LESSON PLAN IN ENGLISH II (WRITING)

Ms. Joy M. AvelinoMAEd- ELT

April 29, 2012

At the end of the lesson the students should be able to:

1. Use graphic organizer to generate ideas.

2. Define what a character sketch is. 3. Write a character sketch.

OBJECTIVES

LaptopProjectorManila PaperMarker

MATERIALS

PROCEDURE

A. Pre-WritingActivity 1. Mr. & Ms. CAYS Universe 2013

(Q & A Portion)

1.1 The teacher will facilitate a motivation game following the Question & Answer portion of a beauty contest. 1.2 Four volunteer students will be asked to act as candidates. 1.3 They will choose a number from 1-4, and answer the corresponding question of that chosen number.

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Q1: How will you describe your ideal man/woman?

Q3: What’s the admirable trait of your mother that you love the most?

Q2: If you’ll be one of our national heroes, who would that be and why?

Q4: What distinct characteristics must the next leader of our country should possess?

Q1: How will you describe your ideal man/woman?

Q2: If you’ll be one of our national heroes, who would that be and why?

Q3: What’s the admirable trait of your mother that you love the most?

Q4: What distinct characteristics must the next leader of our country should possess?

Activity 2. Character Web2.1 The students will be asked to complete the character web below.

2.2 The teacher will provide the nucleus word “Family”. Ask the students to choose a specific member of the family and write it below the nucleus word. Then, Let them write at least three character traits of their father.

2.3 Ask at least 2 volunteer students to present their character web in front of the class.

What particular character trait of your father that you like the most? Why?

Share an incident that shows that particular trait.

Activity 3. Group Dynamics3.1 The class will be divided into 4 groups.

3.2 Each group will be asked to read the sample paragraph that will serve as their model.

3.3 They will be provided with the guide questions. Let them brainstorm the content of the paragraph and answer the questions.

3.4. A representative of each group will present their work in the class.

3.5 Process the students’ answer.

“Ever to the helpless, a helper indeed,” that is how I might describe in a nutshell my one and only aunt.

She always has a ready hand to help those truly in dire need be it financially or otherwise. People don’t hesitate to approach her whether or not they are her friends. Complete strangers feel comfortable and at ease talking to her about their problems. Even those who have an axe to grind against her sometimes could not help saying favorable things about her.

She is I should say generous to a fault. She gives everybody she meets her understanding and friendly smile, for she believes that it is one thing that one can continuously give without getting any poorer. Along with it goes a word or two that seem insignificant but which in fact are words of encouragement. It amazes me no end, where she gets all the tact and diplomacy she uses in dealing with her friends and everybody else who come to her for either advice or help or but also with her hard-earned cash.

Whatever motivates her and keeps her doing what nobody does, I don’t know, but it amazes me a lot.

“Ever to the helpless, a helper indeed,” that is how I might describe in a nutshell my one and only aunt.

She always has a ready hand to help those truly in dire need be it financially or otherwise. People don’t hesitate to approach her whether or not they are her friends. Complete strangers feel comfortable and at ease talking to her about their problems. Even those who have an axe to grind against her sometimes could not help saying favorable things about her.

She is I should say generous to a fault. She gives everybody she meets her understanding and friendly smile, for she believes that it is one thing that one can continuously give without getting any poorer. Along with it goes a word or two that seem insignificant but which in fact are words of encouragement. It amazes me no end, where she gets all the tact and diplomacy she uses in dealing with her friends and everybody else who come to her for either advice or help or but also with her hard-earned cash.

Whatever motivates her and keeps her doing what nobody does, I don’t know, but it amazes me a lot.

MODEL

1. What is the topic sentence of the paragraph?

2. What particular trait of the subject is emphasized?

3. What details are given to support or illustrate this particular trait?

4. Read the concluding statement. What is the importance of the last statement?

5. Explain the following idiomatic expressions used:

a. in a nutshell

b. an axe to grind

c. generous to a fault

1. What is the topic sentence of the paragraph?

2. What particular trait of the subject is emphasized?

3. What details are given to support or illustrate this particular trait?

4. Read the concluding statement. What is the importance of the last statement?

5. Explain the following idiomatic expressions used:

a. in a nutshell

b. an axe to grind

c. generous to a fault

GUIDE QUESTIONS

KEY POINTS:

A description creates a picture so that the reader can see, hear, touch, and even smell the thing or scene being described.

A character sketch describes a person so that the reader feels as though she has met the person, telling what qualities that person possesses. It contains elements of description, but it also usually contains accounts of the person's habitual ways of doing things, direct quotations and stories about events that reflect the person's character.

Pointers for writing a character sketch:

1. Emphasize a single trait that keynotes your subject’s personality.

2. Begin with a topic sentence that highlights the trait you have chosen.

3. Choose details, examples or any sort of explanation to illustrate this particular trait.

4. Use quotations that are particularly significant in explaining the kind of person the character is.

KEY POINTS:

A description creates a picture so that the reader can see, hear, touch, and even smell the thing or scene being described.

A character sketch describes a person so that the reader feels as though she has met the person, telling what qualities that person possesses. It contains elements of description, but it also usually contains accounts of the person's habitual ways of doing things, direct quotations and stories about events that reflect the person's character.

Pointers for writing a character sketch:

1. Emphasize a single trait that keynotes your subject’s personality.

2. Begin with a topic sentence that highlights the trait you have chosen.

3. Choose details, examples or any sort of explanation to illustrate this particular trait.

4. Use quotations that are particularly significant in explaining the kind of person the character is.

 These are the key points that the teacher should be able to discuss as he/she process the student’s presentation.

B. WRITING PROPER 

1. Ask the students to write a character sketch of person that influence them a lot. The teacher has to remind them to:

List down important character traits they’ve notice in that person.

Choose one which they want to emphasize on they’re essay.

Recall or collect enough details and decide what overall impression that their subject has made on them.

Use those impressions as starting point so they could begin with their first draft.

Think of a good beginning sentence that will serve as their topic sentence.

2. Self-checking. The students will be given a rubric for a Character sketch. Let them evaluate and revise their own outputs.  3. Peer CheckingThe students will exchange papers with their seatmate. Using the same rubrics, they will evaluate and comment on their classmates’ essay.  4. Rewrite the final output.

C. POST-WRITING Publishing: The character sketch that they’ve done must be included on their portfolio.