RICKS INSTITUTE                  SECOND PERIOD WEEKLY PLAN – GRADE 12                      Activities for Week 1 (October ...
Activities for Week 2 (October 19-23)  A. Visual/Descriptive Writing      Objectives:          To use connectives to:     ...
Activities for Week 1 (October 12-16, 2009)A. Review test questions for first period           Objectives:          1. To ...
e. To identify an adjective clause in a sentence, and write                      sentences having an adjective clause.   •...
3. To identify an adverb clause in a sentence;                                  4. To write sentences with an adverb claus...
PONGA'S LESSON PLANS FOR GRADE 12, 2009x
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PONGA'S LESSON PLANS FOR GRADE 12, 2009x

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PONGA'S LESSON PLANS FOR GRADE 12, 2009x

  1. 1. RICKS INSTITUTE SECOND PERIOD WEEKLY PLAN – GRADE 12 Activities for Week 1 (October 12-16, 2009)A. Review First Period test questions Objectives: 1. To answer test questions for clarity and objectivity; 2. To identify errors in spelling, punctuation, grammar and content.• Activities/Procedure: Ask students to identify errors, and then make comments on one another’s test papers.B. Visual/Descriptive Writing Objectives: 1. To describe visible structures or objects (for example, the classroom); 2. To use phrases and clauses as modifiers in descriptive writing; 3. To use the present simple tense in visual/descriptive writing (for example, a school campus).• Activities/Procedure: Ask students to describe the physical appearance of their classroom; Ask students to identify things that make their classroom a good place for learning; Main Activities for Week One1. To identify all errors on another student’s first period test paper (Lang. Arts) and make comments on the paper;2. To write a paragraph describing a visible structure (a classroom, as a place for learning).NOTE: Spelling, dictation, and reading will also form part of the activities.
  2. 2. Activities for Week 2 (October 19-23) A. Visual/Descriptive Writing Objectives: To use connectives to: 1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification. • Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: o comparison; o similarity; o conclusion/summary; and o clarification. Main Activities for Week Two 1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).Textbook References: SECOND PERIOD WEEKLY PLAN – GRADE 10
  3. 3. Activities for Week 1 (October 12-16, 2009)A. Review test questions for first period Objectives: 1. To answer test questions for clarity and objectivity; 2. To identify errors made in spelling, punctuation, and grammar.• Activities/Procedure: Ask students to rewrite the first period test in their English copybooks as Assignment 1.B. Writing Sentences1. Writing sentences according to use or purpose Objectives: a. To name the kinds of sentences according to use or Purpose; b. To identify the uses or purposes; c. To identify end marks for each kind of sentence; d. To write sentences as class activity.• Activities/Procedure: Ask students to make sentence, and then identify each kind of sentence according to use; tell students every group of words ( that make a complete sense) falls within one of the names sentences; ask students to write sentences for each kind of sentences.•2. Writing sentences according to structure or form Objectives: a. To name sentences according to structure or form; b. To tell what a clause is, and differentiate between a clause and a phrase (group of words); c. To name and identify the kinds of clauses, and the kinds of subordinate clauses; d. To identify words (relative pronouns) that introduce clauses;
  4. 4. e. To identify an adjective clause in a sentence, and write sentences having an adjective clause. • Activities/Procedure: Ask students to identify relative pronouns from textbooks, and use these to make sentences; Ask students to identify the subjects and predicates (verbs) in each sentences, and main clauses and subordinate clauses; Tell students that an adjective clause is introduced by relative pronouns. Main Activities for Week One 1. To write two or more sentences for each kind of sentences according to use or purpose, using one of the words: dormitory, library, Ricks Institute, science, English, rainy season, internet, principal; 2. To identify a main clause and a subordinate clause in a given sentence.Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-162; pp. 371-388) Activities for Week 2 (October 19-23) A. Naming, identifying, and writing sentences with subordinate clauses (Cont.) Objectives: 1. To name the kinds of subordinate clauses; 2. To identify words (subordinating conjunctions) that introduce adverb clauses;
  5. 5. 3. To identify an adverb clause in a sentence; 4. To write sentences with an adverb clause. • Activities/Procedure: Ask students to identify subordinating conjunctions from textbook, and use these to make sentences; help students to identify which part of each sentence makes sense and which does not (main clause and subordinate clause); tell students an adverb clause is introduced by subordinating conjunctions. B. Sentences according to structure Objectives: 1. To name and identify sentences according to structure or form; 2. To combine two or more sentences to form one sentence; 3. To use pronouns and conjunctions to form compound sentences and complex sentences. • Actvities/Procedure: Ask students to name sentences according to form, and to identify the subjects and verbs (predicates) in given sentences; tell students that parts of sentences introduced by relative pronouns and subordinating conjunctions are subordinate clauses (adverbs and adjectives); assists students to identify sentence parts joined by coordinating conjunctions and conjunctive adverbs as compound sentences, that each part can stand alone as a sentences (main clauses). Main Activities for Week Two To combine two or more sentences to form one sentence.Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-175; pp. 371-388)

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