GRADE
SCHOOL CABUOAN AND BAGUMBAYAN ES THREE
DETAILED LEVEL
L LEARNING
ESSON TEACHER ELLAINE E. SANTIAGO,MAMERTA SAGUROS
AREA
ENGLISH
LOG
QUARTER FOURTH WEEK 4
Monday Tuesday Wednesday Thursday Friday
OBJECTIVES:
Demonstrates Demonstrates Demonstrates Demostrates Demonstrates
understanding of understanding of letter understanding of understanding of understanding of
processes and sequence in words to get intonation and vocal paragraph development to sentences and
A.Content Standards
information in text for meaning patterns as guide for fluent identify text types paragraphs in
articulation of ideas reading and speaking expressing ideas
Creatively presents Hears and records sound Fluently expresses ideas Identifies correctly how Compose three- to-
B.Performance
information in varied in words in various task paragraph are developed. five sentence
Standards
ways paragraph
C.Learning
Competencies/
Spell Correctly Irregularly Read aloud grade level Note details regarding Write a Simple Story
Objectives Ask and respond
Spelled Words texts consisting of 2- character, setting and plot.
to questions about
( eg. have, said, please, syllable words with long
informational text
because) vowel sound with at least
listened to
95-100% accuracy
(environment, health
how- to’s, etc.)
Write the LC Code for
each En3oL-IVa-j-3.2
En3S- IVd-f-5 En3F-Iva-j-3.5.1 En3RC-Iva-2.2 EN2WC- Iva-e-22
Asking and responding 2 syllable words with Long
II.CONTENT Spelling Irregular Words Noting details Writing a Simple Story
to questions Vowel
III. LEARNING
RESOURCES
A.References
pp.357-358 Modified Modified
1.Teacher’s pp. 356-357 Modified
Guides/Pages
pp. 321, 329-331, 334-
2.Learner’s Materials pp. 310,329,332-335
pp. 332-333, 352-353 pp. 333- 335,338 Modified 335
Pages
3.Textbook Pages
4.Additional Materials
from Learning Resources
(LR) portal Internet sources: Internet sources Internet sources Internet sources
B.Other Learning Internet sources
www.shortstories.com)
Resources
Pictures, Story chart, Show-me-board, spelling Strips of cartolina, Story board,
B.Other Learning Story board, storysheets,
task cards, cartolina, notebook, teaching chart pictures, word Chart, task storysheets, sequence
Resources sequence map
flash cards cards, Manila paper map
IV. PROCEDURE
Read a short Ask and respond to the Conduct a drill on writing Identify the elements of a Review the elements
A.Reviewing previous
paragraph and answer questions about the the irregularly spelled words story.On a piece of paper, of a story
lesson or presenting the
wh- questions with story: complete the word puzzle.
new lesson
regards to the The Little Rose Plant” (Fun in English 4 page 23)
paragraph read.
B.Establishing a purpose Do Activity 300 A and Show a chart or set of Show list of words and let Ask pupils about their Ask the pupils to write
for the lesson B LM page 332 words and let pupils read them count the syllables favorite story. a short story about
( haughtily, drooping, it aloud in class for each word. Have them tell the their favorite pet.
tapping) character, setting and plot.
Motivation: Have them also tell about Ask:
Do you have a garden their best-liked part of the Write 3 sentences
in your yard? story they liked. about your pet.
Do you know how to
plant?
Present a real rose Have pupils cross out Present list of 2- syllable Read a chosen story while
C.Presenting plant in front of the letters that are not words with long vowels. children listen. Afterwards,
examples/instances of class. sounded.( Activity 303 of 1. cake have pupils ak the
the new lesson LM page 333-334) 2. bake following questions:
3. make
4. take 1. Who are the characters
5. save in the story?
2. . What can you say Present and Discuss
about its characters? the parts of a story.
3.What part of the story
you like most?
Read the story, Pappy
D.Discussing new the Paper Bag”LM page
concepts and practicing Read the selection on Identify and discuss the Practice reading 2 syllable Matching Type: 321).Take note of the
new skills #1 page 332 “The Little words whose letters are words that are list on the Match the questions in story characters, setting
and plot.
Rose Plant” not sounded. chart. column A with the
Then, Allow pupils to
Stops at some point 1. again elements of a story in write a a summary for the
and ask the 2. because column B story by following the
comprehension 3. earth ( Grade 3 Lm page 335) story board below
questions about the 4. height
story. 5. Wedneday
Tile
Setting: __________________
Characters:________________
Plot: Write the events that
happened:
___________________________
___________________________
___________________________
Group the pupils and tell
E.Discussing new Can a rose plant live Have a spelling activity on Give set of words and Read the story “The Little them to start writing their
concepts and practicing without raindrops, irregularly spelled words encircle the words that Rose Plant” LM pp.332-
own story by answering
new skills #2 sunshine and air? ( Activity 304 LM page have 2 syllables with long 333. Let children note
some questions. ( Refer
334) vowels down the characters,
to activity 299 of LM
setting, and plot of the sory
read. page 331)
Let them do the Post irregular and Practice reading 2 syllable Based on the story presented
following tasks: regularly spelled words on words with long vowels. “The Ant and the Divide the class into
a. Draw a picture of th board and allow pupils - By group Grasshopper””, show list of group. Allow each group
a rose plant to read each word after - By pair events. Have the pupils cross to write a simple story
out the number of those that
F.Developing mastery b. Write 1 to 3 the teacher. - individually about an experience at
did not happen from the
(Leads to formative sentences about it. Then, Let the pupils story.
school or at
assessment) analyze the two group of home.Present it in class
words and identify which afterwards.
is regularly spelled and
which is not.
Show in class how to Present an irregularly Give examples of 2 Based on the story
G.Finding plant a rose plant on a spelled words and let syllable words with long presented earlier, show list What are the parts that
practical/applications of pot. students read each word. vowels. of events. Have the pupils we must remember in
concepts and skills in -allow pupils to spell ten cross out the number of writing the short story?
daily living (Teach-Okay!) In irregularly spelled words those that did not happen
planting ask for help from the story.
from someone who
knows how to plant.
How will you know that a How is noting details like What are the points to
What are the things word is irregularly Read the 2 syllable words story character, setting , and remember when writing a
you need to consider in sounded/ spelled? with long vowel sound. plot done? simple story?
H. Making
generalizations and planting a rose plant?
abstractions about the
lesson
Supply the missing long Fill up the following story map
vowel for the following with important details from
words: the story” Tina , the Lost” Write a simple story
Give answers to the Copy the sentences on 1. br_ _d Bird”( LM page 329) about the completed
Activity 313 of LM page 338. 2. sn_ _ l
questions about the dialogue”A day in
Then encircle the irregularly 3. b_ _ n Tile
I.Evaluating Learning story ‘Andres spelled words in each 4. str_ _m Setting __________________ School”” ( LM pages 334-
Bonifacio’ LM pp. 352- sentence. 5. m_ _ l
Characters:________________
Situation/Plot: 335
353. _____________________________
_____________________________
________________________
Pair- Share
Choose an article on a Jot down atleast ten Give atleast 5 examples of Read the narrative poem.
J.Additional activities for Note down the character and Let pupils write a
magazine found in irregulary spellled words 2 syllable words with long
application or setting of the poem simple story about their
your school library. of things found at home. vowels. Use it in a
remediation Every Time I climb A Tree” most unforgetable
Ask and respond to Write it in your notebook sentence. Read it on
( LM. Page 310) vacation
questions with regards class.
to that article. Do it
with your partner.
V. REMARKS
VI. REFLECTION
A.No. of learners who
earned 80% of the
formative assessment
B.No. of learners who
require additional
activities to remediation
C.Did the remedial
lessons work?No. of
learners who have
caught up with the lesson
D.No. of ledarners who
continue to require
remediation
E.Which of my taching
strategies worked well?
Why did these work?
F.What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G.What innovation or
localized material did I
use/discover which I wish
to sharewith other
teachers?
