A Detailed Lesson Plan in Language

Grade 1

I. Objectives
At the end of 30-minute period, the pupils should be able to:
1. identify compound words;
2. give compound words.
3. Use compound words to create short sentences and share them with classmates in
group activities.

II. Subject Matter

A. Topic: Compound Words
B. Concept: Compound words are two or more words combined to make a new word.
C. Materials: flash cards, pictures
D. Reference:
 Heilman, Arthur W. A Proper Perspective of Phonics. pp.122-127

III. Learning Activities

Teacher’s Activity Pupil’s Activity

A. Introductory Activity

Good morning children? Good morning teacher!

What do you usually do every morning? I brush my teeth.
I eat breakfast.
I comb my hair.
I would like to tell you what happened to me this morning.
I woke up early at 7 in the morning.
I went to the washroom and do you know what I saw? No teacher.
I saw a tooth and a brush.
I close my eyes and I opened my eyes and Pooooooof! It
became a toothbrush!
So, I brushed my teeth to keep it strong and healthy.
I went straight to the kitchen to eat breakfast.
Do you know what I saw?
I saw a mouse and a trap!
Do you know what I got? No.
Yes, a mousetrap.
I felt sad for the mouse. A mousetrap.
So, I just turned on the television and do you know what I
saw?
I saw a foot and a ball.
Do you know what it is? No.
Yes, a football game!
So I was a little happy because I saw my favorite football A football.
star on T.V.
Suddenly, I heard the door and the bell. Do you what I
heard?
Yes, the doorbell.
So, I jumped off the sofa and hurriedly ran to the door, do The doorbell.
you know what I saw?
I saw the mail and the box.
Do you know what I got? No.
Right, the mailbox!
I took the mail and excitedly opened it. The mailbox.
Do you know what’s inside?
Let us see!
There’s a star and a fish… No.
What do you think is it?
Yes, a starfish!
A starfish.
Let us review the things that I saw when I wake up this
morning.
A toothbrush.
1. toothbrush A mousetrap.
2. mousetrap The football game.
3. football The doorbell.
4. doorbell The mailbox.
5. mailbox A starfish.
6. starfish

What have you noticed with these words? They have two words.
How do we call two or more words combined to make a
new word? They are called compound words.
Right, compound words!
Today, we are going to have compound words.

B. Lesson Proper

Now, I’ll say a word and you add a word to it to make it

another word.

1. base ball
2. sail boat
3. door man, way, mat
4. motor cycle,boat
5. bath tub, room
6. air plane, port
7. water fall
8. sea side
9. note book
10. home work, run

What are compound words? Compound words are two or more

words combined to make a new word.

C. Enrichment Activity

We’ll play Clue Box. We several words written on the

board. Let us read them.
ache
1. ____ache noon
2. ____noon father
3. ____father lace
4. ____lace light
5. ____light mate
6. ____mate hive
7. ____hive room
8. ____room

We also have several words in the Clue Box. We have to

pick one word from the box and combine it with one of the
words written on the board to form another word.

(teacher will show an example)

Are the directions clear? Questions? Yes teacher.

Let us start.

(as soon as the class finishes, check it)

Let us check your work.

1. toothache
2. afternoon
3. grandfather
4. shoelace
5. moonlight
6. classmate
7. beehive
8. bedroom

Good job everyone!

Aside from the words that we have mentioned earlier, can lifeboat
think of other compound words? Give the class some. fireplace
downtown
policeman
bluebird

That ends our day. Goodbye!

Prepared by:

Ms. Adai Liyah M. Gotiza

Applicant

March 10, 2010

Original Lesson Plan Overview

Subject: Language
Grade: First Grade
Time: 30 minutes
Topic: Compound Words
Concept: Compound words are new words formed by combining two or more words.
Materials: Flashcards, pictures
Reference: Heilman, Arthur W. A Proper Perspective of Phonics. Pp.122-127

My Analysis as an Evaluator

Strengths:

 Clear Objectives: The lesson plan’s objectives are clear, measurable, and directly
related to the topic.
 Highly Interactive: The lesson plan includes various interactive activities, such as
storytelling, asking questions, and games, to engage students’ attention.
 Progressive: The lesson plan progresses from easy to difficult, starting with a review,
then introducing new concepts, and finally practicing and applying them.
 Sufficient Materials: The lesson plan uses a variety of materials, such as flashcards
and pictures, to help students understand and remember compound words.
 Engaging: The lesson plan uses storytelling and games to make the learning
process more interesting.

Weaknesses:

 Time Constraints: 30 minutes may not be enough time to complete all activities fully,
especially group activities.
 Lack of Differentiated Instruction: The lesson plan does not consider the different
learning needs and abilities of students.
 Insufficient Focus on 21st-Century Skills: The lesson plan mainly focuses on the
transmission of knowledge, with insufficient emphasis on cultivating 21 st-century
skills such as communication, collaboration, and creative thinking.
 Limited Assessment Methods: The lesson plan mainly assesses learning
effectiveness by observing students’ oral answers, lacking more comprehensive
assessment methods.
 Material Preparation: The flashcards and pictures mentioned in the plan need to be
prepared in advance to ensure smooth teaching.

Recommendations for Integrating 21st-Century Communication Skills:

1. Group Collaborative Sentence Building

Divide students into groups and have them use the compound words they have learned
to collaboratively write a short story or dialogue related to daily life. Encourage students
to divide the work within the group and complete the task together.

2. Presentation and Sharing

Encourage each group to choose a representative to present their story or dialogue to

the whole class. During the presentation, encourage students to use clear language,
appropriate body language, and eye contact to effectively express their viewpoints.
3. Peer Assessment

After the presentations, organize students to conduct peer assessments. Have them
evaluate other groups’ presentations based on predetermined evaluation criteria and
provide constructive suggestions.

4. Use of Multimedia

Play animations or videos related to compound words in class to stimulate students’

interest in learning. Encourage students to use online resources to find more examples
of compound word sentences and share them with everyone in class.

5. Creating a Compound Word Dictionary

Encourage students to collect more compound words after class and create their own
compound word dictionaries. Have them include pictures and example sentences for
each compound word in the dictionary to better understand and remember them.

Revised Examples of Curriculum Activities:

Teaching Segment Teacher Activity Student Activity 21st-Century Skills Integration

Teaching Teacher’s Activity Student’s Activity 21st Century Skills

Segment Integration
Introduction The teacher Students actively Communication
reviews previously participate in & Expression,
learned words by discussions and Problem Solving
telling stories or try to combine two
showing pictures, or more words into
and guides a new word. For
students to think example, students
about whether may answer:
there is a “Sunflower!” .
connection
between these
words.
New Lesson The teacher Students listen Self-directed
introduces the carefully, observe Learning,
concept of the formation of Innovative
compound words compound words, Thinking
to students through and try to create
flashcards or PPTs some new
and lists some compound words
common examples themselves. For
of compound example,
words. For “bookbag,” “pencil
example, box,” etc.
“toothbrush,”
“football,” “starfish,”
 etc. The teacher
can guide students
to observe how
these compound
words are formed
and encourage
them to try to
create some new
compound words
themselves.
Practice The teacher Students work Collaborative
organizes students together in groups Learning,
to carry out group to complete the Communication &
collaboration writing of the story Expression,
activities, allowing or dialogue. Each Innovative
them to use the group chooses a Thinking
compound words representative to
they have learned present their work
to collaboratively to the whole class.
write a short story
or dialogue related
to daily life. The
teacher can
provide some
writing prompts for
each group, such
as, “Who is the
protagonist of the
story?” “Where
does the story take
place?” “What is
the story about?”
etc.
Extension The teacher Students actively Information
encourages participate in after- Literacy, Self-
students to collect school extension directed Learning,
more compound activities, collect Innovative
words after class more compound Thinking
and create their words, and create
own compound their own
word dictionaries. compound word
The teacher can dictionaries.
provide students
with some
reference
resources, such as
online dictionaries,
children’s books,
etc. Students can
include pictures
 and example
sentences for each
compound word in
the dictionary to
better understand
and remember
them.
Assessment The teacher Students actively Collaborative
assesses the participate in Learning, Self-
students’ learning classroom directed Learning
effectiveness by activities and
observing their conscientiously
classroom complete group
participation, group collaboration tasks
collaboration and after-school
performance, and assignments.
completion of after-
school
assignments. The
teacher can use a
combination of
formative and
summative
assessment
methods to
comprehensively
understand the
students’ learning
situation.

Summary

By adding an objective and combining it with the above suggestions, the lesson plan can
be made more complete and more conducive to cultivating students’ 21 st-century
communication skills. At the same time, it is recommended that teachers flexibly adjust
their teaching strategies based on the specific circumstances of the students in the actual
teaching process in order to achieve the best teaching results.