Romblon State Block/Year Level BSED II A English

School University
Cajidiocan Campus

Recto, Ayen R.
Teacher Rojas, Realyn M. Learning Area
DETAILED
LESSON PLAN
Date and
Time March 5, 2024 Semester Second Semester
9:00- 10:30 AM

I. OBJECTIVES
A. Content Standard
B. Performance
Standard

At the end of the lesson, the students are expected to:

1. identify the storytelling mode in mode of teaching and learning grammar;
C. Learning (Cognitive- Remembering)
Competencies/ 2. understand the steps storytelling mode in teaching and learning grammar;
Objectives (Cognitive- Understanding)
3. make the use of the storytelling mode in teaching and learning grammar; and
(Psychomotor- Applying)
4. maximize the use of storytelling mode in teaching and learning grammar
(Affective- Creating)
II. CONTENT
Topic: STORYTELLING MODE
Instructional
PowerPoint, LED TV, Visual Aids
Materials:
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
INTERNET SOURCE:
Resources
C. Integration Within: Language Learning
Across: Science and Mathematics
IV. PROCEDURES
Preliminary Activities Teacher’s Activity Students’ Activity
Prayer To start our lesson, let us ask some guidance
from our Almighty God. May request
everyone to stand. (Everybody will stand for the opening
prayer).
Kindly lead the prayer, Nathalee.
Greetings
 Good morning, class!
Good morning, Ma’am!
How are you today?
We are absolutely good today ma’am
That’s great to know that you’re doing well
today.

Checking of Is there any absent from the class today?

Attendance Nobody is absent Ma’am!
Very good.

Before we proceed to our lesson. Did I give

Checking of you an assignment last meeting?
Assignments No, Ma’am!

L- Listen attentively to the teacher and

classmates,
Classroom I- Interact respectfully with others,
Rules S- Stay focused and engaged in the lesson,
T- Take turns when speaking or
participating,
E- Encourage and support each other,
N- No disruptive behavior or distractions
A. Reviewing previous Let’s take a moment to recall our previous
lesson lessons. Who among you remember our last
discussions?
(The students raise their hands)
Yes, Joan?
Ma’am, last meeting we have tackled
about the linguistic mode.

Very good! Now what is linguistic mode

(The students raise their hands)

Yes, Krizza?
Possible answer:
The linguistic mode refers to written or
spoken words. The mode includes word
choice, the delivery of written or spoken
text, the organization of words into
sentences and paragraphs, and the
development and coherence of word and
Precisely! Do you understand now the ideas.
linguistic mode?

Yes, Ma’am.

B. Motivation Since you understand our previous lesson,

let us now proceed to our new lesson, but
first let us have an activity

ACTIVITY NO. 1: WHEN MUSIC

STOPS, YOU START TELLING!
Directions: Analyze and understand the
given picture. Create your own story on how
you understand the picture.
 Mechanics:
 When the music starts playing the
students will pass the box to their Yes, ma’am!
classmates.
 If the music stops, the first student
who is holding the box will start the
story, it will be continued by the Possible Answers:
second student, and so on.
Do you understand class?
Job well done!
Give yourselves ten claps
C. Establishing a Class here is our guide to accomplish at the
purpose for the lesson end of our lesson for today. Joan, please
read the objectives.
D. Presenting Based on the activity you had earlier, what
examples/instances of do you think is our lesson for today?
the new lesson
(The students will create their own
interpretation of the picture)
Student Number 1: It was sunny day; the
two boys were playing outside.
Students Number 2: They were having
fun, not until the ball they are playing hit
the glass window.
Student Number 3: They do not know
what to do. Their father came and notice
that the windows were broken.
Student Number 4: The father scolded
the two boys and told them to play
somewhere else.
Student Number 5: After that, the father
fixed and replaced the broken window
glass.
At the end of the lesson, the students are
expected to:
1. identify the storytelling mode in mode
of teaching and learning grammar;
(Cognitive- Remembering)
2. understand the steps in storytelling
mode in teaching and learning grammar;
(Cognitive- Understanding)
3. make use of the storytelling mode in
teaching and learning grammar; and
(Psychomotor- Applying)
4. maximize the use of storytelling mode
in teaching and learning grammar
(Affective- Creating)
 (The students will raise their hands)
Yes, Nathalee?
Ma’am, I think our lesson for today is all
about storytelling mode.

That is right! How about you, Rodnick.

What do you think is our lesson for this
morning? It is about storytelling and how it can
improve our fluency and creating
Very Good! Your answers are all correct. grammar.
Our lesson for this morning is all about
storytelling mode in teaching and learning
grammar.

Are you ready to listen?

Yes, ma’am!

E. Discussing new Now, let us discover the storytelling mode

concepts and in teaching and learning grammar and the
practicing new skills different steps in storytelling mode.

First, let us define what is storytelling mode.

Kindly read, Jay Ann.
Storytelling mode is an effective way to
apply what the students learn to real
communication.

Teaching English grammar to beginners

by storytelling can help the students to
better understand and use the tense and
aspect more correctly.
Kindly read the steps in storytelling mode,
Krizza.
Steps in Storytelling Mode
1. Ask the students to listen to our own
stories.
2. The following reading material can be
provided for the students to understand
the form and meaning of simple past and
present perfect.
3. After listening and reading, the
students can be asked to have free talk
about their hubbies and learning
experiences.
F. Developing Mastery Do you understand now the storytelling
mode and its different steps?
Yes, Ma’am!
Again, what is the importance of
storytelling mode?
Yes, Jane?
It is important because it connects ideas,
it has relation in comprehension of
vocabulary and grammar, and it
develops language skills.
Very good, Jane. Give her five claps.
(The students will clap their hands five
times)
 To test your knowledge about the topic we
discussed, I have prepared an activity
entitled “Merry Test”

ACTIVITY NO. 3: “Merry Test”

Directions: In the mystery box, there are
different titles of the story, a representative
from each group will pick the title. After
choosing your story, brainstorm on what is
the plot of the story and tell its story in the
front.
1. Hansel and Gretel
2. Little Red Riding Hood
3. Cinderella

G. Finding practical It seems that you have listened well in my

applications of discussion. To further understand the steps
concepts and skills in in storytelling mode. Let us have another
daily living activity.

ACTIVITY NO. 4: “SHARING IS

STORYTELLING”
Directions: Form 3 groups, following the
steps in storytelling mode each member will
share their hobbies or the things that caught
their interests. Pick a representative that will
present your whole group, by sharing
everyone’s hobbies and interests.
Yes, Ma’am.

Is the direction clear?

Here is the rubric for rating your group

work.
 I will give you 5 minutes, begin.

H. Making Do you understand now the storytelling

generalizations and mode?
abstractions about the Yes, Ma’am!
lesson Again, what storytelling mode?

(The students will raise their hands)

Yes, Kay?

Storytelling mode is a practice where

students can learn the proper use of
grammar just by storytelling and sharing
Very good, Kay. Give her five claps. some thoughts.

(The students will clap their hands five

In summary, it is applying a rule to produce times)
a grammatical utterance. Students will get to
know each other better by telling and
listening to each other’s stories. In this way
grammatical structure is introduce in a
meaningful context and follow up
communicative interactions are provided to
serve as culminating activities that combine
meaning, form, and use.
I. Evaluating learning
To test whether you really understood the
topic we discussed, let’s have an
assessment. Kindly get ¼ sheet of paper.
(The students will get a ¼ sheet of
paper.)
Kindly read the directions everyone.
Directions: Read and understand the
questions. Choose the letter of the best
answer. Write your answer on a ¼ sheet
of paper.
Are the directions clear?

Yes, Ma’am!
Okay, begin.

1. How would you improve the use of

storytelling mode in teaching grammar?
A. By incorporating more visual aids
B. By adding more interactive
activities
C. By using more complex stories
D. By focusing on one grammar point
per story
2. What changes would you make to revise
the storytelling approach in a grammar
lesson?
A. Include more grammar exercises
 B. Use stories with simpler sentences
C. Incorporate more student
participation
D. All of the above
3. How would you predict the outcome if
storytelling mode is not used in teaching
grammar?
A. Students might find the lesson more
boring
B. Students might grasp the grammar
points faster
C. There would be no charge in
learning outcome
D. It would be easier for the teacher to
plan lessons
4. How would you rank the importance of
the following elements in storytelling mode
for teaching grammar: context, interaction,
repetition, and engagement?
A. Engagement, interaction, context,
repetition
B. Context, repetition, engagement,
interaction
C. Repetition, context, interaction,
engagement
D. Interaction, engagement, repetition,
context
5. What are the advantages of using
storytelling mode in teaching and learning
grammar?
A. It makes grammar rules easier to
remember
B. It allows for more teacher control in
the classroom
C. It reduces the need for student
participation
D. It simplifies the grammar points
6. What can you point out about the use of
storytelling mode in language learning?
A. It is only suitable for teaching
children
B. It can make grammar lessons more
engaging and memorable
C. It is less effective than traditional
teaching methods
D. It requires more preparation time
from teachers
7. How can you sort the parts of a grammar
lesson using storytelling mode?
A. Introduction of grammar point,
story, practice exercises, review
 B. Story, introduction of grammar
point, review, practice exercises
C. Practice exercises, story,
introduction of grammar point,
review
D. Review, practice exercises, story,
introduction of grammar point
8. What is a teaching process where the
students tell story, it can be beneficial in
learning grammar?
A. Linguistic mode
B. Storytelling mode
C. Story
D. Mode
9. What does storytelling mode practices?
A. Teaching
B. Learning
C. Use of language
D. Proper use of grammar
10. Which of the following is effective in
teaching and learning grammar?
A. Storytelling mode
B. Linguistic mode
C. Language learning
D. All of the above
Answers:
1. D
2. D
3. A
4. B
5. A
6. B
7. B
8. B
9. D
10. D

J. Additional activities
for application or Do you have any questions? Clarifications?
remediation Generalization?
None, ma’am.

If there is none kindly pick the pieces under

your table, arrange your chairs and seat
properly

That is all for today. Goodbye class!

Goodbye ma’am.

V. REMARKS

VI. REFLECTION
Prepared by:
Ayen R. Recto
Realyn Rojas
BSED 3A-ENGLISH
Checked by:

Jodel R. Adremesin,LPT
Full-time Lecturer

TEACHING METHODS AND STRATEGIES USED:

 Inductive Approach or Method

I let all my students to have initial background or study about the topic that I’m going to discuss by letting them
to an activity that connects to the lesson. In this approach, I have laid down all the details of modals of ability and
let my students to discover and analyze the topic. I have also showed some examples for them to point out these
words and so it allow my students arrive at their conclusions. By my first activity, I have encourage my students
to participate in the discussion so the outcome that is expected will be meet.

 Interactive Approach or Method

I proposed many activities for them to learn as well as for them to have fun in the class. I make sure that all my
students will cooperate and participate in the discussion by having group activities. And so I can surveys to gauge
students’ understanding of their thoughts and opinions on the content of the lesson. And it is easier for me to
communicate with their thoughts through a lot of interaction with my students by asking and giving them
questions.

 Learning through writing (song, poetry, making their own sentences)

Through my activity, I let my students engaged to be creative on their own. Wherein one of the activity, is for
them to show their talents and abilities of selecting and arranging the appropriate modals in the given sentences
but by performing it through a song and spoken poetry. Then, I also let them to create their own sentences using
the modals that we have discussed.