A Semi-detailed Lesson Plan

in Language 3
Prepared by: Nestor Jan L. Suba

Content Standard: The learner should be able to demonstrate understanding of sentences and paragraphs in expressing ideas
and demonstrate understanding of grammatical structures of English to be able to communicate effectively in oral and written
forms.
Performance Standard: The learner should be able to compose or rewrite three-to-five sentence paragraphs and show
proficiency in constructing grammatically correct sentences in varied theme-based oral and written activities.
Formation Standard: The learner will become effective, thoughtful writers and responsible communicators./You will become
more engaged in oral communication to express appreciation of all God’s blessing and be more reflective, appreciative, effective
and responsible writers, readers, and communicators.

4th Grading Period

3 Week
Day 1
Method: Drill Lesson
I. Learning II. Learning III. Learning Content IV. Learning Procedure V.
Objectives Assessment Assignment /
Agreement
At the end of the A. Subject Matter: A. Motivation Observe the
lesson, the students  Elements of a 1. Wakening Activity things that are
should be able to: Paragraph Give the students the following happening
instructions and demonstrate the around our
A. practice the correct A. Showboard B. Reference(s): actions: school. Write
way of writing Activity  Saulo, Cristina G.  Stand up and listen carefully to one example
sentences in a (Individual) and Penarroyo, Ma. my instructions. for each kind of
paragraph; Write SUBJECT if the Regina B. (2022)  I will tell you a short story, and sentence and
boxed word is a EnglishTek - when you hear the word determine the
subject and write Language 5th “walking” move your fingers simple subject
PREDICATE if the Edition. Techfactors slightly. and simple
bixed word is a Inc.  When you hear the word predicate of
predicate. “running” move your fingers each sentence
C. Learning slightly while moving them up that you have
B. correctly rewrite a Materials: and down. written. Write
paragraph about being B. Sentence  PowerPoint  When you hear the word your answers in
honest; and Construction (By Presentation “thunder” close your hands your notebook.
group)  Whiteboard Marker and move it as if you are
Show the following  Showboards knocking on a door.
pictures and ask the  Face your right and put your
 learners to construct hands on your classmate’s
a specific kind of D. Concept(s): back and listen to my story.
sentence about  Subject - it is who One day, Teacher Riel was walking,
them: or what the on his way to school. He asked
1. Picture of sentence is about. himself “Did I bring my umbrella?”
Burnham Park  Predicate - it tells because it looks like it was about
2. Picture of something about to rain. Teacher Riel started
Mines View Park the subject. running. “Oh no! It’s raining! I
3. Picture of  Declarative don’t have my umbrella with me!”
Botanical Sentence - it tells He said to himself. As he was
Garden something or gives running to find a temporary
4. Picture of a statement and shelter, he heard roaring thunders
C. construct a Camp John Hay usually ends with a and strong lightning. He waited
paragraph utilizing the 5. Picture of period. until the rain stopped and he
different kinds of Lion’s Head.  Imperative started walking again, on his way
sentences. through a Sentence - it gives to school. “I’m running late!” he
writing activity. a command of said, so he ran and ran until he
C. Paragraph polite request. May arrived at school.
Construction end with a period or
Show a sample of exclamation point. Ask the students to face the other
the expected output  Interrogative side and repeat the story.
from them. Discuss Sentence - it asks
how the different a question. Ends B. Focalization
kinds of sentences with a question 1. Review of Concept 1:
can make sentences mark. Subject and Predicate
more meaningful.  Exclamatory Ask the following questions:
Sentence -  What are the two main parts of
expresses great a sentences?
emotion. Ends with  What is a subject?
an exclamation  What is a predicate?
point.
Provide examples of sentences and
E. Skills: ask the learners to identify the
 Identifying the subject and the predicate
subject and the (complete and simple) through a
predicate in a showboard activity.
sentence 1. My family and I went to
 Identifying the kind church.
of sentence 2. I did not eat red meat last
according to week.
use/function 3. Holy week is a week of
 Sentence remembering Jesus’s sacrifice.
 Construction. 4. I fasted during Ash
 Utilizing different Wednesday and Good Friday.
kinds of sentences 5. The people from my
in a paragraph barangay are practicing
panata.
F. Value(s):
 Appreciation of 2. Review of Concept 2: Kinds
locality of Sentences
Ask the following questions:
 What are the four kinds of
setences?
 What is a declarative
sentence?
 What is an imperative
sentence?
 What is an interrogative
sentence?
 What is an exclamatory
sentence?
Provide examples of sentences and
ask the learners to identify the
kind of sentence through a
showboard activity.

C. Repetition with Attention

1. Showboard Activity
(Individual)
 Write SUBJECT if the boxed
word is a subject and write
PREDICATE if the bixed word is
a predicate.
1. Jack went for a bike ride.
2. Our grandmother came to
visit us.
3. My friends and I had fun
at the school playground.
4. Our school looks good.
5. We helped our teacher
clean the room.

2. Showboard Activity (Group)

Give the following directions to the
learners:
 On your showboard, write your
answers to teachers' simple
math questions. The first group
to put their showboards up will
be the one to answer.
 Math Questions:
1. Find the area of a rectangle with
a length of 5cm and a width of
3cm.
2. What is the area of a square
with a side of 6cm?
3. What is 7 x 20?
4. What is the area of a rectangle
with a length of 6m and a width of
3m?
5. What is 49 divided by 7?

Sentences:
1. When are we going to
church?
2. Why do we need to clean
our
classroom?
3. Please keep quiet!
4. I do not want to go to
school!
5. Give me your I.D.
D. Application
1. Sentence Construction
Show the following pictures and
ask the learners to construct a
specific kind of sentence about
them:
1. Picture of Burnham Park -
Declarative
2. Picture of Mines View Park -
Interrogative
3. Picture of Botanical Garden -
Exclamatory
4. Picture of Camp John Hay -
Imperative
 5. Picture of Lion’s Head. -
Interrogative

2. Paragraph Construction
Show a sample of the expected
output from them. Discuss how the
different kinds of sentences can
make sentences more meaningful
by giving them this example:

By using the four types of

sentences in your writing, you can
make your paragraphs more
interesting.

Read the sample paragraph below.

My favorite type of fast food is

pizza. I could eat pizza morning,
noon, or night. Pepperoni is my
number one choice. I also like
double cheese on top. I wish I
could order a pizza right now.

What is your favorite type of fast

food? My favorite is pizza. I just
love pepperoni and double cheese.
Sometimes I think I could eat
pizza morning, noon and night! All
of this talk about pizza is making
me hungry. Let’s order a pizza
now.

Ask the students to read the

paragraph:
This summer I visited Enchanted
Kingdom. Several of my friends
went with me. We had lots of fun.
There were lots of exciting rides.
My favorite was the Titan
rollercoaster. It had lots of twists
and turns at 90 miles per hour. We
rode it at least three times. I would
like to visit there again.

Direction: Rewrite the paragraph

utilizing the different kinds of
sentences.
Let them read another paragraph
that has 4 declarative sentences.

E. Generalization
Show the following graphic
organizers to the students:

Briefly discuss the following

concepts.