University of the Immaculate Conception

Davao City

LEARNING PLAN
Course: Language, Culture and Society Week: 3

Learning Outcome: Students will be able to examine how word structure is organized in
languages and identify the different approaches or concepts that have been used to study it.

I. Preliminaries
A. Review Topic: Language is Sound: Phonology
Tongue Twister Chant Challenge

Students are to participate in an engaging and entertaining

tongue twister chant to improve their utterance and pronunciation
of words.
The class is divided into groups of four. Each group is given a
copy of an English tongue twister. The groups then make it into
an interactive chant and practice it for five minutes. Afterwards,
groups take turns to perform it in front. The group with the most
interactive chant and precisely uttered and pronounced each
words is the winner.

B. Motivation Guide Questions:

a) What is the difference between morpheme and allomorph?
b) Why is it that morphology is in relation to phonology?
c) What are the eight inflectional morphemes in English? How
are they used?

C. Activating Prior Fix the Suffixes

Knowledge
Little parts are added to the end of the words called suffixes, and
these suffixes change the meaning of the word to make a new word.
Students are then to “fix” the broken root word by matching it with
the correct suffix. The suffixes to be used must not repeat.

Root Words Suffixes

Care - ment
Base - ish
Break -y
Blue - ed
 Quick - ion
Mood - ful
Tempt - ing
Transit - ly
Hope - able
Cry - less

Answers:
Careful
Basement
Breakable
Bluish
Quickly
Moody
Tempted
Transition
Hopeless
Crying

A. Presentation of Provided with the necessary information, examples, and learning

Concepts activities, through oral and written presentation, 90% of the
students can:
a. Explain the basic conceptions of allomorph, classifies
morpheme and differentiates root and stem;

b. Identify a working knowledge of the different word forming

elements;

c. Distinguish the changes in the phonemic shape of the

allomorphs of a morpheme;

d. Analyze the morphological structure of words;

e. Understand the patterns and rules of word formation; and

f. Check the meaning of the word against the context of the

reading.
B. Activities
A. Lecturette

The teacher discusses the difference between morphemes and

allomorphs. Explains the word formation processes. Define sound
alternations in the phonemic shape of the allomorphs of a
morpheme. Identify the changing of the forms of the words to mark
various grammatical categories. Explain the theoretical perspective
and methodology of the American linguist Noam Chomsky.
 1. Why is it that a particular morpheme does not have
to have the same shape every time pluralization
occurs?

2. What phonemic shape do derivational and inflectional

morphemes have in common?

3. How are morphophonemic rules in any language

stable even if they are fairly complex?

4. How is it possible that speakers of any language can

and do produce and understand sentences
conforming to the rules of grammar even though
they have never been said or heard before?

5. Why is changing the form of the words mark various

grammatical categories?

6. What would an analyst do in order to understand the

morphology of the language as well as the meaning
of its different morphemes?

B. Group Activity

Task 1: Big Word Breakdown

The class is split into three groups. Each group will be given lists
of five big words. For each word, the students identify the root word
and any prefixes or suffixes. Students then will give meaning of the
root word, prefixes or suffixes and the new word form.
Affixes Group 1 Words Group 2 Words Group 3 Words
-esque picturesque burlesque statuesque
ante- antenatal anteroom antedate
de- derail defrost devalue
-ance maintenance assurance acceptance
uni- unicycle universal unilateral

Task 2: Building Blocks

The class will be divided into four. At the start of the activity, each
group must assign a secretary and a reader.
Students will blend prefixes, suffixes and roots to create complex
words. Each group will be given a list of prefixes and suffixes as
well as a piece of bond paper. Every one minute, root word would
be presented to the class. They are to create as many real words
as they can with the use of the given list. After one minute, all
groups must immediately stop writing and raise their papers for
checking.
 In the checking phase, one member reads of their list of created
words. If the other groups wrote the same word, it is removed
from all groups’ lists. For all words remaining after duplicates have
been eliminated, points are received. The winner is the group
whose point total is the highest.

Task 3: Board Work

Morphophonemic Change
Directions:

The class will be divided into two. Each group must assign a number
in every member from one to eight. If your number is called then you
are to stand in front and answer. A word will be announced; the
members who are standing in front will give example to what type of
morphophonemic change is being asked. It could be loss of
phoneme, addition of phonemes or simple change of phonemes.
Other members of the group can help. One minute will be given to
answer.

C. Individual Activity

Simple Sentence Diagrammed in Tree Form

Diagrammed in tree form the simple sentences:

Given sentences:

The old tree swayed in the wind.

The boat sailed up the river.
The dog ate the bone.
The teacher praised the student.
She wanted the dress on the rack.

D. Brainstorming (Group Activity)

Play with Word Order

The class is grouped into four. Each group will be given five pieces
of paper. They are to either give the normal order or the inverted
order depending on what is not given of the five sentences. Each
group is given 10-15 minutes to do the task.

Normal Order
1. The dog ran down the street.
2. Two English classes are scheduled for 9th grade.
3. A crash was heard in the back of the room.
4. Julie has designed the banner for the party.
5. Germany was one of the first great centers of newspaper
publishing.
Inverted Order
1. Down the street, the dog ran.
2. Scheduled for 9th grade are two English classes.
3. In the back of the room a crash was heard.
4. The banner for the party was designed by Julie
5. One of the first great centers of newspaper publishing is
Germany.

Data Analysis

After ten to fifteen minutes of brainstorming, each group

must perform and discuss to the class the given sentences in
relation to the topic. Each group presents the output to the
class in not more than five minutes.

Output presentations of students are rated based on a given

rubric.

5 4 3 2
Participation Group Group Group Group
member member member member
participat participat participat did not
ed fully in ed in ed in few participat
every almost discussio e in any
discussio every ns and discussio
n and discussio decisions. n or
decision. n and decision.
decision.
Contribution Student Student Student Student
contribut contribut contribut did not
ed greatly ed ed very contribut
to the adequatel little to e any
final y to the the final work to
presentati final presentati the final
on. presentati on. presentati
on. on.
Group The The The There
Collaboration whole whole group did were little
group group not work or no
worked worked very well group
incredibly well together. collaborat
well together. ion,
together. everyone
worked
on their
own.
 Oral Student Student Student Student
Presentation spoke spoke did not did not
clearly clearly speak present
and and very or was
concisely concisely, clearly or not
and seemed concisely, prepared
rehearsed to did not to
their part practice a seem to present.
of the little for practice.
presentati their part
on. of the
presentati
on.
E. Broadening of Video Clip about Transformative-Generative Grammar
Concepts (Generative Grammar | Generative Grammar Explained)

1. What is meant by transformational-generative grammar?

2. Why Noam Chomsky founded the transformational-generative
grammar?
3. How is it possible that already at an early age individuals know as
much about their native languages as they do without any formal
learning?
4. Does it affect and influence the linguistic anthropologists
understanding of language within the overall matrix of culture,
and speech as an inseparable link to social behavior?
F. Four-Pronged 1. Ignacian Core Values/Related Values:
Integration Excellence: Quality

2. Understand the internal constituent parts of words; to

understand morpheme relationships; and, in so doing, to
understand how a language building relate to word’s
constituent parts, their morphemes.

While English is heavily reliant upon morphemes other

languages, like Vietnamese, have few morphemes, how are
they able to analyze internal constituent parts (morphemes)?

3. Lessons Across Discipline:

"The conquest of learning is achieved through

the knowledge of languages.’’
Roger Bacon

What does this saying means?

How will this saying help in understanding how a language
building relates to word’s constituent parts?
 4. Faith/Biblical Reflection:

“Therefore, my dear brothers and sisters, stand firm. Let

nothing move you. Always give yourselves fully to the work of
the Lord, because you know that your labor in the Lord is not
in vain.”

1 Corinthians 15:58

What does this Bible text mean in relation to our topic

today?
Why should people know that their labor in understanding
morphology is not in vain in the Lord?
III. Summary and Synthesis

One Minute Paper

Instruction: The students complete the phrase below to show their understanding, insight,
realizations, and learning’s of the day’s lesson. The teacher chooses two students to read their
work before the class.

Today I have learned that ________________________

____________________________________________________________________________________
IV. Assessment:
Essay:

The students will answer in essay form to the following questions:

1. Why it is that there is a need to study morphology?

2. What is inflectional morphology and how does it differ from derivational morphology? Give at

least 5 inflectional and derivational words to show the difference of the two.

3. Will the meaning of a sentence be affected if its word order is change?

V. Assignment

A. In a one-half sheet of yellow paper. The students will answer in essay form the functions of
morphology in sociolinguistics. Not higher than ten sentences but not lower than five
sentences.

Prepared by:
Myra F. Peňaflor
BSED-1B Student
11/20/2018

Checked by:

Dr. Virgion H. Mamonong

Language and Literature Professor
11/20/2018