Green Valley College Foundation, Inc.

Km.2, Bo.2, GenSan Drive, Koronadal City

SCHOOL OF EDUCATION

4As DETAILED LESSON PLAN

Name Grade Level

Contact Number Subject
Email Address Quarter

I.Objectives At the end of the lesson, the students should be able to:
• Identify statements that show cause and effect relationship. (Cognitive)

• Read a poem correctly and clearly with expressions.(Psychomotor)

• Appreciate reading poems. (Affective)

• Decode words with “augh” (o) sounds

II.Subject Matter Topic:

Content Standard: The lesson plan aligns with the DepEd curriculum’s content standard
for English Language Arts, specifically focusing on grammar and usage. It addresses the
need for students to understand and apply the rules of subject-verb agreement in their
writing and communication.

Performance Standard: The lesson plan aims to enable students to demonstrate mastery of
subject-verb agreement by applying the learned rules effectively in various contexts, as
outlined in the DepEd curriculum's performance standards for English Language Arts.
Learning Competency:
References: Department of Education. (2023). English Language Arts Curriculum Guide for
High School. Region 12, Philippines: Department of Education.

Materials:
Literacy and Numeracy:
Literacy :
Critical Reading:Aim: Enhance critical reading skills.Activity: Analyze texts for key
information and perspectives.Resources: Use relevant texts related to the upcoming activity
topic.
Writing Skills:Aim: Strengthen writing abilities.Activity: Craft responses or explanations
for the task.Resources: Provide prompts directly related to the activity’s
content.Vocabulary Building:Aim: Expand relevant vocabulary.Activity: Introduce key
terms or concepts crucial for understanding the task.Resources: Focus on vocabulary
directly related to the activity’s subject matter.

Numeracy:Math Operations:Aim: Apply math skills.Activity: Solve problems necessary for

the task.Resources: Use math scenarios directly tied to the activity’s context.Algebraic
Thinking:Aim: Utilize algebraic concepts.Activity: Apply equations or formulas relevant to
the task.Resources: Provide algebraic expressions based on the activity’s requirements.

Integration Across Curriculum:

Positive Discipline: Objective:Practice effective communication in a class
debate.Activities:Conduct a debate in groups.Emphasize respectful language and
listening.Assessment:Observe communication during debate.Evaluate clarity of
arguments.Closure:Reflect on communication skills.Provide feedback.
Values Integration:
III.Procedure Teacher’s Activity Students’ Activity
 a. Opening Prayer
b. Greetings
c. Checking of Attendance
d. Motivation
e. Review
f. Presentation of Objectives

A. ACTIVITY Teacher: Alright, everyone, let's get (Student raise their hands excitedly)
ready for a fun activity! I'm going
to write a sentence on the board,
and your task is to identify as many
different parts of speech as you can
find. Ready?

Teacher: Here’s the sentence: “The
curious cat swiftly climbed the tall
tree.” You have two minutes to
work individually. Go!
(Students quickly start writing down parts of
speech)
Student 1: I found three nouns and one verb!
Student 2: I got two adjectives and one adverb!
Student 3: I found a preposition and a
conjunction!

Teacher: Time’s up! Now, turn to (Students continue working)

your partner and compare your Teacher: Time’s up! Now, turn to your partner
answers. Discuss any differences or and compare your answers. Discuss any
similarities you found. differences or similarities you found.

(Students turn to their partners and discuss their

answers)
Student 4: My partner found an interjection that
I missed!
Student 5: We both found the same number of
verbs, but different adjectives.

Teacher: Great job, everyone! Let's
go over the parts of speech
identified. Who found a noun in the
sentence?
B. ANALYSIS Teacher: Now, let's move on to the
analysis segment of our lesson.
You'll each receive a handout with
sentences containing various parts
of speech. Your task is to identify
and label the parts of speech within
each sentence. Work independently
for the next five minutes.
(Students raise their hands and share their
answers)
(Student begin working on their handouts)
Student 1: I think this word is a noun because
it's a person, place, or thing.
Student 2: I found a verb here because it shows
action.
(Student continue working)

Teacher: Time’s up! Now, turn to

your partner and compare your
answers. Discuss any differences or
similarities you found.

Teacher: Excellent discussions, Student discuss their answers with their partners
 everyone! Let’s go over the parts of
speech identified. Who can tell me
which word was labeled as a noun
in the sentence?
Student 3: My partner labeled this word as a
pronoun, but I think it’s actually an adjective.
Student 4: We both labeled this word as an
adverb because it describes how something is
done.

C. ABSTRACTION

D. APPLICATION
IV.Evaluation

 Closure
 Summary of the lesson
 Values Integration
 Revisiting the objectives
V.Assignment

Prepared by:
DELA CRUZ, JUAN
BSEd English 3rd Yr