Semi- Detailed Lesson Plan

in English 8
I. OBJECTIVES

At the end of the 40-minute period, 80% of the students will be able to:
a) define literature and its elements;
b) read and identify the elements in the story of Ramayana; and
c) make a composition appreciating literature as a reflection of a shared heritage of people.
II. SUBJECT MATTER

Topic: Analyzing Literature as a Mirror to a Shared Heritage

Reference: Quarter 3 – Module 4: Analyzing Literature as a Mirror to a Shared Heritage
pp. 5-12
Materials: Slide Presentation, Handouts, speaker

III. PRELIMINARIES

A. Preparation
• The teacher will ask a student to lead the prayer and instruct them to arrange
their chairs properly before letting them sit on their respective chairs.
• She will greet the class and then start the checking of attendance.
• Motivation
❖ explain that you'll be doing a fun rhythmic activity called "Aram sam
sam" to energize everyone.
❖ Demonstrate the steps of the “Aram sam sam” song.
❖ Begin with a slow practice round to ensure everyone understands the
motions and the rhythm.

❖ Encourage them to keep up with the pace and have fun.

• Review (After the energizer, the teacher will give a 1-minute break before
proceeding to the discussion and afterward she will ask questions about the
previous topic)
 B. Presentation of Objective

(Let the class read the objective and use Slide presentation in presenting your objectives.)

At the end of the lesson, the students will be able to:

d) define literature and its elements;
e) read and identify the elements in the story of Ramayana; and
f) make a composition appreciating literature as a reflection of a shared heritage of people.
IV. LESSON PROPER

A. Activity

The teacher will provide scrambled words in an envelope and then divide the class
into two. Each group will have different words to form. From the word they come up,
they must give an idea about it. Let them choose their representative to share their ideas
about the formed word.

B. Analysis
• From the words you have formed. Do these concepts bring people together or
create divisions? Why?
• How are they celebrated or preserved within communities?
• How do these elements impact society as a whole?

C. Abstraction

What is Literature?

Literature. It refers to a body of written works such as poetry, novels, history,

biography, and essays that reflects the background of a certain culture. It is derived
from the Latin word litaritura/litteratura which means “writing formed with letters.”
There are a number of ways that literature is classified.

What are the Types of Literature?

1. Fiction. It is a type of literature that is a product of a writer’s imagination. It can
be inspired by actual or completely made-up events.
2. Nonfiction. It is a type of literature that is based on facts. It is a writing about real people,
places, and events which include biographies, auto-biographies, and interviews.

Elements
of a Story
 • Character - It refers to a person, an object, an animal, or imaginary creature personified
in the story. There are two types of characters: the protagonist and the antagonist.
• Conflict - It refers to the problem that the main characters have to face.
• Theme - It refers to the central idea or message of a story.

(In presenting the lesson, the teacher will let the students read the story of Ramayana by
Maharshi Valmiki for 3 minutes and distribute copies of it. She will also present the story on
the slide presentation.)

• Who are the characters in the story?

• What do you call the place where the story happened?
• How can the teachings or events depicted in the Ramayana be applied to modern-day
situations or ethical dilemmas?
• Are there any lessons that can guide individuals or societies in the present time?

(The questions above will be asked by the teacher to students to test if they have a good grasp
on their readings.)

D. Application

Group the students into five groups. Each group will answer the graphic organizer presented
below.

Direction: Fill in the graphic organizer by answering the question inside each balloon.
IV. EVALUATION

Direction: Read and analyze the following questions carefully. Write the letter of your
answer on a separate sheet of paper.

1.Which type of literature is a product of a writer’s imagination?

a) feature c) literature
b) fiction d) non-fiction

2. What part of a plot refers to the conclusion or ending of a story?

a) Climax c) Rising action
b) Falling action d) Resolution
3. “While it is true that Rama’s stepmother, the second wife, is against Rama to be crowned
as the next king, Ravana is considered as the main antagonist of the story Ramayana.” What
literary element is emphasized in the text?
a) character c) setting
b) plot d) theme

4. What is a body of written works such as poetry, novels, history, biography, and essays that
reflects the background of a certain culture?
a) epic c) poetry
b) literature d) prose

5. Which type of literature is based on facts and talks about real people, places, and events?
a) fiction c) sci-fi
b) features d) non-fiction

V. ASSIGNMENT

On a ½ sheet of paper write a 3-5 sentences appreciation of your readings about the story
“Ramayana by Maharshi Valmiki.

VI. REMARKS:
___________________________________________________________________________
__________________________________________________________________________

VII. REFLECTION

A. No. of learners who earned 85% in the evaluation

B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson

D. No. of learners who continue to require

remediation
 E. Which of my teaching strategies work well? Why
did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Joy Jesica G. Bataan

Student

Reviewed and checked by:

Gladys P. Guzman
Instructor
 Semi- Detailed Lesson Plan
in English 8
I. OBJECTIVES

At the end of the lesson, the students will be able to:

a) recognize signal words and expressions used to convey positive and negative messages;
b) classify statements whether positive or negative messages; and
c) construct a paragraph using expressions conveying positive and negative messages.
II. SUBJECT MATTER

Topic: Positive and Negative messages

Reference: Quarter 2 Analyzing Messages Conveyed in a Text pp. 11-18
Materials: Slide Presentation, Handouts

III. PRELIMINARIES

A. Preparation
• The teacher will begin the class with a prayer; she will ask the students to
pick up pieces of paper under their chairs.
• She will introduce herself to the class and will also call the students one by
one for the checking of attendance.

• Motivation
❖ The title of the energizer is “Pak Ganern”.
❖ The teacher would say “PAK” with one clap and the students reply
saying “GANERN” while shaking their body.
❖ She will tell the students that the ones who make mistakes will give a
recap or insights of their discussion last meeting.
❖ The teacher will repeat it until students make a mistake on the steps.

• Review (The teacher will call the students who are going to give a recap on
their previous discussion and respond to their answers)

B. Presentation of Objective

(Let the class read the objective and use Slide presentation in presenting your objectives.)

At the end of the lesson, the students will be able to:

d) recognize signal words and expressions used to convey positive and negative messages;
e) classify statements whether positive or negative messages; and
f) construct a paragraph using expressions conveying positive and negative messages.
IV. LESSON PROPER

A. Activity
• The teacher will introduce the activity “I Spy” to students.
• Instruct them that they will be going to guess the names of the random
things shown to them in the slide presentation.
• The first student who raises her hand will be given a chance to answer.
• If the student's answers were wrong she would give 2 facts and one lie
about herself.
• The teacher let the class guess what’s the lie based on the students'
statements.

The following are the random things the students should guess:

B. Analysis

• How do you find the activity?

• What do you think is the relation of this activity to our new lesson about
analyzing positive and negative messages?

C. Abstraction

Positive messages express gratitude, motivation, or encouragement. They also provide

greetings, agreement, and congratulatory remarks.

Negative messages convey unpleasant information such as negation, disappointment, anger,

or disagreement.
 Signal Words and expressions used in Positive Messages

Signal Words and When to Use Sample Sentences

Expressions

Thank you. 1. You worked so hard as a

frontliner. You are such a
I appreciate the effort. When expressing gratitude blessing!
I value the respect your 2.I appreciate the efforts of
opinion. all the frontliners.
A million thanks!

You are such a blessing!

Very good! When giving motivation 1. Very good! You have set
a good example to others.

Signal Words and Expressions used in Negative Messages

Signal Words and When to Use Sample Sentences

Expressions

Neither, Never, No one, When conveying negative 1. None of these bad

Nobody, None, Nor, expression or negation incidents could have
Nothing, Nowhere, No way! happened if children had
Not at all, Not possible listened to their parents.

2. Online class is not

possible for all students.

(In presenting the lesson, the teacher will use the passage below and allow the students to read
the passage aloud)

Because of an accident, Kim could not move her arms and legs. Then one day, she became one
of the lucky learners who would learn to operate a special computer by speaking to it. Kim felt
nervous when she saw her new teacher coming towards the computer laboratory. But she really
wanted to learn how to use this computer.

When she saw how thick the instruction book was, Kim felt slightly discouraged. There would
be so much to learn! Then she listened carefully to Miss Avelino. She watched every step shown
to her. Kim studied the pictures in the book and asked a lot of questions.

Finally, Kim figured out all the steps all by herself. She felt proud when the computer responded
to her voice. “Very good!”, Miss Avelino exclaimed with a smile. “You’ve done it, Kim!”
 (The teacher will ask the questions below to ensure that students have learned something
from the discussion)

• What is the text all about? What happened to Kim?

• How did she overcome the challenge?
• Have you found positive and negative expressions used in the text?

D. Application

Ask the students to make a one-paragraph composition expressing their realization on the given
topics. They should choose from the suggested topics they feel to write about and expand. Use
positive or negative words and expressions.

❖ Covid 19 Pandemic
❖ Blended Learning
❖ Miss Universe 2023 results
❖ Kathryn and Daniel’s relationship
❖ K-12 program

Criteria:

IV. EVALUATION

Let the students start the evaluation by analyzing whether the paragraph conveys a
positive or negative message.

Direction: On the space provided after each number, draw a happy face if the
paragraph conveys a positive message and a sad face if the paragraph conveys a
negative message.

__________1. Filipinos are known to have big families. Sad to note, some parents conveniently
pass on their responsibilities to the eldest child. Such responsibilities deprive him/her of
childhood enjoyment, potentials, and mental development.
__________2. Poverty, lack of education, and unemployment are just some of the many
problems that our country is facing today. To our dismay, some Filipinos fail to be part of the
solution.

__________3. During the Enhanced Community Quarantine (ECQ), children were taught to
do things like cooking, gardening, and cleaning the house. Most importantly, they have all the
time to reflect, meditate, and pray. Thumbs- up to the parents of these children!

V. ASSIGNMENT: Instruct students to read newspapers, magazines, and books and let them
identify the negative and positive messages they contain. At the next meeting, the teacher will
ask them about their readings.

VI. REMARKS:
___________________________________________________________________________
________________________________________________________________________.

VII. REFLECTION

A. No. of learners who earned 85% in the evaluation

B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies work well? Why
did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Joy Jesica G. Bataan

Student

Reviewed and checked by:

Gladys P. Guzman
Instructor
 Semi- Detailed Lesson Plan
in English 8
I. OBJECTIVES

At the end of the lesson, the students will be able to:

a) identify the various social, moral, and economic issues discussed in listening texts;
b) express opinions in a text listened to; and
c) suggest possible solutions to the social issues presented.

II. SUBJECT MATTER

Topic: Social, Moral, and Economic Issues in Text Listened to

Reference: Quarter 3 – Module 3: Various Social, Moral, and Economic Issues in Text pp. 9-
21
Materials: Slide Presentation, Handouts

III. PRELIMINARIES

A. Preparation
• The teacher will begin the class with a prayer; she will ask the students to
arrange their chairs properly.
• She will introduce herself to the class and list the names of the students who
are absent.

• Motivation
❖ The name of the energizer is “Name That Tune”.
❖ The teacher will choose a variety of songs from different genres, eras,
or themes. Create a playlist or have a list of these songs ready.
❖ One student (the hummer/whistler) will hum or whistle a tune from one
of the chosen songs without using any lyrics or words.
❖ the rest of the class tries to guess the name of the song or the artist. They
can call out their guesses or write them down on a piece of paper.
❖ The teacher will award points for correct guesses.

• Review (Ask the students questions about the previous topic)

B. Presentation of Objective

(Let the class read your objective with the use of a Slide presentation)

At the end of the lesson, the students will be able to:

d) identify the various social, moral, and economic issues discussed in listening texts;
e) express opinions in a text listened to; and
f) suggest possible solutions to the social issues presented.
IV. LESSON PROPER

A. Activity

The teacher will divide the class into 4 groups and are tasked to do the "Predict and
Listen" activity. The teacher will show the class a short video clip on Failon Ngayon: Anti
Cyberbullying Act of 2015. After watching, the teacher let each group predict the effect of
cyberbullying on people by jotting it down on a ¼ sheet of paper and will choose their
representative to share their answer in the class.

Failon Ngayon: Anti Cyberbullying Act of 2015

Link: https://www.youtube.com/watch?v=wBX2PhfSGn4

B. Analysis
• What issue is discussed in the news report?
• What possible solutions are presented in the report?
• What possible solutions do you suggest to address the problem?

C. Abstraction

What is an issue?

An issue is an important problem or topic that people in the society argue about or discuss since
it negatively affects many people in the society. It could be a social, moral, or economic issue.

The following are common issues in the society:

A. Social Issues prevent society from functioning at the most desirable level. An issue becomes
a social issue under the following circumstances:

❖ The issue involves people in the society.

❖ The public, as a whole, recognizes the situation as a problem.
❖ A large segment of the population sees the situation as a valid concern.

Examples: Drug addiction, Crime and Poverty

B. Moral Issues are situations or actions that do not conform to the shared norms and values,
culture, and beliefs distinguished by a certain community or social setting.

❖ It is against the values, beliefs, and preferences of the people in the society.
❖ It involves behavior patterns that bring the individual repeatedly into conflict with
society.
❖ It involves actions that have the potential to harm others or the persons themselves.

Examples: Abortion, Stealing, and Corruption

C. Economic Issues are situations that reflect the scarcity of resources that are deemed
insufficient to satisfy human wants and needs.
 ❖ It involves inflation or the increase of the price of basic commodities and services
affecting a large number of people.
❖ It involves an increase in unemployment or not having a job to earn one's living.
❖ It involves poverty caused by underlying factors such as lack of education, cultural and
religious discrimination, overpopulation, unemployment, and corruption.

Examples: Unemployment, Inflation, and Poverty

(In presenting the lesson, the teacher will play a video entitled “No Poverty” and
encourage the learners to listen and understand the video)

Link: https://youtu.be/A2O1HU6FMfk?si=Tfc9MTB40sFt3zlg

• What is the first development goal of the United Nations?

• What are the examples of Moral Issues?
• Is poverty the same for everyone? How is poverty described?
• Why is poverty a big challenge?

(The teacher will ask these questions above to test the students if they really understand the
lesson.)

D. Application

The teacher will ask the student to complete the semantic web below by supplying each
box with a word or phrase that gives solutions to social, moral, and economic issues. Tell them
to copy the semantic web and write their answers on a sheet of paper.
IV. EVALUATION

Directions: Read each question comprehensively, and pick out the letter of best answer. Write
your answers on a separate sheet of paper.

1. Which of the following is a primary indicator of an economic issue?

a) increased crime rate
b) rising dropout cases
c) differences in beliefs
d) high unemployment rate

2. Which of these factors is NOT part of a moral issue?

a) difference in beliefs or preferences
b) poor regard of the common good
c) lack of compassion for others
d) price increase in basic commodities

3. What kind of issue is presented in the following situation? Children die quietly in some of
the poorest villages on earth because the families cannot afford medical services.
a) social issue
b) moral issue
c) economic issue
d) psychological issue

4. Which of the following situations reveals a social issue?

a) A job seeker finds it difficult to land a job.
b) A family experiences financial crisis due to the pandemic.
c) A father resorts to stealing to support his family.
d) A community sees a surge in drug addiction cases.

5. What issue reflects the scarcity of resources which are deemed insufficient to satisfy human
wants and needs?
a) social issue
b) moral issue
c) economic issue
d) public issue

V. ASSIGNMENT

The teacher instructs students to listen to the Unemployment in the Philippines issue and
complete the sentence below. Visit this link to listen to the audio,
https://www.youtube.com/watch?v=sdsz-t540WI&t=72s. Write the answer on a ½ crosswise.

Based on my own understanding of the listening text, unemployment is __________________.

VI. REMARKS:

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____.

VII. REFLECTION

A. No. of learners who earned 85% in the evaluation

B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies work well? Why
did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Joy Jesica G. Bataan

Student

Reviewed and checked by:

Gladys P. Guzman
Instructor
 Semi- Detailed Lesson Plan
in English 8

I. OBJECTIVES

At the end of the lesson, the students will be able to:

a) Distinguish between definition and example context clues in sentences;
b) Determine the meaning of the unfamiliar vocabulary using definition and example context
clues.; and
c) Create sentences using definition and example context clues.
II. SUBJECT MATTER

Topic: Identifying Definition and Example Context Clues

Reference: Quarter 1 – Module 6: Definition and Example Context Clues
Materials: Slide Presentation, Sticky notes, markers

III. PRELIMINARIES

A. Preparation
• The teacher will ask a volunteer to lead the prayer; she will instruct the
students to arrange their chairs properly and to pick up pieces of paper.
• She will greet the class and start to check the attendance.

• Motivation
❖ The students will do the activity called “Mirror, Mirror” energizer.
❖ The teacher will break kids into partners. Designate one partner as the
“leader” and position the children so that they are facing each other.
❖ The leader positions their body and the other child mimics that position.
For instance, the leader may put one hand on their head and one hand on
their belly.
 ❖ After a minute or two, switch roles so that the mirror becomes the leader
and vice versa. This allows everyone to experience both roles.

• Review (After the energizer, the teacher will ask students about the previous
discussion and will have a brief recap about it)

B. Presentation of Objective

(Let the class read the objectives presented in the Slide Presentation)

At the end of the lesson, the students will be able to:

d) Distinguish between definition and example context clues in sentences;
e) Determine the meaning of the unfamiliar vocabulary using definition and example context
clues.; and
f) Create sentences using definition and example context clues.

IV. LESSON PROPER

A. Activity

The teacher will ask students to have their pairs and each pair will be given one
sticky note. They will be going to write two unfamiliar words they know. After that,
the teacher will ask three pairs to volunteer and present their answers in the class.

B. Analysis

• Why is it important to know unfamiliar words?

• How does our vocabulary help us to define a difficult word?

(In presenting the lesson, the teacher will encourage the students to write important points she
will be mentioning as she will let the students recap some details about the topic)

(Present the Slide Presentation to the class)

C. Abstraction

• What do context clues mean?

• What are the differences between Definition and Example in context clues?
• What are signal words for definition context clues?
• How can we identify if a certain context clue is a Definition or an Example?

(The teacher will ask these questions during the discussion to ensure that students grasp the
lesson well and note the important points.)
 D. Application

Instruct students to create TWO sentences using the context clues for definition and
examples. Make sure to tell them that they need to underline the unfamiliar word and its context
clue. Examples are given below as a guide.

DEFINITION EXAMPLE

1. COVID virus became a world-wide health 1. A pandemic, like flu and cholera, has its
risk. It is an illness caused by an infectious own pros and cons in a country.
disease.

YOUR ANSWER YOUR ANSWER

IV. EVALUATION

DIRECTIONS: Read and analyze the meaning of the underlined words. Do not forget to find
the context clues for you to answer easily. Write the letter of your answer on a piece of paper.

1. Priceless things, like friendship and love, cannot be bought with money.
A. It has a missing tag
B. It has no value
C. It has great value
D. It is made out of rice

2. Our new alarm system will wake up the entire neighborhood if an intruder, a person who
breaks in, tries to burglarize a house.
A. Paint or repair old buildings
B. Wear ones shoes on the wrong feet
C. Go where one is not wanted or doesn't belong
D. Be very noisy

3. Being inhibited, prohibited to do things freely, is challenging especially in curfew hours in

the city.
A. lives in a certain place
B. discouraged from spontaneous activity
C. itches or burns
D. helped to do something important

4. A society, which is a companionship or association with others, is very evident in its sense
in this pandemic crisis.
A. People living as members of a group.
B. Homes with messy floors.
C. The fastest runners.
D. People who are afraid of Girl Scouts.

5. As the summer sun sent scattered rays through the fields, the young carabaos stood frozen,
like statues and scare crows.
A. very cold
B. not moving
C. visible
D. not melted

V. ASSIGNMENT

On a sheet of paper, the teacher will ask students to write an essay. They will base their answers
on the guide questions provided.
1. Why are context clues important in understanding texts?
2. How this skill might help you in your studies or daily life?

Rubric

https://www.studocu.com/ph/document/university-of-nueva-caceres/ab-
psychology/essay-rubric/24149981
VI. REMARKS:

_____________________________________________________________________
___________________________________________________________________________
________________________________________________________________________.

VII. REFLECTION

A. No. of learners who earned 85% in the evaluation

B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies work well? Why
did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Joy Jesica G. Bataan

Student

Reviewed and checked by:

Gladys P. Guzman
Instructor
 Semi- Detailed Lesson Plan
in English 7
I. OBJECTIVES

At the end of the lesson, the students will be able to:

a) construct wh-questions correctly;
b) ask precise and appropriate questions on an issue; and
c) raise sensible, challenging, and thought-provoking questions through an interview.
II. SUBJECT MATTER

Topic: Asking Wh- Questions

Reference: Quarter 3 – Module 7: Asking Wh- Questions pp. 3-8
Materials: Slide Presentation, Handouts

III. PRELIMINARIES

A. Preparation
• The teacher will begin the class with a prayer, choosing a leader based on
the order of the class list. She will also ask the students to arrange their chairs
properly and pick up pieces of paper.
• She will introduce herself to the class and greet them. The teacher will also
account for her students who are absent.

• Motivation
❖ The teacher will tell the students that they'll be dancing and moving to
the rhythm of the music entitled “Better When I’m Dancing”
❖ Before playing the dance video instruct students to imitate the steps
shown to them and ask everyone to stand up and be ready to groove.

Source: https://youtu.be/DzfODFmrgdc?si=8UbjmURq4brmpPXw

• Review (After the energizer let the students have a 2-minute water break.
After that the teacher will then ask questions about their previous discussion)
B. Presentation of Objective

(Call a volunteer to read the objectives and use Slide presentation in presenting the objectives)

At the end of the lesson, the students will be able to:

a) construct wh-questions correctly;
b) ask precise and appropriate questions on an issue; and
c) raise sensible, challenging, and thought-provoking questions in a debate.

IV. LESSON PROPER

A. Activity

The teacher will introduce their activity called “Accent Challenge”. She will
Choose a topic or a set of discussion points that students will talk about during the
Accent Challenge. Then, compile a list of various accents or famous personalities that
students can attempt to imitate. She will present the faces of famous celebrities on the
slide presentation and allow volunteers to do the accent challenge of each artist.

B. Analysis

• What skills or techniques did you develop or improve upon while participating
in the Accent Challenge?
• What did you notice about your own speaking style when attempting different
accents?
• Were there any concerns or sensitivities you noticed while attempting certain
accents or imitating personalities?

C. Abstraction

Wh-Questions

Wh-questions begin with what, when, where, who, whom, which, whose, why, and how. We
use them to ask for information. The answer cannot be yes or no.

A: When do you finish high school?

B: Next year.

A: Who is your favorite actor?

B: Lee Min Ho for sure!

Forming Wh-Questions

With an auxiliary verb We usually form wh-questions with wh- + an auxiliary verb (be, do or
have) + subject + main verb or with wh- + a modal verb + subject + main verb:
Without an auxiliary verb

Note: When what, who, which, or whose is the subject or part of the subject, we do not use the
auxiliary. We use the word order subject + verb:

❖ What fell off the wall?

❖ Which horse won?
❖ Who bought this?
❖ Whose phone rang?

Thought-provoking questions - are questions that stir or cause a person to think

introspectively about matters, topics, or subjects that were not previously pondered about
questions asked when you want to spark a fascinating discussion about heavy topics.
Examples:
❖ How does the pandemic impact the global economy?
❖ What are some ways by which people from your community can make a difference
during the pandemic?
❖ How can we combat people’s misconceptions about COVID-19?

(The teacher will ask the questions below for the students to speak out about their
understanding of the lesson being discussed.)

• Based on what I have discussed earlier. Who can give me an example of w-h questions?
• What are those w-h questions that have auxiliary verbs?
• How about the w-h questions that do not use auxiliary verbs?
• What are the things you should consider in asking questions?

D. Application

The teacher divides the class into 4 groups and is tasked to perform an Interview. It could be a
formal interview or a talk show depending on their preference. Let them choose a topic that
can generate meaningful discussions. Instruct them that they should use Thought-provoking
questions for the duration of their performance. Give them 5 minutes to practice and show the
criteria for them to follow.
IV. EVALUATION

Directions: Identify each statement below as true or false. On your answer sheet, write T if the
statement is true; and F if it is false. Be guided by the tips on formulating sensible and thought-
provoking questions.

____1. When you raise a sensible and thought-provoking question, you are enabling
the discussion to be more in-depth and comprehensible.
____2. Asking a question not related to the topic being discussed is acceptable as
long as the question is thought-provoking.
____3. Beating around the bush would make you look smart and can make your
question thought-provoking.
____4. Looking for points of misunderstanding is one way of constructing a thoughtprovoking
question.
____5. Asking an intelligent question makes a person look smart and intimidating.
____6. Conducting a research is helpful in raising a sensible and thought-provoking
questions.
____7. One should be direct and concise in making a smart and thought-provoking
question.
____8. Examining a topic from different perspectives allows you to see areas that
need further clarification and discussion; thus, it enables you to come up
with a question that may stir an interesting and relevant discussion.
____9. Asking a question you already know the answer to is considered a smart move.
____10. Any question is considered sensible and thought-provoking.

V. ASSIGNMENT

Record yourself and share the things you have learned in today's lesson. Upload your
output on the Gdrive link below.

Link:https://drive.google.com/drive/folders/1U2t3uOzZ6NAZrHAd6Mngk7o6Yf9Wz-
wn?usp=drive_link

VI. REMARKS:
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________.

VII. REFLECTION

A. No. of learners who earned 85% in the evaluation

B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
 D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work well? Why
did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Joy Jesica G. Bataan

Student

Reviewed and checked by:

Gladys P. Guzman
Instructor