SCHOOL Kauswagan Elementary School GRADE & SECTION 4 - Lone

TEACHER Lovely B. Yongco QUARTER Third

DATE & TIME March 29, 2022; 10:00 a.m. COT 1

LESSON PLAN IN ENGLISH

MELC Analyze a story in terms of elements (EN4RC-Ib-2.1.1)

Objectives 1. Tell the basic elements of a story
2. Identify the function of each of the basic elements of a story
3. Present appreciation on the basic elements of short story.
Lesson/Topic Elements of Short Story
Materials AVP equipment’s, illustrations, marker, masking tape
Preliminaries / Prayer
Basic Routines Setting class readiness
COVID-19 Safety Protocol Reminders
 Wearing of Facemask
 Frequent handwashing
 Physical distancing
Presentation of R-D-L as Classroom Rules & Policies
R – respect one another
D – don’t talk when somebody is talking unless being told to do so.
L – Listen attentively to the teacher or to somebody who is talking
Checking of Attendance
LESSON PROPER

Part of the Learning Activities Annotation

Lesson
Review Activity 1: Pick and Match In the study of Curto,
Pick up the strip of word and match it to the question at the other Prieto. et al, (2019)
side. revealed that using
Pick and Match
Method in teaching
1. Who are the people in the story? Elementary English
2. Where and where the story happened? have been very
3. What is the story all about? positive in
4. How did the story end? stimulating learner’s
5. Why the story happened? prior knowledge.

Motivation Activity 2: Flash and Tell Cena, E. (2019)

To motivate the pupils, the teacher will flask a picture on a certain Novel presented that use
to the class. Then, following question will be asked. of Flash and Tell thru
Four Pics One Word
can be used in
remediation and
enrichment activity
of the
underachieving
learners to arouse
their interests to
learn science the
easiest and fun way.

Process Questions:
1. Who are these people in the picture?
2. Where this movie happened?
3. Who can tell the synopsis of the movie?
4. How did this movie series end?
Lesson Proper Activity 3: Stop, Look & Listen Based on study of
Focus Skill: Viewing & Listening Higgins, J., & Eden R,
(2018),
In part of the lesson, the pupil will watch a video clip about the different supplementing video
elements of the story. lessons in science
helps both teachers
and students achieve
Activity 4. Read Me! concrete
Focus Skill: Reading understanding the
After watching the video clip, the whole class will do reading activity of scientific concepts
the selection – “Three Sons and A Bundle of Sticks.”

Activity 5. Small Group Activity (Doing Graphic Organizer)

Group 1 – The Story Tree
In the journal by
Based on the story read about “Three Sons and A Bundle of Sticks” track
Ayyerdi, L., et al
how the story grow by filling in the boxes on the tree. (2014) revealed
that students can
remember concepts
and topics easily if a
graphic organizer
use during lesson.
The students can
also be arranged
graphic organizers
themselves for their
lesson when they
are taught.

Group 2 – The Story Summary Map

Based on the story read about “Three Sons and A Bundle of Sticks” spot
the information citing the elements of the story.

Scoring Rubrics
Very Good Good Fair
5 3 1
Correctness/Content
 Neatness
Timeliness
Teamwork

Process Activity:
After a while, discussion will follow by answering the following questions:

1. Who are the characters in the story?

2. When did the story happen?
3. Where did the story happen?
4. What is the conflict of the story?
5. How did the story end?

Generalizatio Activity 6: Search for Miss Q & A 2022 thru paper cabbage relay In the study of
In this part of the lesson the pupils will do the Q & A activity Kocher, M. and
n Sutter M. (2020) The
Application depicting the importance of the different elements to make up a ‘Decision Maker’
soundful story. Matters: Individual
versus Group
Using a paper cabbage relay activity with an accompaniment of Behavior in
Experimental
Chicken Dance music the pupils will actively perform the activity
‘Beauty-Contest’
by passing the cabbage to one another. Games ignite
students to perform
Questions: well no matter what
it takes for their
1. What are the different elements of a short story?
desire to win over
2. What will happen to the story if one of the elements is not the other. Such
found in the story? teaching technique
3. How importance are these elements? enliven the class and
4. How will you relate these elements to real life situation? draw learners full
attentiveness.
Cite example.

Application:
Try to look at the menus below.

1. How to make these menus yummier?

2. What do you think the taste of these foods if one of the
ingredients is lacking?
3. How would you relate this idea to the elements of short story?
4. What can you say if one of the elements of a short story is
missing?

Evaluation Activity: Formative Test

Direction: Choose the letter of the correct answer In the study of
Agung, B., et al.,
(2019) concluded
that assessment
form-based
learning is an
excellent
alternative to be
used by educators
in conducting
assessment
 activities that have
the advantages of
being effective,
efficient and
attractive to
students.

Assignment Activity: Let’s be PRODUCTive! In a research,

In this phase, the pupils will find their most favorite story and identify a (Ramadhanti et al.,
main idea of lesson learned from the story and write this slogan or poster. 2020) shows that
teachers must
always encourage
Rubrics: students to always
Criteria 5 3 1 construct a project-
The output content The output content The output content is based output after
is strongly coherence is coherence to the incoherence to the
to the topic. topic. topic.
to wraps up what
they have leaned. in
Relevance
order to monitor
The project The project The project does not
presented originality presented is show creativity and metacognition
and uniqueness unique. authenticity growth ranging from
Creativity raising awareness
about knowledge
The message is The message is The message does and task completion
properly organized, properly organized, show any clarity
and visual impact is voice is well-taped. impact. efforts, monitoring
surprisingly evident. the quality of the
Clarity of the
results obtained, and
message
fostering the habit of
planning, setting
goals, and apply
certain strategies in
completing tasks.

Prepared by:
LOVELY B. YONGCO
Teacher I

Checked & approved by:

LETECIA BERCERO
Elementary School Head Teacher IV
 JOURNAL REFERENCES
Agung, B., Syaefulloh, S., Ridwan, I. M., Mamun, A. M., Sumpena, D., &
Zakiah, Q. Y. (2019). Google form-based learning assessment. Proceedings of
the 3rd Asian Education Symposium (AES 2018). https://doi.org/10.2991/aes-
18.2019.118

Ayverdi, L., Nakiboğlu, C., & Aydin, S. Ö. (2014). Usage of graphic organizers in

science and Tecnology lessons. Procedia - Social and Behavioral Sciences, 116,
4264-4269. https://doi.org/10.1016/j.sbspro.2014.01.929

Cena, E. (2019). use of Flash and Tell thru Four Pics One Word - A Remedy to
Increase the Science Vocabulary of Grade VI Pupils. Vol. 3 No. 2D (2019):
Ascendens Asia Journal of Multidisciplinary Research
Abstractshttps://doi.org/10.1007/BF00694429

Curto Prieto, M., Orcos Palma, L., Blázquez Tobías, P., & León, F. (2019). Pick and
Match Method in teaching Elementary English. Education Sciences, 9(1),
55. https://doi.org/10.3390/educsci9010055

Higgins, J., Moeed, A., & Eden, R. (2018). Video as a mediating artefact of science

learning: Cogenerated views of what helps students learn from watching
video. Asia-Pacific Science Education, 4(1). https://doi.org/10.1186/s41029-
018-0022-7

Ramadhanti, D., Ghazali, A., Hasanah, M., Harsiati, T. and Yanda, D., 2020. The
construction of project-based output r for Monitoring of Metacognition Growth
in Teaching English. International Journal of Emerging Technologies in
Learning (iJET), 15(11), p.162.