Lesson School MANIKI CENTRAL ELEM.
SCHOOL Grade Level III
Plan SC
in Teacher CRISTY M. LONDRES Learning Area ENGLISH
English III Teaching Date March 13, 2024 Quarter 3rd Quarter
Remarks
I.OBJECTIVES
A. Content Standards The learner demonstrates mastery of basic skills in English
language arts; communicates appropriately, fluently and
accurately orally and writes for a variety of purposes in
different social and academic context at his/her level while
carrying out real life tasks necessary to cope with the
demands of functionally literate and competent local,
national, and global citizen.
B. Performance The learner read words with long a, i, o, u sounds with
Standards fluency.
C. Learning Read words with long a, i, o , u sound (ending in e);
Competencies/
Objectives Knowledge: Identify words with long a, i, o, u sound (ending in e) in
Write the LC code the story;
for each
Skill: Read words with long a, i, o , u sound (ending in e); and
Attitude: Appreciate the importance of reading words with long a, I, o
and u sounds ending in e.
D. Domain Literacy
Content Phonological Awareness Phonics and Word Recognition
II. LEARNING
RESOURCES
A. References
MELC page 133
No code
1. Teacher’s Guide
pages
2. Learner’s Materials English 3 Quarter 3- Module 6
pages pp. 1-9
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning meta cards, answer sheets, pictures, videos
Resources
C. Value Focus Appreciating the value of knowing the fact and the
opinion from an information
D. Integration Music, Science, ICT, Mathematics, Physical Education, Indicator 1.
GESI, SEL, Growth mindset -Modelled
effective
applications of
content
knowledge
within and
across
curriculum
teaching.
-Using
interactive
slides in the
teaching and
learning
process
III. PROCEDURES
A. Reviewing previous Preliminary Activities: Indicator 4
lesson or presenting a. Greetings -Exhibit
the new lesson b. Checking of Attendance effective
c. Prayer strategies that
d. Words of the day ensure safe
e. Sing a song – These are the long vowel sounds and secure
learning
environments to
Presenting the classroom standards;
enhance
learning
1. Be kind, polite, and courteous to others. through the
2. Keep your hands and feet to yourself. consistent
3. Be respectful of classmates, teachers, and property. implementation
4. Listen to the teacher and classmates, and follow directions. of policies,
5. Work hard and always do your best. guidelines and
6. Be safe. procedures.
7. Raise your hand when you would like to speak in class, when -The teacher
leaving your seat or if you need to leave the classroom for a uses effective
reason. strategies such
8. Be ready to take the consequences if you break the rules. as setting the
classroom for
learning,
impose friendly
Drill: Drill
classroom rules
READ It! and regulation
-Read the words below. Check the bubbles that contain and making
long vowel sound ending in “e” . friendly
competition
including
prizes, and
chances for
company-wide
recognition are
great
motivators.
Review:
ITS PUZZLE TIME!
Indicator 5.
From the crossword puzzle below, find 10 words with short vowel -Exhibit
sounds. effective
practices to
poster learning
environment
that promotes
fairness,
respect and
care to
encourage
learning.
-The teacher
uses effective
practice such
as Social
Emotional
Learning to
encourage
learners to
learn more.
B. Establishing a purpose Developmental Activities Indicator 1.
for the 1. Motivation: READ and COMPARE! -Modelled
lesson/Motivation/Motiv Read and compare the words. How are the two sets of effective
e Questions words different from each other. applications of
content
knowledge
within and
across
curriculum
teaching areas.
-Using
interactive
slides in the
teaching and
learning
process
-Science
integration
2. Presenting Activity Indicator 1.
examples/instance a. Unlocking of Difficulties -Modelled
s of the new lesson MATCH ME!... effective
Click the picture to match with each name. applications of
content
knowledge
within and
across
curriculum
teaching areas.
-Integration of
Science
Concept
(Animals)
a. Discussing new Indicator 3.
concepts and b. Reading a Selection “READ ALOUD” - Modelled and
practicing new - Read and understand the selection below. supported
skills #1 colleagues in
Otter and Frog the proficient
By: Lorrie L. Birchal used of Mother
Tongue, Filipino
and English to
improved
Otter got on top of the rock, teaching and
To see his friend, the Frog. learning, as
The rock was hot, well as to
So, they hopped off, develop
And swam across the bog. learners’ pride
of their
language,
heritage and
The Mole culture.
-The teacher
By: Lorrie L. Birchall
modelled and
supported
The mole went down the little hole,
colleagues in
And didn’t make a sound.
the proficient
She chose to be there alone,
At home under the ground. used of
languages
through LAC
sessions and
Technical
Assistance
given.
b. Discussing new Indicator 2.
concepts and Post Activities -Develop and
practicing new Analysis: Read and answer the questions applied
skills #2 Where is the habitat of Otter, effective
Frog and Mole? teaching
strategies to
Why did the Otter get on top of promote critical
the rock? and creative
Why did the Mole stay under the thinking, as well
ground? as higher –
order thinking
Based on the selection above, read the two sets of bold skills.
letter words from the poem and tell how they differ.
-The teacher
-The words in the poem “Otter and Frog” contains short creates
vowel words while the words in the poem “The Mole” questions
contains long vowel words. which
promote the
development
of the
student’s
higher order
thinking
skills.
c. Developing “WHAT IS IT!”
mastery (leads to
Formative Use the words in the word-bank to complete each sentence.
Assessment 3)
1. Finding practical Vase mute caves hope lines
applications of
concepts and skills 1. _________ are homes for nocturnal animals like bats.
in daily living 2. We will pray and _________ for the recovery of your dad.
3. The child draws scribbles and _______.
4. Please turn on the ________ mode of the television.
5. Mother arranged the fresh flowers on her _________.
2. Making Abstraction Indicator 2.
generalizations -Develop and
and abstractions applied
about the lesson What are the words with long a, i, o , u sound effective
teaching
(ending in e)? strategies to
The children will give examples… promote critical
and creative
thinking, as well
How do you recognize long vowel words? as higher –
By adding -e at the end of a short vowel word, such word order thinking
will pronounce a long vowel word with its new meaning. skills.
-The teacher
creates
questions
which
promote the
development
A word has a long /ā/ sound when it is spelled with an a in
of the
the middle of the of the word and an e at the end. Long /ā/ is
student’s
pronounced as in cape.
higher order
A word has a long / ī / sound when it is spelled with an i in the
thinking
middle of the word and an e at the end. Long /i/ is
pronounced as in time. skills.
A word has a long /ō/ sound when it is spelled with an o in
the middle of the word and an e at the end. Long /ō/ is
pronounced as in phone.
A word has a long /ū/ sound when it is spelled with u in the
middle of the word and an e at the end. Long /ū/ is
pronounced as in tube. However, it can also be pronounced
like June, Luke, and blue.
3. Additional activities Application Indicator 4
for application a. Setting of standards/rubrics -Exhibit
Group Activity-Directions: effective
1. Group yourselves into four. strategies that
2. Choose your leader. ensure safe
and secure
3. The leader gets the activity sheets and the assessment card
learning
from the teacher.
environments to
4. Go to your respective area assigned to you. enhance
5. Begin doing the activity following the group standards. learning
6. Be mindful of the rubrics presented. through the
7. Finish in 5 minutes, and then present your output in less than consistent
3 minutes. implementation
of policies,
Standards for the simple English activity. guidelines and
1.Work with group cooperatively. procedures.
2.Listen and understand the direction of your leader. -The teacher
3.Perform your group activity orderly. uses effective
4.Be ready to present your collaborative output. strategies such
as setting the
classroom for
learning,
impose friendly
classroom rules
and regulation
and making
friendly
competition
including
prizes, and
chances for
company-wide
recognition are
Group Activity: great
Group 1: motivators.
“SPELL IT OUT”
Look at the pictures and spell the long
vowel words correctly.
Group 2:
CHOOSE ME!
Read the words below. Choose the
words that have the long a, I, o and u
sounds. Encircle the letter of the
correct answer.
Group 3:
Read Me!
Read words is with long a, i, o , u
sound (ending in e).
PRESENTATION OF OUTPUTS
IV. Evaluating learning Evaluation:
Directions.
Read the sentences. Box the word with
long vowel sound in each sentence.
1.Jen made a cup of milk for me.
2. The white puppy is cute.
3. My neighbors house is huge.
4. I wear my robe after a bath.
5. Mother keeps the kite in the box.
V. Home Activity Assignment:
Direction: Search and copy the words with long /ā/, / ī /,
/ō/, and /ū/ sounds (ending in e) in the puzzle below.
Write your answers on the paper. Then, read aloud the
words that you have written.
Prepared and Submitted by:
CRISTY M. LONDRES
MT II
Checked by:
GRACE A. DESONIA
Principal IV
Process Observers:
SARA MARIE EXALA
MT-III
ZENAIDA C. DEL ROSARIO
MT-III
