Final Exam: EL 100

Name: Juicy Pie B. Alarcos & Liezen V. Galupo Permit Number: ________
Professor: Mr. Joevannie Acera Date: ___________________

Detailed Lesson Plan

Grade Level Standard:

The learner demonstrates communicative competence through his/her
understanding of Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture.

Content Standard:
The learner demonstrates understanding of: Philippine literature during the Period of
Apprenticeship as a means of examining conflicts; various purposeful listening and
viewing strategies; difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and non-verbal cues in
oral communication; and types of phrases, clauses, and sentences.

Performance Standard:
The learner transfer learning by: resolving conflicts presented in literary selections;
using tools and mechanisms in locating library resources; extracting information
and noting details from texts to write a precis, summary, and paraphrase;
distinguishing between and using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

I. Objectives:
At the end of 60-minute period with 80% proficiency level, the students should
be able to:

a. recognize manner needed to consider when asking questions and giving

answers;
b. appreciate the importance of asking intelligent questions and giving
intelligent answer; and
c. learn how to construct intelligent questions with a corresponding intelligent
answer through a role-play simulation.

II. Subject Matter:

a. Subject: English 7
b. Topic: Asking/ Answering Questions Intelligently
c. Reference:
Carbonell, Victoria L. et. al. Language in Literature: Philippine Literature.
Quezon City, Vidal Publishing House, Inc., 2013.
d. Materials: Charts, Printed materials

III. Procedure
 Teacher’s Activity Student Activity

A. Preliminary Activities

a. Prayer
Please stand everyone for a prayer. Belle, (The student will do as told.)
please lead the prayer.

b. Greetings
Good morning, my good-looking and Good morning, Teacher Liezen.
enthusiastic students!

How are you feeling today, class? We are doing fine, Teacher. How about
you?
That is good to hear. I am fine, too. Now,
everyone please take your sit.

c. Checking of Attendance
Class beadle, Kathryn? Are there any absent No one is absent, teacher.
today?
What a good news. It is nice to hear that all (Students will do as told.)
are present today. Let us clap our hands for
that.

d. Setting of classroom
standards
Before anything else, kindly pick pieces of (Students will do as told.)
papers or any garbage under your desk or
on the floor.

Alright. Before we proceed to our discussion, Okay, teacher.

let us read and familiarize our classroom
rules to help us keep a peaceful and
conducive environment.
R- Raise your hand to speak.
U- Understand and follow instructions.
L- Listen first before you complain.
E- Enjoy learning.
S- Show respect.

Very good. Class, please observe the rules as Yes, teacher.

we go along with our discussion so we can
observe proper behavior inside the room.
Am I clear with this class?

e. Passing/Checking of
Assignment
Before I forgot, do we have assignments to None, teacher.
be checked?
Alright.
f. Recapitulation
At this point in time, for our recapitulation, I
want three volunteers. Each volunteer will (Student will do as told.)
pick a partner.

Do all of you have partners? Yes, teacher.

Now, I will give each pair a script of a short Okay, teacher.

dialogue. You and your partners will take
turn of reading it. You must read it aloud so Dialogue 1:
everyone in class can hear. After that, I will “Rose, I am very sorry I am late.
ask you a question from that given dialogue, Traffic was very heavy.”
okay? “I was getting worried about you. I
am glad you made it after all.”

Dialogue 2:
“Please come to my birthday party
tomorrow.”
“I’m sorry. I have a whole day
appointment.”

Dialogue 3:
(Cynthia bumped into someone)
“I’m sorry. I didn’t see you early
enough. Did I hurt you? Do forgive
me.”
“It’s fine. I wasn’t looking anyway.”

Based from what you just read, what was We discussed about how to make an
our topic last meeting? apology.

Excellent! Let us give ourselves an Onyok (Students will do as told.)

clap!!
1,2,3.
1,2,3.
Ayos!
B. Lesson Proper
a. Activity
At this juncture, the class will be grouped (Students will do as told.)
into 2. This area of the room will be group 1
and this area of the room will be group 2.

Each group must have five representatives.

Now, these five representatives will just
simply answer the “WH” questions: Who, Got it, teacher!
When, Where, What, and Why without a (Representatives each group will do as
given situation. But they must keep their told.)
answers to themselves. I will just tell them
when they are going to say it. Got it? Group 1
Student 1: Who? Christian
Student 2: Where? Plaza
Student 3: When? Last Friday
Student 4: What? Sitting
Student 5: Why? To get fresh air

Group 2
Student 1: Who? JD
Student 2: Where? At the riverbank
Student 3: When? Early in the
morning
Student 4: What? Eating
Student 5: Why? To learn how to
ride a bicycle
Now, using those information, construct a
sentence. Group 1:
Last Friday, Christian was sitting at
the Plaza to get fresh air.

Group 2:
JD is eating at the riverbank early
in the morning to learn how to ride
a bicycle.

Alright. Great job. Group 1 constructed a (Students will laugh.)

precise sentence, while group 2 constructed
a funny sentence.

Now, based on what we just did, what do Asking question, teacher?

you think is our topic this morning?

Correct!

b. Analysis
Class, is asking question necessary? Yes, teacher.
Can you give me some benefits of asking  Provide information
question?  Correct mistakes
 Clarify confusion
Very good!

But sometimes, the questions we throw to

someone are not constructed intelligently.
What do we mean by saying intelligently? It
means the question are not created
correctly. So how do we make sure we give
intelligent answers and ask intelligent
questions?

c. Abstraction
Eyes on this chart, class.
To give intelligent answers, do the
following:
1. Think about the information
asked for.
 a how question asks for a
process;
 a why question asks for a
cause;
 a when question asks for a date,
time, or particular period;
 a what question asks for a thing
which could be living or non-
living, concrete or abstract;
 and which question asks for
choices or preferences.

It is very important to know what

someone is asking in particular so
that you can give correct and
intelligent answer. With the help of
these WH questions, you will not be
confuse on what is being asked. Let
us proceed to number 2.

2. Support your answer.

Give details or examples to
supply your answers, especially
answers to yes-no questions, and
answers where you have to express
a choice.
Why do we need to support our So that we will appear more believable,
answer? teacher.

Very good. It is better to give

support to our answers so that it
will appear more believable and
true.

Next, number three.

3. Focus on the information needed.
Don’t beat around the bush. Go
straight to the point instead of
letting your discussion wander
around aimlessly.
There is an unfamiliar phrase that
is used here. “Do not beat around
the bush,” what does it mean, (Students will remain silent.)
class?
Alright, do not beat around the Yes, teacher.
bush means be direct with your
answer. Avoid talking so much.
Less talk, less mistake. When you
answer a question, as much as
possible give a direct and precise
answer, okay?

We are done talking about how to give (Students will do as told.)

intelligent answer. Now, let us discuss about
how to ask intelligent questions. Look at
this another chart here, class.

To ask intelligent questions, do the

following:
1. Be relevant.
Think about the topic on hand.
Do not ask questions that have no
bearing on the subject matter. Stick
to the facts!

Class, the questions should be

connected to the topic and it should
make sense. If your topic is about
birthday party, the question must
be connected to it. For example,
“what did you wear last night in the
party?”

So, the question is connected to the Yes, teacher

topic being talked about.
Is it clear now class?

Now, everyone please read no. 2 on (The students will do as told.)

the chart.
Okay, thank you.
2. Be concise.
 Do not ask long, winding, and
convoluted questions. When we
say winding, it means not direct
and convoluted means difficult
or complex.
When you ask a question, it should
be direct and simple because long
and difficult questions might be
confusing. How can a person who
receives the question answer it
without confusion?

Can you answer directly if you are No, teacher

confused of the question?

That’s why it is better if the

questions are short and simple. Okay, teacher
Okay?

Next, is
 The shorter the questions, the
better it will be understood.
With brief and correct questions, it
would be easier to understand and
could definitely gain good answers
because the questions are clear to
the person who receives the
questions. As I said earlier, long
questions can be confusing so it is
better to make it short. Like when I
ask Juicy Pie, “how was your “My vacation was great, teacher!” (answer
vacation?” What would be your of Juicy Pie)
response Juicy Pie?

See? It is more understandable.

When you compared it to long one,
like I will ask JD, “you were at the
vacation last month, how was the
beach, the foods, and is everything
good there?” What would be your
response JD? (JD pause and have confusions on his
face)
(Students nods their heads.)
JD did not answer directly because
he is confused by the long question.
If it is long, the more it is hard to
follow compared to the shorter
ones. Are we clear on this class? Yes, teacher

3. Use simple vocabulary.

Words which may see elegant
and sophisticated to you may not
be as quickly understood as simple
ones.
Is anyone here familiar with the
word “sophisticated”? (no response from the students)

There is no one then. Class, the Ah, okay.

word sophisticated means complex
or hard to understand. It means
difficult words.

When you ask a question class, the

words should be simple because if
it is not, the person you are talking
with may not get what you are
saying, and the response may be
incorrect. Example, when you ask
“what is your appellation?” Can No one, teacher
anyone answer me with that?

You cannot answer because the

word “appellation” is a difficult
word. Or is not familiar to you.
Compare to,
“What is your name?” Can you Yes, teacher
answer that?
What is your name? (asking a My name is Clint, teacher.
particular student)

Okay, you can answer the given

question because the word there is
simple. You can relate with the
vocabulary being used.
Then, the last one, please read on (The students in the left column will do as
this column (pertaining to the left told.)
column)

4. Use correct grammar.

Correct grammar makes
meaning clear.
Again, we should avoid confusions.
Grammar is very important class.
The question is clearer if it follows a
correct grammar like the
arrangement of words, and the
proper use of tenses.
For example, I will ask Donny “what
where dog?” How will you response (Donny is confuse and pause for a while.)
to that Donny? The dog is at the barn. (not sure of the
answer)

Okay, Donny able to answer but he

is confused to it and he is not sure
if his answer is correct.

But if we use correct grammar like,

“where is the dog?” it is easier to
answer. (Students nod their heads.)
Do you agree with me class? Yes, teacher.

If you will follow those 4 techniques

class, you can have a good and
intelligent questions. Now, I will ask
you, is everything clear? Yes, teacher.

Okay, that’s great!

Let us clap our hands for that. (The students will do as told.)

C. Closure
a. Generalization
Do you have any questions, class? None, teacher.
Did you understand our lesson today? Yes, teacher. We did!

Since you do not have questions. Then I will

ask you instead. What should we consider
when asking intelligent questions? Be relevant, be concise, use simple
vocabulary, and use correct grammar.
Very good! How about when giving an
intelligent answers, what should be When giving intelligent answers, we must
consider? think about the information asked for,
support our answers, and focus on the
information needed.
Impressive! I think all of you are ready with
our activity.

b. Application
Now, let us divide the class into four groups.
(Students will follow as instructed.)
Each group will be assign to a topic:
Group 1 - Education
Group 2 - Social Media
Group 3 - Events/Gathering
Group 4 - Politics

Every group will perform a role-play based

on their assigned topic. In their role-play,
they must portray how to ask intelligent
questions and give intelligent answers. Do
you get it class? Yes, teacher.

Proceed to your group.

(After planning their role-play, the
student will present it in front of the
class.)
What a spectacular performances! It is very
clear that all of you understood our lesson
today.

c. Valuing
How important asking intelligent question?
How does it affect our interaction with other
people?

IV. Evaluation:
Choose a partner and identify the correct answer for each item. Choose your answer
from the table. Write your answer on the space provided before each item.

How Use simple vocabulary

When Be relevant
Why Be concise
What Support your answer
Which Use correct grammar

1. It is a question that asks for a cause. WHY

2. It is a question that asks for a process. HOW
3. This makes meaning clear. USE CORRECT GRAMMAR
4. It means that words which may seem elegant and sophisticated to
you may not be as quickly understood as simple ones. USE SIMPLE
VOCABULARY
5. It is a question that asks for a date, time, or particular period. WHEN
6. It explains about giving details or examples to support your answers,
especially answer to yes-no questions, and answers where you have to
express a choice. SUPPORT YOUR ANSWER
7. Do not ask long, winding, and convoluted questions. BE CONCISE
8. It is about not asking questions that have no bearing on the subject
matter. Stick to the facts. BE RELEVANT
9. It is a question that asks for choices or preferences. WHICH
 10. It is a question that asks for a thing which could be living or non-living,
concrete or abstract. (WHAT)

V. Assignment:
Please read in advance our next topic. Prepare for an oral recitation. That is all for
today, class. Goodbye and see you next meeting.

Prepared by:
Alarcos, Juicy Pie B.
Galupo, Liezen V.
BSED-English 2B

Checked and Approved By:

JOEVANNIE ACERA
Instructor