DETAILED LESSON PLAN FOR GRADE 10 (1st Quarter)

I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding that words are composed of
different parts and their meaning changes depending on context.

B. Performance Standards
The learners uses strategies to decode the meaning of the words in context.

C. Learning Competencies

At the end of the lesson, the learners are expected to;

 Cognitive: Identify the meaning of words and their difference through structural
analysis activity.
 Psychomotor: demonstrate a list of prefix, root words, and suffix in front of the
class.
 Affective: appreciate the importance of the Morphemes through essay writing.

II. CONTENT

A. Topic - Express Appreciation for the Sensory Images used

B. Reference -
C. Materials - Traditional visual aids,

III. PROCEDURES

Teacher’s Activity Learner’s Activity

A. Preliminary Activity

Good morning, grade 10-Diamond!

Good morning, Teachers!

I hope you all are doing great. So, how is

everyone?
We’re fine, ma'am !
Wow! I’m glad to know that everyone is
doing great! No? Especially, a lot of us are
still experiencing some of the effects of
COVID-19 to our education and also to
our society.

Okay class, let’s proceed to our prayer.

Who wants to lead the prayer?
 (The students may or may not raise
their hands, but the teacher will call a
name who will lead the prayer if none
of the students volunteer.)

Can you please lead the prayer miss

Shiana?
Okay, ma'am !

In the name of the father, and of the

son, and of the holy spirit. Amen.

Our Father, Who art in heaven,

Hallowed be Thy Name.
Thy Kingdom come.
Thy Will be done,
on earth as it is in Heaven.
Give us this day our daily bread.
And forgive us our trespasses,
as we forgive those who trespass
against us.
And lead us not into temptation,
but deliver us from evil. Amen.

Thank you, Miss Shiana! Everyone, Before

you take your seat, please arrange your
chairs first and pick up all the trash that
you will find under your chairs.
(The students will arrange their chairs
and pick up all the trash that they find.)

Thank you! You may take your seats now.

For attendance, please raise your hand
and say “present” if you are present in
this class. Understood?

Yes, Sir!

(The teacher call each names of the

students alphabetically.)

(The students raise their hands and say

“present” once the teacher calls their
 names.)

B. Motivation
So, before we proceed to our discussion, I
prepared a short quiz for you to give you
a hint for our next topic. Is that okay,
Class?
Yes, Sir!

Okay, thank you!

(The teacher will present the short quiz)

So who wants to answer the number 1

question? (The students will raise their hands and
answer each number orally when the
teacher called their names)

Yes, Ms. Penuela? 1. Unhappy

Very good! Let's give her a round a round

of applause!
Next, number two! Who wants to answer
number two? Yes, Ms. Dilao? 2. Friendly

Very good! Let's give her also a round of 3. Smallest

applause!
4. Drawing
(The teacher call other names and give
them a clap once they answer it correctly) 5. Dogs
C. Discussion

Before we proceed to our topic, let us

take a look first on the objectives of our
lesson. The first one is? Kindly read it,
class.

 identify the meaning of words

through structural analysis activity.

Okay, the second one, please.

 demonstrate a list of prefix, base
words, and suffix in front of the
class.
The last one, please.
 appreciate the importance of
morphemes.
Thank you, Class! But, in order for us to
really achieve these objectives, we must
obey our three classroom rules. What are
the three classroom rules again?
(The students enumerate the rules in
unison)
1. Listen carefully and avoid having
discussion to others while the teacher
discuss.
2. Refrain from using cellphones during
the discussion and make sure it is on a
silent mode.
3. Raise your hands if you have any
questions, clarification, addition, or
concerns.
Now, let us proceed to our topic. So, our
topic for this day is ‘Morphemes: prefix,
base words, and suffixes’. So, what is
morpheme? Anyone in the class?

(Students raise their hands.)

Yes, Mr. Monteroyo?

A morpheme is the smallest meaningful

Very Good! Other answer than that? unit.

Okay, I guess none.

(The teacher will post the Visual aid on

the board.)

Okay, students! Can you please read in

chorus what is in the visual aid?

(The students will read in chorus.)

Morpheme can be defined as the

smallest meaningful morphological unit
of a language that can’t be further
 divided or analyzed. In other words,
morphemes can be described as the
minimal units of learning.
Okay! Very good!

morphemes are distinct grammatical units

from which words are formed. So,
examples of that are 'un, friend, and ly'.

Did you understand?

Yes, Sir!
Very good!

Now, let us proceed to our two types of

morphemes. Is anyone here knows the
two types of morphemes?

(The students raise their hands.)

Yes Miss Edoloverio?

Free and Bound Morphemes, Sir.

Very good! let's give her a clap! Class,
what are the two types of morphemes
again?
(The students answer in chorus)
Free and Bound Morphemes, Sir!

Nice! Let's give ourselves a round of

applause!

So, a free morpheme is one that can be

uttered alone with meaning. A bound
morpheme, unlike the free morpheme, it
could not be uttered alone with meaning.
It is always annexed to one or more
morphemes to form a word. Here's an
example of a free and bound morpheme

Free morphemes
'dog, happy, love, demo, and cheap'.

Bound morphemes
's, un, ly, re, and er'.

Please read the examples of free and

bound morphemes, Mr. Ungab.

For free morphemes we have 'dog,

happy, love, use, and cheap'. For bound
morphemes we have 's, un, ly, re, and
Thank you, Mr. Ungab! er'.

So if we combine these free morphemes

into their corresponding bound
morphemes it will change it meanings. For
example, the word 'use' means to put
something to a particular purpose and 're'
means again. When these two combine,
the meaning will change into "use again"
do you understand?

Yes, Sir!
Very good! So, under free morphemes we
have the base word. So base words are
English words that can stand alone. Under
bound morphemes we have the affixes.
Affixes are words that can be added to a
root word or a base word to add or create
a new meaning. Affixes are divided into
two types. What are those two types?
Anyone?
(The learners raise their hands.)
Yes, Ms. Parco?
Prefix and suffix, Sir!
And what is the difference between those
two?
Prefix can be found at the beginning of
the words while suffix can be found at
the end of the words.
Very good! Let's give her a round of
applause!
(The students clap their hands.)

So I have here some examples of the

common affixes
I will going to send you this one later on in
your group chat so that you will have a Yes, Sir!
copy of this. Is that okay?

Okay, Thank you!

D. Application

For your activity, you will be divided into

two groups so this will be the group 1 and
this will be the group tw. The instruction
is very simple, all you need to do is
underline the affixes and encircle the base
words of the words that are assigned to
you. You will then give the meanings of
the words using structural analysis. For
example:

Un - not
Happy - a feeling or showing of pleasure
Unhappy - not please or not happy

You will only be given 10 minutes for this

activity and each groups will have two
representatives to present it to the front.
Are we clear? Yes, Sir!

Do you have any questions?

Clarifications? Or any violent reaction? None so far, Sir!

Okay! You may now start your activity.

(The time has run out.)

Okay, are you all done? (The group 1 learners present their
output in front of the class.)

Good job! Let's give the group 1 a round

of applause! (The group 2 learners present their
output in front of the class.)

Good job, group 2! Let's give them also a

round of applause!

E. Evaluation.

So, for your quiz, you will going to answer

this one on a one half crosswise paper.

1-2. What are the two types of

morpheme?

3. It is a type of affix that can be found at

the end of the base words.

4. What is the meaning of the prefix 'un'?

5.Based on the discussion that we had,

what is the importance of learning the
morphemes? (The students answer the quiz)

Okay, 10 seconds left. Are we all done? Yes, Sir!

Okau you may pass your paper to the

person at your front. Thank you!
F. Generalization

So what is morpheme again?

Morpheme can be defined as the

 smallest meaningful morphological unit
of a language that can’t be further
divided or analyzed. In other words,
morphemes can be described as the
minimal units of learning.

Very good! So what is the two types of

morphemes again?

Free and bound, Sir!

Very good! Let's give ourselves a round of
applause.

IV. ASSIGNMENT

Search the meaning of the words: DERIVATIONAL AND INFLECTIONAL MORPHEME

And give 3 examples each.

V. CLOSING REMARKS

Prayer