Semi-Detailed Lesson Plan

In English 4

I. OBJECTIVES
A. Expressive
1. Understand the Value of Self-worth
2. Relate ways on how to survive in times of difficulties
3. Appreciate the value of being wise in solving problems
B. Instructional
1. Literature: To demonstrate understanding of the story by:
1.1 Predicting what will happen next to the story
1.2 Enumerate the strength and weaknesses of the main character in the
story
1.3 Sequencing events in the story
C. Grammar and Oral Language Development
2. Language grammar: degree of comparison
2.1 Change the adjective to its correct degree of comparison
2.2 Construct sentences using the positive, comparative and superlative
degree of adjectives

II. CONTENT
Main Text: The Lion and the mouse
III. LEARNING RESOURCES
A. Materials
Picture of a Lion and Mouse
Meta cards for group activities
Pocket charts
Graphic Organizers
Worksheets
PowerPoint Presentation
B. References

MELC: Use adjectives (degrees of comparison, order) in sentences EN4G-IIIa-

13
https://www.google.com/search?q=pictures+of+a+mouse+cartoon
https://www.google.com/search?q=pictures+of+a+lion
http://read.gov/aesop/007.html
 IV. LESSON PROPER
A. PRE-READING

1. Developing vocabulary concepts/unlocking of difficulties

A. Scrambled Words
Direction: Arrange the letters to form a word in each number.
1. TPAR
2. RARO
3. FOLIHOS
4. CEWH
5. ROEP

B. After forming the words, the words will be unlocked.

SUGGESTED WORDS TO UNLOCK SUGGESTED WAYS TO UNLOCK

(GIVING MEANING AND USING
IT IN A SENTENCE AND
SHOWING GESTURES)
1. TRAP A device for catching animals.

They used trap to catch the lion.

2. ROAR A full, deep, prolonged sound
uttered by a lion or other large
wild animals.

We heard a lion roar.

3. FOOLISH Means lacking good sense,
judgement, or discretion a
foolish mistake.

It had been foolish to climb into

the car with him.
4. CHEW Means biting food in the mouth
with the teeth specially to make
it easier to swallow.

The dog was enjoying a quite

chew of his bone.
5. ROPE A piece of strong, thick string
made of long twisted threads.

A sailor threw a rope and tied

the boat.
2. ACTIVATING PRIOR KNOWLEDGE/DEVELOPING A PURPOSE FOR READING

Develop a semantic map for lion and mouse. Guide the learners in categorizing the words
they have generated. Some words are given for additional information.

sharp teeth long body

hairy strong
LION

brave
muscled cat

little thin tail

hairless prominent ears

MOUSE

narrow feet
small claws

B. During Reading
(The format used here is read-aloud by the teacher.)
THE LION AND THE MOUSE
By Aesop

One day, a lion was sleeping in the forest. A little mouse was looking
for something to eat. She ran over the Lion’s paw. The lion opened his eyes. He
roared at the mouse. (STOP) Ask the class: What do you think would lion do? Do
you think that the Lion will eat the little mouse? Why do you think so?(The questions
will vary depending on the pupil’s response)

The Lion put his paw over the little mouse. “I will eat you.” He cried. “I did
not know it was you,” said the pity mouse. “Please let me go. Someday I will help
you. (STOP) Ask the class: What do you think would happen to the mouse? Why do
you think so? What are the clues that tell you that will happen?(The questions will
vary depending on the pupil’s response)
 “Foolish mouse!” said the lion. What can a little thing like you do? I
am strong. How could you ever help me? The lion laughed, but let the mouse go.
He did not think the little mouse could ever help him. Soon after this lion was
running in the forest, he ran into a trap! The trap was net made of rope. The lion
tried to break the net, but the rope was strong. (STOP) Ask the class: Who do you
think would help the lion? Why do you think so? (The questions will vary depending
on the pupil’s response)

The mouse saw the lion in the net, she said “I will help you.” It was
hard to chew the strong rope. (STOP) Ask the class: What would the mouse plan to
do to help the Lion from the trap? Does the little mouse can help the Lion?( The
questions will vary depending on the pupil’s response)

The mouse bit and chewed for a long time. At last, she chewed the rope
enough so that the lion could break the net. . (STOP) Ask the class: What do you
think will happen to the Lion? Do you think they become friends after all?( The
questions will vary depending on the pupil’s response)
“You have saved my life. Thank you,” roared the lion, as he walked away
into the forest. “A little mouse can help after all,” said the mouse.
(FINISH READING THE STORY)

C. POST READING
1. Engagement Activities (small groups)
Divide the class into two groups. Assign each group to do one of these tasks. Give
directions and guidelines.

Group 1- “You Complete Me”

Complete the diagram with the appropriate information.
Story Mapping

Group Name: ________________________________

Story:
___________________________________________
Author:
__________________________________________

Setting Main Characters

Time: ____________________________ _____________________________________
Place: ____________________________ _____________________________________
 Beginning Middle

End

Group 2 – Sequence Me
Arrange the events written on strips as they happened in the story then place them in the
pocket chart provided with numbers 1-5.
Pocket Chart

1
2
3
4
5

Note: Guide the groups while they work on their engagement activities. Give enough time
for children to work on their tasks. When they finish, put up their work on the board or walls.
Leave some space for the Problem-Solution Flow Chart. Then proceed to the discussion.
2. Engagement Activities 2: Discussion (Whole Class)
(Group 1 presents output: “You Complete Me”)
Process Questions:

 What is the story all about?

 Who is the author of the story?
 Who are the characters in the story?
 Where did the story happen?
 When did the story happen?
 What happened in the beginning? in the Middle? In the end?
(Group 2 presents their work. “Sequence Me”)
Process Questions:

 Are the events arranged correctly?

 Is there a problem encountered by the characters in the story? Why do you say so?
 How did the problem solve?
  Let us read the important events in the story.
 Was it easy for the mouse to save the lion? Why?
 If you were the mouse, would you do the same? Why?
 What can you do to show your love for someone?
Call children’s attention to their outputs.
How many problems were met by the lion and the mouse in the story?
What are the solutions made by the mouse?
Would a solution make sure it would be the end of a problem?
What does the story show us about the problem and the solution?
(Guide the discussion such that the children arrive at the realization that a solution helps
solve the problem. Real life problem situations could be discussed, with children sharing
their experiences on this issue.)

(Go back to the semantic map that the class made in the pre-reading part of the lesson.
Guide the children in expanding it with new insights from the story. In the example shown in
figure, the entries with asterisks were added to the semantic map made during the pre-
reading part.)

MOUSE

LION
3. Enrichment/Extending the Literary Experience/Curriculum Connections
(Small Group of 2)
Here are possible activities which may be done as small group projects to extend the literary
experience and make connections across the curriculum.
ESP

 Write a reflection of 3 paragraphs stating the values taken from the story (The lion
and the mouse)
SCIENCE
 Research on the habitat of a lion and a mouse.

4. GOLD (Grammar and Oral Language Development) Using Explicit Teaching Strategy

Step 1: Introduction/Warm Up

Going back to the story discussed, let the pupils read the following sentences from the
story.

1. A little mouse was looking for something to eat.

2. “I am strong,” said the lion.
3. It was hard to chew the strong rope.
4. “Foolish mouse!” said the lion.
5. “I did not know it was you,” said the pity mouse.
Process Questions:
“What have you observed with the following italicized words?”
“What do you call the words that describe?”
“What is an adjective?”
Let the pupils give other examples of adjectives and use it in a sentence.
Process Questions:
“Any clarifications about adjectives?”
“This time, we are going to learn about the degree of comparison.”
The teacher will ask the following questions:
“How many are you in the family?”
“Who among you is the most industrious?”
“Who is the most helpful?”
Step 2: Teaching/Modelling (I do)
a. The teacher will conduct a word drill using different connectors to be used in the
degree of comparison.
b. The teacher will show pictures and let the learners describe it using the degree of
comparison of regular adjectives.

(Bella is tall.)
(Aria is taller than Bella.)
(Nora is the tallest among the three girls.)

Process Questions:
“What adjective is used in the first sentence?”
“On the second, is there a comparison made?”
“Take a look on the third sentence, is there any comparison made?”
The teacher will say: “Tall is an adjective in the positive form, taller is an adjective in the
comparative form, and tallest is an adjective in the superlative form.”
(Show this teaching chart to the pupils.)

POSITIVE COMPARATIVE SUPERLATIVE

tall taller tallest

The teacher will further discuss the degree of comparison using the teaching chart below.

POSITIVE COMPARATIVE SUPERLATIVE

Deep Deeper Deepest
Heavy Heavier Heaviest
Big Bigger Biggest
Lazy Lazier Laziest
Large Larger Largest
Pretty Prettier Prettiest
Small Smaller Smallest

Ask: How are the superlative degree of most adjectives with one or two syllables formed?
Let the learners read and study the following sentences. After the pupils have read, ask
previous questions but with some modifications since it I already irregular adjectives.
Sandra’s hat is expensive.
Kate’s hat is less expensive than Sandra’s.
Julia’s hat is the least expensive among the three girls.
The teacher will show other examples of irregular adjectives in comparison.

POSITIVE COMPARATIVE SUPERLATIVE

Bad Worse Worst
Good Better Best
Less Lesser Least
Little Less Least
Many More Most
Much More most

Step 3. Guided Practice (We do)

To practice the use of degree of comparison in a sentence the class will be
divided into two groups. The teacher will show 2 sets of pictures. Each group will make of
sentences using the degree of comparison based on the pictures given. Let them post and
read the written outputs in front of the class by group.

(The ruler is long.)

(The baseball bat is longer than a
ruler.)

(The rope is the longest of the

three.)

(The bicycle is fast.)

(The car is faster than the bicycle.)
(The airplane is the fastest of the three.)

Step 4: Independent Practice (You do)

Direction: Change the underlined adjective to its correct degree of comparison to complete
the sentence. Write your answer on the space provided.
1. The bag I bought is the (cheap) _____________________of them all.
2. Which star is the (bright) __________________________ among that you saw last
night?
3. Julius is (thin) ____________________________________ than Randy.
 4. My essay is (long) ________________________________ than Jeremy’s.
5. Jasmine is the (healthy) ____________________________of them all.
Step 5. Application/Evaluation
Construct sentences using the positive, comparative, and superlative degree of adjectives
with the following words.
A. Bad 1. ______________________________________________(Positive Degree)
Worse 2. ______________________________________________ (Comparative
Degree)
Worst 3. _______________________________________________(Superlative
Degree)

B. Pretty 1. _____________________________________________(Positive Degree)

Prettier 2. ____________________________________________ (Comparative
Degree)
Prettiest 3. _____________________________________________(Superlative
Degree)

C. Big 1. ______________________________________________(Positive Degree)

Bigger 2. _____________________________________________ (Comparative
Degree)
Biggest 3. ______________________________________________ (Superlative
Degree)

V. Assignment/Enrichment Task:
Direction: Underline the appropriate adjective in the parenthesis to complete a meaningful
sentence.
1. Patty is (shorter, shortest) than her brother.
2. The Jones family is (richer, richest) than the Smith family.
3. My room is (cleaner, cleanest) than hers.
4. His cellphone is the (more expensive, most expensive) of them all.
5. Is the president (more powerful, most powerful) than the vice president?
Prepared by:

MARY JANE P. COMELON JOSEPHINE R. BANDOY

T-l T-III

ESTRELLA ANDIE L. CUBILLAN RACHEL JANE D. BOHOL

T-III T-l

Checked and reviewed by:

IRISH E. BESAS PILAR G. SEGERAL

PRIMALS Facilitator/MT-II PRIMALS Facilitator/MT- II

MARIPHYL B. OLIVA JONAS DUMANJOG

PRIMALS Facilitator/MT-I PRIMALS Facilitator/MT- I

Approved by:

MARITES T. PENERA, Ph.D.

PRIMALS Facilitator/EPS- ENGLISH