LESSON PLAN IN ENGLISH III

(GENUINE LOVE FOR READING)

I. OBJECTIVES
At the end of the lesson 80% of the learners will able to
Build vocabulary through reading poems
Interpret meaning of poem and express appreciation on poetry
Identify rhyming words used in the selection

II. SUBJECT MATTER

Topic: identifying rhyming words
References: Fun in reading english textbook pp.94-101
Teaching method: The four pronged approach: Genuine love for reading
Value focus: appreciation and love for family

III. TEACHING LEARNING ACTIVITIES

preliminary activity
A.prayer
B.greeting
C. Checking attendance
A.pre-reading
1. Motivation(GLR)
( Show a picture of a mother and children)

-what can you say about

the picture?
-is your family like them
who are happy?
-do you l;ove your
family?
-do you love your
mother?
-how do you show your
love for her?
(motive question)
Which of a mother children does love her best?

2,Pre-viewing the text/poem

What is the tittle of the poem?

What do you think it is all about?

Before we read , let us first find the meaning of the following words

3. Unlocking difficulties

-lost her cool

-set
-aglow
-skipped
-grab
-battle

B.Lesson proper
1. Activity
(read the poem by group per verse with proper intonation and emotion)
Who loves mother best?

-on happy birthday, mama dear, sang ben liz and bess with cheer,''we love you
much, we love you true'' they kissed their mother, hugged her too.

Then quickly ben skipped out to play, and went with playmates all the day. Then rushed
home in time to see, his sister liz aglow with glee.

For lizz hold up an ice cream cone, enjoying it, she sat alone ben grabbed the cone and
slipped away so lizz cried out, ''for that you'll pay!''

Like cats and dogs, the two did strugged each making sure to win the battle they try to
push and then to pull, while mama almost lost her cool.

But little bess with mom and stayed, she set the table, drinks she laid. And helped to serve
mom friends and guest now tell me, who love mother best?

C.post reading activity

2. Checking for comprehension
- What is the poem all about?
- Who were the tree childern?
- What did lizz and ben do?

D.post activity

3.analysis
- going back to the poem, what did you observe as you read?
- how about the words in the poem, how are they used?
- can you give example of these words at the end of each line?
 - what do we call these words at the end of the lines of the poem which have the same
Sounds?

4.mastery exercise
Line matching rhyming words

Draw the line to connect the word on the left that rhyme with the words on the right.

Table path
Share sun
Chip tan
Bath surf
Blew bear
Win tick
Tie buy
Fun snake
Chan glue
Brick fin
Turf snip
Bake cable

5.abstraction
The goal of careful reading is often to take up a question of meaning, an interpretive
question that has more than one answer. Since the form of a poem is part of its meaning
(for example, features such as repetition and rhyme may amplify or extend the meaning
of a word or idea, adding emphasis, texture, or dimension), questions about form and
technique, about the observable features of a poem, provide an effective point of entry for
interpretation. To ask some of these questions, you’ll need to develop a good ear for the
musical qualities of language, particularly how sound and rhythm relate to meaning. This
approach is one of many ways into a poem.

1.Activity (board work)

My rhymes
Circle two things ineach now that rhyme with the first one in the box.
FOX skunk box clocks
NET let ball wet
RAIN sun chain train
SWING ring king sled
CUTE fruit queen root
NOSE eyes toes rose

6.Application
Instruction: circle the correct rhyming words
1.pan sun jog fan
2.Bag tag man jar
3.Ham den jet jam

IV- EVALUATION

Rhyme connection
Draw a line to match to match each word on the left with its rhyming partner on the
right.
Pen mop can
Scrub jet set
Sit hen cap
Drop hit bob

V- ASIGNMENT
Read a poem ''all things bright and beautiful'' then identify the rhyming words,