18315867 teacher manual teaching grammar based wrting

8/3/2019 18315867 Teacher Manual Teaching Grammar Based Wrting

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Teachers Guidebook

By: T. Ma. Teresa Walang

Day 1

Topic: Definition of Terms

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Objective: To be able to understand the terms commonly use in paragraph and

essay writing, to be able to write easily and accordingly.

Procedure

Springboard Motivation (5 minutes)

Using Hangaroo write the words needed to be defined on the board, not

completing all the letters. Next let the students guess the missing letters, until

finally they uncover the correct words.

Lesson Proper

A: Strategies for Visual

Methodologies Time Allotted

1. First, the teacher discusses the things the students are most likely to

experience in class, the kinds of activities, and the Dos and Donts in

class....10

minutes

Explain to the students how the class is going to operate. Using the

diagram below explain to them the class flow.

Topic Presentation

Discussion

Activity

Second, the teacher discusses the parts of a paragraph....10

minutes

2

UNITY.EXAMPLES

COHERENCEDETAILS .FACTS


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Enumerate what are found in the TOPIC SENTENCE and SUPPORT. Make

sure it is clear to the students the contents of each part. It is best to write the

diagram below on a piece of manila paper supplying the detailed content of

each part. Be brief but concise.

2. Next, the teacher explains the direction on how the students are going to

answer the worksheet. Use the board to show examples and illustrations

that could further explain the lesson clearly

.5 minutes

3. Class activity (worksheet)...15

minutes

4. Finally, sum-up the class by reiterating vital points of the topic and answer

the students clarification questions if theres any.5

minutes

Lesson Proper

B: Strategies for Auditory


1. Read 2 simple paragraphs in class one that contains a topic sentence and

facts and the other that does not. Let the students hear the differences of the

two. Allow class participation by encouraging the students to listen carefully

and point out in what way the 2 paragraphs are different

5 minutes

1st My hometown is famous for several amazing natural features. First,

it is noted for the Wheaton River, which is very wide and beautiful. On either

side of this river, which is 175 feet wide, are many willow trees which have long

branches that can move gracefully in the wind. In autumn the leaves of these

trees fall and cover the riverbanks like golden snow. Also, on the other side of

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the town is Wheaton Hill, which is unusual because it is very steep. Even

though it is steep, climbing this hill is not dangerous, because there are some

firm rocks along the sides that can be used as stairs. There are no trees around

this hill, so it stands clearly against the sky and can be seen from many miles

away. The third amazing feature is the Big Old Tree. This tree stands two

hundred feet tall and is probably about six hundred years old. These three

landmarks are truly amazing and make my hometown a famous place.

2nd My hometown is famous for several amazing natural features. First,

it is noted for the Wheaton River, which is very wide and beautiful. Also, on the

other side of the town is Wheaton Hill, which is unusual because it is very

steep.

2. Write all the mentioned differences of the two paragraphs on the board, and

then discuss in class what a topic sentence is and what a detail is. Note

down how the example paragraph below is contracted. Furthermore give

guidelines on how the students can create their own paragraph

..20 minutes

My hometown is famous for several amazing natural features. First, it is

noted for the Wheaton River, which is very wide and beautiful. On either side

of this river, which is 175 feet wide, are many willow trees which have long

branches that can move gracefully in the wind. In autumn the leaves of these

trees fall and cover the riverbanks like golden snow. Also, on the other side of

the town is Wheaton Hill, which is unusual because it is very steep. Even

though it is steep, climbing this hill is not dangerous, because there are some

firm rocks along the sides that can be used as stairs. There are no trees around

this hill, so it stands clearly against the sky and can be seen from many miles

away. The third amazing feature is the Big Old Tree. This tree stands two

hundred feet tall and is probably about six hundred years old. These three

landmarks are truly amazing and make my hometown a famous place.

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3. Class Activity (worksheet)....15

minutes

4. Finally, sum-up the class by reiterating vital points of the topic and answer

the students clarification questions if theres any.5minutes

C: Strategies for Kinesthetic


1. First, divide the class into 2 then introduce the lesson to the students using

jumbled letters activity. Using letter cut-outs let the students form the

words TOPIC SENTENCE, SUPPORT, and DETAILS on the board

....5 minutes

2. Next, the teacher explains each part of the paragraph, and gives examplesfor each....10

minutes

3. With the same groupings instruct the students to write sentences on pieces

of paper, about the following topics; movies, arts, sports, nature, and

hobbies. Then let them classify those sentences into topic sentence, support,

and details. Allow the students to explore their own ideas and encourage

them to write as many sentences as they can

..10 minutes

4. Then after let the students classify their own sentences.5

minutes

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5. Class activity (worksheet)..15

minutes

Day 2

Topic: Organization

Objective: To be able to decide on the content of the writing work thru:

1. exploration of different ideas

2. choosing the most appropriate topic

Procedure


MY INTERESTS (Listing of Ideas)

Give each student 5 pieces of paper strips. Using those paper strips instruct them to

write words of their interests. Next, collect all those strips and place them in a paper

bag. Then walk around the class, letting each student pick one paper strip inside the

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paper bag. Lastly, write general ideas on the board like; SPORTS, HOBBIES,

FOOD, MOVIES, etc., then let the students choose from those general ideas where

the paper strips on their hands fall under.

Lesson Proper



1. Use the following questions to guide the students to generate ideas; there

should be at least 2 answers for each guide question

.10 minutes

A. What is the reason I am writing?1.

2.

B. Who will likely to read my work?

1.

2.

C. How interesting my topic is?

1.

2.

D. What examples and details I can write to support my topic?

1.

2.

2. After the students know how to generate ideas, they also should be

acquainted on how to group their ideas appropriately; there are many wayson how to do this. To discuss this, use the diagram below to show to the

class how to group ideas easily. Students may write as many ideas as they

want depending on their general ideas

10 minutes

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Reading a book

Hobbies (Gen. Idea) watching TV

Collecting

stamps

3. Class Activity (worksheet)15

minutes

4. Discuss the importance of initial planning in writing, the use of short

phrases in formulating the whole structure of the paragraph. Give the

students tips on what and what not to write during the planning stage.

Clarify to the students the passive and active voice, give examples they

could refer to.10 minutes

Refer to Appendices for Active and Passive Voice

B: Strategies for Audio


1. Play the song entitled I Just Called to Say I Love You, by Stevie Wonder.

Next tell the students to fill in the blanks with the missing word/s of the

song lyrics.

I Just Called to Say I love You

(By: Stevie Wonder)

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No new years day

to celebrate

no chocolatecovered candyhearts to give away

no first of spring

no song to sing

in fact here's just another ordinary dayNo April rain

no flowers bloom

no wedding Saturdaywithin the month of June

But what it is

Is something true

Made up of these three words that I must say to you

I just called to say I love you

I just called to say how much I care

I just called to say I love youAnd I mean it from the bottom of my heart

No summer's high

No warm July

No harvest moon to light one tender Augustnight

No autumnbreeze

No falling leavesNo even time for birds to fly to southern skies

No Libra sun

No HalloweenNo giving thanks to all the Christmasjoy you bring

But what it is

Though old so new

To fill your heart like no three words Could ever do.


I just called to say how much I careI just called to say I love you

And I mean it from the bottom of my heart.


I just called to say how much I care


And I mean it from the bottom of my heart

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Of my heart

Of my heart

After writing all the missing words, classify them according to kinds. Guide the

students to do this correctly. Give examples on how they would do the

classification of words

.10 minutes

Kind Example

Days of the week Saturday

2. Discuss how to classify ideas, use the CLOSE AND ASSESSmethod put

ideas that are about the same thing; put the ideas in the same group; give the

group a name to show how the ideas are alike.10 minutes

3. Class activity (worksheet)..15minutes

4. Discuss the importance of initial planning in writing, the use of short

phrases in formulating the whole structure of the paragraph. Give the

students tips on what and what not to write during the planning stage.

Clarify to the students the passive and active voice, give examples they

could refer to.10 minutes

Refer to Appendices for Active and Passive Voice.



1. Modified Group Your Self Game-Assign each student name tags for each;

animals name, movie titles, hobbies, and sports. Next, let all of them stand

up and stay in one corner of the classroom. Then give them instruction that

they need to group themselves according to the kind you will mention. For

instance, you would say, The boat is sinking group your self according to

animals kind, then students should be together with the same group of

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animals as written in their name tags

.....10 minutes

2. After the game, instruct the students to sit back to their respective places.

Then explain the importance of the activity they just had to the lesson youare about to discuss. Next, start with the discussion on how to classify ideas

according to kind or type. That these ideas are necessary in developing a

paragraph easily. Furthermore, discuss the importance of initial planning in

writing, the use of short phrases in formulating the whole structure of the

paragraph. Give the students tips on what and what not to write during the

planning stage. Clarify to the students the passive and active voice, give

examples they could refer to

..15 minutes

Refer to Appendices for Active and Passive Voice

3. Class activity (worksheet) .....15

minutes

4. Class summary, clarify all questions from the students, if theres a need to

give homework explain how they would do it.

.5 minutes

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Day 3

Topic: Coherence

Objective: To be able to arrange the ideas following a logical order. The topicsentence should follow the main idea, and the supporting information following the

topic sentence.

Procedure


Pair Work: Pair the students; tell them to prepare 3 questions asking their partner

what he/ she does in the morning to prepare before coming to class. Tell them to

write down all the responses.

Lesson Proper



1. Board Work:

Have the students put the following items in alphabetical order ...............5minutes

1. d y j i t o p e w q v ________________________________

2. e r t y h n j u i k o z ________________________________

3. z v d c r e t j u o p ________________________________

4. m l p j i t g f d c x ________________________________

5. t p o k l m a q w y

2. Discuss the similarities of arranging ideas to the board work they just did.

Point out the ways on how they can arrange their ideas in a logical order.

Provide and explain to the student the transitions they can use in writing

15 minutes

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Refer to Appendices for Types and Examples of Transitions

3. Class activity (worksheet)...25

minutes



1. Message Relay: Group the whole class into two, next instruct the

students to form two lines, and then give the instruction.

.5 minutes

Instruction: relay the message one at a time, the last person should be able to

write down the message accordingly (1-5), and then after all the messages have

been passed the last person should read all what he/she has written aloud.

1. A- for anteaters

2. B-for buffalo and bear

3. C-for cat, crane, and cheetah

4. D-for duck, dog, deer, and alligator

5. E- for elephant, eagle, eastern mole, egret, and elk

2. Discuss the methods in being logical; give examples for each method like

arranging ideas in chronological order. Take time in presenting each method;

make the students understand how each method is used. Also discuss the

different use of transitions.

20 minutes

Refer to Appendices for Types and Examples of Transitions

Example: Chronological sequence

Topic sentence: Our journey was filled with misfortune and luck.

After the car broke, we had to walk several miles.

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Having eaten little for lunch, we were soon wearied.

While we wanted to continue toward town, we had to rest.

It was at that moment that a trucker offered us a ride.

3. Class activity (worksheet)....................................................................20

minutes



1. Arrange Me: Group the whole class into two. Next, make the students fall

inline into their respective groups. Then give the instructions on how they will do

the activity. Also explain to them that the activity is related to the lesson they are

about to learn..

.5 minutes

Arrange Me: Instruction

In 3 minutes, students should be able to rearrange themselves following

the alphabetical order of their names.

2.Discuss how they can be logical and clear in writing, give emphasis onexamples as kinesthetic students do better when they work with examples.

They are given the manual, but not all students can follow the lesson by

merely reading it, as discussion progresses impose the students to write at

least sentences following your examples, and also check their sentences at

once. Give the students lists of TRANSITIONS and CONJUNCTIONS

.20 minutes

Refer to Appendices for Types and Examples ofTransitions and Conjunctions

3. Class activity (worksheet).....20

minutes

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Day 4

Topic: Support

Objective: To be able to write a paragraph with not only enough examples but

with details and facts to present completeness of thoughts.

Procedure


Show the students a larger copy of this picture.

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Madonna and Child

Then ask the students the question, What do you think about the picture? Write

few of the responses on the board, then discuss in class, that their responses could

be the support details of the picture, explaining what it is all about.

Lesson Proper



1. Using Picture Reference day 4 reference 2, randomly show to the students

each picture, and then ask them to whether each picture has something to do

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with sports, food, or movies

5 minutes

2. Discuss how the students can expand their details and facts, from simple

sentences to long compound sentences. Using the guide questions:

What kind?

Which one?

How many?

How much?

Who?

Write down examples on the board like;

Examples:

It was a fun day at school. (Why was it a fun day?)...simple

sentence

It was a fun day at school, because we played soccer. (Where did you play?)

It was a fun day at school, because we played soccer in the field. (When did you

play?)

It was a fun day at school, because we played soccer in the field yesterday

morning. (Who played soccer?)

It was a fun day at school, because we played soccer in the field yesterday

morning with our teachers and few other school mates..

Improved sentence

I saw a dog biting a young girl. (What kind of dog?)...Simple

sentence

I saw a ferocious, big dog biting a young girl. (When and where did you see the

dog biting a young girl?)

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I saw a ferocious, big dog biting a young girl this morning in front of our gate

when I took our garbage can out..

Improved sentence

Students easily absorb the lesson with the use of examples, but allow them asmuch as possible to give the examples through your guidance. Discuss how

adjectives can help improve their simple sentences plus provide them an itemized

list of the commonly use adjectives according to usage

.............20 minutes

Refer to Appendices for List of Commonly Use English

Adjectives

3. Class activity (worksheet).20

minutes



1. Sentence Completion: Record 5 or more unfinished sentences, and then asks

the students to finish those sentences, give them guidelines on how they will do

the activity.

Instruction: Play the recorded sentences twice, tell the students to catch vital

words that may lead them finishing the sentences correctly with sense

.5 minutes

Example: The teacher came to our class late, because

The teacher came to our class late, because the schools principal

talked to her.

2. Using the students sentences in the given activity discuss the guidelines in

developing the support, how to give appropriate examples, details, facts, and

reasons. Focus on the use of adjectives in expanding ideas. Provide the students

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examples and for them to remember those examples reciting is not enough write

the examples on the board for longer retention. After you give examples draw

more examples from the students and when they make mistake correct them at

once. There are given guide questions in the manual in expanding simple ideas to

complex, however there are more than enough in the internet that can also be

useful.

Discuss how adjectives can help improve their simple sentences plus provide

them an itemized list of the commonly use adjectives according to usage

.20 minutes


Adjectives

3. Class Activity (worksheet).20

minutes



3. Giving Examples: Using the following words in the box, instruct the students

to make their own example chart of ANIMAL, BIRD, and FISH.

Dog Horse Hare Deer Fox

Angler Aruana Bango Barb

Bass Chub Cisco Giraffe

Dove Owl Emu Raven

Woodpecker Goose Swan

Sparrow

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Instruction: Cut papers in the form of animal, bird, and fish, you may use

different colors of paper for the students to be more interested in the work. In

those papers write names of animals, fish, and bird. Then tell the students to bring

manila paper a week before this activity. Divide the manila paper into three

parts, on top label the first column BIRD, the second ANIMAL, and the third

FISH. Then let the students paste those animal shaped paper on the appropriate

column...5 minutes

4. Discuss how to develop the paragraph using support. Enumerate methods on

how simple details can become a very good support to the main idea of the

paragraph with the use of adjectives. Furthermore, explain how each adjective

can be use properly, using the list of adjectives below write down examples,

encourage the students to supply the needed information, as much as possible

maximize class participation. Start with the guide questions on how students

can expand their ideas to create and develop their paragraphs easily.

Moreover, emphasize the use of correct support helps is organizations unity

and coherence. With the use of the following guide questions construct

examples20 minutes

What kind?

Which one?

How many?

How much?

Who?

Why?

Simple sentence: I like sports.

Improved sentences:

I like sports. (What kind of sports?)

I like playing soccer and sometimes I bowl. (When and

where do you play?)

I like playing soccer ad sometimes I bowl; I play on the

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weekends in the schools auditorium with friends.

Simple sentence: I study English.

Improved sentences: I study English (Why do you study English?)

I study English, because I needed it to apply for a better job in

the future

I study English. (Where?)

I study English at Pines International Academy.


Adjectives


minutes

Day 5

Topic: The Parts of an Essay

Objective: To be able to understand the parts of an essay, the ideas contained ineach part, the structure, and how each part is developed.

Procedure


Make Your Own Sandwich

The day before require the students to bring with them the following:

1. 2 slices of wheat bread

2. 1 piece of ham

3. few slices of tomatoes (fresh)

4. few slices of lettuce and cucumber (fresh)

5. 1 thin slice if cheese (about 3.5x3.5)6. a little amount of sandwich spread (any flavor)

Instruct the students to prepare their own burger with the ingredients they

brought, each may have a different way of doing so.

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Explain that the manner they have fixed their sandwiches is the same manner as

they write the parts of their essays.

Lesson Proper



1. Show the students the structure on how each part is arranged, use

diagrams to easily picture what you are trying to tell the students.

Enumerate what are the information contained in each part

.5 minutes

2. Write the parts of an essay and each parts expected contents on the board

and then discuss in class how to develop each part, give pointers on how

they can maintain Unity and Coherence include examples and solicitreactions from the class. Asks what part is harder for them to understand.

Bulk your discussion on the part/s that is/are hard to understand

...25 minutes

3. Class Activity (worksheet).15

minutes



1.

2. Proceed with the discussion, for students who are auditory learners, the best

way to explain parts of the essay is to enumerate one by one the details

contained in each part. For Introduction what are to be written and so as to

the two more parts; Body and Conclusion

..25 minutes


minutes



1. Essay Layout-Cut pieces of colored paper (green, yellow, and blue) at about

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the size of 12leght and 2 width, in the green pieces of paper write the

contents of the Introduction;

Introduces the writers tone (formal, informal, serious, or casual)

Stimulates the readers attention

Provides background information

Contains the thesis statement

Next, write in the yellow pieces of paper the contents of the Body;

Should have 2 or more paragraphs depending on the number of sub-

topics

Develops the thesis statement

Provides details, examples, supporting information

Lastly, write in the blue pieces or paper the contents of the conclusion;

Concludes all the ideas without repetitions

Includes end statements to reiterate the writers main point on the

essay

Use those pieces of paper in introducing the parts of an essay. Asks 3

volunteers to rearrange the paper according to color on the board, after all the

papers have been fixed you may start with the discussion using the paper layout

.5 minutes2. Point out each part and the manner to arrange the ideas. Focus only on the

content; dont elaborate much as each part will be discussed on the

succeeding lessons in details. Concentrate on the layout and how each can

help the students pattern their own essays

..25 minutes

3. Writing Activity (worksheet)..15

minutes

Day 6

Topic: Characteristics of a Good Title

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Objective: To be able to write a well organized essay is to be able to understand

fully the following:

1. Interests in writing the essay

2. Range of knowledge towards the chosen title

3. Knowing how to make your title appealing to the reader

Springboard Motivation

Writing a strong title: Asks students to supply word/s to complete the given titles

encourage them to make use of specific set of verbs and adjectives to create a

strong title. Write all responses from the class then narrow down the given answers

to best suit the titles completeness

5 minutes

1. Many people now have degrees. Does________________?

2. Will __________ change the world?

3. Should______ Countries help _________ countries?

4. Do Small Children learn more quickly than adults?

5. Should smoking be ____________?

6. Does a _____________________in life?

7. Are cameras ______________________ privacy?

8. Should_________ spend money on art?

9. Should people __________________?

10. Is Home Schooling (Teaching children at home)_______?

Lesson Proper



1. Words Usage Empowerment: Write down 5 Nouns on the board (people,

travelling, internet, school, and language), provide enough space for each.

Next group the class into 5 groups, pick one representative from each group

who will stand in front to write the answer of his/her group mates. Second,

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give the class 5 minutes to discuss what verbs and adjectives are the most

appropriate to describe the 5 nouns on the board. All answers should be

written on the board by the groups representative. There is no limit of

words students may give as many as they can within the time limit given

them.5 minutes

2. Discussion proper, eliminate all the unnecessary words the students listed on

the board, explain to them that there are many words that may be used to

describe the nouns, but at the same time tell them the quality of a strong title

is the appropriateness of words. After they have understood what you are

trying to point out, direct them to create their own title based from the

following general ideas, education abroad and hobbies. Make them follow

the points of considerations when writing an essay title. Reiterate the

development of their essays depend on their title, therefore they have to

make sure their titles are coming in with sense of information and appeal to

the readers.25 minutes

3. Class Activity (worksheet)..10

minutes

4. Homework Giving: Give the students homework on different 1. quotations,

2. famous sayings, and 3. prepositional phrases. Make them write at least 2

examples of the given three

..5 minutes


Methodologies Time Allotted1. Movie Clips: Record short dialogues from famous movies. Write the titles

of these movies on the board, and then one by one play each movie clip let

the students listen and guess, what is the correct title of the movie clip

playing? Play short movie clips only as this is just a motivation not much

time should be spend, 5 short ones will do

5 minutes

2. Present in class points of considerations in choosing a title. Give example

for each of the 4 considerations. Tie up your discussion in choosing a title

with pointers in gathering support. Students need to understand the essay

will not be appealing regardless how good they can write the whole essay if

the title does not make a very good impression to the readers

.25 minutes

3. Class Activity (worksheet)10

minutes

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4. Homework Giving: Instruct the students to copy any 2 examples of the

following;

1. quotation

2. famous sayings

3. prepositional phrase

Tell them to take this homework seriously as they would be using the home

work to easily understand the lesson the following day...

5 minutes



1. Jumbled Words: Rearrange the Disney movie titles.

and the/Beauty

the Seven/Snow White/and/Dwarves

Little/The/Mermaid

Alice in/Wonderland

Emperors New/The/Robe

Little/ Chicken

Princess/Ice

High/Sky

Allow the students just to have some fun rearranging the movie titles on

their own do that give them any clue.

.5 minutes

2. Present in class points of considerations in choosing a title. Give example

for each of the 4 considerations. Tie up your discussion in choosing a title

with pointers in gathering support. Students need to understand the essay

will not be appealing regardless how good they can write the whole essay if

the title does not make a very good impression to the readers. Make the

students write their own examples based on the discussion. As much as

possible let them see their words usage, remind them to look up to their

own list of adjectives and verbs guide the students in choosing the right

words.25 minutes

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3. Class Activity (worksheet)...10

minutes

4. Homework Giving: Instruct the students to copy any 2 examples of the

following;

quotation

famous sayings

prepositional phrase

Make sure the students would do their homework, affix your signature next

to where they copied the instructions for their homework..5

minutes

Day 7

Topic: Developing the Introduction

Objective: To be able to establish the introduction by knowing how to state key

points like essay tone, purpose, and thesis statement clearly to catch the readers

interest.


Introducing Ones self: Asks for volunteers among the students to come in front and

introduce themselves. Remind the rest of the students to listen carefully andobserve how the volunteers introduced themselves.

When the volunteers are back to their respective seats, discuss briefly the manner of

their Introduction; point out that the same way in writing the introduction has

several ways to be written according to the writers own style.



1. Attention Grabber: Let each of the students; share their home work with the

entire class. Write on the board all he responses, and then allow the class to

categorize what they have recited, their answers maybe a Prepositional

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Phrase, a Quotation, a famous Sayings/Proverb..

.5 minutes

2. Begin the discussion by enumerating the basic forms on how a writer should

begin his/her introduction. Discuss the 4 major ways point by point, at the

same time giving the students simple examples they can easily pattern their

own work with later on

..25 minutes

Refer to Appendices for Introduction Examples


minutes



1. Guess What?

Instructions: Make the students recite their homework in class. Tell the other

students to raise their right hand when they hear a QUOTATION, their left hand

if they hear a FAMOUS SAYINGS and their both hands when they hear aPREPOSITIONAL PHRASE. Make the students take turns in reading their

homework in class, encourage them to read aloud with proper pronunciation,

intonation, speed and

pause.................................................................................................................5

minutes

Explain briefly that the activity is related to the lesson.

2. Give details on how they should develop their Introduction using the

different attention grabber. There are four major and commonly used

methods; each has distinct characteristics make clear on how each is used.

There are given examples of Introduction in the appendices make use of

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those to clarify the discussion. When explaining one method, try to give a

simple yet substantive example to support the lecture; do not miss to ask the

students if they are following or not

.....25 minutes


3. Class Activity (worksheet).......15

minutes



1. Group Effort: Divide the class into 2 groups, after the students are in their

own respective groups. Give each group the pieces of the puzzle to fix. Inthose pieces of puzzle is written the famous sayings by Winston Churchill,

It is no use saying, 'We are doing our best.' You have got to succeed in

doing what is necessary.

The first group to finish the puzzle should be able to write the complete

sayings on the board with 2-3 sentences of short explanation, what the

sayings means?

Make all students participate.5

minutes

2. After the group activity, students are more aware of what they are about tolearn, connect the recent group work with the lesson.

Begin by asking volunteers to give the 4 major methods to develop the

Introduction together with how each method is used. Also include the

other attention grabber, refer to appendices for examples or you may write

short ones your self for easier explanation. Instill to the students the

importance of the Introduction in essay making, dont give them reasons to

find the lesson boring encourage overall participation and at the same time

compliment those who are willingly trying to give responses without being

asked..25 minutes



minutes

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Day 8

Topic: Developing the Thesis Statement

Objective: To be able to know the importance of the thesis statement to the whole

paragraph and to be able to write one.








Day 9

Topic: Developing the Body

Objective: To be able to construct the central portion of the essay with enough

and relevant reasons, facts, details, and examples to support the main points statedin the thesis statement.


Have the students give answers to this question, Why do you think teenagers

easily find comfort in opposite sex relationship? Give reasons and details to support

your answer

Write all responses on the board. Explain that the same way in developing the body

of the essay you need to give reasons and details to support your main idea.


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1. Identifying Incoherent Ideas: Write this paragraph on the board.

An Unforgettable Day at the Museum!

I woke up early today, and took the school bus going to the City Museum.

The first person to greet me was the kind old guard. The swimmers brought there

swim wear earlier. He welcomed us and let us in. The Museum is full of artifacts;

my favorite is the statue of Cleopatra. Many of the visitors brought their own

camera ready to take pictures with the ancient objects, I too brought mine. The

beach is so clear; many are already swimming and having a great time with their

family. I had fun watching the exhibit from all over the world and it was really

empowering to get a glimpse of the old days.

Have the students find the incoherent ideas in the paragraph..5

minutes

2. Explain the method of developing the body of the essay. Use the diagram in the

appendices to easily show the flow in connecting ideas from one to the next.

Provide details and explanation

Give vivid examples

Cite statistics where appropriate

Include research as necessary

Be descriptive

It is best to write a copy of the diagram on the board and then have the class follow

you in writing another example patterned after the said diagram.......

25 minutes Refer to Appendices for Developing the Body of the Essay

(Sample Diagram)

3. Class Activity (worksheet).. 20

minutes

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1. Identifying Body Parts: Have the students identify the parts of the body

illustrated below.

Calls for volunteers to come in front to point out the body

parts then recite in class its name

5 minutes

2. Before you begin your discussion on developing the body of the essay.

Explain the relationship of the activity the students just had to the lesson

proper. Explain that the same way the body of the essay has essential parts

that cannot be skipped.

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Use the diagram you can find in the Appendices to easily discuss the lesson.

Together with the given example show how each part should connect to the

next, it is best to write a copy of the diagram on a manila paper, beside the

given example make one, so the students can see how the example was done.

Refer to Appendices for Developing the Body of the Essay

(Sample Diagram)

Again remind the students the importance of transitions in writing the essays

body. Make them review their list of transitions. That is why it is advisable to

give the students a copy of all the appendices on the first day of classes

.25 minutes


minutes



1. Enumeration of Examples: Have the students enumerate examples of the

following topics. Instruct them to write their examples in complete

sentences.

Sports Movie Hobbies Food

Give them ample time to finish5

minutes

2. Discuss the process to develop the body of the essay, use the diagram in the

appendices to easily explain. Make the students follow the steps is citing

appropriate examples followed by appropriate details.

Also, remind the students on the importance of transitions in organizing

their thoughts and in maintaining coherence...25

minutes

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3. Class Activity (worksheet)...20

minutes

Day 10

Topic: Developing the Conclusion

Objective: To be able to write the conclusion giving the essay a satisfying end by

knowing how to wrap up all the ideas presented in the INTRODUCTION and

BODY without being repetitive.


Short Video Clip: First, group the students into 2 groups, and then have them watch

a short video clip for 3 minutes or so. Next, have them give the conclusion of what

was the video all about

5 minutes



1. End it right!

Have the students watch a short video clip without ending, and then let

them give the ending on their own. Encourage the students to use

transitions in giving the ending, tell them it is a lot easier for their readers

to follow the conclusion using concluding words...5 minutes

2. Begin the discussion by explaining what the students need to avoid in

developing the conclusion. Explain to them the common misconception

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between a conclusion and a summary, point out although both contain the

main points of the essays introduction and body, the conclusion is far

more concise and striking to the readers.

At the same time make a point not to expound another new idea in the

conclusion; it is difficult for many learners to conclude their essays

without being repetitive.

Tell the students it is best to write the last sentence of the conclusion using

a smart statement. This statement can be a famous quote, anecdote, or

excerpts from a famous speech or news write-ups. Give examples for the

students to see what your point in the discussion

is...................................................25 minutes

Refer to Appendices for Developing the Conclusion of the

Essay (Five Kinds of Conclusion)

3. Class Activity (worksheet)................................................................20

minutes



1. Analogy Sample Test Questions: Have the students finish the recorded

analogy test questions. For example: LAWYER: COURTROOM (If a

lawyer is for a courtroom then what the professions in the box are for?)

Teacher:

_____________

Farmer:

______________

Doctor:

_______________

Police:

_______________

Scientist:

______________

Disc Jockey

(dj): __________

Repeat the analogy questions in the box 3

times.

Students may give the answer in chorus, but

as much as possible encourage students to

raise their hands to recite. This at the same

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time will boost their morale and for shy

students ask them to volunteer but without

pressuring them to if they really dont want to

answer...............................................................

......5 minutes

2. After the students are warmed-up with the

analogy test questions, you may begin the

lesson proper. Make the students understand

that, just like the introduction the conclusion

should leave the reader a good impression of

the essay. Point out the few things they have

to consider in arriving to a satisfying

conclusion.

If youre having a hard time explaining use

the different kinds of conclusion in the

appendices, with those write down sample

conclusions on the board. If not then prepare

on hand different examples on a manila

paper.

Make your students focus on the connection

of their introduction and body to theirconclusion, help them not to lose focus on the

holistic approach.

As far as they can do, have them contribute

when you make the example by drawing their

own ideas regarding your sample. With this

approach you will also avoid students not

paying attention in class, as they would have

to give contributions just like the rest of the

class will.......................................25 minutes

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3. Class Activity

(worksheet).......................................................

...............20 minutes


Methodologies

Time Allotted

1. Make a Conclusion: Have the students write a

short paragraph concluding the comic strip

below

.5 minutes

Refer to Appendices for a bigger size

of this comic strip

2. With the use of the comic strip explain the

different kinds of conclusion. Make your

point that just like what they did in concluding

the comic strip, essays conclusion may be

concluded based on the given details and facts

both in the introduction and body of theiressay.

Expound your discussion using the 5 kinds of

conclusion in the appendices. Along with the

kinds provide an example for the students to

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easily follow what you mean

25

minutes

3. Class Activity (worksheet)

.20 minutes

Day 11

Topic: Expository Writing

Objective: To be able to establish and maintain

informative, objective, and factual tone that are

verifiable from reliable sources.


Watch and report: Have the students watch in

advance news at night, tell them prior to reaching this

lesson. Instruct the students to take note of the news

they will get interested in.

During the class proper, ask the students to report in

class what news they have watched, they make relay

the message by reading a summary of the news, or

have them recite loudly what information they have

gathered from it.


Methodologies

Time Allotted

1. What does it mean?

1. Post a copy of

this traffic signon the board, or

you may scan

the bigger

version in the

appendices.

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Have the students interpret the meaning of this

sign5 minutes

2. Connect your discussion with the students

interpretation of the traffic sign. Point out in

expository writing certainty is necessary. Make

them understand the bulk of the information

they can gather should also be at the same time

not only informative but verifiable too. Explain

further as they gather information, factual

information those should allow them to explain

as they progress in writing their essays.

Make the students select a method on how they

will present their expository essay from the

given methods in the table below. Tell them to

pick one that serves their purpose in writingbest

15 minutes

definition example

compare and contrast cause and effect

classification process analysis


.25 minutes


Methodologies

Time Allotted

1. Have the students watch the short video clip,

Abuse in the Classroom. Make them listen

well to the important news being talked about.

Write the following questions on the board.

Who are the common victims of childabuse?

What are the common reasons of child

abuse in the classroom?

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Why do some parents prefer not to

talk about their children who

experienced child abuse at school?

As they listen let the students answer the

questions on the board5 minutes

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2. Start your discussion by reviewing the

students answer to the questions you wrote on

the board. Explain the similarities of the

activity to the lesson on expository writing in

gathering of data.

Teach the students to maintain their objectives

to give information and to explain to the

readers. You may want to use the different

methods to inform and explain. The table

below will guide you how

15 minutes

definition example




..25 minutes


Methodologies

Time Allotted

1. Data Gathering: A week before this lesson;instructs the students to collect advertisements

from news paper. Tell them to cut at least 3

and bring those in class.

Before officially starting the class, have the

students bring out their collected

advertisements and show to the class what

kind they have collected. Make them share

what are those advertisements for, and the

information those advertisements are trying to

convey

5 minutes

2. Discuss then after the different methods,

where students can maintain the objective to

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give and explain information to their readers.

The methods below are found effective it

would do the students good to know how each

method works in their essay. You may as well

write short examples following each method.

definition example



Some students may find it difficult to grasp

the idea of each method if youll just explain

orally, have time to write details on the white

board.....15 minutes

3. Class Activity (worksheet)..25 minutes

Refer to Appendices for Methods

to inform and explain.

Day 12

Topic: Narrative WritingObjective: To be able to achieve the purpose of anarrative writing which is to relate series of events to

the readers by means of mastering the use of graphic

language to capture both actions and sensoryimpression to get a picture of the events written in the

essay.


Drawing for Ideas!

Have the students draw a picture, and then describewho is in the picture and what is happening. This can

lead to drawing four part stories that show the

beginning, two middle events and then the ending to

the story.

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Methodologies

Time Allotted

1. Have

the

students

describe the picture from one of the

scenes in the movie, Harry Potter

.......5 minutes

2. Focus your discussion with the use of

strong nouns, verbs, and adjectives they

should maintain a normal flow from one

point to another. They can do this easily if

they are given an example to follow.

Have the students start their essay using a

personal narrative20 minutes


....20 minutes


Methodologies

Time Allotted

1. Have the students listen to the music,

Somewhere over the Rainbow. Make them

write down notes of what the music is all

about. Instruct them to write phrases they can

use to relay the message of the music

5 minutes

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2. Discuss your lesson; you may start with the

objective of a narrative writing. Then jump to

examples. Explain that is a narrative form of

writing is it very important to keep your

reader follow the flow of your story, they need

to feel it, to be able to do this, use appropriateverbs, nouns, and adjectives

..20 minutes


...20 minutes


Methodologies

Time Allotted

1. Charade: Have the students play a simplecharade game portraying the words below.

Adjectives Nouns Verbs

1. ferocious lion biting

2. delicious ice cream melting

3. huge mountain falling

Divide the class in 3 smaller groups with at

least 3 members each group. Have each group

take turns in doing the charade, as the other

group is portray the word, the rest of the class

would have to guess the right words. The

person doing the charade is not allowed to

speak. All clues should be given in action

form. All answers should be recited as written

in the table5 minutes

2. Follow the charade with the discussion proper.

Make the students show rather than tell

their readers what their points in writing theessays are. After they have understood the

lesson, the students may as well give their

own example sentences useful in writing a

narrative essay

20 minutes

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20 minutes

Day 13

Topic: Evaluation Essay

Objective: To be able to develop an essay making agood judgment about people, ideas, and possibleactions, based on the given criteria.


Advertisement Evaluation

Have the students evaluate the advertisement below:

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First ask them, what is their main reason in

choosing food or the restaurant to eat?

Take note of the students responses, write those

on the board, and then explain that those are

criteria.

Use a bigger copy of this picture in the

appendices for your student to see clearly.


Methodologies

Time Allotted

1. Have the students evaluate the food they eat

everyday, instruct them to use the criteriabelow to rate their meals from 1-10.

What is the quality and rarity of

ingredients?

How well do preparations respect the used

ingredients, how well have the appearance

and true flavors of the ingredients been

enhanced and with what clarity do the

ingredients shine in the preparations?

How much of magic touch of the chef is

displayed in the preparations and how well

has the chef calibrated and married tastes

to achieve greatness?

What is the level of originality? Is it just a

copy, has the chef actually tried to take

another dish to a new level or is it a

completely new approach with little

influence of something that has been done

before?

Can the preparation be improved by a higher

rating of the above without completely

changing the concept of the dish?

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To what extent is the chef able to build a

successful flow of the meal?

2. Discuss the different features of an evaluationessay have the students work their essay from

general to specific. Take time in explaining

how they should write their criteria to

evaluate people, ideas, and possible actions

20 minutes


.20 minutes


Methodologies

Time Allotted

1. Have the students listen to the song, If I were

a Boy and then have them evaluate the

sincerity of the song based on the song lyrics

found in the appendices. It is best to give them

a copy of the lyrics after they have listened to

the song, not before or while listening. Here

are two criteria to guide them in evaluation.

You may add more or have your own criteria,write these on the board.

a. The clarity of the singers voice to

convey her emotion in the song.

b. The singers loudness and softness of

voice.

After listening, instruct the students to

evaluate the song, they might give mere

reactions instead of evaluation; guide them to

differentiate opinion from objective

evaluation..........................................................

........................................5 minutes

2. Discuss the different features of an evaluation

essay have the students work their essay from

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general to specific. Take time in explaining

how they should write their criteria to

evaluate people, ideas, and possible actions

20 minutes


...20 minutes


Methodologies

Time Allotted

1. Have the students write a short poster with the

theme, Education is the Foundation of

Success.

2.Your discussion will be accompanied by thestudents evaluation to their classmates work.

Ask for volunteers to recite in class their

evaluation. Also discuss the different features

of an evaluation essay have the students work

their essay from general to specific. Take time

in explaining how they should write their

criteria to evaluate people, ideas, and possible

actions20 minutes


...20 minutes

Day 14

Topic: Explanation Essay

Objective: To be able to write and an essayshowing a vivid picture of an event that happens or

that has happened.


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Have the students explain, how to play a video game

of their choice?

They make do this activity in groups or individually

in front.


Methodologies

Time Allotted

1. Have your students a PowerPoint presentation

about the teenagers of today. Have them write

down their observation and then have them

explain what the presentation is all about..5

minutes

2. Anchor your discussion to the recent picture

activity your students just had. Point out that

importance of the WH-Questions in an

explanation essay. The following;

What/Who?....Why?...What

for?...When?...How?...build the essay easily,

as these guide the information that arenecessary to the essay itself. Reiterate to the

students in choosing their topics they should

consider their knowledge to the essay topic.

Have them understand how each of the 3 main

parts of the essay is made, the introduction,

body, and conclusion. In this form of essay the

completeness of the conclusion is very

important. Give the students examples like a

sample diary, where it explains something,

from there it would be a lot easier for them topattern their own work

.20 minutes

Refer to Appendices for a Sample

Diary Entry.

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.20 minutes


Methodologies

Time Allotted

1. Have the students listen to a recorded audio

file, Lost in a Crowd. Instruct them to listen

and understand what is the listening all about.

After, ask them to give the summary of the

story on their own words

5 minutes

2. Anchor your discussion to the recent listeningactivity your students just had. Point out that

importance of the WH-Questions in an

explanation essay. The following;

What/Who?....Why?...What


as these guide the information that are

necessary to the essay itself. Reiterate to the



Have them understand how each of the 3 mainparts of the essay is made, the introduction,





from there it would be a lot easier for them to

pattern their own work.

You may also use another method for them to

explain, have them identify sounds and

explain about the creator/producer of the

sound

..20 minutes

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Diary Entry.


.20 minutes


Methodologies

Time Allotted

1. Have the students stand up in front of the

class to give an impromptu speech on the

following topics.

a. Color

b. Musicc. Movies

d. TV programs

2. Anchor your discussion to the recent

impromptu speech activity your students just

had. Point out that importance of the WH-

Questions in an explanation essay. The

following; What/Who?....Why?...What


as these guide the information that arenecessary to the essay itself. Reiterate to the



Have them understand how each of the 3 main

parts of the essay is made, the introduction,





from there it would be a lot easier for them topattern their own work..

.20 minutes


Diary Entry.

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.20 minutes

Day 15

Topic: Sequence Essay

Objective: To be able to describe series of events orprocesses in some sort of order or manner.


Bathing Steps

Group the class into two, and then have the students

enumerate in order the ways/steps

they take a bath. They may write their answers on a

piece of paper as a whole group. Let

them decide on their own who will represent the

group in front in reading their answers.

A: Strategies for VisualMethodologies

Time Allotted

1. Putting the Pictures in Order!

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After the students are able to number the

pictures in order, have them tell a short story

based on the correct arrangement of the

pictures...5 minutes

2. Make sure the students will understand how

each time transition is used. Focus your

discussion on the use of time expressions in

developing the sequence of events in the

essay. It is advisable to write sentences on the

board to discuss the usage of each adverb of

time. Also some students may not be familiar

how they should position the adverbs in their

sentences. Therefore, to discuss how and to

give them more examples on the boards aside

from the written ones in the handbook will

help them a lot

..25 minutes

Refer to Appendices for the list of

adverbs of time.


...15 minutes


Methodologies

Time Allotted

1. Which comes first?

Provide your students a copy of this short

story. Then have them number which of the

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dialogue comes first as they listen to the audio

file.

__Dad: A movie today? Well, I don't know.

Here. Let me look at the newspaper.

Okay. Ah, here's a movie starts in the

afternoon at 2:45. Well should we

take mommy with us?

__Girl: Dad, I'm bored today. Can I go to a

movie?

__Girl: Yeah.

__Dad: Alright. And what should we do after

we see the movie?

__Dad: Okay, we have to wait formommy

because she's at a meeting right now.__Girl: Okay.

__Girl: Go on a little walk.

__Dad: Well, where would you like to go on a

walk? Would you like to go down

to the beach or through the park?

__Girl: To the beach.

__Girl: Yeah [alright].

__Dad: To the beach. Well that sounds great.

And then maybe we can go out to

eat tonight. Does that sound okay?

To check whether the students numbered the

story correctly, you may refer to the

appendices

5 minutes

2. Make sure the students will understand how

each time transition is used. Focus your








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help them a lot

..25 minutes


adverbs of time.


...15 minutes


MethodologiesTime Allotted

1. Scan the

logo

below

have at

least 3

copies of

it. Next

cut the

scanned

copies in

pieces.

Then

group the students into two. Give the cut

copies to the students; have them assemble the

logo as a team. The first to finish should

present the logo in front and say something

about the said logo5 minutes

2. Make sure the students will understand howeach time transition is used. Focus your





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help them a lot..25

minutes


adverbs of time.


...15 minutes

Day 16

Topic: Choice Essay

Objective: To be able to write a well organized

essay stating different choices, and ideas describing

each option and then giving a fair opinion.


Have your students choose from the pictures below.

Let them explain their choice.

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Methodologies

Time Allotted

1. You may use the springboard motivation as it

is also more on a visual motivation.

Just change the pictures or you may just add

more..5 minutes

2. Remember to focus your discussion to the 4

Ws. In this form of essay your presentation of

all the choices good points and bad points is

as necessary as your choice. Make the

students understand, to make this essay easy

they need to master the use of their transitions

in giving examples and explaining a choice.

They may as well give situations to support

their essay, especially if they are choosing

between two facts to discuss in their essay.20 minutes


..20 minutes


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Methodologies

Time Allotted

1. Have the students pick between ballad songs

or popular songs. Play the song of their

choice for a few minutes to start up their

mood before you finally start the discussion

of the topic for the day..

5 minutes

2. Remember to focus your discussion to the 4

Ws. In this form of essay your presentation

of all the choices good points and bad points

is as necessary as your choice. Make the

students understand, to make this essay easythey need to master the use of their

transitions in giving examples and explaining

a choice. They may as well give situations to

support their essay, especially if they are

choosing between two facts to discuss in

their essay.20

minutes


..20 minutes


Methodologies

Time Allotted

1. Your pick!

Have the students pick from their

classmates, the most handsome and the

most intelligent students. They may do

this by nomination, and then ask for

volunteers to give their reasons in picking

their choice...5 minutes

2. Remember to focus your discussion on the

4 Ws. In this form of essay your

presentation of all the choices good points

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and bad points is as necessary as your

choice. Make the students understand, to

make this essay easy they need to master

the use of their transitions in giving

examples and explaining a choice. They

may as well give situations to supporttheir essay, especially if they are choosing

between two facts to discuss in their

essay

..20 minutes


....20 minutes

Day

17

Topic:

Compare and Contrast Essay

Objective: To be able to write and state the

similarities and differences between two or more

people, places, or things.


Using the Benn diagram above compare and contrast

a tiger from a lion, have

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the students give the comparisons and similarities of

the two animals.


Methodologies

Time Allotted

1. Have the students spot the difference/s in the

two pictures below.

For a better view of the picture you may scan

a copy from the appendices, post it on the

board, and then ask volunteers to spot the

difference/s5 minutes

2. Point out the importance of the two patterns

in presentation of ideas. Give examples on

the board for the students to follow. Make

sure they understood how each essay part is

developed and different from the other essay

types. When using the alternate and thedivided patterns, discuss only the similarities

in the first paragraph and only the differences

in the next. This format requires careful use

of many compare/contrast cue words and is

therefore more difficult to write well.

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Although it is true this essay seem to be

easier than the other essay types, still

students have to apply extra effort in both

development and organization

..20

minutes

3. Class Activity

...15 minutes


Methodologies

Time Allotted

1. Have your students listen to the music, Out

of Reach, and Bleeding Love. Make them

listen to how each of the music are similar and

are different5 minutes

2. Point out the importance of the two patterns

in presentation of ideas. Give examples on the

board for the students to follow. Make sure

they understood how each essay part is


types. When using the alternate and the

divided patterns, discuss only the similarities


in the next. This format requires careful use of

many compare/contrast cue words and is


Although it is true this essay seem to be easier

than the other essay types, still students have

to apply extra effort in both development and

organization

..20 minutes

3. Class Activity

...15 minutes


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Methodologies

Time Allotted

1. Have the students draw two identical objects,

also tell them to write a short caption what are

those pictures all about.

Tell them the same way in wring an essay on

compare and contrast they need to write

details supporting their thesis statement. The

shapes they drew to develop their pictures are

the details of the whole concept

.......5 minutes

2. Point out the importance of the two patterns in

presentation of ideas. Give examples on the

board for the students to follow. Make surethey understood how each essay part is


types. When using the alternate and the

divided patterns, discuss only the similarities


in the next. This format requires careful use of

many compare/contrast cue words and is


Although it is true this essay seem to be easier

than the other essay types, still students have

to apply extra effort in both development and

organization

..20 minutes

3. Class Activity

...15 minutes

Day 18

Topic: Description Essay

Objective: To be able to give the reader a clearpicture of the essay thru vivid descriptions of things,people, or places.Springboard Motivation (5 minutes)

Show me the

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Tell the students to pretend they are blind. Then tell

them to describe the sky in 2-3 short

sentences.


Methodologies

Time Allotted

1. Guide the students to look around the

academy for around 3 minutes, and then ask

them to describe at least one of those things

they have observed. Encourage them to use

appropriate adjectives

.5 minutes.

2. Discuss the general ideas concerning the

descriptive essay first followed by the rules.

Have then make use of their five senses in

knowing what to write based on the range of

their thesis statement. It is also good to

remind them of their list of adjectives in

proper category. Have them use details that

are exact and the most reliable, the most

appropriate, and the most vivid to convey

what they want their readers to understand.

.

15 minutes


..25 minutes


Methodologies

Time Allotted

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1. Have your students watch a part of the movie,

High School Musical. Instruct them to

understand that particular part, and then ask

for volunteers to describe what is the scene is

about

5 minutes











.

15 minutes


..25 minutes


Methodologies

Time Allotted

1. Have the students describe their ideal house

by drawing it. Instruct them to draw all the

details of the said house, the kitchen, rooms,

floors, etc.

Explain to them in writing they will have to

write all details too, from the most important

to the least, or vice versa

.5 minutes

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.

15 minutes


..25 minutes

Day 19 Topic: Classification EssayObjective: To be able to classify ideas into specific

categories and discuss each of them by defining eachand by giving examples for each classification.


Have your students write examples for each

classification.

Animal color Size

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The students may give as many examples as they can.

Mention to them it is very important to


Methodologies

Time Allotted

1. Classify these words according to their

alphabetical order5 minutes

Majestic

Human

Evacuate

Elephant

Bed

Comfortable

Automatic

Embark

2. Discuss the lesson accordingly as the topicsare presented in the handbook. You may want

to use examples showing how things are

classified. Focus on the formulation of the

thesis statement, the guides on how to develop

the essay, and the transitions. Tackle each one

by one, theres no need to rush the students.

This essay requires a skill on classifying

appropriately. ..20 minutes


....20 minutes


Methodologies

Time Allotted

1. Have the students listen to 10 short choruses

of music selections. Next, have them classify

the music files into the following categories.

Ballad Popular Rap Acoustic

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Before they listen to the music files, write the

song titles on the board. Have them write

those titles accordingly to the correspondingtable.5 minutes

2. Discuss the lesson accordingly as the topics

are presented in the handbook. You may want






This essay requires a skill on classifying

appropriately. .....20 minutes


...20 minutes


Methodologies

Time Allotted

1. Have the students classify their names in

order, following the alphabetical order

,

...5 minutes

2. Discuss the lesson accordingly as the topics

are presented in the handbook. You may want






This essay requires a skill on classifyingappropriately. .....20 minutes


...20 minutes

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Day 20

Topic: Definition EssayObjective: To be able to write an essay defining a

word, or concept in depth by providing a personal

comments on what the specific subject means.



Methodologies

Time Allotted

1. Have them define a word/s they think are

essential to live life comfortably, like food,

water, etc

..5 minutes2. Discuss the general ideas concerning the

definition essay first followed by the rules.




remind them of their list of adjectives and

verbs in proper category. Have them use

details that are exact and the most reliable, the

most appropriate, and the most vivid to

convey what they want their readers to

understand. .

15 minutes


..20 minutes


Methodologies

Time Allotted

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1. Have them define a word they hear outside

..5 minutes








details that are exact and the most reliable, the

most appropriate, and the most vivid to

convey what they want their readers to

understand. .

15 minutes


..20 minutes


Methodologies

Time Allotted1. Have them find something and then have

them define that something they have found

.

5 minutes








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details that

18315867 teacher manual teaching grammar based wrting

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