Garrido, Loren Joy C.

March 29, 2024

HS-T1E TTL 2

Days Daily Procedures

1. Start the class with a short prayer.
2. Introduce the activity “Letter to my father”.
a) Ask students to brainstorm ideas for their own letter to their father or a father
figure in their life.
b) Encourage them to reflect on the efforts and sacrifices made by their father and
how it has impacted their own lives.
c) Have students begin drafting their letters, focusing on using descriptive
language and strong emotions to convey their message effectively.
d) The students will be given 10 minutes to finish their task.
3. Proceed to the discussion about sentence analysis and determine the four (4) types of
punctuation mark that will be going to discuss.
a) Ask the class what they feel after writing a letter.
b) Begin the lesson by explaining the purpose of punctuation marks in written text.
c) Introduce the four specific punctuation marks that will be the focus of the
Day 1 lesson: ellipsis, slash, interjection, and capitalization.
d) Engage students by asking them to brainstorm examples of each punctuation
mark and why they are used.
e) Ask the students what is the importance of using the correct punctuation mark.
4. Introduce the activity “Crafting with Words”.
a) The class will group themselves into pairs and create a poem based on the
provided theme (e.g. love, nature, friendship).
b) Instruct students to incorporate ellipsis, slash, interjection, and capitalization
into their poems to enhance the emotions and ideas they want to convey.
c) Students will be given 15 minutes to brainstorm ideas, write their poems, and
revise them as needed.
d) Encourage students to be creative and experiment with different ways of using
these devices in their work
e) After the given time, the students will present their piece in front.

Day 2 1. Start the class with a short prayer.

2. Introduce the activity “Pictionary”.
a) Divide students into small groups.
b) Each group will be given a set of picture cards.
c) Instruct students to work together to match each picture with a corresponding
word from a list of vocabulary words provided.
d) Students will be given 10 minutes to construct a paragraph based on the
provided list of words they choose and discuss their reasoning behind each
match.
e) Each group will share their answers with the class.
3. Proceed to the discussion about the purpose of using visual aids to enhance
comprehension and expand vocabulary.
a) Begin the lesson by explaining to students the purpose of using visual aids to
help them understand and remember new vocabulary words.
b) Show a few examples of picture cards displaying a series of pictures that depict
common problems or scenarios (e.g. a broken-down car, a crowded bus, a
messy room).
c) Ask students to silently analyze each picture and think about a time when they
faced a similar problem. Encourage them to consider how they solved the
 Garrido, Loren Joy C. March 29, 2024
HS-T1E TTL 2
problem.
d) Ask students to reflect on how interpreting pictures helped them understand the
meanings of words.
e) Discuss with students how visual interpretation can help them better
understand the meaning of words.
4. Introduce the activity “Sentence Shuffle”.
a) Divide the students into groups of five (5).
b) Each group will be given a set of cards with words that make up inverted
sentences.
c) Instruct the groups to work together to arrange the words to form correct,
normal sentences.
d) Challenge the groups to see how quickly they can complete the task and the
first one to finish the task will have a corresponding point.

1. Start the class with a short prayer.

2. Introduce the game “Be My Tour Guide”.
a) Divide students into four (4) groups.
b) Each group will be given a scenario of a lost man in a specific location (e.g. a
park, a shopping mall, a train station).
c) Ask students to work together to come up with at least three (3) suggestions for
helping the lost man in that particular setting.
d) Encourage students to use descriptive language and persuasive techniques in
their suggestions.
3. Proceed to the discussion of word formation to create new words.
a) Begin the lesson by asking students to brainstorm different ways words can be
formed in English.
b) Introduce the concept of word formation to students by explaining the different
ways in which words can be formed.
Day 3 c) Discuss the concept of word formation and introduce the three main processes:
affixation, compounding, and conversion. Provide examples and ask students to
identify the word formation rules used in each example which they can relate in
their experiences.
d) Emphasize the importance of word formation in expanding vocabulary and
improving language skills.
4. Introduce the activity “Scavenger Hunt”.
a) Students will be divided into small groups and will be given a set of index cards
with different prefixes and suffixes written on them.
b) Instruct the students to search through magazines or newspapers to find words
that contain the prefixes and suffixes on their cards. They should cut out these
words and glue them onto construction paper.
c) After the scavenger hunt, have each group present their findings to the class
and discuss how the prefixes and suffixes change the meanings of the base
words.
Day 4 1. Start the class with a short prayer.
2. Introduce the activity “Creating Personal Poem”.
a) Instruct students to reflect on their own experiences with their mothers and jot
down some key memories or emotions.
b) Encourage students to use the poem "Mother to Son" by Langston Hughes as
inspiration for their own poems.
 Garrido, Loren Joy C. March 29, 2024
HS-T1E TTL 2
c) Students are given time to write and revise their poems, emphasizing the
importance of using descriptive language and imagery.
d) Once the poems are completed, have students present their outputs in class.
3. Proceed to the discussion of different features of literature.
a) Begin the lesson by asking students what they already know about different
features of literature.
b) Introduce the key features of literature: theme, setting, plot, and characters.
Provide definitions and examples for each feature.
c) Explain to students that they will be exploring these features in more depth
through various activities.
4. Introduce the activity “Speech Choir”.
a) Divide students into two groups and have them work together to write a speech
that pays tribute to their mothers.
b) Encourage students to include specific examples and anecdotes that showcase
the importance of their mothers in their lives.
c) Allow each group to rehearse their speech choir performance, focusing on
voice modulation and gestures.
d) Have each group perform their speech choir for the class, using background
music to enhance the emotional impact of their performance.
1. Start the class with a short prayer.
2. Introduce the activity “Poets and their Poems”.
a) Provide each student with a fan and ask them to write the names of different
poets on each panel.
b) Instruct students to research and write down a famous poem by each poet on
the corresponding panel.
c) Encourage students to be creative in their selection of poets and poems.
3. Proceed to the discussion about poem analysis and how it conveys meaning.
a) Begin the lesson by discussing the importance of poetry in literature and how it
can evoke emotions and convey deep messages.
b) Show a short video clip of a spoken word poem to engage students and get
them excited about analyzing poetry.
Day 5
c) Introduce the poem that will be analyzed in the lesson and provide some
background information on the poet and the context of the poem.
d) Have students analyze the given poem and share to the class his/her ideas.
4. Introduce the activity “Forgive and Forget”
a) Instruct each student to write their own poem about forgiveness.
b) Encourage them to reflect on times when they have forgiven someone or been
forgiven themselves, and to express their willingness to accept forgiveness
through their promises in the poem.
c) After they have written their poems, have each student share their work with a
partner.
d) Encourage feedback and discussion on how well they conveyed the theme of
forgiveness in their writing.
Garrido, Loren Joy C. March 29, 2024
HS-T1E TTL 2