Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Marinduque
BACHAO ELEMENTARY SCHOOL
Bachao Ilaya, Gasan, Marinduque
Office of the Head Teacher
NRP
School:
Teacher:
Quarter:
Bachao Elementary School
Aljean Vera Marie S. Samson
Second Quarter
Grade Level:
Date:
Day:
Three
Monday
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate expanding vocabulary and understanding of high frequency words and
A. Content
content-specific vocabulary; understand and create simple and compound sentences for comprehending,
Standards
analyzing, creating, and composing texts about regional themes and content-specific topics.
The learners use their expanding vocabulary of high-frequency and content-specific words, and simple
B. Performance
and compound sentences to comprehend, create, and compose narrative and informational texts about
regional themes and content-specific topics; and read grade level texts with appropriate speed, accuracy,
Standards
and expression.
C. Learning
Objectives
Intervention Category (Emerging
and Developing Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
At the end of the lesson, the
learners will be able to:
1. give the name and sound of
each letter in –et family and
42. blend specific letters /m/,
/s/,
/g/, /b/, and /n/ to form
words
At the end of the lesson, the
learners will be able to:
1. blend specific letters /m/,
/s/, /g/, /b/, and /n/ in the –
et family to form words and
2. orally segment letters /m/,
/s/, /g/, /b/, and /n/ in the –
et
At the end of the lesson, the
learners will be able to:
1. read grade level sentences
with appropriate speed,
accuracy, and expression and
2. answer wh-questions
accurately based on the story.
“DepED Marinduque: Heart of the Philippines
Lead to Excel, Excel to Lead”
Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Marinduque
BACHAO ELEMENTARY SCHOOL
Bachao Ilaya, Gasan, Marinduque
Office of the Head Teacher
in the –et family.
family.
II. CONTENT: Family of -et
III. LEARNING RESOURCES
K to 12 English 3 CG
A. References Primer 2-English
National Reading Program Curriculum Guide (NRP-CG)
pictures with -et family, word cards (-et family), picture, realia, powerpoint presentation
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Good afternoon, class! How are you today? I have a steering wheel here. What are the letters written on it?
This is /-et/. Please say it again.
Activating
Now, we will sing a song to the tune of “The Wheels on the Bus" using /-et/.
Prior Knowledge
Let me sing the song first and then we will sing together.
What repeated sound have you
heard?
This time, you will be learning the -et family of words. You will be naming and pronouncing the given
Lesson
letters, blending letters to form words, and reading and understanding stories with words starting with
Purpose/Intention
/m/, /s/, /g/, /b/, and /n/. Let's now have fun learning together!
These letters are “e” and” t” sounded as /et/. Everybody, please read.
Lesson Language
Now, let us have the five letters from the alphabet to blend with -et and form some of our -et family of
Practice
words.
“DepED Marinduque: Heart of the Philippines
Lead to Excel, Excel to Lead”
Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Marinduque
BACHAO ELEMENTARY SCHOOL
Bachao Ilaya, Gasan, Marinduque
Office of the Head Teacher
Reading the Key
Idea/Stem
Developing
Understanding of the
Key Idea/Stem
(Teacher will present the letters: m, s, g, b, n)
What are the 5 letters presented?
Let us now blend these letters with /-et/ to form new words. This is letter m with the sound of /m/. (Do
the
same process with the four letters) This time, let us blend the letters m, s, g, b, n to -et and form a word.
(Learners will repeat after the teacher)/m/ /et/= met /s/ /et/= set /g/ /et/= get
Note: The undertie ( ) symbol indicates the blending of sound in a word.
Today, you are going to work with the letters m, s, g, b, and n and study how these letters are used in
different ways with the -et family.
Intervention Category
(Emerging and Developing
Readers)
Let us start by saying the names
and sounds of these letters
together.
(Learners will repeat after the
teacher, then together they will
name and sound the letters).
(m says /m/, s says /s/, g says
/g/, b says /b/ and n says /n/)
Listen very carefully to the words
that I will read: met, set, get, bet,
net
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
Let us practice blending letters.
Let's blend /m/ /-et/ = met.
Repeat after me. (Same process is
repeated for other letters.
Listen as I read the sentences.
Take note of the words that
belong to the -et family.
1. Carlo and Carla met in the
yard. 2. They get a coin to do a
bet.
What are the words in the
sentences that belong to the -et
family?
“DepED Marinduque: Heart of the Philippines
Lead to Excel, Excel to Lead”
Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Marinduque
BACHAO ELEMENTARY SCHOOL
Bachao Ilaya, Gasan, Marinduque
Office of the Head Teacher
What are the beginning letters
and sounds of the words I read?
Blend the letters with -et to form
new words.
Study the illustration. Blend the
letters m, s, g, n, and b with -et to
form new words.
Listen as I read the story and
look for words that belong to
the -et family.
This time, read the words formed
being blended with the -et.
How many words did we form?
(Let the learners read the story
independently.)
Deepening
Understanding of the
Key Idea/Stem
What are the letters used to blend
with -et to form new words?
Let us see what you have learned.
What do m + -et make?
Look at some words. I say, set.
This time, let us pronounce each
letter of the words we formed by
clapping.
m e t = met
“DepED Marinduque: Heart of the Philippines
Lead to Excel, Excel to Lead”
What are the words found in the
sentences that belong to the -et
family?
Answer the following questions
Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Marinduque
BACHAO ELEMENTARY SCHOOL
Bachao Ilaya, Gasan, Marinduque
Office of the Head Teacher
What letter is being added to -et
to
form the word set?
(Same process is repeated for
other letters).
After/Post-Lesson Proper
What are the names of the letters
Making
and their sounds that we used to
Generalizations and
blend with -et to form words?
Abstractions
Choose the correct letter in the
parenthesis to complete the word
based on the given picture and
say the word.
(clap) (clap) (clap)
(Do the same process on the
other words)
based on the story you have read.
1.Who made a bet?
2. Where did they meet?
3. When did they meet?
4. Why did they set a net?
How do we form words in the – et
family?
How many letters did we blend to
-et?
What are the words that we
formed?
Arrange and read the scrambled
letters to form the correct word in
the -et family.
Why is it important to read words
in a sentence properly?
Read and understand the story.
Answer the questions below.
Evaluating Learning
1.What is the title of the story?
2. Who met in the park?
“DepED Marinduque: Heart of the Philippines
Lead to Excel, Excel to Lead”
Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Marinduque
BACHAO ELEMENTARY SCHOOL
Bachao Ilaya, Gasan, Marinduque
Office of the Head Teacher
3. When did they meet?
4. Where did they meet?
5. How will they catch the lost
bird?
Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection
“DepED Marinduque: Heart of the Philippines
Lead to Excel, Excel to Lead”