Bsed 12 Phasal

LESSON PLAN IN BSED ENGLISH 12
Date January 07, 2023 Time:

Length 1 hour MWF
4:00- 5:00 pm
Subject/Grade English 10
Level/Section
Grade Level Standard  CCSS.ELA-LITERACY.RI.6.3
 CCSS.ELA-LITERACY.RI.6.4
Learning Competency : Phrasal Category and other Syntactic Category

I. Specific Objectives: At the end of the lesson, students will be able to:
-Define Syntax and phrasal category

-Identify the key elements of syntax
-Get the good effects in attitude while learning.
II. Subject Matter: Topic Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative, and
technical meanings.
References  Book
 Google
http://dx.doi.org/10.7827/TurkishStudies.1781
Materials  PowerPoint Presentation
 Projector
 Laptop/Netbook
 Workbook
III. Procedure:
1. Daily Routine  Prayer
 Mood setting
 Checking of Attendance
 Classroom Reminders
 Review of the Previous Lesson

What is Syntax.
Contract a Sentence by Using these emoji’s:
1. Does an emoji description of a scene show the way that

things are positioned in that scene?
2. Does the order of emoji’s tend to be the same as the
ordering of those same concepts in an equivalent
sentence?
 Introduction of the Day’s Lesson

syntactic category is a syntactic unit that theories
of syntax assume. Word classes, largely corresponding to
traditional parts of speech (e.g. noun, verb, preposition, etc.), are
syntactic categories. In phrase structure grammars, the phrasal
categories (e.g. noun phrase, verb phrase, prepositional phrase, etc.)
are also syntactic categories. Dependency grammars, however, do
not acknowledge phrasal categories (at least not in the
traditional sense).
Word classes considered as syntactic categories may be
called lexical categories, as distinct from phrasal categories. The
terminology is somewhat inconsistent between the theoretical
models of different linguists However, many grammars also draw
a distinction between lexical categories (which tend to consist
of content words, or phrases headed by them) and functional
categories (which tend to consist of function words or abstract
functional elements, or phrases headed by them). The
term lexical category therefore has two distinct meanings.
Moreover, syntactic categories should not be confused
with grammatical categories (also known as grammatical features),
which are properties such as tense, gender, etc.
3. Lesson Proper =Ask the student to present the sentence that they constructed
Activity by standing on their chair.
Criteria:
Sentence Construction: 50%
Pronunciation- 25%
Uniqueness- 25%
*The best Sentence can get the points for the quiz after the class.
4. Analysis
Let the Student Construct a sentence using this tree diagram.

 1 sentence Each.
 20 minutes. To pass the sentences.
IV. Abstraction 1. How to construct the best sentence my using the tree Diagram
2. By using the tree Diagram is it best to construct a good
sentence.
V. Application Group Activity: Body flexing

1. Group the class into 4 and let them decide what sentences they
would present in front by using flashcards of words and constructing
themselves as a tree diagram.
2. Each group will create best performance.
3. Each member shall a line to utter.
4. They will be given 5 minutes to prepare and 2 minutes to present.
5. Presentation will be graded according to the criteria below.
Criteria
Relevance and
Language used- 30%
Delivery – 20%
Grammar - 25%
Teamwork -10%
Creativity - 15%
100%
VI. Assessment: 1. Direction: Make a tree diagram in each sentence.
2. Kohli is playing cricket at the college tournament.

3. He is riding his new bicycle all-day.
4. Leave me alone!
VII. Assignment: Choose one of the sentence you constructed and draw it in a bond
paper using the tree diagram.
Students will be graded according to the following rubric:
Criteria:
Originality-50%
Creativity-25%
Uniqueness –25%
Total - 100%
Main Idea or
Opinion
Response rephrases
the questions while
declaring the writer’s
main idea or opinion.
Response declares
writer’s main idea or
opinion
Writer’s main idea or
opinion is not clear
Details and
Evidence
Writer shares at least
3 clear examples and
evidence to support
their idea or opinion.
Writer shares 1 or 2
examples and
evidence to support
their idea or opinion.
Writer shares little or
no evidence and
examples to support
their answer.
Organization,
Grammar, Usage
and Punctuation
Writer’s response has
a clear beginning,
middle and end.
Grammar, usage and
punctuation makes
the writing readable.
Writer’s response
flows but the
beginning, middle or
end is not clear.
Grammar, usage and
punctuation shows
readability.
Response needs
stronger transitions.
Grammar, usage and
punctuation make the
text difficult to
understand.
VIII. Reflection:
IX. Remarks:
Prepared by: ENTRINA, FE A.
Position: BSED English 4

School: Negros Oriental State University

Bsed 12 Phasal

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LESSON PLAN IN BSED ENGLISH 12

Date January 07, 2023 Time:

Learning Competency : Phrasal Category and other Syntactic Category

-Define Syntax and phrasal category

 Review of the Previous Lesson

Contract a Sentence by Using these emoji’s:

1. Does an emoji description of a scene show the way that

 Introduction of the Day’s Lesson

Let the Student Construct a sentence using this tree diagram.

V. Application Group Activity: Body flexing

VI. Assessment: 1. Direction: Make a tree diagram in each sentence.

2. Kohli is playing cricket at the college tournament.

Students will be graded according to the following rubric:

Prepared by: ENTRINA, FE A.

Position: BSED English 4

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