Detailed Lesson Plan in English 3
First Quarter – Week 1
School
Teacher
Sto Niño Elementary School
Mylene Lorainne B. Arellano
Learning Area
ENGLISH
Grade Level
Quarter
Teaching Dates &
Duration
THREE
1
Week 10
I. OBJECTIVES
C. Learning Competencies
The learner demonstrates understanding of processes in sight
word
recognition or phonic analysis to read and understand words
The learner uses word recognition techniques to read and
understand
words that contain complex letter combinations, affixes and
contractions
through theme-based activities
Read phrases, sentences and short stories consisting of 2-syllable
words EN3PWR-Ij-21
D. Learning Objectives (KSA)
Knowledge: Identify sentences, phrases with 2 syllable words;
A. Content Standards
B. Performance Standards
Skills: Recognize two-syllable words in phrases, sentences
and stories;
Affective: Apply the value of confidence in reading the word
II. CONTENT
III. LEARNING RESOURCES
A. References
Curriculum Guide p. 53 of 247
MELC p.132
B. Other Learning Resources
Self Learning Module for English 3Quarter 1-Module 10
IV. PROCEDURES
Let the pupils read the following words.
A. Reviewing previous lesson or
presenting the new lesson
export
pilot
booklet
magic
pencil
tiger
music
silver
water
basket
elbow
absent
Ask: How many syllables are there in each word?
Let us clap our hands as we read the words by syllable.
B. Establishing a purpose for the
lesson
Ask: How many times did we clap our hands as we read each word?
The times we clap our hands represents the number of syllables
in each word.
Then Say: These are all 2- syllable words. Today, you are going to
learn about phrases, sentences and short stories consisting of 2syllable words.
Direction: Copy the two-syllable words and split the words into two
using a slash mark (/).
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
Example: The basket is wet.(The two syllable word in the sentence is
basket.)
Answer: basket- bas/ket
1. I want to wear my jacket.
2. I put the apple in the box.
3. I have seven dolls.
4. I saw some shampoo on the floor.
5. The cat is sitting on the couch.
Say: The 2-syllable words found in the sentences are:
jac/ket
ap/ple
se/ven
sham/poo
sit/ting
Then say: Let us read the 2-syllable words as we tap our hands on
the table. The number times we tap on the table will base on the
number of syllable of the words.
Present and discuss this in class.
E. Discussing new concepts and
practicing new skills #2
Ask: What is the word? What does it mean?
Example: Filipino-Fi/li/pi/no
below-be/low
library-lib/ra/ry
computer-com/pu/ter
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
Refer the pupils to English 3 Quarter 1 – Module 10; “What’s More” –
A,B, and C, on pp 5-6.
Explain to pupils that Syllable Segmenting can be especially helpful for
literacy development because it allows pupils to approach smaller
pieces of a word.
Ask:
What is a syllable?
How will you read words with 2 syllables?
Can you give more examples of 2-syllable words?
A. Direction: From the story,” The Wolf and the Lamb”, list
down words with two syllables. Write them in your notebook.
The Wolf and the Lamb
I. Evaluating Learning
A hungry wolf was once drinking water
at a stream. He caught sight of a lamb drinking
water far down the stream. He saw that the water
had become dirty. The wolf thought it was because
of the lamb. He ran up to it and said very angrily,
“Why are you making the water muddy? You should
not have done that. I am now going to eat you for I
am very hungry!”
B. Direction: In your notebook, copy the table below.
Match the word’s first syllable in the second column
with the other syllable in the third column. Use different
colors to identify each word with its respective syllables.
Direction: Read each word. In your notebook, decide
how many syllables are in each word and color in the
same amount of shapes.
Example: pupil -
J. Additional Activities for
application or remediation
B. Direction: Match column A with column B. In your
notebook, write the letter only.
Column A
1. arm
2. cur
3. rain
4. ball
5.co
Colum B
a.pen
b. bow
c.lor
d.tain
e. chair
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 by:
Mylene Lorainne B. Arellano
Teacher Applicant