The document outlines a lesson plan for a fourth-year English class focusing on nouns, including objectives, instructional materials, and activities. Students will engage in constructing sentences with different types of nouns and participating in interactive games to reinforce their understanding. The lesson also incorporates a literary reading, 'A Secret of Two,' to exemplify noun usage and culminates in evaluations and assignments to assess students' grasp of the topic.

1. Subject: English IV
Level: Fourth Year Section 7 (IV-7)
Class Size: 40 Students
Class Average: Heterogenous
Duration: 60 mins.
Literary Focus: A Secret of Two
Language Focus: Nouns

2. • Pre-requisite knowledge:
Noun is one of the 8 parts
of speech.
Noun is a name of place
and things

3. •Objective
•The 4th yr. section 7 student will be able to
construct 5 item sentences 1 each type of noun
in a 1 whole sheet of paper, and submit it at the
faculty before 12 nn.
•The 4th yr. section 3 students will be able to
enumerate the 8 types of noun and give the
meaning of each without looking at their
books/notes within 5 mins.

4. •INSTRUCTIONAL MATERIALS:
•LCD projector
•Laptop

5. Reference:
•Prentice Hall Grammar and Composition 2
•Prentice Hall Literatures (bronze edition)
•Introduction to English
•English Expressway IV (Student
Handbook)

6. •Instructional Activity
•Introduction
•Opening prayer
(Call one student to lead the prayer)
•Attendance Monitoring
(Students will say “I’m Here!” when he/she is present.)
•Review the previous lessons.
(Call a student who is absent last meeting to recall the lesson.)
•Motivation (10 Mins for codename game and.5 mins for literature
reading)

7. Part 1
•Mechanics
•The teacher will prepare all the names of
the class written in small pieces of paper in
jumbled. The teacher will distribute it to the
class and upon receiving the name; the
student should not tell the name of their
classmate assign to them, it must be a
secret.

8. •Students should give a “codename” or
“alias” to their classmates assigned to
them. Codename should be base on
their personality, characteristic or
attitudes.
Example:
If your classmate is good in speaking in
English you may call him/her with a
codename of Mr./Ms. Englisero/ra.

9. •When the students are done giving codename to
their classmate, the teacher will call (or volunteer) a
student to tell the codename he/she give to his/her
classmate not mentioning his/her name.
The students will guess who their classmate was
referring to. If one student knows who he/she was,
he/she will raise up his/her hand and announce it to
the class and defend why he/she is called that
codename. Or, if the students knows that he/she is
the one referredto, he/she will say “That’s me!” out
loud. But if anyone in the class doesn’t know the
answer, the student who gives the codename will
reveal it and defend it in the class why he/she
give that codename.

10. •When the guess is correct, the
student who was given the
codename will be the next one
to give his/her codename until
the time span is reached.

11. A SECRET OF TWO
Montreal is a very large city. Like all large cities, it has
small streets. Streets, for example, Like Prince Edward
Street-only four blocks long. No one knew Prince
Edward Street as well as Pierre Dupin. He had delivered
milk to the families on the street for thirty years.
For the past fifteen years. a large white horse pulled his
milk wagon. In Montreal, especially in the French part of
the city, animals and children are often given the names
of saints. Pierre's horse had no name when it first came
to the milk company. Pierre was told he could use the
horse. He moved his hand gently and lovingly across the
horse's neck and sides. He looked into the animal's
eyes.

12. "This is a gentle horse," Pierre said. "I
can see a beautiful spirit shining out of
its eyes. I will name him after Saint
Joseph, who also was a gentle and
beautiful spirit."
After about a year, the horse, Joseph,
got to know every house that received
milk, and every house that did not.

13. Every morning at five, Pierre arrived at
the milk company's stables to find his
wagon already filled with bottles of milk
and Joseph waiting for him, Pierre
would call, "Bonjour, my old friend," as
he climbed into his seat, while Joseph
turned his head toward the driver.
The other drivers would smile. They
said that the horse smiled at Pierre.

14. Then Pierre would softly call to Joseph, "Avance, mon
ami." And the two would go proudly down the street.
Without any order from Pierre, the wagon would roll
down three streets. Then it turned right for two streets,
before turning left to Saint Catherine Street. The horse
finally stopped at the first house on Prince Edward
Street. There, Joseph would wait perhaps thirty seconds
for Pierre to get down off his seat and put a bottle of milk
at the front door. Then the horse walked past the next
two houses and stopped at the third. And without being
told, Joseph would turn around and come back along the
other side. Ah yes, Joseph was a smart horse.

15. Pierre would talk about Joseph. "I never touch the
reins. He knows just where to stop. Why, a blind
man could deliver my milk with Joseph pulling the
wagon."
And so it went on for years-always the same.
Pierre and Joseph slowly grew old together.
Pierre's huge walrus mustache was white now
and Joseph didn't lift his knees so high or raise
his head quite so much. Jacques, the boss man
of the stables, never noticed that they both were
getting old until Pierre appeared one morning
carrying a heavy walking stick.

16. "Hey, Pierre," Jacques laughed. "Maybe you got the gout, hey?"
"Mais oui, Jacques," Pierre said. "One grows old. One's legs get
tired."
"Well, you should teach that horse to carry the milk to the front
door for you," Jacques told him. "He does everything else."
The horse knew every one of the forty families that got milk on
Prince Edward Street. The cooks knew that Pierre could not read
or write; so, instead of leaving orders in an empty milk bottle, they
simply sang out if they needed an extra bottle. "Bring an extra
bottle this morning, Pierre," they often sang when they heard
Pierre's wagon rumble over the street.
"So you have visitors for dinner tonight," Pierre would happily
answer.
Pierre also had a wonderful memory. When he arrived at the
stable he always remembered to tell Jacques, "The Pacquins took
an extra bottle this morning; the Lemoines bought a pint of
cream..."

17. Most of the drivers had to make out the
weekly bills and collect the money, but
Jacques, liking Pierre, never asked him to
do this. All Pierre had to do was arrive at
five in the morning, walk to his wagon,
which always was in the same place, and
deliver his milk. He returned about two
hours later, got down from his seat, called a
cheery "Au voir" to Jacques, and then
walked slowly down the street.

18. One day the president of the milk company came
to inspect the early morning milk deliveries.
Jacques pointed to Pierre and said, "Watch how
he talks to that horse. See how the horse listens
and how he turns his head toward Pierre? See
the look in that horse's eyes? You know, I think
those two share a secret. I have often felt it. It's
as though they both sometimes laugh at us as
they go off Pierre...Pierre is a good man,
Monsieur President, but he is getting old. Maybe
he ought to be given a rest, and a small pension."

19. "Oh but of course," the president laughed. 'I
know Pierre's work. He has been on this job
now for thirty years. All who know him love
him. Tell him it is time he rested. He'll get
his pay every week as before."
But Pierre refused to leave his job. He said
his life would be nothing if he could not
drive Joseph every day. "We are two old
men," he said to Jacques. "Let us wear out
together. When Joseph is ready to leave,
then I too will do so."

20. There was something about Pierre and his horse
that made a man smile tenderly. Each seemed to
get some hidden strength from the other. As
Pierre sat in his seat, with Joseph tied to the
wagon, neither seemed old. But when they
finished their work-then Pierre walked lamely
down the street, seeming very old indeed, and
the horse's head dropped and he walked slowly
to his stall.
Then one cold morning Jacques had terrible
news for Pierre. It was still dark. The air was like
ice. Snow had fallen during the night.

21. Jacques said, "Pierre, your horse, Joseph, didn't
wake up. He was very old, Pierre. He was twentyfive and that is like being seventy-five for a man."
"Yes," Pierre said slowly. "Yes. I am seventy-five.
And I cannot see Joseph again."
"Oh, of course you can," Jacques said softly. "He
is over in his stall, looking very peaceful. Go over
and see him."
Pierre took one step forward, and then turned.
"No... no ... you don't understand, Jacques."

22. Jacques patted him on the shoulder. "We'll
find another horse just as good as Joseph.
Why, in a month you'll teach him to know all
the homes as well as Joseph did. We'll...."
The look in Pierre's eyes stopped him. For
years Pierre had worn a large heavy cap
that came down low over his eyes. It kept
out the bitter cold wind. Now, Jacques
looked into Pierre's eyes and he saw
something that shocked him. He saw a
dead, Lifeless Lookin them.

23. "Take the day off, Pierre," Jacques said But
Pierre was gone limping down the street. Pierre
walked to the comer and stepped into the street.
There was a warning shout from the driver of a
big truck. There was the screech of rubber tires
as the truck tried to stop. But Pierre... Pierre
heard nothing.
Five minutes later a doctor said, "He's dead...
kilted instantly."
"I couldn't help it," the truck driver said, "He
walked in front of my truck. He ... he never saw it,
I guess. Why, he walked as though he were
blind."

24. The doctor bent down. "Blind? Of course
the man was blind. See those growths? This
man has been blind for five years." He
turned to Jacques, "You say he worked for
you? Didn't you know he was blind?"
"No ... no .. ." Jacques said softly. "None of
us knew. Only one... only one knew--a
friend of his, named Joseph ... It was... it
was a secret, I think, just between those
two."

25. •Development (35 mins.)
Guide Question
Give some importance or significance of
names.
Very Good!
Expected Answer
Student 1: With names we can
recognize each other.
Student 2: Without names all of us will
be
unknown
Student 3: Without names, there will be
no distinction.
Student 4: Proper noun uses capital
letters.
How will we distinguish proper noun from
common noun?
Who will write on the board the proper noun (Goes to the front and write on the
of each common noun?
board.)
Student 5: Teacher- Mr. Gianan
Excellent!
Student 6: School- Denrica National
Who will give an example of concrete nouns? H/S
Student 7: Province- Camarines Sur
Student 8: Toy, Ma’am!
OK Good!
Student 9: chalkboard...
Student 10: Ball pen!
Student 11: peace!

26. How about abstract noun?
Fabulous!
What are the examples of countable nouns?
Great!
How about for uncountable nouns?
Excellent!
Give some example of collective nouns.
Give some examples of compound nouns.
Did you understand now what a noun is?
Then, who can give me the meaning of noun?
Student 11: peace!
Student 12: Ma’am, elegance.
Student 13: Modesty
Student 14: People..
Student 15: Papers...
Student 16: houses.
Student 17: leaves...
Student 18: dust.
Student 19: sands...
Student 20: dance troupe.
Student 21: clan.
Student 22: choir...
Student 23: jellyfish.
Student 24: greenhouse.
Student 25: Spiderman.
All: Yes sir!
Student 26: Noun is the name of persons,
place or things.

27. Who can give me the 8 types of noun?
What is proper noun?
What is common noun?
What is concrete noun?
What is abstract noun?
What is collective noun?
How about countable nouns?
What do you mean by uncountable nouns?
What is compound noun?
Student 27: Proper, common,
concrete, abstract, collective,
compound, countable and uncountable
nouns.
Student 28: Name that we use for a
person, place or organization. Uses
capital letters.
Student 29: Names of anyone of a class of
persons, places or things.
Student 30: Something that is material or
that can be seen, heard, taste or felt.
Student 31: Determines a quality or idea
that can be perceived by mind rather
than senses.
Student 32: Noun that is based to
designate a group or collection.
Student 33: Things that we can count.
Student 34: Substances, concepts etc.
that we cannot divide into separate
elements.
Student 35: Noun that is composed of
three or more words.

28. C. Conclusion
•Synthesis of the lesson
A noun is the name of person,
place or things. Noun name things that
can be seen and touch as well as those
things that cannot be seen or touch.
There are also categories of nouns, the
person, place, things, ideas, actions,
conditions, animals and qualities.

29. TYPE OF NOUNS
•Proper Nouns- Special word (or name) that we use for a
person, place or organization, written in capital letters.
•Common Noun- Names anyone of class of persons, places or
things.
•Concrete Nouns- Names something that is material or that
can be seen, heard, smelled, tasted and felt.
•Abstract Noun- Determines a quality or idea that can be
perceived by mind rather than senses.
•Collective Noun- used to designate group or collection.
•Countable Noun- Things that we can count.
•Uncountable Noun- Substances, concept, etc. that we cannot
divide into separate elements. We can’t count them.
•Compound Noun- Composed of two or more words.

30. •Evaluation (10 mins.)
Exercise: Distinguishing between common and proper noun.
Determine the proper noun and common noun in the story
Ex.
Common-Language
Proper-French
V. Assignment:
Write in a one whole sheet of pad paper, to be passed tomorrow.
Construct sentences using the 8 types of noun 5 items each and encircle
the noun that been used.
Prepared by:
Rusman R. Gianan