PHASE 1 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 concerning the activities given;
3. write a bio-poem of one’s favorite character in Iliad using personal and relative pronouns.
D. Materials and Sources:.
Materials: The teacher will need the following equipment and materials in class:
- Laptop, LCD projector, speakers for the listening and viewing activity
- Videos of the song “Guardian” by Alanis Morisette, one without the lyrics and the other with the lyrics
- Copies of the song lyrics for the cloze-dictogloss activity that will be used to review personal pronouns and to introduce the new lesson – relative pronouns
- Handouts for the drill
- Rubric for grading the bio-poem to be composed in dyadic grouping
- 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.
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:
Everybody, look what is flashed on the board. Will you please read the word?
Whom do you consider your guardian and why?
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GUARDIAN
(Answers may vary)
My parent/s because they take good care of me and sees to it that my needs and wants are provided.
My friend because he provides me company and pieces of advice whenever I’m confused or in trouble.
My sibling as she spends time with me regardless of the situation.
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(3 mins. after)
All right, stop writing. Let us now view the video of the song with the lyrics indicated. See if your answers are correct.
Who got 9? Who got the lowest score? What does your score mean?
Good. Now, what pronouns were mentioned in the song?
What kind of pronouns are they?
Which pronoun serves as a subject?
Which is in the objective form?
You who soldiered through the profane part of the song contains two pronouns. What are they?
Very good. Now who is an example of a relative pronoun. The others are whom, whose, that and which.
Read the following sentences:
(presented through 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.
Note that a relative pronoun stands for a noun before it. Let us see. To what noun 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 idependent clauses and on the right the dependent clauses.
See each dependent clause. How does each relative pronoun function in a dependent clause?
Very good. So when do we use the relative pronoun:
Who?
Which?
That?
Whom?
Whose?
Good. The following table flashed on the screen (see Appendix 2) summarizes what you have said. Read its content.
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(The song plays for 4 minutes and 17 seconds.)
Pairs with a classmate and works on the activity.
Views the video and checks their answers. (The video with the lyrics plays for 4 minutes and 18 seconds.)
We got 9 because we listened closely as the song was played.
We got the lowest score because we might have listened but were not able to remember the pronouns indicated in the song.
A guardian cares for a person, keeps him safe from harm, and gives him comfort in times of trouble.
Aphrodite. She kept Hector’s body from decay.
Hermes is also a guardian as he escorted and kept King Priam safe as the latter was getting into Achilles’ tent.
You, I, me, them
Personal pronouns.
You and I.
Me and them
You and who.
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
Two clauses
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.
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.
Reads the content of the table presented.
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Drill on the use of relative pronouns is provided. Here’s the worksheet.
(after 7 minutes) Let us check your answers. Exchange papers with your seatmates. (Answers in PPT will be flashed on the screen.)
1. who
2.which
3. whose
4. which
5.whom
6.that
7.whose
8.who
9.which
10.that
(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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Get one and pass the copies backward.
Does the drill.
Exchanges his/her paper with a seatmate.
Checks his/her seatmate’s paper.
Responds to the teacher’s instruction.
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Who is the character featured in the bio-poem?
What are said about Paris?
This poem is called a bio-poem. This is called so because the pronouns used in the poem make it appear as if Paris himself wrote it.
All right, now let us see how we are going to compose this kind of poem. Read the instructions flashed on the screen (see appendix 5).
Again, pair up and do some brainstorming with your partner on a bio-poem that you are to compose. Be guided by the rubric and the instructions provided.
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Before you go, complete the following Exit Slip on a ¼ sheet of paper and give it to me afterwards.
Goodbye Class.
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F. Reflection - Week 2:
In this lesson realia is not employed. However, authentic materials like the videos and songs secured from youtube.com are utilized. These will certainly enable the teacher to facilitate the discussion on relative pronouns as students’ attention will be hooked considering the beat and rhythm of the song plus the fact that an activity cloze-dictogloss, which will make them see the lyrics and eventually understand the message of the song, is provided. Pair work for cloze-dictogloss and bio-poem writing will give students opportunities to exchange ideas and interact with each other, thus making them build rapport with their seatmates and 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.
Appendix 1 – Cloze-Dictogloss Activity
You, you 1.____________ smiled when 2. ____________'re in pain
3.____________ who soldiered through the profane
4. ____________ were distracted and shut down
So why, why would 5.____________ talk to 6.____________ at all
Such words were dishonorable and in vain
Their promise as solid as a fog
And where was your watchman then
I'll be your keeper for life as your guardian
I'll be your warrior of care, your first warden
I'll be your angel on call, 7. _____________'ll be on demand
The greatest honor of all as your guardian
You, 8. ______________ in the chaos feigning sane
You 9.____________ has pushed beyond what's humane
10. _____________ as the ghostly tumbleweed
And where was your watchman then
I'll be your keeper for life as your guardian
I'll be your warrior of care, your first warden
I'll be your angel on call, I'll be on demand
The greatest honor of all as your guardian
Now no more smiling mid crest fall
No more managing unmanageables
No more holding still in the hailstorm
Now enter your watch woman
I'll be your keeper for life as your guardian
I'll be your warrior of care, your first warden
I'll be your angel on call, I'll be on demand
The greatest honor of all as your guardian.
http://www.metrolyrics.com/guardian-lyrics-alanis-morissette.html
Appendix 2 – Summarizes the Use of Relative Pronouns
Subject
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Object
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Appendix 3 – Drill on the use of relative pronouns.
Directions: Fill in the blanks with the relative pronouns that would appropriately complete the meaning of the sentences.
1. Achilles, _______________ is the son of Thetis, is the hero of Iliad.
a. who b. whose c. whom
2. He values pride _______________ keeps him in his tent while the Greek army battles with the Trojans.
a. who b. whose c. which
3. Hector is the Trojans’ greatest warrior ______________ wife wails as she witnesses the former’s death.
a. whose b. whom c. who
4. The chariot to _________________ Achilles ties Hector’s body is made of steel.
a. whom b. whose c. which
5. Astyanax, _______________ Andromache loves, loses his father.
a. whom b. who c. which
6. Achilles wears the new armor _______________ Hephaestus has designed.
a. that b. who c. whom
7. Helen ________________ unfaithfulness brings death to the Trojans has reconciled with Menelaus.
a. who b. which c. whose
8. Hermes ________________ escorts Priam brings the king safely to the tent of Achilles.
a. whom b. who c. which
9. Hector’s corpse _________________ has been bathed with ambrosia remained intact.
a. which b. whose c. whom
10. Patroclus corpse had been laid upon the pyre __________________ was set to fire after Hector’s death.
a. that b. whom c. whose
Appendix 4 – Bio-poem sample to be read before the writing task
I am Paris
by Peter Pardo Grade 10-David
The city of Troy in my hands will perish
Noble at birth yet destined for disaster
Beauty is one of my betrayer
Helen's Suitor whose love is not right
Brother of Hector, too coward to fight
Son of Priam the king and Hecuba the queen
Whose adulthood they have never seen
I loved Helen with all my heart
And because of this a war has to start
And with Troy as the wall and my shield
It will be a great battlefield
With my bow and arrow I defeated Achilles
An arrow that went straight to his heels
Mortally wounded in the field of battle
Philoctetes the one who made him rattle
Born in Troy with a curse
In the mountain by a she-bear as a wet nurse
Bow and arrow - the master
Paris Alexander.
Appendix 5 – How to write a bio-poem (Adapted from B.S. Abromitis, 1994)
Directions:
A. Select and agree on a character that you wish to write about.
B. Pretend that you are the character and compose a four-stanza bio-poem.
C. You may finish your poem at home and turn in your output
D. The content of your poem must reflect the following points:
1. first name of the character
2. three or four adjectives that describe the person
3. important relationship (daughter of…, mother of)
4. two or three things, people, or ideas that the person loved
5. three feelings the person experienced
6. three fears the person experienced
7. Accomplishments ( who composed…, who discovered…)
8. two or three things the person wanted to see happen or wanted to experience
9. his or her residence
10. last name
Appendix 6 – Rubric in Grading the Bio-poem
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