Republic of the Philippines

Southern Luzon State University

COLLEGE OF TEACHER EDUCATION
Lucban, Quezon

TEST II. Direction: Create a DETAILED LESSON PLAN for Grade 3 using the story.

DETAILED LESSON PLAN IN ENGLISH 3

TARGET SKILLS
Oral Language: Identify homonyms from sentences and events that makes up the story
Grammar Awareness: Make regular verb base words into past participle verbs
Vocabulary Development: Identify compound words that can be found in the story
Listening Comprehension: Arrange important events from the literary work listened to
Reading Comprehension: Find the main idea and the supporting details of the literary work
read
Attitude towards Reading: Compare the literary work read to previous literary works read
Study Skills: Comparison of stories and arrangement of events in a story

OBJECTIVES:
1) Enumerate the different characters found in the story
2) Describe how the main character’s childhood greatly influenced the kind of person he became
when he grew up
3) Formulate an own interpretation in regards to the title of the literary work read

SUBJECT MATTER:
A FLAME WORTH DYING FOR
(From Saranggola Magazine Vol. 6 No. 6 November 1997)

MATERIALS:
Flashcards, Pictures and Power point Presentation

VALUES FOCUS
Obedience, Patriotism, Kindness and God Loving
 TEACHER’S ACTIVITY STUDENTS ACTIVITY
I. PRELIMINARY ACTIVITIES
A) PRAYER
Children before we start our class, please kindly all
stand up for the prayer.
Yes Teacher!

Most High, glorious God Most high, glorious God,

Enlighten the darkness of my heart
And give me true faith, certain charity,
Sense and knowledge Lord,
That I may carry out
Your Holy and true command.
Amen
Enlighten the darkness of my heart.
Give me true faith, certain hope, perfect
charity, sense and knowledge, Lord,
That I may carry out
Your Holy and true command.
Amen

C) GREETINGS
Good Morning Everyone! How are you all feeling
today?
Good Morning Teacher! We are all feeling fine today.

D) CLASSROOM MANAGEMENT
Before you all sit down kindly arrange your chairs
first.
( Students arrange their chairs and sit down)

E) CHECKING OF ATTENDANCE
Is every one of you present for today? Yes Teacher!

Very Good!

II) ENERGIZER B-I-N-G-O

v.1
B-I-N-G-O
There was farmer who had a dog,
v.1
And Bingo was his name-o.
There was farmer who had a dog,
B-I-N-G-O
And Bingo was his name-o.
B-I-N-G-O
B-I-N-G-O
B-I-N-G-O
B-I-N-G-O
And Bingo was his name-o.
B-I-N-G-O
v.2
And Bingo was his name-o.
There was farmer who had a dog,
v.2
And Bingo was his name-o.
 There was farmer who had a dog,
And Bingo was his name-o.
clap-I-N-G-O
clap-I-N-G-O
clap-I-N-G-O
And Bingo was his name-o.
v.3
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-N-G-O
clap-clap-N-G-O
clap-clap-N-G-O
And Bingo was his name-o.
v.4
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-clap-G-O
clap-clap-clap-G-O
clap-clap-clap-G-O
And Bingo was name-o
v.5
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-clap-clap-O
clap-clap-clap-clap-O
clap-clap-clap-clap-O
And Bingo was his name-o.
v.6
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-clap-clap-clap
clap-clap-clap-clap-clap
clap-clap-clap-clap-clap
And Bingo was his name-o.
III) UNLOCKING OF DIFFICULTIES
Show flashcards with words that are related to the
literary work to be read in ENGLISH and respective
counterpart of these words in TAGALOG.
Examples:
Family Pamilya
Mother Nanay
clap-I-N-G-O
clap-I-N-G-O
clap-I-N-G-O
And Bingo was his name-o.
v.3
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-N-G-O
clap-clap-N-G-O
clap-clap-N-G-O
And Bingo was his name-o.
v.4
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-clap-G-O
clap-clap-clap-G-O
clap-clap-clap-G-O
And Bingo was name-o
v.5
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-clap-clap-O
clap-clap-clap-clap-O
clap-clap-clap-clap-O
And Bingo was his name-o.
v.6
There was a farmer who had a dog,
And Bingo was his name-o.
clap-clap-clap-clap-clap
clap-clap-clap-clap-clap
clap-clap-clap-clap-clap
And Bingo was his name-o.
 Father
Tatay

Brother Kuya

III. MOTIVATION
1.Ask the children
Have you ever seen a moth circling around a lighted
lamp or candle?

2. Present to the children

Show a picture of a moth burned because of circling
around the fire too near.

IV. PRESENTATION AND MODELLING

1. Motive Question
What did the flame of the lamp symbolize in the story? Why?
2. Read aloud the story
“A Flame Worth Dying For”

A FLAME WORTH DYING FOR

From Saranggola Magazine Vol. 6 No. 6 November 1997
The Rizal Family was highly respected in their hometown in Calamba, Laguna. The father, Don
Francisco, was a gentleman- farmer and trader. The mother, Doña Teodora, owned a small store. The
family lived comfortably and well in a big stone house. The Rizal children were kind. They were above
willing to help other people. The whole town looked up to the Rizal family. Jose Rizal’s home was happy,
filled with laughter and much love. But the Rizal children did not lack in discipline. They had their share
of spunks for their naughty pranks. Doña Teodora was taught all her children to read and pray. She felt
that reading would give them knowledge, and prayer would bring them closer to God. Quite a powerful
combination that was! Doña Teodora noted that Jose learned very fast. At a very young age he could
 already read and write. He loved to listen to stories, too. He was always curious, always wanting to learn
about things. Jose was truly a bright boy. His mother noted his talents at an early age, and encouraged
him, as she did all her children. “Our Pepe is very bright, “Doña Teodora would tell her husband. But of
course, she made sure that Jose would not overhear her. Don Francisco would nod and say, “Look at his
wide forehead. It shows that he is really smart. “This was in reference to the popular belief that a wide
forehead was an indication of high intelligence. “ Pepe is indeed special, “Doña Teodora would proudly
agree. When Jose was old enough, his mother told him many beautiful stories especially just before
bedtime. Each story was a treat for the restless boy. After prayer one evening, when the noise and the
chatter in the house had ceased, Doña Teodora took Jose aside for his reading lessons. He was eager to
learn, but he also longed to run to his brother, Paciano, for many fun before bedtime. Seeing this, Doña
Teodora announced, “I’m going to tell you a story.” “Immediately, she was able to capture the boy’s
attention. “ There was once a mother moth and her young moth, “Doña Teodora began. “ They were
flying near a brightly lighted lamp.” “Don’t get too close”, warned the old moth. But the young moth,
entranced by the flame, went too near and burned its wings. “In whatever we do, we must always be
careful, “Doña Teodora explained, “Or we shall burn our wings, like the foolish moth.” It was a lesson
that Jose learned well. He took great care in everything he said or did, especially as he grew up into
manhood. But it seemed that as he grew in years and experience the flame took on still another meaning
for him. Faced with the evil things that were happening to his country under the Spanish rule, it seemed
that the flame represented something beautiful and worth dying for. It stood for lofty ideas like love for
one’s country- a noble cause that needed the sacrifice and daring of the youth, whom he called “the hope
of the fatherland.”

IV. ASKING QUESTIONS

( The teacher will ask the following questions to the ( The students will raise their hands and give
students) their answers)

1) What kind of family did Jose Rizal have?

The kind of family Jose Rizal had was highly

respected in their town in Calamba, Laguna and
they were also always willing to help other people
thus the town looked up to them. His family was
happy, filled with laughter and loving.

2) Why did Doña Teodora teach her children to read

and pray?
She taught them how to read and pray because she
believe that reading would give them knowledge
and prayer would bring them closer to God.

3) What observation about the young Jose did his

parents make?
Doña Teodora his mother observed that he was a
fast learner, talented, very bright and indeed special
while his father observed that he was really smart
because of his wide forehead in reference to a
popular belief that a wide forehead was an
indication of high intelligence.
4) How does the story show that the young Jose was
interested in stories?

The story shows that young Jose was interested in

stories because when his mother told him many
beautiful stories especially just before bedtime
these stories was a treat for the restless boy after all
he was always a boy who was curious and always
wanting to learn about things.

It was about a mother moth and her young moth,

They were flying near a brightly lighted lamp and
the old moth warned the young moth t “Don’t get
too close”, But the young moth, entranced by the
flame, went too near and burned its wings.

The light symbolizes things that we want and we

should be careful with because sometimes these can
cause as our lives as well as the purpose of our
lives.

The moth symbolizes us humans who are free and

curious about a lot of things and this curiosity can
sometimes lead to foolishness or something great.

Yes, because Jose Rizal died fighting for the things

that he wants and things that he believed in even if
it will cause him his life and it lead to greatness and
not foolishness.

Yes, I believe any flame is worth dying for

especially if it is the thing that you truly want and
will make you realize your purpose.
5) What story about the moth did Rizal’s mother tell?

6) What is symbolized by the bright flame of the light?

7) What is symbolized by the moth?

8) Do you think Rizal “burned his wings” in a flame as

the young moth did? Why?

9) Is any flame worth dying for? Explain

V) GROUP WORK

( The teacher will divide the class into 4 groups and

will give them the group activity to be done)

Instruction: After reading the story “A Flame Worth

Dying For” Identify the homonyms and compound
words in the literary work. Put your answers in a one
whole long bond paper with design and be creative)

GROUP ACTIVITY RUBRIC

CRITERIA SCORE
ORGANIZATION 3 PTS.
NEATNESS 3 PTS.
CREATIVITY 3 PTS.
OVERALL WORK 3 PTS
TOTAL 12 PTS.
VI) GUIDED PRACTICE

A) Activity 1: Let the pupils convert the verbs found in

the story to its past participle verb form.

Instruction: Given the following verbs in the box

write its past participle verb form in a one sheet of
paper.

1. help 2. nod
3. tell 4. discipline
5. capture 6. close
7. share 8. pray
9. say 10. love
11. give 12. listen
13. treat 14. learn

B) Activity 2: Arrange the main events in the story by

using the graphic organizer provided by the teacher.
C) Activity 3: Identify the main idea and supporting
details of the literary work read by using the provided
graphic organizer.

VII) EVALUATION

Test the pupils Reading Comprehension through a

Build a Story worksheet to recall important parts of
the story read.
VIII) AGREEMENT/ASSIGNMENT

Assignment Instruction: Search for a story similar to

the literary work that we have read and write a
comparison by using the work sheet provided.

Prepared by:
Danica L. Zarsuela
BEED General Education II