A Detailed Lesson Plan in English
For: Grade 11
I. Objectives
By the end of the lesson, the students shall have:
a. given characterization to prepositional phrases through definition and sentential samples;
b. constructed sentences using prepositional phrases;
c. written a composition on the theme, My Relationship with God using prepositional phrases;
d. inferred the value of establishing relationship with God.
II. Subject Matter
Prepositional Phrases
III. Materials
a. lyrics of the song/video clip
b. LCD projector
c. power point presentation
e. hand-outs
f. textbook
g. chalkboard and chalk/ whiteboard and board marker
References:
Baraceros, Esther, L., English Plus Communicative - Functional Grammar, Quezon City, Philippines: Rex
Book Store, Inc., 2005, pp. 48-52
IV. Procedure
Teachers Activity
Students Activity
A. Preparation
Prayer
Motivation
The teacher distributes copies of the lyrics of the
song to the students.
The teacher asks the students to listen intently to
the message and tune of the song.
The students listen intently to the message and tune
of the song.
Youll Never Walk Alone
By: Rodgers and Hammerstein
When you walk through a storm
Hold your head up high
And dont be afraid of the dark
At the end of the storm is a golden sky
And the sweet silver song of the lark
Walk on through the wind
Walk on through the rain
Though your dreams be tossed and blown
Walk on, walk on, with hope in your heart
And youll never walk alone
Youll never walk alone
The students sing the song.
The teacher asks the students to sing/read the song.
What is the message of the song- what does the
word storm stand for?
Do you agree with the song that we should walk on
with hope in our hearts as we walk through the
storm? Why or why not? When no one knows how
we feel, to whom do we confide our problems?
What is the meaning of the line, at the end of the
storm is a golden sky? What does this imply in our
life as we face challenges, trials, and problems?
The message of the song seems to enlighten
someone who feels troubled.
Yes. We should have hopes in our hearts in times of
tribulations/problems. We usually confide our
problems to the Lord through a prayer.
The line at the end of the storm is a golden sky
means that after a depressing and challenging point
in our life comes happiness, comes strength- for the
Lord blesses those who are troubled and
strengthens them through His words. Moreover, He
does not give us problems or predicaments that we
can never and will never bear.
Yes. It is deeply inspiring!
Did you like the song? Why or why not?
There are some italicized words.
As you read the lyrics, what did you notice?
They seem to contain words that indicate
direction/association.
What can you say about the italicized phrases?
Words like through, of, at, and with are called
prepositions.
How do you call words like through, of, at, and
with?
We call them prepositional phrases.
How do we call phrases that contain prepositions?
B. Presentation
1. Statement of the Aim
Today, we will have a lesson on prepositional
phrases.
The teacher engages the students in a grammar
analysis of the song.
The teacher asks the students to identify the
prepositional phrases in the song.
through a storm
of the dark
When you walk through a storm
at the end of the storm
Hold your head up high
of the lark
And dont be afraid of the dark
through the wind
At the end of the storm is a golden sky
through the rain
And the sweet silver song of the lark
with hope in your heart
Walk on through the wind
Walk on through the rain
Though your dreams be tossed and blown
Walk on, walk on, with hope in your heart
And youll never walk alone
Youll never walk alone
2. Comparison and Contrast of Concepts
The teacher presents another set of sentences-
Under the table was the response of the janitor.
The bag under the table belongs to me.
The janitor got the bag under the table.
The teacher asks the students to compare and
contrast the three sentences as to the grammatical
function of prepositional phrase embedded therein.
It functions as a noun.
What is the grammatical function of the
prepositional phrase under the table in the first
It functions as an adjective.
sentence?
What is the grammatical function of the
prepositional phrase under the table in the second It functions as an adverb.
sentence?
What is the grammatical function of the
prepositional phrase under the table in the third
sentence?
3. Exemplification of Concepts
Along the river bank is an array of coconut trees.
The girl with a chocolate looks comfortable.
The teacher asks the students to give sentences with
prepositional phrases having the same grammatical
function as a noun, an adjective, and an adverb.
4. Generalization
The teacher asks the students to give definitions to
prepositional phrases based on their schema.
The Volkswagen car runs at a slow speed.
A prepositional phrase that is made up of a
preposition as the initial part, and a noun or a
pronoun as its object and with or without its
modifier.
A prepositional phrase may function as a noun, an
adjective, or an adverb.
The teacher asks the students the three main
functions of prepositional phrases.
C. Application
Telling Directions. Study the map and describe how
to go from one place to another.
Example: From Park to Cinema 1:
Go down LIM Street past the High School.
Go across 6th Street and turn right.
Go along 6th Street past the Restaurant. Cinema 1 is
just after this restaurant.
*Please see attachment of the map at the last page
of this lesson plan.
1. From City Hall to the Tennis Court
2. From You and I to the Department Store
3. From the Park to You and I
4. From the Police Station to the Drugstore
5. From the Bookstore to the Library
6. From the Post Office to You and I
7. From the Park to the Church
8. From You and I to the Police Station
V. Evaluation
Discourse Application through Pair Work.
Simulate a scene where there are visitors in the academia who would ask for directions. Use correct
prepositions in giving directions.
Suggested Gambits:
a. Excuse me, can you tell me how to get to the Audio Visual Room of your school?
b. Pardon me, where is the gymnasium?
c. Excuse me, is this the way to the Principals office?
d. Excuse me, can you tell me how far Science Laboratory is from the Library?
e. Pardon me, can you tell me where the Clinic is?
Pair Work- Graphical Representation.
Use correct prepositions in giving directions to your partner so that he can do these activities successfully.
Activity 1. Draw each figure as directed. Do it in the space provided.
Examples:
Put a star in a square.
Draw letter Y in a circle.
First Set
1. Put a small circle inside a big circle.
2. Draw a square below a cross.
3. Put a triangle between two circles.
4. Draw two parallel lines with a circle at the tip of a line.
5. Print your name in the middle of a circle.
6. Put three dots on top of an oblong.
7. Put a cross with a round base in the center of a square.
Second Set (Write your answers inside the rectangle.)
1. Draw a circle as big as a five-peso coin immediately below the top borderline of the rectangle in the
next page.
2. Draw another circle as big as your fist immediately below the circle you drew.
3. Draw a small triangle in the middle of the first circle you drew.
4. Put two dots inside the lower part of your triangle.
5. Draw 4 one-inch zigzag lines going upward from the topmost part of the very first circle you drew.
6. Draw a small square below the triangle.
7. Write capital M and Y on top of zigzag lines.
8. Draw two straight parallel lines, starting from the base of your bigger circle to the lowest borderline of
the rectangle
9. Draw an inverted big V at the lower tips of the parallel lines.
10. Attach big C in the middle left side of the first circle you drew and an inverted big C facing left side in
the middle right side of the circle.
11. Draw a dot on the upper left side of the triangle and another dot on the upper right side of it.
12. Form a word about yourself with these letters- F-L-E-S, and write the newly formed word inside the
biggest circle.
13. Write the words I LOVE two centimeters above M and Y.
14. Give a final look at your drawing then chuckle to your hearts content.
VI. Assignment
Write a three-paragraph composition or a three-stanza poem on the theme My Relationship with God. Use
prepositional phrases.
Prepared by:
Teacher I
Rubric for the Composition
GRAMMAR
Few (if any) noticeable
grammar or word order
errors
of
Some errors of grammar of word order
which do not, however, interfere with
comprehension
Errors of grammar or word order fairly
frequent
Errors of grammar or word order
frequent;
efforts
of
interpretation
sometimes required on readers part
Errors of grammar or word order very
frequent; reader often has to rely on own
interpretation
Errors of grammar or word order so
severe as to make comprehension
virtually impossible
Uses of vocabulary and idiom rarely (if at
all) distinguishable from that educated
native writer
Occasionally uses inappropriate terms or
relies on circumlocutions; expression of
ideas hardly impaired
Uses wrong or inappropriate words fairly
frequently; expression of ideas may be
limited
because
of
inadequate
vocabulary
Limited vocabulary and frequent errors
clearly hinder expression of ideas
Vocabulary so limited and so frequently
misused that reader must often rely on
own interpretation
Vocabulary limitations so extreme as to
make
comprehension
virtually
impossible
Few (if any) noticeable
punctuation or spelling
Occasional lapses in punctuation or
spelling which do not, however, interfere
with comprehension
Errors in punctuation or spelling fairly
frequent;
occasional
re-reading
VOCABULARY
MECHANICS
lapses
in
necessary for full comprehension
3
Frequent errors in punctuation or
spelling; leads sometimes to obscurity
Errors in punctuation or spelling so
frequent that reader must often rely on
own interpretation
Errors in punctuation or spelling so
severe as to make comprehension
virtually impossible
FLUENCY (style and ease of communication)
6
Choice of structures and vocabulary
consistently appropriate; like that of
educated native writer
Occasional lack of consistency in choice
of structures and vocabulary which does
not,
however,
overall
ease
of
communication
Patchy, with some structures or
vocabulary
items
noticeably
inappropriate to general style
Structure of vocabulary items sometimes
not only inappropriate but also misused;
little sense of ease of communication
Communication
often
impaired
by
completely inappropriate or misused
structures or vocabulary items
A hotchpotch of half-learned misused
structures
and
vocabulary
items
rendering
communication
almost
impossible
Highly organized; clear progression of
ideas well-linked; like educated native
speaker
Material well-organized; links
occasionally
be
clearer
communication not impaired
Some lack of organization; re-reading
required for clarification of ideas
Little or no attempt of connectivity,
though reader can deduce some
organization
Individual ideas may be clear, but very
difficult to deduce connection between
them
FORM
could
but
Lack of organization so severe that
communication is seriously impaired
One Way Rubric
CRITERIA
POINTS
a. Language Facility
b. Explicit Exemplification of Prepositional Phrase/s
10
c. Pronunciation, Enunciation, Phrasing
5
TOTAL
Map for the Telling Directions Activity
20
