School Sisters of Mary School Grade Level 10

Teacher Kyla Mae C. De Leon Learning Area English

Time and Date 8:00 am-9:00 am/ Monday to Thursday Quarter First
ENGLISH 1
I. OBJECTIVE
The learner demonstrates understanding on how world literature and other text
types serve as ways of expressing and resolving personal conflicts, also how to
use strategies in linking textual information, repairing, enhancing communication
A. Content
public speaking, emphasis markers in persuasive texts, different forms of modals,
Standards
reflexive and intensive pronouns.

The learner composes a short but powerful persuasive text using a variety of
B. Performance persuasive techniques and devices.
Standards

EN10G-Ia-27: Use reflexive and intensive pronouns

At the end of the lesson, the students should be able to:
distinguish the difference between reflexive and intensive pronouns;
C. Learning
appreciate the use of reflexive and intensive pronouns to persuade
Competencies
others; and
construct sentences using reflexive and intensive pronouns.

II. CONTENT Reflexive and Intensive Pronouns

References:
1. Reflexive and Intensive Pronouns-Surviving English
III. LEARNING Retrieved from: Reflexive-and-Intensive-Pronouns-Notes-2ai9jqv-1kcl362.pdf
RESOURCES 2. Persuasive Essays Sample
Retrieved from: https://webs.um.es/lourdesc/miwiki/lib/exe/fetch.php

IV. PROCEDURES
Greetings
Classroom management
Checking of attendance
A. Preliminary
Review
Activities
The teacher will ask questions regarding the previous topic and call students
to answer the questions.

Activity: Group Yourselves Game

The class will be instructed to gather in the center of the classroom. The teacher
will be providing a pronoun and indicate a number in each round. Then, the
students should group themselves accordingly. The students who will not be able
to group themselves will be disqualified and take their seats. On the other hand,
the students who will be able to comply to the rule until the end of the game will
be considered winners.
Motivation

Motive Questions:
 Did you enjoy the activity?
 What have you realized in this activity?
 Did knowing the appropriate pronouns to refer to people help you in
playing the game? In what way?

B. Discussion: The teacher will discuss the difference between reflexive and intensive pronouns
and will provide examples using sentences.

 A reflexive pronoun has its antecedent as the subject of the sentence. It

completes the meaning of a sentence and generally cannot be left out.
 Example: Jerome knows himself very well.
Did you teach yourself music?

 An intensive pronoun is used to emphasize another word, its

antecedent. The intensive pronoun may come right after the noun or
pronoun it intensifies, or it may come near the end. Intensive pronouns
are not necessary to understand the meaning of the sentence, it can be
omitted and the sentence will keep its meaning.

Example: Angel herself hung the picture.

Mae painted the wall herself.

Then, the teacher will ask the students how these two types of pronouns can
help them to make a strong persuasive essay.

Activity:

The class will be divided in four groups. Each group will be given a copy of a
persuasive essay sample entitled “Why Students Should Eat Breakfast Every Day”
and will be tasked to find sentences with reflexive and intensive pronouns.

Activity 1. Underline the intensive and reflexive pronouns in each sentence and
identify its type.

1. Jack himself passed the test.

2. Ashley blames herself why her classmates lost the competition.
3. Did you make this artificial flower yourself?
4. He finished the project all by himself.
5. Tyler imagined himself driving a luxurious car.

C. Application: Activity 2. The students will be asked to construct 5 sentences for each type of
pronoun according to its use.

Reflexive Pronoun Intensive Pronoun

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

The teacher will ask the students about the lesson and briefly summarize the
lesson.

D. Generalization:
1. Differentiate reflexive and intensive pronouns.
2. Use reflexive and intensive pronouns in sentences.
3. How do reflexive and intensive pronouns help in creating persuasive essays?

E. Evaluation The students will be tasked to make their own short persuasive essay. The text
should be composed of 3 reflexive pronouns and 3 intensive pronouns. The
essay will be graded according to the set criteria. The students will be graded
according to the following criteria:

Criteria:
 Accuracy – (30%)
 Content – (25%)
 Grammar – (25%)
  Creativity – (20%)

For further comprehension of the lesson, the students will be tasked to write a
product promotion with the use of reflexive and intensive pronouns. There
F. Assignment
should be minimum of 5 pronouns for each type.

Social Interaction Theory

In this lesson plan, the teacher implemented group activities to let students associate with others. These
interactive activities will improve students’ communication skills as they ought to converse with one
another or to brainstorm. Moreover, their knowledge about the lesson or specifically language will
broaden as they learn from other people around them.

Monitor Model

This lesson plan also incorporates the monitor model as it allows the students to use their
metacognition in the learning process. This theory was manifested through the use of questioning
method to help them improve their critical thinking and for them to assess their level of understanding
about the lesson. In addition, there is provision of criteria in their activity for them to be aware and be
goal-oriented.

Prepared by:

Kyla Mae De Leon

BSEd-2B

School Sisters of Mary School Grade Level 7

Teacher Kyla Mae C. De Leon Learning Area English
Time and Date 8:00 am-9:00 am/ Monday to Thursday Quarter Third
ENGLISH 8
V. OBJECTIVE
The learner demonstrates understanding of: Philippine literature in the period of
Emergence as a tool to assert one’s identity; strategies in listening to and viewing
D. Content
of informative and short narrative texts; world relationships and associations;
Standards
informative speech forms; and use of direct/ reported speech, passive/ active
voice, simple and past perfect tenses, and sentence connectors.
The learners transfer learning by: showing ways of asserting one’s identity;
comprehending informative and short narrative texts using schema and
E. Performance appropriate listening and viewing strategies; expressing ideas, opinions, and
Standards feelings, through various formats; and enriching written and spoken
communication using direct/reported speech, active or passive voice, simple past
and past perfect tenses and connectors correctly and appropriately.
EN7G-III-h-3: Use the past and past perfect tenses correctly in varied contexts
At the end of the lesson, the students should be able to:
F. Learning Identify the correct usage of past and past perfect tenses;
Competencies appreciate the use of past and past perfect tenses in narrating stories;
and
construct sentences using past and past perfect sentences.
VI. CONTENT Simple Past and Past Perfect Tenses
VII. LEARNING References:
RESOURCES 1. Simple past or past perfect tense grammar exercises worksheet.pdf
VIII. PROCEDURES
Greetings
Classroom management
G. Preliminary Checking of attendance
Activities Review
The teacher will ask questions regarding the previous topic and call students
to answer the questions.
Activity: Bring Up the Past Game
The class will be divided in two groups. There will be one player from each group
in every round. Players should not be repeated and every student must be
involved in the game. The teacher will provide a verb for each round and the
players will race to write the past tense of the given word in the board.
Motivation
Motive Questions:
 Did you enjoy the activity?
 What have you realized in this activity?
 Are you familiar with the given verbs and its past tense?

The teacher will provide examples of sentences using simple past and past
perfect tense and will let the students to analyze which sentences used simple
past and past perfect tenses. Then, the teacher will discuss the definition and the
correct usage of simple past and past perfect tenses in sentences.

Simple Past Tense

 I watched television last night.
 Kyle painted the fence all day long yesterday.

Past Perfect Tense

 I had eaten dinner before they came.
 Jelly had seen that film before it was on television.
H. Discussion:

Conclusion:
 Simple past tense is used to express action or actions started and finished
at as specific time in the past. On the other hand, past perfect tense is
used to express that an action or actions happened before something
else happened.

Activity:

Each student will be given a copy of short narrative essay entitled “Lost at the
Zoo”. Then, the teacher will instruct the students to find verbs that are in simple
past and past perfect tenses in the narrative text.
The students will be asked to construct 5 sentences for each type of verb tense
according to its use.

Simple Past Tense Past Perfect Tense

I. Application:
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

J. Generalization: The teacher will ask the students about the lesson and briefly summarize the
 lesson.

1. Differentiate simple past and past perfect tenses.

2. How to use simple past and past perfect tenses of the verb in sentences?
3. How do simple past and past perfect tenses of the verb help in creating
narrative essays?

The students will be tasked to make their own short narrative essay. The students
K. Evaluation should use 5 verbs in simple past tense and 5 verbs in past perfect tense. The
essay will be graded according to the criteria.
For further comprehension of the lesson, the students will be tasked to find a
L. Assignment narrative essay in the internet and to write down the verbs in simple past and
past perfect tenses that can be found in the text.

Theory: Nativism

This lesson plan uses inductive method upon teaching the lesson to the students. The small details are
presented first followed by analyzation and generalization of the topic. In this way, the thinking strategies of
the students will be enhanced and their language learning capacity will be nurtured which is innate to the
students according to the nativism theory.

Prepared by:

Kyla Mae De Leon

BSEd-2B