School Paagahan Elementary Grade Level Grade3

School
Teacher Krisna Mae A. Artitchea Learning Area English
LESSON Teaching Quarter Third Quarter
EXEMPLAR Date
Teaching 7:00-8:00 am No. of Days 5 days
Time

I. OBJECTIVES At the end of the lesson, learners are expected to:

 Describe what is simple/short story
 Identify the elements of a simple/short story
 Compose three to five sentences paragraph of a simple
story
A. Content Standards The learners demonstrates understanding of sentences and
paragraphs in expressing
ideas

B. Performance The learners composes three-to-five sentence paragraph

Standards
C. Most Essential Write a simple story
Learning
Competencies (MELC)
D. Enabling Take part in creative responses to stories like
Competencies preparing logs, journal and other oral presentations

II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide
Pages
b. Learner’s Material Let’s Begin in English 2. 2013. pp 307-308.
Pages Fun in English 4. 1999. pp 187.
English for You and Me 4 (Reading). 2011. pp 155.

c. Textbook Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV. PROCEDURES

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A. Introduction Review:
 The teacher will post two different kind of pictures
(1day)  The learners will be ask to give four to five words about the
picture , then form two sentences using the words.
 The teacher will call out five students to show their answers
 After the call out the teacher will post a sample journal entry
with a prompt: The best thing you did to your friend
 The teacher will ask the students what is a journal? what you
should write in a journal? And how you should write a
journal?

 To really know that the learners really understand the past

lesson they are given a task to write one journal entry with a
prompt  Who is the funniest person in your family? Why?
 After that the teacher will explain that journal writing is one way
of sharing how we fell and we can right our opinions about
something.

Goal Orientation:
The teacher will share the objectives of the lesson and the
different means of achieving them.

 The teacher will show different kind of books (myth, fable,

folktale and fairy tale)

B. Development

(1 day)

 The teacher will ask the students what those books contained?
 The teacher will group the class into four (4) groups
 All group will be given a task to Read one big book that their
teacher will give to them

GROUP 1 : MYTH
GROUP 2: FABLE
GROUP 3: FOLKTALE
GROUP 4: FAIRYTALES
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 Concept Presentation:

 After they read the story they will be ask by the teacher, How did
they feel after they have read the books? What did they notice
about the story? What did they find out about the story?
 The teacher will discuss what is a simple/short story and
Different elements of the short story such as Characters,
settings, problem and solution.
 The teachers will make follow up questions focusing on the
importance of unity among the elements of the story in
understanding the purpose of the writer.
 The teacher will read a sample story entitled “Super G” where
the elements of the story are present.

C. Engagement  The teacher will show the picture of a rooster and a fox t to the
pupils. What do you see? What is this? (Point to the rooster)
( 1 days) How about this one? Who is this? (Point to the fox.)

 The teacher will tell a story “The rooster and the fox”
 After the teacher read the story will ask the students
 What is the setting of the story? Who is the main character?
What happened one day? What did Tilaok do? What did the fox
do? What did Tilaok feel? Do you think you can write your own
short story?

D. Assimilation  The teacher will Group the pupils into 5 and let them
write/compose four to five sentences of their own Simple short
(1 days) story with a prompt: What makes me happy?
The teacher will ask the learners to use one object that
expresses their insights about the learning that they have
E. Reflection gained .Upon calling their name, they will show the object to the
class and will say a word to explain.

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