Ma'am Ramona taught Justice and they had fun activities:

I taught Faith using this lesson plan (first session).

THE HAPPY PRINCE BY OSCAR WILDE

ADJECTIVES AND DEGREES OF ADJECTIVES

ENGLISH III

COMPETENCIES

Listening

Make use of different learning strategies according to the main purposes of listening.

Speaking

Develop the ability to verbally give information and express needs, opinions, feelings and attitudes.

Reading

Demonstrate the ability to locate and synthesize information essential to one’s understanding and interpretation of his environment.

Writing

Demonstrate imagination and creativity in written form.

Literature

Express a deeper appreciation of values in literature.

GENERAL OBJECTIVES:

At the end of the lesson, 90% of the students are expected to:

use series of adjectives correctly in describing specific people, objects, places and events
arrange the different parts of the story chronologically using pictures provided
act out different parts of the story
identify the lessons embedded in the story and share similar experiences through writing a descriptive essay
demonstrate understanding of the degrees of adjectives through the use of the correct degree of given adjectives in specific scenarios

SESSION 1

OBJECTIVES

The students are expected to:

1. define adjectives and give examples

2. construct sentences about given pictures using suitable adjectives

3. apply the correct arrangement when using series of adjectives

4. describe a specific person through a short essay

CONTENT

ADJECTIVES

An adjective qualifies or modifies a noun.

SOURCES

REFERENCES: http://www.englishclub.com/grammar/adjectives.htm, English III (New Edition) by Josefina Payawal – Gabriel, Ph.D. and Edda Manikan - Martires

MATERIALS: pictures and copies of the poem “My Gumiho”

PRIOR KNOWLEDGE

Using the five sense (sight, smell, hearing, taste and tongue) in observing the characteristics of different objects

NEW KNOWLEDGE

Using suitable adjectives in describing people, object, places or events and applying the correct order of series of adjectives

PROCESS

1. INTRODUCTION

A. Ask some students in the class to describe their best friend. Write down their descriptions on the board.

B. Tell the class that the words that you have written on the board, from how they described their best friends are called

adjectives. Then, ask them to construct a definition of adjectives based on those examples.

C. Post a table of the correct order of adjectives on the board.

ARTICLES Demonstratives Possessives	NUMERAL Ordinal Cardinal	DESCRIPTIVE					Noun Modified	Other words in the sentence
ARTICLES Demonstratives Possessives	NUMERAL Ordinal Cardinal	Quality	Size/ Shape	Age	Color	Noun used as adjective	Noun Modified	Other words in the sentence
The		long	slender		crystal-clear		raindrops	fell.
	Two	chubby		four-year old		nursery	pupils	came running.

D. Explain the content of the table.

E. Ask some volunteers to rearranged words written on pre-cut cartolinas to come up with a sentence with correctly arranged adjectives.

1. A beautiful old Italian touring car passed by.

2. An expensive antique silver mirror was bought.

3. Four gorgeous long-stemmed red silk roses caught her attention.

4. Her short black hair made her stand out.

5. Our big old English sheepdog barked.

II. INTERACTION

A. Picturific

Divide the class into four groups. Ask each group to choose their leader. Post a picture on the board. Then, give the group five minutes to write down adjectives that may be used to describe what is in the picture. The group with the most adjectives listed wins.

Directions: Aside from persons, places, objects and events can also be described using adjectives. Try to come up with adjectives that may be used to describe the picture:

(image from: http://bubblespace.edublogs.org/files/2011/02/cute4-1nxm7s9.jpg)

In case of a tie, show another picture and give the groups a minute to write down adjectives that would describe what is in it.

(image from: http://musthavecute.files.wordpress.com/2011/02/cute-kawaii-stuff-epicute-cinderella-cupcakes.jpg)

B. My Gumiho

Give each student a copy of the poem my Gumiho and ask them to list down the adjectives that they can find in the poem.

From a mystical painting,

perfectly drawn,

eye-catching.

A precious work of art.

But doesn't lose her value

when she's touched.

A soothing sight,

please be with me and keep my days bright.

An inspiration, a big fan

longing to see me shine.

My time will come...

Our time will come.

'Til then, sing me a lullaby,

touch my hair and read me a rhyme.

Let me feel your warmth, let me hear you laugh,

with your face embedded in my heart.

III. INTEGRATION

Ask the class to write a short essay about a person that they really like or admire, living or dead. It may be a friend, a celebrity, a relative, a super hero, etc. Provide a guide to make it easier for them to organize their thoughts.

First Paragraph: Why do you like or admire this person?

Second Paragraph: Describe the person’s physical characteristics.

Third Paragraph: Describe the person’s attitude.

Fourth Paragraph: Who is this person? How does he or she influence you?

For assignment, ask the students to answer Skill Building 3 and 4 from their textbook. Ask them to write their answers on a sheet of paper.

SESSION 2

OBJECTIVES

The students are expected to:

1. listen attentively and list down the characteristics of the main characters

2. recall the important parts of the story and the order in which these parts happened

3. skillfully act out different scenes in the story

CONTENT

THE HAPPY PRINCE BY OSCAR WILDE

The story is about the Happy Prince who willingly sacrificed everything that he owns for the sake of the poor and a swallow who became his friend and learned to share his selflessness.

INPUT

“The Happy Prince” by Oscar Wilde

SOURCES

REFERENCES: English III (New Edition) by Josefina Payawal – Gabriel, Ph.D. and Edda Manikan - Martires

pp.310 – 315

http://dictionary.reference.com

MATERIALS: textbook, picture of the less fortunate and pictures of different events in the story

PRIOR KNOWLEDGE

Listening attentively to the story read by a classmate

NEW KNOWLEDGE

Recalling the order of the different scenes in the story and performing them

PROCESS

1. INTRODUCTION

A. Post a picture of the less fortunate on the board. Ask the class what they feel for these persons, what they think caused their poverty and what can they do to help these people.

B. Ask the class to share a specific situation when they needed help desperately and someone helped them.

II. INTERACTION

Reading Activity

1. Pre-reading

a. Vocabulary: Ask some students to read the given sentences and to pick out the definition of the underlined words.

i. He was gilded all over with thin leaves of fine gold.

ii. For eyes, he had two sapphires.

iii. They were wearing clean white pinafores.

iv. One night, there flew over the city a little Swallow.

v. The climate in the north of Europe is really dreadful.

vi. Round the garden ran a very lofty wall.

vii. He sank into a delicious slumber.

viii. What a remarkable phenomenon!

ix. He was in high spirits at the prospect.

x. I see a young man in a garret.

covered with gold deep blue gems white aprons

graceful long-winged bird extremely bad of imposing height

observable occurrence sleep small attic

probability of advancement to wave

b. Anticipation Guide Questions

· Where did the story happen?

· Who are the characters in the story?

· Why did the Happy Prince ask the Swallow to stay?

· Why did the swallow stay?

2. Reading: Each student will be asked to read a paragraph orally.

III. INTEGRATION

Post pictures of the important scenes in the story and ask the students to tell the class what was happening on that specific picture.

(from http://images.elfwood.com/art/p/a/parisa/the_happy_prince2.jpg, http://www.topappreviews101.com/ipappimg/11446/the-happy-prince-interactive-book-by-ibigtoy-screenshot-1.jpg, http://24.media.tumblr.com/tumblr_ln5uoe7UQu1qj40i9o1_400.jpg, http://farm2.static.flickr.com/1121/588117484_5ddfc2e34b.jpg, http://th03.deviantart.net/fs71/PRE/i/2011/172/c/c/the_happy_prince_by_n_o_x_i_s18-d3jjnsp.jpg)

B. Ask the students to arrange the pictures according to the order in which they happened in the story.

C. Divide the class into seven groups and ask each group to act out one of the scenes in the story, based on the pictures posted in the board.

SESSION 3

OBJECTIVES

At the end of the lesson, 90% of the students are expected to:

to identify characters of the story through given description
to propose a different ending for the story
to write a reaction about the story

CONTENT

THE HAPPY PRINCE BY OSCAR WILDE

The story is about the Happy Prince who willingly sacrificed everything that he owns for the sake of the poor and a swallow who became his friend and learned to share his selflessness.

SOURCES

REFERENCES: English III (New Edition) by Josefina Payawal – Gabriel, Ph.D. and Edda Manikan - Martires

pp.310 – 315

MATERIALS: Pictures of the characters in the story, descriptions and a quote about friendship written on a pre-cut cartolina and a picture of friends

PROCESS

1. INTRODUCTION

A. Explain what the quotation, “"Lots of people want to ride with you in the limo, but what you want is someone who will take the bus with you when the limo breaks down."
---Oprah Winfrey

B. Ask the students to describe themselves as a friend.

II. INTERACTION

A. Ask the students to propose a different ending for the story.

B. Ask the students to describe the Happy Prince and the Swallow as a friend.

III. INTEGRATION

Post a picture of the Happy Prince and also of the Swallow. Post some descriptions written on a pre-cut cartolina and ask the students to identify who is being described, the Happy Prince or the Swallow.
Ask the students to write a reaction about the story. Provide a guide for better organization of thoughts:

First paragraph: Who is your favorite character in the story? Why?

Second paragraph: What is your favorite part of the story? Why?

Third Paragraph: If you were to change anything in the story, what will it be? Why?

SESSION 4

OBJECTIVES

The students are expected to:

1. reconstruct given adjectives to their comparative and superlative form

2. form sentences using the irregular verbs in comparative and superlative degree.

3. select the correct adjective to use in given sentences using its proper degree

CONTENT

DEGREES OF ADJECTIVES

Positive: adjectives that simply describes and do not compare

Comparative: adjectives that compares two objects

Superlative: adjectives that describes three or more objects

SOURCES

REFERENCES: http://robin.hubpages.com/hub/Grammar_Mishaps_Positive__Comparitive_and_Superlative_Adjectives

MATERIALS: pictures

PRIOR KNOWLEDGE

Using adjectives in describing people, objects, places or events

NEW KNOWLEDGE

Using adjectives in different degrees and forms when describing or comparing and modifying adjectives to turn its degree to comparative and superlative from positive

PROCESS

1. INTRODUCTION

A. Post pictures of local actresses on the board. Ask a volunteer to rank the actresses according to physical beauty. Then, ask them to use adjectives in describing and comparing the actresses. Prepare pre-cut cartolinas with “pretty”, “prettier” and “prettiest” written on each. Ask the student to post it on the board, below each picture, accordingly.

(https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggqUIM7T-0nAJj6Fkw1nvy7nJij5fKGscaf9rxMduxsYOrYCyiRuWLyRyCD3cc64TSTEC-NP_4ooRAMQqhsIlFa2qAJaYJEzuWNigSxPNWukrbCbkcxrDRCQrIjFxnhz_TSxH2-vvHJsi6/s1600/aya+anne.jpg, http://blogs.belomed.com/wp-content/uploads/2008/10/bea-alonzo-2.jpg, http://theshowbizinsider.com/wp-content/uploads/2009/08/Marian.jpg)

II. INTERACTION

A. Regular

Explain how to change an adjective in positive degree to comparative and superlative. Add suffix –er to adjectives ending in -y and add “more” before other multisyllabic adjectives to make them in their comparative degree and add suffix –est to adjectives ending in –y and add “most” before other multisyllabic adjectives to make them in their superlative degree.

Ask them to fill the chart:

POSITIVE	COMPARATIVE	SUPERLATIVE
rich
lovely
beautiful
expensive
fast

B. Irregular

Ask the class to fill another chart:

POSITIVE	COMPARATIVE	SUPERLATIVE
good
bad
little
much / many / more
far

Tell the class about the adjectives with irregular comparative and superlative form.

C. Divide the class into two groups, the comparative and superlative groups. Then, ask them to compose sentences using the irregular adjectives in comparative degree for the comparative group and superlative degree for the superlative group. Then, ask a representative from each group to read, what they have written, aloud.

III. INTEGRATION