Semi-detailed
Lesson Plan
Week 1, dated September 11-14, 2023 (MTWTh)
Prepared by Miss Emily M. Domingo
(Substitute teacher)
ORAL COMMUNICATION (Day 1)
I. OBJECTIVES: At the end of the lesson the students are expected to:
Identify the various models of communication through description.
II. SUBJECT MATTER
Topic: The Various Models of Communication
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly
B. Motivation
Activity: Matching Type
The students will identify models of communication through description.
C. Lesson Proper
Models of communication-explains and illustrate how the communication
process of communication works
8 VARIOUS Models of communication (1st 4)
1. Transactional model
2. Shannon-weavers model
3. Schramm model
D. Activity (think-pair-share)
The students are going to group themselves by pair then identify models of
communication through description.
E. Generalization
The teacher will ask the student to summarize the topic
.
IV. EVALUATION
The students will Identify the various model of communication through
description.
choices:
a. Aristotle model
b. Shannon-weavers model
c. Schramm model
1. Also called a circular model of communication.
2. The speaker must persuade his audience by his speech and analyze the
students before he speaks to them.
3. Also called telephone model.
4. It focuses in public speaking.
5. Used for interpersonal communication.
6. This model showed how a message is transferred from the sender to the
receiver.
7. Noise is the introduced as concept of this particular model.
8. It the earliest model of communication.
9. The roles of both communications reverse each time in the communication
process.
10. Both the sender and the speaker both have the same field of experience.
V. ASSIGNMENT
The students are going to research the other 4 remaining models of
communication.
ORAL COMMUNICATION (Day 2)
I. OBJECTIVES: At the end of the lesson the students are expected to:
Discuss the various models of communication through description.
II. SUBJECT MATTER
Topic: The Various Models of Communication
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly
B. Motivation
Activity:
The students will discuss the various models of communication through description.
C. Lesson Proper
Models of communication-explains and illustrate how the communication
process of communication works
7 VARIOUS Models of communication
1. Aristotle model
2. Transactional model
3. Shannon-weavers model
4. Schramm model
5. Eugene white model
6. Berlo's model
7. Helical
D. Activity (think-pair-share)
The students are going to group themselves by pair then discuss the various models
of communication through description.
E. Generalization
The teacher will ask the student to summarize the topic
.
IV. EVALUATION
The students will discuss the various model of communication through
description.
Choices:
a. Schramm model
b. Eugene white model
c. Berlo's model
d. Helical
1. The model is a like a spring that goes upwards and downwards.
2. A circular and continues, without beginning or end.
3. It takes into account the emotional aspect of the message.
4. Also known as cynical model.
5. Developed by Frank Dance in 1967.
V. ASSIGNMENT
The students are going to further research the topic.
ORAL COMMUNICATION (Day 3)
I. OBJECTIVES: At the end of the lesson the students are expected to:
Execute the various models of communication through role play.
II. SUBJECT MATTER
Topic: The Various Models of Communication
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
F. Preparation
Greet the students and ask them to seat properly
G. Motivation
Activity: GROUPINGS
The students will execute the various models of communication through role play.
H. Lesson Proper
Models of communication-explains and illustrate how the communication
process of communication works
8 VARIOUS Models of communication
1. Aristotle model
2. Transactional model
3. Shannon-weavers model
4. Schramm model
5. Eugene white model
6. Berlo's model
7. Helical
I. Activity (think-pair-share)
The students are going to group themselves by pair then execute the various models
of communication through role play.
J. Generalization
The teacher will ask the student to summarize the topic
.
IV. EVALUATION
The students will execute the various model of communication through role play.
V. ASSIGNMENT
The students are going to further research the topic.
ORAL COMMUNICATION (Day 4)
VI. OBJECTIVES: At the end of the lesson the students are expected to:
Demonstrate the various models of communication through examples.
VII. SUBJECT MATTER
Topic: The Various Models of Communication
Materials: PPT, TV, pen, Manila paper and etc.
VIII. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly
B. Motivation
Activity: GROUPINGS
The students will demonstrate the various models of communication through
examples.
C. Lesson Proper
Models of communication-explains and illustrate how the communication
process of communication works
9 VARIOUS Models of communication
8. Aristotle model
9. Transactional model
10. Shannon-weavers model
11. Schramm model
12. Eugene white model
13. Berlo's model
14. Helical
D. Activity (groupings)
The students are going to group themselves then will demonstrate the various
models of communication through examples.
E. Generalization
The teacher will ask the student to summarize the topic
.
a. EVALUATION
The students will demonstrate the various models of communication through
examples.
b. ASSIGNMENT
The students are going to further research the topic.
READING ACADEMIC PURPOSES (Day 1)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Differentiate academic text from non-academic text using the information of their
characteristic.
II. SUBJECT MATTER
Topic: Academic text vs. Non-academic test
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly.
B. Motivation
The students will differentiate academic text from non-academic text using the
information of their characteristic.
C. Lesson proper
Nature and characteristic of an Academic text
Academic text – is a written language that provides information, which
contain ideas and concepts that are related to the particular discipline.
Academic Text Non – academic Text
is intended for the scholarly and is intended for the general public
the research community in society in society
D. Activity
The students are going to group themselves then differentiate academic
text from non-academic text using the information of their characteristic.
Everyday events
Scholarly audience
Related literature
Research paper, reports
Public
To information and/or validate idea
Contains slang and colloquialism
Introduction-body-conclusion
Diaries, informal essays
Formal
To entertain
Subjective
No fixed structure
objective
Characteristic Academic Text Non – academic Text
Audience
Purpose
Structure
Language
Style
Source of content
Examples
E. Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to differentiate academic text from non-academic text
using the information of their characteristic.
V. ASSIGNMENT
The students are going to further research the topic.
READING ACADEMIC PURPOSES (Day 2)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Identify the Nature and characteristic of an Academic text through examples.
II. SUBJECT MATTER
Topic: Nature and characteristic of an Academic text
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly.
B. Motivation
The students will identify Nature and characteristic of an Academic text through
examples.
C. Lesson Proper
Nature and characteristic of an Academic text
Academic text – is a written language that provides information, which
contain ideas and concepts that are related to the particular discipline.
Structure – is used by an academic text is consist of three parts introduction,
body, and conclusion.
Tone – refers to the attitude conveyed in a piece of writing.
Language – it is important to use unambiguous language.
Citation – citing sources in the body of the paper and providing a list of
references as either footnotes or endnotes is a very important aspect of an
academic text.
Complexity – an academic text addresses complex issues that require higher
order thinking skills to comprehend.
Evidence - based Arguments – what is valued in an academic text is that
opinions are based on sound understanding of the pertinent body of
knowledge and academic debates that exists within, and often external to a
specific discipline.
Thesis driven – the starting point of an academic text is a particular
perspective, idea or position applied to the chosen research problem, such as
establishing, proving, or disapproving solutions to the questions posed for the
topic.
Features of academic texts
Purposes in reading academic Text
Factors to consider in writing academic text
D. Activity (think-pair-share)
The students are going to group themselves by pair then identify identify
Nature and characteristic of an Academic text examples.
E. Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to identify Nature and characteristic of an Academic
text.
V. ASSIGNMENT
The students are going to further research the topic.
READING ACADEMIC PURPOSES (Day 3)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Differentiate social from academic language and its characteristics using graphic
organizer.
II. SUBJECT MATTER
Topic: Academic Language
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly.
B. Motivation
The students will be presented graphic organizer then differentiate social
from academic language and its characteristics from it.
C. Lesson Proper
ACADEMIC LANGUAGE – is the language needed by students to do
the work in schools.
Social language – is the set of vocabulary that allows us to
communicate with others in the context of regular daily conversations.
Social language Academic language
In everyday interaction in In textbooks, research papers,
spoke/written form conferences in spoken/written
form
For everyday conversation Used in school/work
conversation
Used to write to write to friends, Appropriate for written papers,
family, or for other social classroom homework
purposes
Informal, such as words like Very formal and more
"cool guy", kidding sophisticated in its expressions,
such as words like appropriate,
studies, implementation.
Can use as slang expressions Don’t use slang
Can be repetitive Uses a variety of terms
Can use phrases Uses sentences
Sentences don’t follow grammar Sentences begin with appropriate
convections necessarily with transitions, like, moreover or in
phrases," like you're hungry?" addition
Characteristic of Academic Language
D. Activity (think-pair-share)
The students are going to differentiate social from academic language and
its characteristics using graphic organizer.
E. Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to differentiate social from academic language and
its characteristics using graphic organizer.
V. ASSIGNMENT
The students are going to further research the topic.
READING ACADEMIC PURPOSES (Day 4)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Evaluate the language of samples of academic text from various discipline.
II. SUBJECT MATTER
Topic: Academic Language
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
F. Preparation
Greet the students and ask them to seat properly.
G. Motivation
The students will be presented samples of academic text from various discipline
then evaluate the language being used (see page 9 of Eng. For Academic and Prof.
purposes, Module 1).
H. Lesson Proper
ACADEMIC LANGUAGE – is the language needed by students to do
the work in schools.
Social language – is the set of vocabulary that allows us to
communicate with others in the context of regular daily conversations.
I. Activity
The students are going to evaluate the language of samples of academic text from
various discipline.
J. Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to evaluate the language of samples of academic text from
various discipline.
V. ASSIGNMENT
The students are going to further research the topic.
CREATIVE WRITING/MALIKHAING PAGSULAT (Day 1)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Differentiate imaginative writing from technical writing through examples.
II. SUBJECT MATTER
Topic: Imaginative writing versus technical writing
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly.
B. Motivation
The students will be presented examples of writing then they must differentiate
imaginative writing from technical writing through example.
C. Lesson Proper
Creative writing – is additionally called art of constructing up. Its any
writing that doesn’t follow the traditional skilled, print media, tutorial
or technical types of literature, usually known by a stress on narrative
crafts, character development and therefore the use of literary troupes
or with numerous traditions of poetry and literary study.
D. Activity
The students are going to differentiate imaginative writing from technical writing
through example.
E. Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to differentiate imaginative writing from technical writing
through example.
V. ASSIGNMENT
The students are going to further research the topic.
CREATIVE WRITING/MALIKHAING PAGSULAT (Day 2)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Cull creative ideas from experiences and utilize language to evoke emotional and
intellectual responses from readers.
II. SUBJECT MATTER
Topic: Sensory Details
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly.
B. Motivation
The students will cull creative ideas from experiences and utilize language to
evoke emotional and intellectual responses from readers.
C. Lesson Proper
Sensory details – the writer's ability to produce a strong and
memorable story has much to do with appealing our five senses.
Writers use the sense of sight, sound, touch, smell and, taste to arouse
a reader's interest. When sensory details are being added to writings,
your readers can personally experience whenever you are trying to
describe, let them remember of their own experience, giving the
writing a universal feel. Without using sensory details, stories would
fail to come to real life.
D. Activity
The students are going to cull creative ideas from experiences and utilize
language to evoke emotional and intellectual responses from readers.
Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to cull creative ideas from experiences and utilize
language to evoke emotional and intellectual responses from readers.
V. ASSIGNMENT
The students are going to further research the topic.
CREATIVE WRITING/MALIKHAING PAGSULAT (Day 3)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Use imaginary in a language through examples.
II. SUBJECT MATTER
Topic: Language: Imagery
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
D. Preparation
Greet the students and ask them to seat properly.
E. Motivation
The students will use imaginary in a language through examples.
F. Lesson Proper
Image – is a representation of an experience or object perceived through the
senses – sight, smell, taste, touch and hearing. Mental picture stimulated by words
that appeal to sense.
Imagery – refers to the visual pictures within a work produced verbally, through it
is often defined more broadly to include sensory experience, other than the visual.
Categorized into FIVE types
1. Visual imagery
2. Auditory imagery
3. Olfactory imagery
4. Tactile imagery
5. Gustatory imagery
D. Activity
The students are going to use imaginary in a language through examples.
Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to use imaginary in a language through examples
V. ASSIGNMENT
The students are going to further research the topic.
CREATIVE WRITING/MALIKHAING PAGSULAT (Day 4)
I. OBJECTIVE: At the end of the lesson the students are expected to:
Use diction in a language through examples.
II. SUBJECT MATTER
Topic: Language: Diction
Materials: PPT, TV, pen, Manila paper and etc.
III. PROCEDURE
A. Preparation
Greet the students and ask them to seat properly.
B. Motivation
The students will use diction in a language through examples.
C. Lesson Proper
DICTION – is the authors choice or selection of words; the artistic
arrangement that words constitute.
What is diction error – is a wrong word error. It is a word that almost
sounds right. Example We interviewed perspective candidate.
D. ACTIVITY
The students are going to use DICTION in a language through examples.
Generalization
The teacher will ask the student to summarize the topic.
.
IV. EVALUATION
The students are going to use diction in a language through examples
V. ASSIGNMENT
The students are going to further research the topic.
