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1670318224828_1670318200194_DETAILED LESSON PLAN ABOUT PRONOUN- TOLENTINO.docx

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1670318224828_1670318200194_DETAILED LESSON PLAN ABOUT PRONOUN- TOLENTINO.docx

  1. 1. DETAILED LESSON PLAN ABOUT PRONOUN Prepared by: Tolentino, Sheira Mae P. TIME: DATE: YEAR LEVEL: GRADE 7 I. Standards, Competencies, and Objectives Content Standard : Performance Standard : Learning Competency : Objectives : At the end of 60 minutes period, the students will be able to: a. Identify the pronoun/s in the sentences; b. Complete the given sentences with the correct pronoun; c. Appreciate the importance of pronoun in constructing a sentence. II. Subject Matter Topic: Pronoun Reference: College English for Today Book 1 Skills: Reading, Writing, Speaking, Listening, Viewing Materials: Cartolina, Markers, Laptop, Pen, Visual aids, Paper Values: Participation, Focus and Cooperation III. Procedure
  2. 2. TEACHER’S ACTIVITY STUDENTS ACTIVITY  Preliminary activities a. Greetings Good morning class! How are you today? That’s good to hear. b. Prayer To start our class this morning let us pray first. May I call on Ms. Insipido to lead a prayer. Thank you, Ms. Insipido. c. Checking of Attendance Who is your class secretary? Okay, miss Languido, kindly check the attendance of your classmate and tell me who is absent today. Wow. Very good class. I guess you are excited to learn from our discussion today for you are all present. d. Classroom Reminders/Rules Our classroom rules are: first, don’t answer in chorus. If you want to answer, just raise your right hand. Second, Don’t talk if someone’s talking or answering. Lastly, respect your classmates' answers. Is that clear to you class?  Review For the recap, who can still remember and enumerate our topic yesterday? Good morning, teacher Tolentino. We’re fine ma’am. Let us all stand, close our eyes and bow our heads. Our Father, who art in heaven; Hallowed be Thy name. Thy kingdom come. Thy will be done on earth as it is in heaven. Give us this day our daily bread. And forgive our trespass against us. And lead us not into temptation. But deliver us from evil. Amen. Languido is our class secretary ma’am. No one is absent ma’am. We are all present. Yes ma’am. Our topic for yesterday was all about the “FIVE BASIC SENTENCE PATTERN” 1. Subject + Linking Verb+ Complement (S-LV-C)
  3. 3.  Motivation Before we proceed to our next lesson, I will show to you a paragraph with missing words and all you have to do is to complete it. Are you now ready? That’s great. Now here’s your paragraph. James and Mary were siblings. One day _____ returned from school. _____ were very hungry and went into the kitchen. _____ wanted to eat something. In the kitchen _____ saw a cat. It was drinking the milk mother had kept for _____. James ran out screaming. _____ was scared. _____ was always afraid of cats. Mary was a brave girl. _____ was not afraid of anything. _____ shooed the cat away. _____ ran out. James saw the cat running out. _____ came back into the kitchen. _____praised Mary for her courage. Mary thanked _____. What are the missing words in the paragraph? Awesome, let’s give everyone a barangay clap. 2. Subject+ Intransitive Verb (S-IV) 3. Subject + Transitive Verb + Direct Object (S-TV-DO) 4. Subject+ Transitive Verb+ Indirect Object + Direct Object (S-TV-IO-DO) 5. Subject+ Transitive Verb+ Direct Object+ Object Complement (S-TV-DO-OC) Yes ma’am, we are ready. The missing words in the paragraph ma’am are: James and Mary were siblings. One day they returned from school. They were very hungry and went into the kitchen. They wanted to eat something. In the kitchen they saw a cat. It was drinking the milk mother had kept for them. James ran out screaming. He was scared. He was always afraid of cats. Mary was a brave girl. She was not afraid of anything. She shooed the cat away. She ran out. James saw the cat running out. He came back into the kitchen. He praised Mary for her courage. Mary thanked him. (The students are performing barangay clap,)
  4. 4. A. Activity For our activity, I will group you into three. With the use of the words you filled up in the last activity, group 1 will present it through short action drama, group 2 will present it through pageant and group 3, through reporting. And before you start with your presentation, every group will present first a short yell. Is that clear class? For this activity, here’s the rubrics (showing the rubric) I will give you 3 minutes to prepare. Your time is up. Let’s start with the group 1. Let’s give them a “Let’s Go Clap” That was an amazing presentation, congratulations group 1, and now let’s proceed to the second group. Once again, let’s give them a “Let’s Go Clap”. Awesome, let’s give them a “Barangay Clap”. Congratulations group 2 and now let us proceed to the last group. Another “Let’s Go Clap” for them. Well done class. You did a great job. Let’s give everyone a “Barangay Clap.” B. Analysis What are your thoughts about our activity? Why do we replace nouns with pronouns? Do you have some idea of what could be our topic for today? C. Abstraction Yes ma’am. (The students are busy preparing their presentation within 3 mins.) (The group 1 is performing their action drama) (The group 2 performing pageant) (The group 3 performing their report). (The students are performing a barangay clap). My thoughts in our activity is that we replace the noun into pronoun. We replaced nouns with pronouns to make our sentences clearer, less awkward, and smoother. Our topic for today probably, it’s all about pronoun.
  5. 5. Very good class. Definitely yes, our topic today is all about pronoun and its kinds. A pronoun is a word that can replace a noun in a sentence. For example, in the sentence I love my dog because he is a good boy, the word he is a pronoun that replaces the noun dog. Generally speaking, pronouns allow us to shorten our sentences and make them sound less repetitive. There are many different types of pronouns, each serving a different purpose. Keep reading for the different types of pronouns that you're likely to encounter in your reading and conversations.  Personal pronouns function as a substitute for a person's name. Subject pronouns replace the name of the subject of a sentence, while object pronouns replace the name of the object. The main personal pronouns are:  Possessive pronouns show ownership or possession of a noun. They replace a noun that typically has an apostrophe and "s" after it (such as "Bethany's"). There are two types of possessive pronouns: possessive determiners that can function as pronouns, and independent possessive pronouns, which refer to a previously stated noun.
  6. 6. Notice that the possessive determiners always come before a noun, while the independent possessive pronouns can stand alone. The two possessive pronouns that are the same in both cases are his and its — the words are spelled the same no matter how you use them as a pronoun (with no apostrophe in its).  Indefinite pronouns don't point to particular nouns. We use them when an object doesn't need to be specifically identified. There are singular indefinite pronouns that function as singular nouns, and plural indefinite objects that function as plural nouns. There are also some indefinite pronouns that function both ways.  Interrogative pronouns have the same form as relative pronouns, but they ask a question. Some people confuse interrogative pronouns with interrogative determiners, which come before a noun.
  7. 7. However, like all pronouns, interrogative pronouns must replace a noun. It may seem like there are words missing from this list, such as where and why. However, they are not interrogative pronouns — they are adverbs that describe more about verbs.  Reflexive pronouns replace the object of a sentence when it refers to the same person or item in the subject. They usually follow the verb in the sentence, but can also follow a preposition. These pronouns end in -self (singular reflexive pronouns) or -selves (plural reflexive pronouns). If you replace these pronouns with the nouns in the sentence, they are still correct, but they're more awkward. "Nadine taught Nadine Spanish" is more confusing to read than "Nadine taught herself Spanish."  Intensive pronouns, also known as emphatic pronouns, emphasize or intensify nouns and pronouns. They take the same form as reflexive pronouns, but unlike reflexive pronouns, they're not essential to the sentence. You usually find them right after the noun they're intensifying.
  8. 8. If you remove intensive pronouns from the sentence, it still makes sense. However, intensive pronouns help to emphasize the important part of the sentence, so they are still helpful to include.  Demonstrative pronouns take the place of a noun that's already been mentioned. Demonstrative pronouns can be singular or plural. There are five of them, and they can also function as demonstrative adjectives. Demonstrative pronouns can also function as demonstrative adjectives. For example, in the sentence "Neither fits me," neither is functioning as a pronoun. If you add a noun into the sentence, such as "Neither dress fits me," neither now functions as an adjective that describes the dress. D. Application Is there any clarification? Question? Violent reaction regarding our discussion? There’s none question ma’am.
  9. 9. If you don’t have any questions it’s now the time to have an application of what you learn. For our activity, all you have to do is to complete the sentences using the correct pronouns. 1. The doctor ____ answered the call. 2. I saw the old lady fall and hurt _____. 3. Carina is combing _____ hair. 4. My friend and _____ like to eat Chinese food. 5. Elena poured _____ a cup of coffee. With this activity I will give you 10 minutes to answer. Your 10 minutes start now. Your time is up. Exchange your paper with your seatmates and let us check your answers. What is the answer in number 1? Very good, how about in number two? In number three? How about in number four? Awesome! What’s the answer in number five? Excellent, you did your best class. Now return the paper to the owner. I’m glad that almost all of you got the perfect score. Congratulations everyone. 1. The doctor whom answered the call. 2. I saw the old lady fall and hurt her. 3. Carina is combing her hair. 4. My friend and I like to eat Chinese food. 5. Elena poured her a cup of coffee. Thank you ma’am. IV. EVALUATION Now that you’ve done well with the application, it’s evaluation time. Are you now ready, class? Get a ½ sheet of a paper and answer the following: A. Identify the pronoun/s in the sentence. 1. What is on your mind? 2. Lita, you will have to solve this problem by yourself. 3. I shall type the manuscript. 4. Somebody forgot to turn off the light. Yes ma’am.
  10. 10. 5. The girl whom you spoke with is here. For your second activity: B. Complete the given sentences with the correct pronoun. (this, these) 1. He wants ____ sandwich. (He, She) 2. ____ played her favorite doll. (What, Who) 3. ____ are you doing? (herself, myself) 4. I don’t regard ____ a good paint. (We, Our) 5. ____ all admire courage. Through this, let’s evaluate how far you’ve learned from our discussion this morning. Once again, I will only give you five minutes to finish this activity. Your five minutes start now. Time is up. Just pass all your papers forward and give it to me. I’ll be the one to check it. (The students are answering the evaluation activity within five minutes). (The students are passing forward their papers.) V. Assignment. Okay class, for your assignment to be submitted next meeting get your assignment notebook and research and study in advance about adverbs. Write your research in a one whole sheet of a paper. Are you done copying? Before we end our class this morning, I would like to say, “STUDY MORE SO THAT YOU WILL LEARN MORE.” That’s all. May God bless you and keep you safe. (The students are taking down notes about their assignment.) Yes ma’am.

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