LESSON PLAN

Date: September 1, 2019

Time Frame: 1 hour/1 day

I. Objectives
At the end of the lesson, the students are expected to:
 explain the concept of preposition;
 identify the prepositions of place in a sentence;
 appreciate the importance of using prepositions in daily
conversations through an oral recitation; and
 use the prepositions discussed in pointing directions.

II. Subject Matter

Topic: Prepositions of Place (In, On, and Under)
Reference: English IV, CG-(EN4-IVe-5). TG. pp.396-397
LM, pp.366-369 English for Global Communication
Instructional Materials: visual aids, laptop, speaker
Other Related Portals: https://www.espressoenglish.net/prepositions-of-place-
in-english/; https://www.youtube.com/watch?v=8F0NYBBKczM

III. Procedure
a. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
 Checking of Assignment

b. Developmental Activity
Review
 What was our lesson yesterday all about?
 What is a pronoun?
 Can you give me a sentence with a pronoun in it?

c. Activity
“The Classroom Ghost”
The teacher will deliver a bad new to the students: there seems to be a
mischievous classroom ghost. Things are not the same as they left the
classroom yesterday. Some items are now in different positions, but the
teacher cannot remember what was where, so she needs her students’
help.
Example:
The books are under Anna’s chair. They are usually on the
shelf.
The pencils are in the box. They are supposed to be on our
tables.

d. Analyses
After completing the activity, the teacher asks the following questions:
 What have you observed form the activity that we did?
 What do you think was greatly affected by the actions of the
mischievous classroom ghost?
 What do you think is our lesson for today?

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e. Abstraction
 Setting of objectives
 The teacher will discuss the definition of preposition and
prepositions of place.

Unlocking of Difficulties
 edge – a line or border at which a surface terminates
 surface – the outer face, outside, or exterior boundary of a thing;
outermost or uppermost layer or area

 Before discussing the different prepositions of place, the teacher

will let the students watch a video presentation to introduce a
lesson.
 She will then solicit ideas from the students after they have
watched the video.

What is a preposition?
A preposition is a word that connects a noun or pronoun to other
parts of the sentence.

Prepositions of Place
A preposition of place is a preposition which is used to refer to
a place where something or someone is located.

“In”
The preposition in is being within something, inside the edges or
something.
 The dog is in the box.
 The fruits are in the basket.

“On”
The preposition on is used to talk about the position of something
on surfaces like walls or tables.
 My phone is on the table.
 I like the painting on the wall.

“Under”
The preposition under to talk about something that is below or
lower than something else.
 The dog slept under the table.
 Oh! I left my notebook under my chair.
 His sister’s shoe was under his bed.

Motive Question
 Who can define the term preposition?
 What are the prepositions discussed for today? What do you think
are their differences?
 Who can give example of sentences with prepositions in it?

f. Valuing (also emphasized in the giving of example sentences during

discussion and evaluation)
 What do you think is the importance of knowing and identifying
prepositions and using it in our daily communication?

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 g. Application
 The teacher will administer a 5-item pen and paper quiz. (Quiz will
be posted on the blackboard).

Direction: Fill the blanks with the correct prepositions based on the
picture given. (1 point each). Write your answers in a ¼ sheet of paper.
ANSWER ONLY.

1. The cat is _____ the chair.

2. The dog is ______ the box.
3. The books are ______ the table.
4. The slippers are _______ the table.
5. The clock is ______ the table.

Answer Key:
1. on
2. in
3. on
4. under
5. on

IV. Evaluation
“Where am I?”
 The teacher will group the students into three.
 The students will pick from the three locations prepared by the teacher,
along with the order of performance and the method of performing.
 The teacher will instruct the students to construct descriptions (with the
use of the prepositions discussed) based on the location they have picked.
 Each group will turn their constructed rules into a song, rap, or poem,
basing on their picked method. They must make sure that they will use
modals (minimum of 1 modal per type, maximum of 3).
 Their output will be written in a manila paper and posted on the board.

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Locations/Situations with their Order and Method of Performance:

PERFORMER NUMBER 1

Location: MALL
Method: SPEECH CHOIR (with hand gestures)

PERFORMER NUMBER 2

Location: LIBRARY
Method: RAPPING

PERFORMER NUMBER 3

Location: SCHOOL
Method: SINGING

 Teacher rates the scores of each group based from the given rubrics.
 Highest score is 20 points.

RUBRICS

NEEDS
CRITERIA EXCELLENT (4) GOOD (3) FAIR (2) IMPROVEMENT
(1)

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 Exceptional use Skillfully Sentence has Frequent and
SENTENCE of sentence constructed with formation errors severe sentence
FORMATION variety and appropriate and has only formation errors
complexity of variety in length used 2 modals and has used
structure and has and structure for each type only 1 modal for
used 3 or more and has used 2 each type
modals for each to 3 modals of
type each type
Exceptional Consistently Some errors in Frequent and
capitalization, correct capitalization, severe errors in
CORRECT word usage, capitalization, word usage, capitalization,
C.U.P.S punctuation, and word usage, punctuation, and word usage,
C-apitalization precise spelling; punctuation, and spelling; has punctuation, and
U-sage has committed no precise spelling; committed 4-5 spelling; has
P-unctuation grammatical error has committed 2- grammatical committed 5 or
S-pelling and spelling 3 grammatical error and more
error and spelling grammatical
spelling error and spelling
Sentences that Sentences that Some general General,
show show and repetitive repetitive, and/or
exceptionally consistently words that may confusing word
WORD precise, specific, appropriate word be inappropriate choices that
CHOICE descriptive and choices that are or ineffective to often are
vivid word generally the image or inappropriate
precise, and activity being
descriptive. described.

Piece that is Piece that is Piece that is Piece that is

EASY TO consistently easy easy to follow somewhat generally difficult
FOLLOW AND to follow and and difficult to follow to follow and
UNDERSTAND understand understandable and understand understand

The message to The message to The message to The message to

the listener is the listener is the listener is the listener is
MESSAGE clear and strong clear somehow clear unclear

V. Assignment

Create a one-paragraph story consisting all the three prepositions discussed.

Prepared By:

ANDREA MAE G. DULANGON

Applicant