Detailed Lesson Plan

Learning Area: English

Quarter: 2
Week: 1
Grade Level: 3
Duration: 50 minutes

Content Standard Comprehending Literary Text

Performance Respond to literary text through the appreciation of literary devices
Standard and an understanding of story grammar
Learning
Competency and EN3LC-IIa-j-2.1 Note important details
its Code
Domains Oral Language, Book and Print Knowledge, Vocabulary
Development, Writing, Fluency, Comprehension
Key Concept
I. LEARNING a. Recall details from the text listened to or read through answering
OBJECTIVES WH-questions
b. Share the importance of noting details from the text
c. Use graphic organizers in developing noting details
II. CONTENT
References • Let’s Get Better in English 3 TG pages 147-150
• Let’s Get Better in English 3 LM pages 145-149
• Science 3 pages 71-72
• Mathematics 3 ages 194-195
• Curriculum Guide page 40, MELCs page 133
Resources laptop, PowerPoint presentation, flash cards, pictures, charts
Integration ESP, Science, Mathematics
III. LEARNING
PROCEDURES
TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
A. Preliminary
Activities
• Preparation of the learning • The learners greet
environment each other and
• Prayer listen to the
• Greetings reminders.
• Attendance Check
COT Indicator 5
Established safe and secure
learning environments to
enhance learning through the
consistent implementation of
policies, guidelines, and
procedures
Drill Semantic Map
Directions: Pick a picture in the box that COT Indicator 6
is related to a Woodman. Then, place it Maintained learning
on the rectangle. environments that promote
fairness, respect, and care to
encourage learning
 1. forest

2. lumberman

3. wood

4. axe

Review
Directions: Fill in the blanks with the
correct question word.

1. _____ is your mother? 1. Who

2. _______ do you live? 2. Where
3. _____ are you sad? 3. Why
4. ______ is your birthday? 4. When
5. _____ is your name? 5. What

Motivation Learners’ answers may

Motivation Questions: vary.
1. What is your favourite toy?
2. What would you do if you lost your COT Indicator 3
favourite toy? Applied a range of
teaching strategies to
Motive Questions: develop critical and
1. What thing did Caloy have? creative thinking, as well
2. What did Caloy do when his axe as other higher-order
slipped from his hand? thinking skills.

B. Developmental
Activities
Unlocking of Difficulties
Introduction Have the class participate on a Tickling COT Indicator 7
Mind Game. Established a learner-
Steps in the game: centered culture by using
1. Listen to the clues about the word. teaching strategies that
2. Show Thumbs Up if you have the respond to their linguistic,
cultural, socio-economic
answer.
and religious background
THE BIG WORDS
wood axe fairy reward
deep slipped

1. I’m thinking of a word that sounds like 1. wood

food. It is used for fuel or timber.

2. I am thinking of a word that names 2. axe

something bigger than a knife. It is used
to cut wood.

3. I am thinking of a kind lady with a 3. fairy

magic wand. She is powerful.
4. deep
4. I am thinking of a word that means
extending far down from the top. This
four-letter word starts with a sound /d/.
5. reward
5. I am thinking of a word that means a
thing like a gift you get when you do
something good.
 6. I am thinking of a word that means to 6. slipped
slide on or down. The first letter of this
word is s.

During Reading COT Indicator 8

Read the story aloud using DRTA. Adapted and used
Stop at strategic points and ask culturally appropriate
questions. teaching strategies to
address the needs of
learners from indigenous
groups.
Modeling (I do) These are the Wh-Questions that help
us in getting details of the story read or
COT Indicator 4
noting details from the text listened to. Displayed proficient use
of Mother Tongue, Filipino
and English to facilitate
Who is used to ask about the teaching and learning.
Characters in the story.
What is used to ask about a thing like
the problem or anything happened in
the story.
When is used to ask about the time
the story happens.
Where is used to ask about the place.
Why is used to ask about the reasons.
How is used to ask about the process
or way.

For example:
From the story I read to you, answer
these questions orally.
1. Who was the poor woodman?
2. Where did Caloy go?
3. What thing did Caloy have?
4. Why did Caloy cry?

Again, these are the Wh-Questions that

we use in noting details.

Who is used to ask about the

Characters in the story.
What is used to ask about a thing like
the problem or anything happened in
the story.
When is used to ask about the time
the story happens.
Where is used to ask about the place.
Why is used to ask about the reasons.
How is used to ask about the process
or way.
Board Work
Guided Practice Say: Let us fill in the table below.
(We do) Choose your answer inside the box.

Caloy and Faye

The Honest Woodman
The axe slipped from his
hand.
Forest
Axe
Title of the Story
Who are in the
story?
Where did the story
happen?
What thing did
Caloy have?
Why did Caloy cry?

Group Activity
Directions: Use the Story Guide
Chart to recall the story “The Honest
Woodman.”

Say: You now have with you your task

but before you begin I want each group
to be guided with this Rubric.

Group 1 – Fill Me!

Directions: Fill in the blanks with
words taken from the Word Bank to
complete the answers.
Word Bank
woodman river forest
fairy

Story Guide Chart

Who are the Where did
characters? the story
happen?
• A poor COT Indicator 9
________ In the Used strategies for
providing timely, accurate
_____
and constructive feedback
• Faye, a beside a to improve learner
kind _____ deep _____ performance.

Say: I would like to add that river

and forest are places where
animals live. There are
different kinds of habitats.
There are different kinds of
fish live in river or water.
Animals live in the forest
include deer and large birds.
Group 2 – Helping Numbers!
Directions: Answer the questions by
using the letters with equivalent
numbers in the box to form the
correct word for each blank. Number
clues are placed below the blank.
COT Indicator 1
Applied knowledge of
content within and across
curriculum teaching areas.
COT Indicator 2
Used a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills.

a–1 ng – 6 v - 11
e–2 o–7 x - 12
f–3 r-8
i–4 s-9
l-5 t - 10
 Story Guide Chart
Why did the What was
character go to the
the forest? problem?
He went to the His ______
____________ (1 12 2)
(3 7 8 2 9 10) fell into the
to earn a deep
___________. ________.
(5 4 11 4 6) (8 4 11 2 8)

Say: I would like you to know that COT Indicator 1

numbers 2, 4, 6, 8, 10, and 12 are Applied knowledge of
Even Numbers. Numbers 3, 5, 7, 9, content within and across
and 11 are Odd Numbers. curriculum teaching areas.

Group 3 – Write it Right!

Directions: Complete the sentence
by writing the correct words in the
blank.

Story Guide Chart

How was the How did the

problem story end?
solved?

He only got
the ___ that The fairy gave
belonged to the ___ and the
him. ____ axes as a
______ for his
honesty.

Faye had to
dive __ times
to get the
right __ for
the
woodman.

Independent
Practice (You Directions: Read this story and note the
do) details in it using the Detail Chart.
Write your answers in the second
column of the Detail Chart.
Jake’s New Cape
Jake has a new cape.
He goes to Kate’s house
early in the morning.
Kate’s pet male ape takes
Jake’s new cape.
Kate makes her pet ape
Give it back to Jake.
Jake thanks Kat
 The learners do
the tasks given by
the teacher.
KRA 5 Objective 13
Applied a personal
philosophy of teaching that
is learner-centered.
Constructivism develops
intrinsically motivated and
independent learners
adequately equipped with
learning skills for them to
be able to construct
knowledge and make
meaning of it.
 DETAIL CHART
Questions Answer
Who are the ____ and
children in the ___are the
story? children in the
story.
Where did Jake Jake went to
go? Kate’s ____.

When did it It happened

happen? early in the
_____.

What happened The ape got

to Jake? his _____.

Why did Jake Jake thanked

thank Kate? Kate because
his ____ was
given back to
him.

How did the _____

story end? thanked
_____.
IV. EVALUATION  The learners do
Directions: Read the story and do the tasks.
Task A and Task B.

Cake for Kate

Jake bakes a cake in the
afternoon.
He takes the cake to Kate.
“Did you bake this cake,
Jake?” Kate asks.
“Yes,” he says.
Together, Kate and Jake eat
the cake.
“Oh, thank you, Jake,” Kate
adds.
“It is your birthday,” Jake
smiles.

Task A. Answer the questions. Encircle

the letter of the correct answer.
1. Who are the characters in the story? 1. d
a. Jake b. Kate
c. Jake and Fate d. Jake and Kate
2. When did Jake bake a cake? 2. a
a. in the morning b. in the evening
c. in the afternoon d. on Monday
3. a
3. Why is noting details important?
a. To have better understanding on
the story
b. To share what have learned
c. To make other story
d. To retell the story
 Task B. Arrange the jumbled words
inside the parentheses to complete the
sentences in the Memory Lane.

MEMORY LANE

1. ( Jake, cake, a, bakes) 1. Jake bakes a cake in

the afternoon.
______________________
in the afternoon.

2. Together, Kate and

2. (Jake, cake, the, eat) Jake eat the cake.
Together, Kate and
_________________.

V. ASSIGNMENT
Directions: Read the story. Recall some
important details in the story. Use the
Detail Chart.

In The Farm
Marlo and Arvin are in the farm.
They fly their kites and played a ball.
They run and jump under the sun. Then
they go to the pond to see the ducks.
They are happy to see the ducks.

DETAIL CHART
Questions Answer
Who are the ____ and
characters ___are the
in the story? characters in
the story.
Where does The story
the story happened in
happen? the _____.

What do They ______

they do and _____
under the under the sun.
sun?
Why do they They go to the
go to the pond to
pond? ________.
How did the They are
story end? __________.

VI. REFLECTION
A. Number of learners who earned 80% in the evaluation.
_______________________________________________________________________
B. Number of learners who require additional activities for remediation who scored below 80%.
_______________________________________________________________________
C. Did the remedial lessons work? Number of learners who have caught up with the lesson.
_______________________________________________________________________
D. Number of learners who needs to continue to remediation.
_______________________________________________________________________
E. Which of my teaching strategies works well? Why did these work?

_________________________________________________________________________________
 COOPERATIVE LEARNING RUBRIC

Group Members: _____________________________________________

Activity: ______________________ Date: _____________

CATEGORY 5 Points - Excelling 3 Points - Proficient 1 Point - Developing

All members were on Many members were Only few members
Contribution
task and participated on task and were on task and
in group participated in group participated in group
Points: ______
conversation. conversation. conversation.

Completion
All of the assigned Most of the assigned Some of the assigned
tasks are complete. task is complete. task is complete.
Points: ______

Accuracy
All of the answers Most of the answers Little to none of the
are correct. are correct. answers is correct.
Points: ______

Reporter is easily Reporter is heard Volume and pitch are

Volume and
heard throughout to throughout to too loud or too soft and
Pitch
effectively extend effectively extend the message cannot be
the message. message easily understood

Total Points: _______

Prepared by:

ROSEMARIE N. RIZALDO
Master Teacher II