnell”):
 Something wasn't quite right.
 Try that again.
 I liked the way you worked that out.
 You made a mistake. Can you find it?
 You're nearly right.Try that again.

E. Evaluation/Assessment:
Ask the pupils to complete the self-reflection/assessment checklist.

I was able to...

With difficulty Easily Very well
1. Use appropriate facial expressions while sharing
what I am thankful for.
2. Show politeness while listening to my partner
3. Listen to the poem/song.
4. Note details from what I listened to.
5. Read/sing the poem.

F. Additional activities for application or remediation

Practice reading aloud/singing the poem/song.’

V. Remarks:

VI. Reflection