Detailed Lesson Plan

Learning Area: English

Quarter: 2
Week: 1
Grade Level: 3
Duration: 50 minutes
Content Standard Comprehending Literary Text

Performance Respond to literary text through the

Standard appreciation of literary devices
and an understanding of story
grammar

Learning Competency EN3LC-IIa-j-2.1

and its Code Note important details
 KEY CONCEPT
I. LEARNING OBJECTIVES a. Recall details from the text listened to or read
through answering WH-questions.

b. Share the importance of noting details from the text.

c. Use graphic organizers in developing noting details.

II. CONTENT REFERENCES • Let’s Get Better in English 3 TG pages 147-150

• Let’s Get Better in English 3 LM pages 145-149

• Science 3 pages 71-72

• Mathematics 3 ages 194-195

• Curriculum Guide page 40, MELCs page 133

Resources Laptop, powerPoint presentation, flash cards, pictures,
and charts.
Integration ESP, Science, Mathematics
 III. LEARNING PROCEDURES
• Preparation of the learning environment The learners greet each other and listen to the
• Prayer reminders.
• Greetings
• Attendance Check COT Indicator 5
Established safe and secure learning environments to
enhance learning through the
consistent implementation of policies, guidelines, and
procedures.

Drill

Semantic Map COT Indicator 6

Directions: Pick a picture Maintained learning environments that promote
in the box that is related fairness, respect, and care to encourage learning.
to a Woodman. Then,
place it on the rectangle.
 III. LEARNING PROCEDURES
1. forest
2. lumberman
3. wood
4. axe
WOOD
MAN

Review Directions: Fill in the blanks with the correct question

word.
1. _____ is your mother? 1. Who
2. _______ do you live? 2. Where
3. _____ are you sad? 3. Why
4. ______ is your birthday? 4. When
5. _____ is your name? 5. What
 III. LEARNING PROCEDURES
Motivation Motivation Questions: Learners’ answers may
1. What is your favourite toy? vary.
2. What would you do if you lost your favourite toy?
COT Indicator 3
Motive Questions: Applied a range of teaching strategies
1. What thing did Caloy have? to develop critical and
2. What did Caloy do when his axe slipped from his creative thinking, as well as other
hand? higher-order thinking skills.

Review Directions: Fill in the blanks with the correct question

word.
1. _____ is your mother? 1. Who
2. _______ do you live? 2. Where
3. _____ are you sad? 3. Why
4. ______ is your birthday? 4. When
5. _____ is your name? 5. What
 B. Developmental Activities
Introduction Unlocking of Difficulties
Have the class participate on a Tickling Mind
Game. COT Indicator 7
Established a learnercentered culture
Steps in the game: by using teaching strategies that
1. Listen to the clues about the word. respond to their linguistic, cultural,
2. Show Thumbs Up if you have the answer. socio-economic and religious
background

1. I’m thinking of a word that sounds like

food. It is used for fuel or timber. 1. wood
2. I am thinking of a word that names
something bigger than a knife. It is used
to cut wood. 2. axe
3. I am thinking of a kind lady with a 3. fairy
magic wand. She is powerful.
4. I am thinking of a word that means 4. deep
extending far down from the top. This
four-letter word starts with a sound /d/.
 B. Developmental Activities
Introduction 5. I am thinking of a word that means a 5. reward
thing like a gift you get when you do
something good.
6. I am thinking of a word that means to 6. slipped
slide on or down. The first letter of this
word is s.

During Reading COT Indicator 8

Read the story aloud using DRTA. Adapted and used culturally
Stop at strategic points and ask appropriate teaching strategies to
questions. address the needs of learners from
indigenous groups.
Modeling (I do) These are the Wh-Questions that help us in getting COT Indicator 4
details of the story read or noting details from the Displayed proficient use of Mother
text listened to. Tongue, Filipino and English to
facilitate teaching and learning.
Who is used to ask about the Characters in the
story.
What is used to ask about a thing like the problem
or anything happened in the story.
 B. Developmental Activities
When is used to ask about the time
the story happens.
Where is used to ask about the place.
Why is used to ask about the reasons.
How is used to ask about the process or way.

For example:
From the story I read to you, answer these questions orally.
1. Who was the poor woodman?
Modeling (I do) 2. Where did Caloy go?
3. What thing did Caloy have?
4. Why did Caloy cry?

Again, these are the Wh-Questions that we use in noting details.

Who is used to ask about the Characters in the story.

What is used to ask about a thing like the problem or anything happened
in the story.
When is used to ask about the time the story happens.
Where is used to ask about the place.
Why is used to ask about the reasons.
How is used to ask about the process or way.
 B. Developmental Activities
Guided Practice Board Work
(We do) Say: Let us fill in the table below.
Choose your answer inside the box.
Caloy and Faye
The Honest Woodman
The axe slipped from his
hand.
Forest
Axe
Title of the Story

Who are in the

story?
Where did the story
happen?
What thing did
Caloy have?
Why did Caloy cry?
Group Activity
Directions: Use the Story Guide Chart to recall
the story “The Honest Woodman.”
 B. Developmental Activities
Guided Practice Say: You now have with you your task but before
(We do) you begin I want each group to be guided with
this Rubric.
Group 1 – Fill Me!
Directions: Fill in the blanks with words taken
from the Word Bank to complete the answers.
COT Indicator 9
Word Bank Used strategies for providing timely,
accurate and constructive feedback to
woodman river forest fairy improve learner
Story Guide Chart performance.

Who are the Where did the story

characters? happen?
• A poor________ In the_____beside a
deep _____
• Faye, a kind _____ COT Indicator 1
Say: I would like to add that river and forest are Applied knowledge of content within
places where animals live. There are different and across curriculum teaching areas.
kinds of habitats. There are different kinds of
fish live in river or water. Animals live in the
forest include deer and large birds.
 B. Developmental Activities
Guided Practice Group 2 – Helping Numbers!
(We do) Directions: Answer the questions by using the
letters with equivalent numbers in the box to
form the correct word for each blank. Number
clues are placed below the blank..

Story Guide Chart

Say: I would like you to know that numbers 2, 4, COT Indicator 1

6, 8, 10, and 12 are Even Numbers. Numbers 3, 5, Applied knowledge of content within
7, 9, and 11 are Odd Numbers. and across curriculum teaching areas.
 B. Developmental Activities
Guided Practice Group 3 – Write it Right!
(We do) Directions: Complete the sentence
by writing the correct words in the
blank.
Story Guide Chart
 B. Developmental Activities
Independent Directions: Read this story and note the details in •  The learners do the tasks given
Practice it using the Detail Chart. by the teacher.
(You do) Write your answers in the second column of the
Detail Chart. KRA 5 Objective 13
Applied a personal philosophy of
Jake’s New Cape teaching that is learner-centered.
Jake has a new cape.
He goes to Kate’s house Constructivism develops intrinsically
early in the morning. motivated and Independent learners
Kate’s pet male ape takes adequately equipped with learning
Jake’s new cape. skills for them to be able to construct
Kate makes her pet ape knowledge and make meaning of it.
Give it back to Jake.
Jake thanks Kat
 B. Developmental Activities
Independent
Practice
(You do)
 B. Developmental Activities
IV. Directions: Read the story and do •  The learners do the tasks.
EVALUATION Task A and Task B.

Task A. Answer the questions. Encircle

the letter of the correct answer.
1. Who are the characters in the story? 1. d
a. Jake b. Kate
c. Jake and Fate d. Jake and Kate
2. When did Jake bake a cake? 2. a
a. in the morning b. in the evening
c. in the afternoon d. on Monday
 B. Developmental Activities
IV. 3. Why is noting details important? 3. a
EVALUATION a. To have better understanding on the story
b. To share what have learned
c. To make other story
d. To retell the story

Task B. Arrange the jumbled words inside the

parentheses to complete the sentences in the
Memory Lane.

1. Jake bakes a cake in the afternoon.

2. Together, Kate and Jake eat the
cake.
 B. Developmental Activities
VI. A. Number of learners who earned 80% in the evaluation.
REFLECTION ____________________________________________________________________
_

B. Number of learners who require additional activities for remediation who

scored below 80%.
____________________________________________________________________
_

C. Did the remedial lessons work? Number of learners who have caught up with
the lesson.
____________________________________________________________________
_

D. Number of learners who needs to continue to remediation.

____________________________________________________________________
_

E. Which of my teaching strategies works well? Why did these work?

____________________________________________________________________
_
Prepared by: Zusima S. Maghanoy