Detailed Lesson Plan in English 3
First Quarter – Week 1
School
Teacher
Learning Area
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Objectives (KSA)
II. CONTENT
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Grade Level THREE
Quarter 1
Teaching Dates &
ENGLISH Week 1
Duration
The learner demonstrates understanding of sentences and
paragraphs in expressing ideas
The learner uses speaking skills and strategies appropriately to
communicate ideas in varied theme-based tasks
The learner creatively presents information in varied ways
Describe one’s drawing about the stories/poems listened to using
simple and compound sentences
Knowledge: Identify simple and compound sentences
Skills: Describe one’s drawing about the story listened to using
simple and compound sentences
Affective: Apply one’s intelligence when in a different situation.
Story: Crow and the Pitcher
Curriculum Guide p. 54 of 247
MELC p.53
SDO NegOr Self Learning Module for English 3 Quarter 1-Module 1
Use pictures of new vocabulary words to introduce them to your
students. You may prefer to use flash cards, magazine images or
online pictures in helping them picture new words.
You can also use real objects to aid them in remembering new
words.
(crow, beak, pitcher, narrow, thirsty, water)
Say: 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? Pretend that you are thirsty.

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
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?
Ask: What do you do when you feel thirsty?
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. (Possible answers: drink, water, hot)
thirsty
Then say: In the story I will read to you, a crow was thirsty. Find out
what he did.)
Read Aloud Story: Crow and the Pitcher
Stop at the indicated point to ask the children what they think will
happen next in the story. This is to monitor their comprehension.
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 the crow will 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 a 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 the crow will 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. “Now, I can drink!” said
the crow. “Ah! It’s cold and good!”
Comprehension Questions:
Have the pupils answer the following questions below.
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. What did the crow do then?
5. In what way can you be smart like the crow?
Present and discuss the Simple sentence and Compound sentence
to pupils.
Simple Sentence

F. Developing Mastery(Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
- a sentence that contains a subject and a predicate
- Expresses one complete thought
- A simple sentence is also called independent clause
Examples:
1. The crow picked up some small stones.
2. He tried to drink from the pitcher.
3. I went to the beach yesterday.
Compound Sentence
- A sentence that contains two or more complete thoughts
(independent clause)
- The independent clauses are usually joined by a comma and a
conjunction (think FANBOYS).
FANBOYS stand for the coordinating conjunctions For, And,
Nor, But, Or, Yet, and So.
Examples:
1. He tried to drink from the pitcher, but he could not reach the
water.
2. She will dance in the talent show, and we expect her to win.
3. I want to win the game, yet I don’t practice.
Combine two simple sentences that are related by making one
compound sentence. Add a comma, then a conjunction between
them.
Refer the pupils to English 3 Quarter 1 – Module 1; What’s New on
pp. 4 – 5.
Say: Simple sentence contains a subject and a predicate and
expresses a complete thought. It is also called an independent
clause.
Compound sentence contains two simple sentences that are
usually joined by a comma and a conjunction. Conjunctions connect
two sentences. In combining two simple sentences, we must use
coordinating conjunctions such as for, and, nor, but, or, yet so
(FANBOYS).
Ask:
What is a simple sentence? compound sentence?

I. Evaluating Learning
J. Additional Activities for
application or remediation
What are the conjunctions used to join the two independent clauses?
Assessment:
A. Identify the type of sentences below. Write S for simple
and C for compound.
_____1. My cat is called Snow White.
_____ 2. My cat is very white, and she likes eating fish.
_____ 3. Snow White likes me to chase her.
_____ 4. She loves moving around the house.
_____ 5. My cat had a skin wound, so I brought her to the
veterinarian.
B. Read the short story below. Combine simple sentences
so that you can create a compound sentence.
Bananas in the Tree
By Jessica Tobin
Monkey saw eight bananas on the tree. They were
too high. His mom asked him if he could try to get them.
Monkey was sure that he wouldn’t be able to grab those
bananas. He said he could try it. Monkey climbed up
four branches. He fell to the ground. He did not let this
upset him. He did not give up. He got right back up. He
started climbing again. This time he made it to the top.
Example:
Monkey saw eight bananas on the tree, but they
were too high.
1. _________________________________________.
2. _________________________________________.
3. _________________________________________.
4. _________________________________________.
5. _________________________________________.
Please refer to English 3 Quarter 1 – Module 1: WHAT’S MORE on
pp. 5-6.
Read the following sentences. Identify which of the sentences are
simple and which are compound? Write each sentence under the
correct heading in the chart below.
A thirsty crow looked for water to drink.
I am thirsty, and I need to find water.
 He picked up some small stones, and he dropped them into the
pitcher one by one.

He finally found a pitcher near a well.

He tried to drink from the pitcher, but he could not reach the water.

The water rose in the pitcher

Simple Sentence Compound Sentence

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% of the formative

assessment

B. No. of learners who require

additional activities for

remediation

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?

Prepared also by:

MARIA EDITHA IV S. BONACHITA

Master Teacher 1, Amlan District