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School: Grade and Section: Iii - Narra Teacher: Subject: ENGLISH Date: Quarter

This document outlines a lesson plan for an English class focusing on plural nouns. It includes objectives, content, learning resources like pictures and textbooks, procedures for reviewing previous lessons and presenting new material, and assessments. The procedures section describes showing pictures of animals from a story and having students name them and state their plurals. It then presents pictures of words ending in s-blends and has students name the pictures and give their plural forms. Students are asked to complete sentences using the plural forms of the s-blend words. The reflection section includes data on student performance and areas for improvement.

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Jhen Alejo Delos Reyes
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97 views3 pages

School: Grade and Section: Iii - Narra Teacher: Subject: ENGLISH Date: Quarter

This document outlines a lesson plan for an English class focusing on plural nouns. It includes objectives, content, learning resources like pictures and textbooks, procedures for reviewing previous lessons and presenting new material, and assessments. The procedures section describes showing pictures of animals from a story and having students name them and state their plurals. It then presents pictures of words ending in s-blends and has students name the pictures and give their plural forms. Students are asked to complete sentences using the plural forms of the s-blend words. The reflection section includes data on student performance and areas for improvement.

Uploaded by

Jhen Alejo Delos Reyes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School:

GRADE AND SECTION: III - Narra


Teacher: Subject: ENGLISH
July 10, 2018 QUARTER:
DATE:
I. OBJECTIVES
A. Content Standards
B. Performance Standards Use plural form of regular nouns
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References K to 12 Learning Competencies
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Pictures of the animals in the story “Toto Turtle Takes and Time to Tuck and
Learning Resource portal Think”
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review the part of the story Toto Turtle Learns to Tuck and Think that
presenting the new lesson focuses on Toto’s sense of responsibility. 
Say: In our story “Toto Turtle
Learns to Tuck and Think,” what was the problem of Toto? Who helped him
solve his problem? Did Toto learn the right thing to do when he starting to
feel angry or mad? We can say that Toto is “responsible.” To be responsible
means to learn to be in charge or in control of a situation. Follow after me
(say the word by syllable: RES- PON-SI-BLE. Give a clap as you say each
syllable. How many syllables are there? Now let us spell the word. 

Write the word responsible with all the vowels missing.
Let the pupils
complete the word by supplying the missing vowels. 

r_s p_n s_b l_
Say: Now we have the complete word. Read the word. Are you a responsible
person? In what ways are you responsible? (Show a picture of a group of
friends who are fighting. ) This is a picture of group of friends who are
fighting. What they are experiencing might also be true to you and your
friends? 

B. Establishing a purpose for the lesson Say: Do you remember the animals in the story “Toto Turtle Takes Time to
Tuck and Think?” I have here the pictures of the animals. Name them. Let the
pupils name each animal. Write their answers on the board. 


Ask: How many turtle is there? How many frogs is there? How many duck is
there? How many crocodile is there? 

C. Presenting examples/ Show another set of pictures. 

instances of the new lesson
Ask: How many turtles are there? How many frogs are there? How many
ducks are there? How many crocodiles are there? If there are more than one,
what happens to their names?
Write the plural form of the animal names in the pictures.(turtles, frogs,
ducks, crocodiles)
Say: Most nouns add –s to form their plural.
Teaching Chart

Singular – one only

Plural – 2 or more

To form the plural of some nouns, we add -s.
Present the following s-blend pictures and have the children identify the
pictures.
Say: I have here pictures of words with s-blends. Name them then
give their plural. 

Picture of Picture of Picture of Picture of Picture of
skull snail stem stick stamp
D. Discussing new concepts and practicing new skills#1
E. Discussing new concepts and practicing new skills#2
F. Developing mastery (leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and Have the pupils give the generalization.

abstractions about the lesson Ask: How do we make the plural form of regular nouns?
I. Evaluating learning Name the pictures. 
Write the plural form of the words.
Then write a
sentence using the plural form.

Study the pictures. Complete the sentences with the plural form of the s-blend
words. Write your answers in your notebook.
1. My friend collects __________ from the letters she got. 

2. The __________ of the door are loose. That is why it fell. 

3. Put more dried __________ in the fire to keep it burning. 

4. The __________ of the bed are making a squeaky noise. 

5. The __________ of the plant have many leaves and flowers. 

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:
Teacher I

Noted:

Principal I

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