WILFREDO AMPONG QUISEL
MASTER TEACHER 1
MAGSYSAY NATIONAL HIGH SCHOOL
DISTRICT OF MAGSAYSAY
DIVISION OF LANAO DEL NORTE
REGION X- NORTHERN MINDANAO
ASSIGNMENT for MS. SAM PARKES (LESSON PLANNING)
Type of Class: Heterogeneous( Public Secondary
School)
Level: Grade VIII
Topic: The Impossible Dream
Singing a song
Target Grammar Item: Infinitives
Lesson Objectives: At the end of the lesson, learners are expected to:
1. Sing the song emphasizing the infinitives.
2. Define an infinitive
3. Infer the meaning of the song
Beginning:
Stage Time Activity
Presentation:
1. How will I engage learners or arouse their Teacher presents the song, The
interest in what to follow? Impossible Dream, and lets the class
sing
15 mins The Impossible Dream
To dream the impossible dream
To fight the unbeatable foe
To bear with unbearable sorrow
To run where the brave dare not go
To right the unrightable wrong
To love pure and chaste from afar
To try when your arms are too
weary
To reach the unreachable star
This is my quest
To follow that star
No matter how hopeless
No matter how far
To fight for the right
Without question or pause,
To be willing to march
Into hell for a heavenly cause.
And I know if I’ll only be true
To this glorious quest
That my heart will lie peaceful and
calm
When I’m laid to my rest
And the world will be better for this
And one man, sore and covered
with scars
Still strove with his last ounce of
courage
To reach the unreachable star.
2. How will I introduce the target grammar item? Teacher: Let’s take a look at in the
How will I situate/contextualize it? first stanza of the song.
Teacher: what is impossible?
Learner: to dream
Teacher: what is unbeatable?
Learner: to fight
Teacher: What is with unbearable
sorrow?
Learner: to bear
Teacher: what do the brave dare
not go?
Learner: to run
Teacher: Very good. To run, to
dream, to fight,and to run are
actually infinitives.
3. What examples will I give? How can I make Teacher: Each picture below has
sure that the examples are effective, memorable incomplete statement. Complete it
and meaningful? using to + base form of the verb.
The boy
wants…….
1.
2.
1.
2.
….makes one
feel happy.
4. How will I check learner’s understanding? Teacher: how is an infinitive
formed?
Learner: using the preposition to +
base form of the verb
Teacher: correct.
Restricted/Guided/Controlled Practice
1. How will I help learners focus on the target Learners are grouped into five with
grammar item? 3 members each group.
2. Is the practice activity contextualized? 15 mins Group activity:
Group 1: compose a local rap
highlighting infinitives
Group 2: think of another local song
highlighting infinitives
Group 3: write a local poem. Each
line of a poem should start with an
infinitive
Learners’ outputs should be read or
performed in the class.
3. How will learners get feedback on their Note: Teacher will present the
accuracy? rubrics as bases for grading the
activities. Group one will be judged
by Group 2, Group 2 will be judged
by Group 3, Group 3 will be judged
by Group 1. The teacher will give his
judgment after all the groups
performed and judged.
Free/Freer/Communicative Practice
1. How will I structure a safe environment for Presentation of outputs by group.
experimentation? Learners give their judgment before
2. How will learners employ the target structure 20 mins the teacher gives his.
to engage in meaningful Fluency of the language is of the
communication( speaking, writing) criteria in the rubrics.
Closure/Evaluation
Lesson Ending:
1. How will I check if learners can use the target Teacher: How is an infinitive
structure to communicate their own ideas? 10 mins formed?
Learners: using to + base form of
the verb
Teacher: Where can you possibly
write your infinitives?
Learners: beginning, middle, or
ending
2. How will I ask them for feedback? Teacher asks learners if they have
understood the discussion
Learners ask the teacher to clarify
details of the topic discussed.(if
there are clarifications)
