PHASE 2 LESSON PLAN
A. Students and Setting:
Students: Students are mostly 16 years old and in Grade 10. Thirteen are boys and twenty-four of them are girls. Their proficiency in English language speaking and writing is in average level as they are in the heterogeneous class. Before the lesson presented, they have already taken up pronouns and have the idea about the various functions of pronouns, i.e. subject, direct object, subjective complement and others, in sentences. Also, they already have learned clauses.
Setting: The setting is a private school and there are 37 students in class. The teacher meets students five times a week, Monday to Friday, and 60 minutes is provided for each meeting/session. This lesson in language will be taught after the discussion on the last book of ‘Iliad”. Thus, materials and sentences used in the activities are based on it.
B. Lesson Background:
Pronouns have been introduced and drills have been given. Thus, this one is an expansion of the lesson previously learned. After this, students will continue practicing the proper use of relative pronouns in their own sentences in a writing activity.
C. Learning Objectives/Expected Results:
After this lesson students are expected to:
1. define relative pronouns;
2. exchange ideas with a partner/groupmates concerning the activities given;
3. write a bio poem of a character of their choice in Iliad using personal and relative pronouns.
D. Materials and Sources:.
Materials: The teacher will need the following equipment and materials in class:
- Laptop,and LCD projector for the PPT presentation of the lesson
- Handouts for the drill
- Pictures of the characters and scenes from Iliad
- Rubric for grading the bio-poem to be composed depending upon the students’ agreement
- Instructions will be given orally. Some will be read from the handouts provided.
Sources:
Celce-Murcia, M & Larsen-Freeman, D. (1999). The grammar book:An ESL/EFL teacher’s course (2nd ed.). USA:Heinle and Heinle Publishers.
Luna, J.M., Suarez, E.E.L., & Salazar, E.S. (2013). Skill Builders for English Proficiency. Quezon City:Phoenix Publishing House.
Unit plan for Grade 10 English. (2015, June 11). Retrieved October 9, 2015 from
http://jemtordecillas.blogspot.com/2015/06/unit-plan-for-grade-10-english_11.html.
(This blog page is administered by the teacher herself.)
Online English grammar quiz. (n.d.). Retrieved October 9, 2015 from
http://www.learnenglishfeelgood.com/english-relative-pronouns2.html
Guardian. (2014, Jan. 24). Retrieved October 9, 2015 from
https://www.youtube.com/watch?v=GUtyslcxSDw.
E. Procedures / Timing:
What is the poem about?
What are said about Paris?
Who speaks in the poem?
What gives you such an idea?
This poem is called a bio poem. Now based on its content, what characterizes a bio poem?
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A bio poem is a poem containing pieces of information about a writer himself. This idea is reflected through the use of personal pronouns.
It is written in free verse.
It has rhymes just like any other poems.
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See the following stanzas (presented in PPT):
Helen's Suitor whose love is not right
Brother of Hector, too coward to fight
Son of Priam the king and Hecuba the queen
I, whose adulthood they have never seen.
With my bow and arrow I killed Achilles
An arrow that went straight to his heels
Got him fatally wounded in the field of battle
Philoctetes, the one who caused him to rattle.
The underlined words who, that and whose are called relative pronouns. The others are whom and which.
Note that a relative pronoun stands for a noun/pronoun before it. Let us see. To what noun does:
whose stand for in stanza 2, line 1?
whose in in the same stanza, line 4?
that in stanza 4, line 2?
who in stanza 4, line 4?
Let us have this next set of examples (presented through PPT and will be read by students who will be called randomly).
To what noun/pronoun does:
who stand for in number 1?
whose in number 2?
that in number 3?
which in number 4?
whom in number 5?
Take note also the structure of the sentences. How many clauses do we have in each sentence?
On the board is a table of two columns. Write on the left the independent clauses and on the right the dependent clauses.
See each dependent clause. How is each relative pronoun used in a dependent clause?
How does each function in a clause?
All right, now let us see the rules on each relative pronoun use in the clause. (flashes PPT and calls individual students to read)
Count off 1 to 5. Then, assemble based on your number. (The teacher distributes copies of the worksheet to each group.)
Work on the drill on relative pronouns individually. We’ll check your answers after 7 minutes.
(Seven minutes after) Exchange paper with your groupmates. I’ll give you another 7 minutes to check your groupmate’s answers based on the rules presented. (As students check their groupmates’ answers, the chart will be flashed on the board and the teacher supervises the process.)
(After checking the papers)
Return the papers to the owners. Let us see who among you really understood and who still needs more examples. Those who got 10, raise your hands. Those who got 4 and below, raise your hands.
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Suitor.
I.
Arrow.
One.
Reads the sentences flashed on the board (PPT)
1. Achilles who has killed Hector dragged the latter’s corpse towards his tent.
2. King Priam whose pride was greatly damaged decided to see Achilles.
3. The king ransomed his son’s body that has been kept from decay by Aphrodite.
4. The hand which killed his very own son was kissed by King Priam.
5. Peleus to whom the king compared himself helped the latter to ransom his son’s corpse.
Achilles
King Priam’s pride
Body
Hand
Peleus
Responds to the instruction.
Each is used to introduce a dependent clause.
In number 1, who functions as a subject of the clause.
In number 2, whose is used to express possession. So, it is a possessive relative pronoun.
In number 3, that is a subject of the clause.
In number 4, which functions as a subject.
In number 5, whom is the object of the preposition to.
Interprets the Chart (refer to Appendix 2)
Who is a relative pronoun used to refer to a person and is a subject in the clause.
Which can refer to anything or idea and is also a subject in the clause.
That refers also to anything and functions as a subject.
Whom refers to a person and is objective in form.
Whose refers to a person and is possessive in form.
Responds to the instruction.
Gets a copy and passes the remaining pages backward.
Does the drill.
Checks the paper.
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Who is the character featured in the bio-poem?
What are said about Paris?
All right, Peter from Grade 10 David wrote it and I believe that you can also do it. Pictures of the characters from the epic are posted on the board. Pick one and write a poem on that character. All you need to do is follow the instructions and use the ideas you readily have about the character of your choice. Now, how do you want to do it, individually or with a partner? (The teacher adopts what will be agreed upon by the students.)
Here’s your copy of the bio poem writing instructions. Also, a copy of the rubric is given so that you can edit your work if you think there’s a need to do so before it will be graded. (Each student will be given a handout.)
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Paris.
The poem gives information about Paris like his relationships to Helen, Hector, King Priam and Queen Hecuba. His accomplishment, killingAchilles, is also mentioned.
His complete name is indicated in the last line.
Does/Do the task.
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Before you go, complete the following Exit Slip on a ¼ sheet of paper and give it to me afterwards.
Today I learned about ______________________. I clearly understand ______________________ but I am confused of _______________________
because ________________.
Class dismissed. You may go.
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F. Learner Feedback/Formative Assessment:
My formative assessment will be the drill on relative pronouns. Students were instructed to do the work individually for the teacher to know the strengths and limitations of each student where the knowledge and use of relative pronouns are concerned. They are grouped for self-checking and peer feedback as these would not just make them compare their work with their classmate’s but also would let them realize how they fare with the lesson presented. Also, the grouping would give them the opportunity to interact with their classmates, thus making them practice their communication skills.
G. Extended Reflection:
(a)This lesson plan is similar to the previous plan in a sense that the same topic is presented. It’s different because I did not use the song anymore to start my lesson but instead the bio poem which they are to compose at the latter part of the session was utilized. In the first plan, I employed correction feedback and let my students do the tasks in dyad. This time, I let them work with the drill individually but make them experience peer feedback, changes which I think will give them more opportunities to see their very own weaknesses and strengths as well as practice communicating with the language. Above all, I provided activities which would let them build rapport among their fellows.
(b) In this lesson realia is not employed. However, authentic materials like pictures from the internet are utilized to aid students of details involving the character of their choice. The use of pictures is in line with the theory by the psychologists from the Gestalt school which imparted the idea that a visual material activates and enable a person or learner to think creatively and critically. The combination of self-checking and peer feedback would contribute a lot to the “trial and error” learning strategy and eventually builds up the self-trust of the learners. Pair work for bio-poem writing will give students opportunities to exchange ideas and interact with each other, thus making them develop their confidence in dealing with people and the task given. This lesson is appropriate to Grade 10 students because it is in this level that they start learning to write long essays and research papers, tasks which require them to write in varied sentence structures. The knowledge of relative pronouns and how they are used in sentences would help them overcome the challenges of coming up with complex sentence structures.
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