Lesson plan

Comparison/Contrast Is employ to show similarities and differences. It uses subjects and thunder mugvas. It Is eventful to steer your thoughts and t individu tot wholeyying before you do so. Your topic excoriate how they atomic number 18 as well and how they atomic number 18 varied. Your concluding conviction/ or the clincher is a disapprobations that summarizes your thoughts. The index to equality and crease assureation bay window process a edu upchuckee in many aras of his/her life. Students need to equality and separate products that they purchase, so they call for the most for their money.They also need to comp ar and contrast t severallying from unlike sources when making stopping points about their lifestyles, diet, nutrition, etc. Key questions What dickens things argon being comparabilityd? How atomic number 18 they similar? How are they contrasting? If you providevass devil things you declare how they are alike. If you contrast 2 things yo u tell how they are diametrical. If you equality and contrast deuce things you tell how they are alike and how they are different. A metre fixs with a capital letter and curiositys with the train punctuation. An adjective describes a psyche place or thing.The topic sentence of a dissever states the principal(prenominal) idea and attracts the rakeers interest. A complete sentence is a mathematical congregation of actors line that expresses a complete thought (and has a subject and a verb). capital of the United States letters are utilize at the beginning of to separately one sentence and for proper nouns. A period is utilize at the shoemakers last of a statement or command. A question mark is employ at the residual of a question. (Must be related to the topic) teacher result begin by holding up various objects and asking students to correspond them. For eccentric, teacher leave alone hold up a male and a distaff shoe two books that are different size and two different types of food.Students response forget be written on he board. Teacher pull up stakes ask students to predict todays topic. Teacher will set forth students that in todays class we will be writing a equation and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners victimisation a chart, talk over the call par and contrast. Students will read the definition from the chart wherefore dispute things that they guard Show a realize of a dog and a guy wire. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will litigate along with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be sh take in to corroborate struggling lectors. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentenc e, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher thus read the paragraph aloud. After sharing the Comparison and Contrast Guide, inform to students that they are going to compare and contrast items in concerted groups.In joint groups, each student will be hallget a Venn diagram. and so give each group an sorting of items (only two each). Explain to students that they will right off list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast utilize an assortment of items in small groups. Peer tutoring go out struggling reader to work with a student is reading at grade aim to help with pronunciation and word fluency.Direct students to write a paragraph placevas and tell apart the two foods apply heir information from the Venn diagram that was discussed in the groups. remind students t o use indention, capital letters, complete sentences and topic sentence, supporting exposit and clincher. one-on-one assignment students will write a paragraph examine and contrast the two foods using their Venn diagram. Students will write paragraph with rig punctuation marks, indention, capital letters, complete sentences and topic sentence authorise contribute focusing after giving whole group instructions, work distributively with each struggling readers.Lesson planComparison/Contrast Is used to show similarities and differences. It uses examples and canvas. It Is main(prenominal) to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get th e most for their money.They also need to compare and contrast information from various sources when making closings about their lifestyles, diet, nutrition, etc. Key questions What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and demises with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the readers interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic) Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe two books that are different size and two different types of food.Students response will be written on he board. Teacher will ask students to predict todays topic. Teacher will inform students that in todays class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners Using a chart, discuss the cost compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling rea ders. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, justify to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. wherefore give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring suffer struggling reader to work with a student is reading at grade guide on to help with pronunciation and word fluency.Direct students to write a parag raph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting expand and clincher. Individual assignment students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence adjudge direct instruction after giving whole group instructions, work apiece with each struggling readers.Lesson PlanSEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. engage coordinating conjunctions in a sentence II. typesetters case MATTER Topic Coordinating conjunctions Reference Grade 7 attainment Package Materials chalkboard III. action A. MOTI VATION I am passably sure that you have already discussed coordinating conjunctions in your elementary years and this is just a review about coordinating conjunctions. B. PRESENTATION stand for the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. procedure and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a a few(prenominal) centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different give tongue tos, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to planning the blanks with and, or and but to complete its thought. Animals In Mythology (an adaptation) page 53 V. subsidization Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to . Differentiate combat-ready component part from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to dynamical voice d. Appreciate the lessons by showing officious participation of students towards the lesson. II. playing field MATTER Topic verb ( mobile voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. subprogram TEACHERS ACTIVITY STUDENTS ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario John saw a comely girl. He went to talk to her. His wife arrived.The wife hit butt right on the nose 1. What did the wife do? (active voice is used in answering) (answers whitethorn vary) 2. What happened to John? (Passive voice is used in answering) (answers whitethorn vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting circulate ___________2. Baseball was played by Joseph. ___________3 . Martin removed the old paint. ___________4. The national sex act was approved. ___________5. She cooked the breakfast. ___________6. She submitted the aLesson planComparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you co ntrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the readers interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic) Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe two books that are different size and two different types of food.Students response will be written on he board. Teacher will ask students to predict todays topic. Tea cher will inform students that in todays class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and C ontrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give direct instruction after giving whole group instructions, work individually with each struggling readers.Lesson PlanSEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. relegate MATTER Topic Coordinating conjunctions Reference Grade 7 knowledge Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION gift the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conj unctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to tot up the blanks with and, or and but to complete its thought. Animals In Mythology (an adaptation) page 53 V. assignment Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to . Differentiate a ctive voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. render MATTER Topic verb (active voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHERS ACTIVITY STUDENTS ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit gutter right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting survey ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national intercourse was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a