Detailed Lesson Plan
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
I. CONTENT
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
1. Learner’s Materials pages
2. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Oral Language
Have sufficient facility in English to understand spoken discourse and to talk and
interact with others about personal experiences and text listened to or read
Admire the crow for thinking of a smart way to solve his problem ·
Draw and write a sentence about the drawing
EN3FL-00-3.6
Literature: The Crow and the Pitcher (adapted from Aesop)
Unit 1: Week 1 Day 1 The Crow and the Pitcher
30-32
2-3
Power-point presentation
Read the following word.
crow, beak, pitcher, narrow, thirsty, water
This is a crow. What can you say about the crow? Can you point to its
wings? Can you point to its beak?
This is a pitcher. What can you say about the pitcher? Can you put your
hand inside the pitcher? Why not? No, we cannot put our hand inside the pitcher
because its neck is very narrow. What is inside the pitcher?
Say: It‟s a hot day. I am so thirsty. I need to drink water. Will I be happy to see a
pitcher of water?
Learn About Words
Look at the pictures. Read the words aloud. Connect the picture to the word that
tells about it.
What do you do when you feel thirsty?
I will read a story about a thirsty crow. Find out what he did to drink water.
(Note: Instead of the Motivation Question-Motive Question tandem, you can use
semantic mapping as an alternative strategy. Write the word thirsty on the board.
Have children think of words that come to their mind when they hear the word thirsty.
Write their answers as strands around the word, as shown in the figure. Then say: In
the story I will read to you, a crow was thirsty. Find out what he did.)
 F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
During Reading
Read the story aloud. Stop at indicated point, to ask the children what they think will
happen next in the story.
The Crow and the Pitcher
Adapted from Aesop by Dinah C. Bonao
On a hot summer day, a thirsty crow looked for water to
drink.
“It‟s hot! I am thirsty!” said the crow. “I need to find
water.”
(Have the pupils predict: What do you think will the crow
do?)
The crow flew from one place to another looking for
water to drink. He finally found a pitcher near a well. But
there was only little water in the pitcher.
He tried to drink from the pitcher but no matter how much
he tried, he could not reach the water.
“My beak is too big. The pitcher‟s neck is very narrow.
How will I get the water?” he thought.
(Have the pupils predict: What do you think will the crow do
so he could reach the water in the pitcher?)
Then an idea came to the crow. He picked up some small
stones. He dropped them into the pitcher one by one.
(Have the pupils predict: After he had dropped some stones
into the pitcher, what do you think will happen?)
“One, two, three…” Plop, plip, plop. Little by little, the water
rose in the pitcher.
“Four, five, six…” Plop, plip, plop. The water rose some
more. Soon the crow could reach the water.
1. At the beginning of the story, what did the thirsty crow do?
2. Where did he find water?
3. Could he drink right away? Why not?
4. How do you think the crow felt when he could not drink?
5. What did the crow do then? 6. If you were the crow, what would you do?
7. What happened when he dropped stones into the pitcher?
8. How did the crow feel in the end? Why?
9. Do you think he is a smart crow? Why? 10. In what way can you be smart like the
crow?
What have you learned in the story?
Write a word to complete each sentence. Get the word from a box. Write your
answers in your notebook.

J. Additional activities for
application or remediation
IV. Remarks
V. Reflection
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
75%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
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
materials did I use/discover
which I wish to share with
other teachers?
crow,
crow, beak,beak, pitcher,
pitcher, narrow,
narrow, thirsty,thirsty,
water water
1. The crow has a big _______________.
2. The _______________ has a narrow neck.
3. The crow is thirsty. It wants some_______________.
Draw and Write
Where do you get water to drink? Draw it on a clean sheet of paper. Write a sentence
about your drawing.
___out of __ or ___% learners learned the lesson
____ out of ___ or __% need remediation
Yes, _____ of learners caught up remediation
____ Yes ____ No
____ of Learners who caught up the lesson
Strategies used that work well:
___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Think-Pair-Share
___Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IM’s
___ Availability of Materials
___ Pupil’s eagerness to leave
___ Group member’s Cooperation in doing their tasks
__ Pupil’s behaviour/attitude
__ Colorful IM’s
Planned Innovations:
__ ICT
__ IM’s