PARAGRAPH
ENGLISH III
Prepared by Ma. Angelica Maghinang – Domingo
COMPETENCIES
Listening
Obtain information through listening.
Speaking
Express own understanding of given quotation.
Reading
Use the different techniques in reading to find needed information
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, the students are expected to:
- describe the different parts of a paragraph
- compose a paragraph based on pictures
- complete a paragraph by adding supporting sentences to the topic sentence
- formulate a topic sentence based on the given supporting sentences
- identify the basic kinds of paragraphs
SESSION 1
OBJECTIVES
The students are expected to:
1. identify the different parts of the paragraph
2. follow the basic steps in writing a paragraph
3. construct supporting sentences to complete the paragraph
CONTENT
PARAGRAPH
Definition: Paragraph is made up of a group or series of closely related sentences.
Parts of a Paragraph:
- Topic Sentence: the most general sentence, usually found in the beginning of the paragraph
- Supporting Sentences: supports or explains the topic sentence
- Concluding Sentence: summarizes the content of the paragraph
SOURCES
REFERENCES:
http://grammar.about.com/od/pq/g/paragraphterm.htm
http:// lrs.ed.uiuc.edu/students/fwalters/para.html
English III (New Edition) by Josefina Payawal – Gabriel, Ph.D. and Edda Manikan - Martires
MATERIALS: paragraphs written on a manila paper
PRIOR KNOWLEDGE
Composing sentences
NEW KNOWLEDGE
Composing paragraphs
PROCESS
I. INTRODUCTION
A. Ask the students to say something about the Philippines. Encourage them to express their ideas using complete sentences. Pick one of the sentences that they will give and write it on the board.
II. INTERACTION
A. Ask the students if they think the sentence tells the truth. If it does, ask them why. Write their answers down, forming a paragraph.
B. Tell them that what you have written on the board is a paragraph. Then, ask them to try to define what a paragraph is.
C. Tell the class about the different parts of a paragraph using that example.
D. Have them copy the information about the different parts of the paragraph.
III. INTEGRATION
- Post a manila paper wherein these sentences are written:
1. Aklan is a beautiful province.
2. Love is powerful.
3. Education is very important.
4. I love Facebook.
5. My favorite holiday is Christmas.
Ask the students to write a paragraph using one of these as their topic sentence. Have them add at least five supporting sentences.
SESSION 2
OBJECTIVES
The students are expected to:
1. modify a given paragraph through adding a topic sentence
2. identify the basic kinds of paragraph through given examples
3. compose a narrative paragraph
CONTENT
PARAGRAPH
Four Basic Kinds of Paragraphs
- Descriptive
- Narrative
- Persuasive
- Explanatory
SOURCES
REFERENCES:
http://www.tutorgiant.com/tip_170.htm
English III (New Edition) by Josefina Payawal – Gabriel, Ph.D. and Edda Manikan - Martires
MATERIALS: textbook and paragraphs written on a manila paper
PRIOR KNOWLEDGE
Composing sentences
NEW KNOWLEDGE
Composing paragraphs
PROCESS
I. INTRODUCTION
A. Write the sentence “I love Humility” on a manila paper. Ask them, one by one, to write supporting sentences.
II. INTERACTION
A. Post the following paragraphs on the board and indicate what kind of paragraph each one is. Then, have them read the paragraphs and ask them to define each kind of paragraph.
Descriptive: Our new pet is a smart puppy. When it arrived in our home, it started sniffing us, as if it is getting to know us. It found his food easily. It stops chewing on toys when we say, “No.” It looks at the door and barks when it feels the need to poop. We are lucky to have such a smart pet.
Narrative: I love Sundays. I woke up early. I showered, changed into my favorite dress and went to the dining area. My family was there. We ate breakfast together. Then, we left for church. Afterwards, we had a movie-marathon and mother baked cookies for us. It is the best day of the week.
Persuasive: Abortion should never be legalized. Many women die in this process. It is a form of murder because it is pre-meditated and it kills a person. It is against the Constitution of the Philippines.
Explanatory: Cooking fried chicken is very easy. First, you have to clean the chicken. Then, you roll the chicken on breading mix and fry it.
III. INTEGRATION
A. Write the following sentences on a manila paper and ask the students to think of a suitable topic sentence for the paragraph and to supply needed details:
_________________. I admire her/him because _____. I think he/she is very talented because he/she is very good in _____. I like his/her attitude especially his/her being _____. Another thing that I like about him/her is _____. I wish I could be like him/her someday.
B. For their assignment, ask them to write a paragraph entitled, “The Best Birthday I ever had”
SONG OF THE FLOWER BY KHALIL GIBRAN
ENGLISH II
COMPETENCIES
Listening
Make use of different learning strategies according to the main purposes of listening.
Speaking
Develop pronunciation skills and observe proper intonation.
Reading
Demonstrate the ability to interpret a poem through unlocking the meaning of the figures of speech used.
Writing
Demonstrate imagination and creativity through writing.
Literature
Express a deeper appreciation of values in literature.
GENERAL OBJECTIVES:
At the end of the lesson, 90% of the students are expected to:
- select the figures of speech used in a poem
- interpret the figures of speech used in a poem
- share thoughts about any beautiful object
- act out different situations wherein flowers are used
- arrange letters to form different words and to identify a mystery phrase
SESSION 1
OBJECTIVES
The students are expected to:
1. explain the meaning of the poem, “Song of the Flower” by Kahlil Gibran with their own words
2. select the figures of speech used in the poem
3. identify the kinds of figure of speech used in the poem and their meaning
CONTENT
SONG OF THE FLOWER
BY KAHLIL GIBRAN
I am a kind word uttered and repeated
By the voice of Nature;
I am a star fallen from the
Blue tent upon the green carpet.
I am the daughter of the elements
With whom Winter conceived;
To whom Spring gave birth; I was
Reared in the lap of Summer and I
Slept in the bed of Autumn.
At dawn I unite with the breeze
To announce the coming of light;
At eventide I join the birds
In bidding the light farewell.
The plains are decorated with
My beautiful colors, and the air
Is scented with my fragrance.
As I embrace Slumber the eyes of
Night watch over me, and as I
Awaken I stare at the sun, which is
The only eye of the day.
I drink dew for wine, and hearken to
The voices of the birds, and dance
To the rhythmic swaying of the grass.
I am the lover's gift; I am the wedding wreath;
I am the memory of a moment of happiness;
I am the last gift of the living to the dead;
I am a part of joy and a part of sorrow.
But I look up high to see only the light,
And never look down to see my shadow.
This is wisdom which man must learn.
SOURCES
REFERENCES:
English III (New Edition) by Josefina Payawal – Gabriel, Ph.D. and Edda Manikan - Martires
MATERIALS: Cut-out letters and textbook
PRIOR KNOWLEDGE
Flowers symbolize happiness.
NEW KNOWLEDGE
Flowers are part of both happy and sad moments in people’s lives.
PROCESS
1. INTRODUCTION
A. Have the letters: Song of the Flower posted on the board and ask the students to write down as many words as they can that are constructed from the given letters in three minutes. Words should be composed of four letters and above.
B. After the allotted time, ask the students to guess what the mystery phrase is, three words consist of the given letters:
SGNTHFFRLW OOEOE
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
II. INTERACTION
A. Reading Activity
1. Pre-reading: Unlocking of Difficulties
Match the word with its meaning:
A B
Utter say or pronounce
Conceive become pregnant
Rear raise children
Eventide evening
Slumber sleep
Hark listen
Wreath circular arrangement of flowers
B. Anticipation Guide Questions: Ask the students the questions in “Talking Things Over” on their textbook.
C. Reading: Ask the class to read the poem together orally.
D. Have a brief review about the different figures of speech:
1. Simile: Directly compares two different things, usually introduced by the word like or as
2. Metaphor: uses a tangible thing to represent a less tangible one
3. Apostrophe: when the speaker or writer speaks to an imaginary person or abstract quality or idea
4. Personification: giving human traits to non-living objects
III. INTEGRATION
- Give the class fifteen minutes to write an essay about the happiest and saddest moment of their life and the lessons that they have learned from it. Ask them to follow this given pattern for better organization of thoughts:
First Paragraph: happiest moment
Second Paragraph: saddest moment
Third Paragraph: lesson learned from both experiences
- For their assignment, ask them to bring an object or picture of an image that makes them happy next meeting.
SESSION 2
OBJECTIVES
The students are expected to:
1. explain what makes them happy
2. act out different scenes wherein flowers are used
3. construct a flower wherein their wishes for 2012 are written
CONTENT
SONG OF THE FLOWER BY KAHLIL GIBRAN
This is a poem that used figures of speech and is about how flowers grow and bloom and their part in the happy and sad moments in people’s lives.
INPUT
Song of the Flower by Kahlil Gibran
SOURCES
REFERENCES: English III (New Edition) by Josefina Payawal – Gabriel, Ph.D. and Edda Manikan - Martires
Page 197
MATERIALS: pre-cut cartolina, glue, scissors and textbook
PRIOR KNOWLEDGE
Flowers are used in celebrations and happy moments in people’s lives.
NEW KNOWLEDGE
Flowers are used both in happy and sad moments of people’s lives.
PROCESS
1. INTRODUCTION
A. Ask the class to explain this quote about joy and pain – “The greater your capacity to love, the greater your capacity to feel the pain.” –Jennifer Aniston
II. INTERACTION
- Ask the students to read their assignment in front of the class.
- Divide the class into four groups and have them prepare a short presentation about each human experience. Ask them to use a flower that will be provided in their presentation. Give them ten minutes to prepare. Ask a representative from each group to pick a paper wherein one of these words is written. They will perform the scene that they picked.
- Courtship
- Wedding
- Visiting a sick person
- Burial
III. INTEGRATION
- With the same grouping, give the students materials for a paper flower and ask them to write their wishes for the year 2012 on a petal. Each group member should have their own petal. Give them ten minutes to finish their wish flower.
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