LESSON PLAN IN ENGLISH II(WRITING)Ms. Joy M. AvelinoMAEd- ELTApril 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 charac...
LaptopProjectorManila PaperMarkerMATERIALS
PROCEDURE
A. Pre-WritingActivity 1. Mr. & Ms. CAYS Universe 2013(Q & A Portion)1.1 The teacher will facilitate a motivation game fol...
1234Q1: How will you describeyour ideal man/woman?Q3: What’s the admirabletrait of your mother thatyou love the most?Q2: I...
Q1: How will you describe your ideal man/woman?Q2: If you’ll be one of our national heroes, whowould that be and why?Q3: W...
Activity 2. Character Web2.1 The students will be asked to complete the character webbelow.2.2 The teacher will provide th...
Activity 3. Group Dynamics3.1 The class will be divided into 4 groups.3.2 Each group will be asked to read the sample para...
“Ever to the helpless, a helper indeed,” that is how I might describe in anutshell my one and only aunt.She always has a r...
1. What is the topic sentence of the paragraph?2. What particular trait of the subject is emphasized?3. What details are g...
KEY POINTS:A description creates a picture so that the reader can see, hear, touch,and even smell the thing or scene being...
B. WRITING PROPER 1. Ask the students to write a character sketch ofperson that influence them a lot. The teacher hasto re...
2. Self-checking. The students will be given a rubric fora Character sketch. Let them evaluate and revise theirown outputs...
C. POST-WRITING Publishing: The character sketch that they’vedone must be included on their portfolio.
TEACHING OF WRITING SAMPLE LESSON PLAN
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TEACHING OF WRITING SAMPLE LESSON PLAN

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Teaching of Writing sample lesson plan
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TEACHING OF WRITING SAMPLE LESSON PLAN

  1. 1. LESSON PLAN IN ENGLISH II(WRITING)Ms. Joy M. AvelinoMAEd- ELTApril 29, 2012
  2. 2. 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
  3. 3. LaptopProjectorManila PaperMarkerMATERIALS
  4. 4. PROCEDURE
  5. 5. A. Pre-WritingActivity 1. Mr. & Ms. CAYS Universe 2013(Q & A Portion)1.1 The teacher will facilitate a motivation game following theQuestion & 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 thecorresponding question of that chosen number.
  6. 6. 1234Q1: How will you describeyour ideal man/woman?Q3: What’s the admirabletrait of your mother thatyou love the most?Q2: If you’ll be one of our nationalheroes, who would that be and why?Q4: What distinctcharacteristics must thenext leader of our countryshould possess?
  7. 7. Q1: How will you describe your ideal man/woman?Q2: If you’ll be one of our national heroes, whowould that be and why?Q3: What’s the admirable trait of your mother thatyou love the most?Q4: What distinct characteristics must the nextleader of our country should possess?
  8. 8. Activity 2. Character Web2.1 The students will be asked to complete the character webbelow.2.2 The teacher will provide the nucleus word “Family”. Ask thestudents to choose a specific member of the family and write itbelow the nucleus word. Then, Let them write at least threecharacter traits of their father.2.3 Ask at least 2 volunteer students to present their characterweb in front of the class.What particular character trait of your father that youlike the most? Why?Share an incident that shows that particular trait.
  9. 9. Activity 3. Group Dynamics3.1 The class will be divided into 4 groups.3.2 Each group will be asked to read the sample paragraphthat will serve as their model.3.3 They will be provided with the guide questions. Let thembrainstorm the content of the paragraph and answer thequestions.3.4. A representative of each group will present their work inthe class.3.5 Process the students’ answer.
  10. 10. “Ever to the helpless, a helper indeed,” that is how I might describe in anutshell my one and only aunt.She always has a ready hand to help those truly in dire need be itfinancially or otherwise. People don’t hesitate to approach her whether or notthey are her friends. Complete strangers feel comfortable and at ease talking toher about their problems. Even those who have an axe to grind against hersometimes could not help saying favorable things about her.She is I should say generous to a fault. She gives everybody she meetsher understanding and friendly smile, for she believes that it is one thing that onecan continuously give without getting any poorer. Along with it goes a word ortwo that seem insignificant but which in fact are words of encouragement. Itamazes me no end, where she gets all the tact and diplomacy she uses in dealingwith her friends and everybody else who come to her for either advice or help orbut also with her hard-earned cash.Whatever motivates her and keeps her doing what nobody does, Idon’t know, but it amazes me a lot.“Ever to the helpless, a helper indeed,” that is how I might describe in anutshell my one and only aunt.She always has a ready hand to help those truly in dire need be itfinancially or otherwise. People don’t hesitate to approach her whether or notthey are her friends. Complete strangers feel comfortable and at ease talking toher about their problems. Even those who have an axe to grind against hersometimes could not help saying favorable things about her.She is I should say generous to a fault. She gives everybody she meetsher understanding and friendly smile, for she believes that it is one thing that onecan continuously give without getting any poorer. Along with it goes a word ortwo that seem insignificant but which in fact are words of encouragement. Itamazes me no end, where she gets all the tact and diplomacy she uses in dealingwith her friends and everybody else who come to her for either advice or help orbut also with her hard-earned cash.Whatever motivates her and keeps her doing what nobody does, Idon’t know, but it amazes me a lot.MODEL
  11. 11. 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 particulartrait?4. Read the concluding statement. What is the importance ofthe last statement?5. Explain the following idiomatic expressions used:a. in a nutshellb. an axe to grindc. generous to a fault1. 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 particulartrait?4. Read the concluding statement. What is the importance ofthe last statement?5. Explain the following idiomatic expressions used:a. in a nutshellb. an axe to grindc. generous to a faultGUIDE QUESTIONS
  12. 12. 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 thoughshe has met the person, telling what qualities that person possesses. It containselements of description, but it also usually contains accounts of the personshabitual ways of doing things, direct quotations and stories about events thatreflect the persons 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 thisparticular trait.4. Use quotations that are particularly significant in explaining the kind ofperson 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 thoughshe has met the person, telling what qualities that person possesses. It containselements of description, but it also usually contains accounts of the personshabitual ways of doing things, direct quotations and stories about events thatreflect the persons 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 thisparticular trait.4. Use quotations that are particularly significant in explaining the kind ofperson the character is. These are the key points that the teacher should be able to discuss as he/sheprocess the student’s presentation.
  13. 13. B. WRITING PROPER 1. Ask the students to write a character sketch ofperson that influence them a lot. The teacher hasto remind them to:List down important character traits they’ve notice in thatperson.Choose one which they want to emphasize on they’re essay.Recall or collect enough details and decide what overallimpression that their subject has made on them.Use those impressions as starting point so they could beginwith their first draft.Think of a good beginning sentence that will serve as theirtopic sentence.
  14. 14. 2. Self-checking. The students will be given a rubric fora Character sketch. Let them evaluate and revise theirown outputs. 3. Peer CheckingThe students will exchange papers with their seatmate.Using the same rubrics, they will evaluate andcomment on their classmates’ essay. 4. Rewrite the final output.
  15. 15. C. POST-WRITING Publishing: The character sketch that they’vedone must be included on their portfolio.
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