DOMINICAN COLLEGE OF TARLAC, INC

College of Education

DETAILED LESSON PLAN IN ENGLISH 1

In partial fulfillment of the requirements for the course

ELEM 16 – Teaching English in the Elementary Grades Through Literature

Prepared by:

SALALILA, ROSALY V.

BEED 3C

Checked by:

Mr. Marvin Navarro

Instructor
 DETAILED LESSON PLAN IN ENGLISH 1
School: Dominican College of Grade Level: 1
GRADE 1 Tarlac, Inc.
LESSON Demo Teacher: Salalila, Rosaly V. Learning Area: Literature
PLAN Teaching Date
and Time:

I. LEARNING STANDARDS AND

OBJECTIVES

A. Content Standard/s Demonstrates

understanding of familiar
English words for effective
communication.

B. Performance Standard/s
Constructs grammatically
correct-simple sentences
in theme-based
conversations using verbs,
pronouns, and
prepositions.

C. Learning Competencies a) Identify simple

(LC)/Objectives (LO) questions related to
the text listened to
b) Create or ask simple
questions about the
text listened to
c) Value the importance
of asking simple
questions to better
understand and
explore the text we
listened to

II. CONTENT/SUBJECT MATTER

Ask simple questions about the
text listened to.

III. LEARNING RESOURCES

A. References English 1 pages 20-22

B. Teaching – Learning Materials Powerpoint presentation,

Tarpapel
IV. PROCEDURES Teacher’s Activity Learner’s Activity
ENTRY CARD - Preliminaries: Prayer, Greeting, Checking of Attendance, Classroom Rules and Routines
A. Reviewing the previous lesson
Let’s review our previous
lesson which is Infer the
character feelings and traits.

Now, let’s have an activity.

You will listen to a short story

and then answer the
questions.

Ben built a tall tower of

blocks. He smiled and
happy. Then, his puppy
bumped the tower! Ben's face
fell. He looked sad. But Ben
was clever! He rebuilt the
tower, even taller this time! He
 felt happy and proud.

1. How did Ben feel when he fini

shed building his tower? Happy

2. What happened to Ben's towe His puppy bumped it

r?
Sad
3. How did Ben feel after his pu
ppy bumped the tower?
He rebuilt it.
4. What did Ben do after his tow
er fell?

5. How did Ben feel after he He felt happy and proud.

rebuilt the tower?

B. Establishing a purpose for the lesson

Today's lesson focuses on
asking simple questions about
the text you listened to. You
will learn to identify simple
questions and create your own
simple questions about the
text. You will also learn to
appreciate the importance of
asking simple questions to
better understand and explore
the text we listened to.

C. Presenting lesson starters / mood

setting Activity 1: Matching Questions
(Motivation Phase) and Answers!
Directions: I will group the
class into two groups. You will
listen to the text or short story.
Then you will match the
questions to the correct
answers.
(The students will do the activity)

D. Discussing new concepts and

practicing new skills Ask simple questions about the
(Presentation Phase) text listened to.

By carefully listening or reading

to the texts, you will be able to
ask or create your own
questions and answer the
questions related to the given
stories or texts.

Questions are sentences that

ask many questions starts at
who, what, and where.
Questions ends with a question
mark.

Again, Questions ends with? Question mark, teacher.

If the question asked “who?” is

used when referring to people.
That is, you want to know the
person.

Again, who?” is used when

referring? To people, teacher.

If the question asked “where?” it

is used when referring to a
place or location. That is you
want to know the place.

Again, “where?” it is used when

referring? To a place or location, teacher.

If the question asked “what?” is

used to refer to specific
information. That is you want to
know the thing.

Again, what?” is used to refer

to? To specific information,teacher.

Yes, that is you want to know

the thing.

I want to introduce Chloe, she

loves to ask questions, and
she's with us to listen to the text.

Now kids, let’s listen to the text.

Did you enjoy the text, kids? Yes, teacher.

These are simple questions that

Chloe created and asked in the t
ext we listened to.
nd asked in the ed t
Who has a
swing?

Where is
the swing of
Ana?

What does
Ana have?
Using the three boxes, one for e
ach category "Who," "What," "W
here,"

For examples:
Who? Where? What?
(Picture (Picture (Picture
of Ana) of of a
backyar swing)
d)
Who Where What
has a is the does
swing? swing of Ana
Ana? have?

Let’s have another example and

listen to the text again.

Who? Where? What?

(Picture (Picture (Picture
of larry) of of
garden) basket)
Who Where What
has a is larry does
basket? going? larry
have?

Now kids, do you want to create

or ask simple questions about
the text you will listen just like
Chloe?
Yes, teacher.
Let’s listen to a text again.

Did you enjoy the text?

Yes, teacher.
Who wants to create or ask
simple questions about the text
you listened just like Chloe did?
Me, teacher.
Using the three boxes, one for e
ach category "Who," "What," "W
here,"

You will write simple question fo

r each category based on the
text.

Who? What? Where?

(Picture (Picture (Picture
of of the of a pot)
maribel) flowers Who has flowers?
and the
colors What does Maribel have?
of the
 flowers) Where are Maribel's flowers?

What colors are Maribel's flowers?

Very good, kids!

Would you like to listen to the

text again, kids?

Yes, teacher.

Who? What? Where?

(Picture (picture (Picture
of of a of the Who is making a sand castle?
sandy) sand beach)
castle) What is sandy making?

Very good, kids! Where is sandy?

E. Developing mastery (leads to

Formative Assessment) Activity 3: Put a check!
Directions: Listen carefully to
the text. Then, read each
Question. If you can find the
answer in the text, put a check
next to it. If you can’t find the
answer in the text, leave it
blank. This indicated whether
each question is answerable
from the text or not.

(The students will do the activity)

1. Who has a new bike?

2. Who rides a bike to
school?
3. Who is riding the red
bike?
4. Who is Matt's best friend?
5. What color is Matt's bike?
6. What does Matt ride to
school?
7. What does Matt do every
day?
8. Where does Matt ride his
bike?
9. Where does Matt go every
day?
10. Where does Matt keep his
bike?

F. Finding practical application of

concepts and skills in daily living. Activity 4: Create or Ask
Simple Questions!
Directions: I will divide the
class into four groups. Each
group will listen to a text
and then create or ask
 simple questions about it
using 'who,' 'what,' and
'where.' Each group should (The students will do the activity)
create one or two simple
questions for each of these
words. Afterward, you will
present your questions to
the class.

G. Integrating Values
(Integration Phase) What is the importance of Asking nice questions shows I'm
asking simple questions to listening to the story and I care
better understand and about what it says.
explore the text we
listened to? Asking questions shows I'm curious,
and I want to know more about the
story!

H. Making generalization and

abstractions about the lesson What is our topic for today? Ask simple questions about the text
listened to, teacher.

V. EVALUATION
(Evaluation Phase) Activity 2: Questions related to
the text listened to.

Directions:I've prepared a text

for you to listen to. I'll ask
some questions, some related
to the text, some not. Identify
the related questions and
paste them on the board.

(The students will do the activity)

1) Who has a horse?

2) What color is the horse?
3) What does the girl like to
do?
4) Where does the girl ride
her horse?
5) Who is your teacher?
6) What is your favorite toy?
7) What is your favorite
food?
8) Where do you live?
9) Who rides the horse?
10) What is big?

VI. ASSIGNMENT
(Remediation / Establishing learner’s study habits) Direction: Listen to a short story
or text then ask or create your
 own simple questions about the
text you listened.

“We are storytelling creatures, and as children we acquire

language to tell those stories that we have inside us.”
-Jerome S. Bruner

Closing Prayer