Department of Education

Region VIII
Division of Tacloban City
District Learning Center VI
STO. NIÑO SPED CENTER
Tacloban City

LESSON PLAN IN ENGLISH GRADE 3 WITH GAD INTEGRATION

I. OBJECTIVES
A. Content Standards
The learners explain the use of possessive pronouns.

B. Performance Standards
The learners use possessive pronouns to complete the sentence

C. Learning Competencies
Read and write possessive pronouns
Use possessive pronouns

II. CONTENT (Subject Matter)

Use Possessive Pronouns

III. Learning Resources

A. References
1.Teacher’s Guide
Pages 380-382
2.Learner’s Materials
Pages 342-343
3.Textbook Pages
4. Additional Materials from Learning Resources (LR) Portal

B. Other Learning Resources

IV.PROCEDURES

A. Review Previous Lessons

Form sentences showing the cause-effect relationship by matching sentences in
column A with sentences in column B. Write the sentences in your notebook.
Underline the cause and encircle the effect.
B. Establishing purpose for the Lesson
Fill the blanks with because or so to show cause and effect.
1. Mary has a wound __________ she tripped.
2. Thomas has toothache ___________ he went to a dentist.
3. Angela received a medal ________________ she won in the singing contest.
4. It is Typhoon Signal no. 4 ______________ families evacuated to the nearest
evacuation center.
5. Teacher Kay’s phone broke down _______________ she bought a new one.

C. Presenting examples /instances of the new lessons

Do the “Hold Up” game to present possessive pronouns

D. Discussing new concepts and practicing new skills #1.

Discuss possessive pronouns and explain the use of possessive pronouns.

E. Discussing new concepts & practicing and concern to new skills #2

Ask the following questions to the students.
What are the underlined words used in each sentence?
What words did I use to ownership?
What are these words called?
When do we use possessive pronouns?

F. Developing Mastery (Leads to Formative Assessment)

Guided Practice
Let pupils do the Ownership Game.
Form groups of five by counting off regardless of gender. Those that are all #1,
#2, #3, #4, and #5 belong to the same group.

G. Finding Practical Applications of concepts and skills in daily living

Let each pupil from the group give the possessive pronoun that will complete each
sentence.
1. Marie reads the book. That is _____book.
2. Jon writes using a pen. That is _____pen.
3. Luisa gets a stick. That is _____stick.
4. I go home with a bag. This is _____bag.
5. We go to school every day. This is _____school.

H. Generalization
Possessive pronouns are pronouns used to show ownership

I. Evaluating Learning
Copy the following sentences in your notebook. Underline the owner in each
sentence. Then, write the correct possessive pronoun on the blank.
1. Jon owns the bag. It is _____bag.
2. Almira owns the ball. It is _____ball.
3. We own the house. It is ____house.
4. Carlo, is your art? It is _____art.
5. I own the black pen. It is ____pen.

J. Additional activities for application or remediation

Write 3 at least sentences using the Possessive Pronoun

V.REMARKS
_____Lesson carried. Move on to the next objective.
______Lesson not carried.

VI. Reflection

Edited and Prepared by:

CHERYL ANN B. AVILA

Teacher 3
 Department of Education
Region VIII
Division of Tacloban City
District Learning Center VI
STO. NIÑO SPED CENTER
Tacloban City

DIVISION CONTEXUALIZED LEARNING RESOURCE IN ENGLISH 4

DEMONSTRATION TEACHING

Name of the Teacher: CHERYL ANN B. AVILA

Date & Time: 1:00- 1:50, February 21, 2020
Grade & Section: Grade 4 Champaca

Day 3
I. OBJECTIVES
A. Content Standards
Demonstrate an understanding of the importance of using varied sources of
information to support writing.

B. Performance Standards
Use varied sources of information to support writing.

C. Learning Competencies
Get information from advertisement EN4SS-Iva-15
To get an information from the given advertisement.
Outline a paragraph with explicitly given main idea EN4WC-IV-34
To take down relevant information
To outline a paragraph
Express interest in different texts by reading available print materials
(information) EN4A-Iva-34
To make a flyer about other products seen in our place

II. CONTENT (Subject Matter)

Recalling details
Outlining
Making flyer

III. Learning Resources

A. References
1. DLHTM ( Food and Local Products, Tourism and Industry) Tacloban City
Division, 20109
2. English Curriculum Guide
3. Additional Materials from Learning Resources (LR) Portal

B. Other Learning Resources

IV.PROCEDURES
A. Preparation/Setting the Stage
1. Drill
Read aloud grade four level texts flashed by the teachers in the power
point presentation.
Famous delicacies
abundant keepsake
glutinous gyrated
2. Review
 Name the different delicacies in Tacloban.
What are the different places that give honor and pride being a
Taclobanon.
3. Motivation
Show pictures of various Native delicacies. Ask the following questions:
Have you ever tried eating some of these delicacies?
Describe how each of these taste like.
Which one is your favorite?
Which one would you recommend to a tourist? Why?
B. Establishing Purpose
To take down relevant information from a given text.
To make an outline from a paragraph.
To make a flyer about other products seen in our place.
C. Teaching/ Modelling
1. Read the article given by the teacher.

LOCAL FOODS AND PRODUCTS

There are local foods and products that Tacloban is famous for. A few of these are
binagol, moron and sagmani. These are native delicacies that tourists cannot resist buying
as keepsakes or pasalubong when visiting our place. These delicacies are made from
ngredients that are found locally. Its sources are abundant.

Binagol is a sweet and steamed delicacy placed in half of a “bagol” (local name for coconut
shell) where its ingredients are mashed giant taro corms, condensed milk, sugar, peanut,
coconut milk and egg yolk. It has a “latik filling” which is made from the mixture of melted
sugar, coconut milk, condensed milk and vanilla flavor. Then it is wrapped in the banana
leaves and twine.It is a popular Leyteños keepsake “pasalubong”. Although it is not
originally made in Tacloban, it is considered as one of the pride of Taclobanons because
tourist that came by the city don’t miss to buy these special keepsake “pasalubong”.

Moron is a native delicacy of Tacloban City, in the province of Leyte and Eastern Samar
which is made of glutinous rice (locally known as “malagkit”), ordinary rice, chocolate or
cocoa powder, sugar, melted butter and coconut milk. It is a variety of suman but the main
difference is that moron is “gyrated” (means winding or coiled around) with chocolate
tablea (tablets) or mixed with cocoa powder while a regular suman is not. It is also called
“chocolate moron”. Then it is wrapped in the banana leaves and tied in both ends using
thread.

Sagmani is a special delicacy made from taro corms, cheese and peanut. It is mixed with
“latik” which is made from the mixture of melted sugar, coconut milk, condensed milk and
vanilla flavor. Then wrapped in the banana leaves and twine. Similar to binagol and moron,
sagmani has coconut milk as a vital ingredient which gives the local delicacy its natural
sweet taste. These three local pasalubong delicacies are found at Calle Zamora, Tacloban
City.

Ask questions for comprehension check.

 What local food products are mentioned in the article?
 What are the ingredients used in making these delicacies?
 Why are these famous keepsakes or pasalubong?
 Which of these have you already tasted?
 How do these delicacies taste like?
Say: This is called an outline. An outline is a tool used to organize written ideas about a topic
into a logical order. Outlines arrange major topics, subtopics, and supporting details. Writers
use outlines when writing their papers in order to know which topic to cover in what order.

Explain how to write an outline.

Local Foods and Products

I. Delicacies:
A. Binagol
B. Moron
C. Sagmani
II. Ingredients of Binagol
A. Mashed giant taro corms
B. condensed milk
C. sugar_
D. peanut
E. Coconut mil
F. Egg yolk
III. Ingredients of Moron
A. Glutinous rice
B. Ordinary rice
C. chocolate or cocoa powder
D. Sugar
E. Melted Butter
F. Coconut milk
IV. Ingredients of Sagmani
A. Taro Corms
B. cheese
C. Peanuts

D. Guided Practice :

Group Activity
1. Read the article about Tacloban City: The Home of the Happiest
People in the World.

Fill in with the appropriate words to make an outline. Use the Manila paper provided for
you.

Tacloban City
I. Former Name:
A. ______________________________
B. ______________________________

II. Bodies of water surrounding the City:

A. _____________________________
B. ____________________________
III. Some Facts:
A. ____________________________
B. ____________________________
C. ____________________________
Tacloban, a 1st class highly urbanized city, sits at the heart of Eastern Visayas and serves
as the region’s economic center. It is surrounded by bodies of water and is adorned with
hills and mountains.
The bodies of water that border the city of Tacloban are:
1. San Pedro Bay. It is facing the Leyte Gulf and is being shared by the Municipality
of Palo in the south. It has an area of 3,801 hectares.
2. Anibong Bay. It has an area of 489.99 hectares and is bounded by Barangays Naga-
Naga, Anibong, and Nula-Tula. This is where the cargo petroleum is unloaded from the bay
to the depot of several petroleum companies.
3. Panalarun Bay. It is 328.10 hectares in area. The Tacloban seaport and fish port are
located along this bay. The Philippine Ports Authority operates the seaport for cargo and
ferrying interisland passengers. Samar-bound motorized bancas utilize Panalaron Bay as its
mooring facility along the Public Market shoreline.
4. Cancabato Bay. It is located at the southeast of San Juanico strait and west of San
Pedro Bay, and has an area of 562.26 hectares. Because of siltation, pollution and dying
marine bio-diversity in the bay, it is envisioned that 400 hectares of the bay will be
converted into a new central business district and the remaining 162.26 hectares will
remain as fish sanctuary area. Other bays serve as fishing grounds for the Taclobanon
fisher folks. They have also become the entry points of all fish products from different
fish producing cities and provinces. These bays also serve as drainage outlets of inland
rivers and creeks. There are approximately 17 rivers that empty into these four bays:
Suhi Rivers 1 & 2, Sta. Elena Rivers 1 & 2, Abucay Rivers 1 & 2, Burayan, Mahayahay,
Tanghas-Lirang, Kanpayapay, Naga-Naga, Tigbao, Diit, Bagacay, Cabalawan, Baruguan, and
Mangon-Bangon. The Abucay River, northwest of Tacloban, serves as a water irrigation
system for farm lands in barangays Abucay and Naga-Naga. The Mangon-Bangon, a 5-
kilometer stretch body of water situated western side of the city, runs along 19 barangays
and serves as recipient of the city’s sewage. Its murky water and foul stench are a proof
that the river is polluted. Domestic wastes from residential areas along its embankment,
hospitals, and small scale industries contribute to the pollution load of the river.
Some of these rivers mark boundaries and areas in the city. These divides are
connected by bridges. There are approximately 30 bridges within the city, including the
most famous and the longest in the country, the San Juanico Bridge built in 1975.
Tacloban City rises five meters above sea level in the urban area, which makes some of
the areas flood prone and storm surge prone. The northern part of Tacloban particularly
the Sta. Elena mountain ranges, has an elevation of 575 meters. These ranges skirt the
city of Tacloban from the adjacent municipalities of Palo, Sta. Fe, Alang-Alang, San Miguel
and Babatngon. Mt. Naga-Naga rises 305 meters from the sea level and has a steep slope
of 40%. The Kanhuraw Hill, located at the northeastern part of the city, has an elevation
of 15.09 meters above sea level. This hill is the seat of the Local Government Unit and lies
as a landmark overlooking the Cancabato Bay. The mountainous areas of Tacloban specially
the ones located at the west part are serving as watersheds.
The city has an existing forest area of 4,800.68 hectares in which only about 77.78% is
being utilized for production (1,692.233 hectares) and protection (2,041.12 hectares)
areas.
Blessed with these natural endowments, Tacloban’s economy centers on agriculture and
fishery.
 TACLOBAN CITY
Allow each group to present their work.

2. Draw one delicacy of Tacloban City. Write words and sentences to promote them.
3. Draw/ Make a poster/flyer to promote place/s visited in Tacloban City.

E. Independent Practice: Make a poster/ flyer about a delicacy/product so that it can

help attract tourist to patronize that product.

V.ASSESSMENT:
Write a word to the following to attract visitors in patronizing our
products/place.

Price Mansion

Litson

San Juanico Bridge

VI. AGREEMENT

Draw/ Make a poster/flyer to promote place/s visited in Tacloban City.