DETAILED LESSON PLAN IN ENGLISH 3

I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of processes in sight word
recognition or phonic analysis to read and understand words.
The learner demonstrates understanding of familiar sight and irregularly
spelled words for automatic recognition
B. Performance Standard:
Through theme-based activities, the learner uses word recognition
techniques to read and understand words that contain complex letter
combinations, affixes, and contractions.
The learner uses familiar sight and irregularly -spelled words in meaningful
oral and written tasks.
C. Learning Competency (w/ code):
Review reading and writing short e, a, i, o, and u words in CVC pattern
(EN3PWR-Ia-b-7)
D. Specific Objectives:
1. Identify what is CVC pattern;
2. Read and write CVC words with short a, e, i, o, and u vowel sounds
3. Show interest in reading and writing
II. CONTENT
Reading and Writing Short VowelSounds in CVC Pattern

III. LEARNING RESOURCES

1. References

 Teacher’s Guide pages: pp. 3-6

 Learner’s Materials pages: pp. 3-16
 Additional Materials from the Learning Resource (LR) portal:
BEAM-DLP3 module6-Spelling High-frequency words with short vowel
sounds in CVC pattern

2. Other Learning Resources:

 Ballons, tarpaper, cardboard, PowerPoint presentation, and other

materials.

IV. Procedure

Teacher’s Activity Learners’ Activity

Before the Lesson

A. Routine Activities
1. Prayer

“Everyone, please, stand as we

begin with a prayer”

(Learners will stand and pray)

(The teacher will lead the prayer)

2. Energizer

"Class, I will teach you some

 dance steps. All you have to do is
repeat the step after me."

“Ok, teacher”
"Class, are you ready?"

“Yes, we are!”
(The teacher teaches the steps)

“Did you get it, class?”

“Yes, teacher.”
"Now, class Let us dance!"

(The teacher plays the music and

dance)

(Learners will dance also)

3. Greetings

“Good morning, class!”

“Good morning, teacher!”

“How is everyone today?”

“We are fine!”

“It is wonderful to hear that you

are all doing well!”

4. Checking of Attendance

“Before we begin, let us check the

attendance.”

“Who is absent in row one?”

(Learners in row one will report who's

absent)
(The teacher takes note of the
absence in the class record.)

“Who is absent in row two?”

(Learners in row two will report who's

absent)
(The teacher takes note of the
absence in the class record.)

5. Classroom Management

The following are the classroom

management steps everyone must
 follow throughout the discussion.

1. Sit properly.
2. Listen and participate in the
discussion.
3. Raise your hand if you want
to ask questions and
clarification.

“Are we clear?”

“Yes, teacher.”
“That’s great!”

B. Preparatory Activities

1. Review

“Class, last time we talked about

Irregular nouns. We also changed the
singular forms of these nouns into
their plural form. Now, I have a large
French Fries here containing singular
nouns; all you have to do is to pick
one and give its plural form.”

1. Child

2. Tooth

3. Woman

4. Leaf

5. Mouse
Child → Children

Tooth → Teeth

Woman → Women

Leaf → Leaves

Mouse → Mice

Good job, class! I can see that you

understand our previous lesson.
2. Motivation

“Now, class, we are going to play

a game. Who wants to join in?
“Me, teacher!”
“This game is called Ballon Pop”.

“Do you know how to play this

game, class?” “No, teacher.”

“It is quite simple. So, listen

carefully to our instructions.”

“As you can see, we have

pumpkin balloons here.”

“I want you to pop it, and inside

this balloon, there is a picture, and
I want you to write the picture's
name. For example, in class, I pop
a balloon with a picture of a boy
inside it. I will write the word
“BOY” on the board, and if your
answer is correct, you will have a
prize! Do you want a prize?” “Yes, teacher.”
“To make it more exciting, I will
spin this wheel of umbrella with
your names, and if your name is
picked, you will be the lucky
player. Do you understand, class?”
“Yes, teacher.”

Let us begin! Spin that wheel!

(The teacher will spin the umbrella

wheel and call out the selected
learner.)
 (The selected learner will pop one

“What is it?”
ballon)

“It’s a dog teacher.”

“Very good. Can you write the

word dog on the board?”

(The learner will write the word “Dog”)

“Very good! It is correct; here is

your prize.”

(The teacher will spin the umbrella

wheel again and call out the
selected learner.)
(The selected learner will pop one
ballon)

“What is it?”

“It’s a Bed teacher”

“Very good. Can you write the
word bed on the board?”

(The learner will write the word “Bed”)

“Very good! It is correct; here is

your prize.”

(The teacher will spin the umbrella

wheel again and call out the
selected learner.)
(The selected learner will pop one
ballon)

“What is it?”
“Very good. Can you write the “It’s a Sun teacher.”
word Sun on the board?”

(The learner will write the word “Sun”)

“Very good! It is correct; here is
your prize.”

(The teacher will spin the umbrella

wheel again and call out the
selected learner.)

(The selected learner will pop one

ballon)

“What is it?”

“Very good. Can you write the “It’s a rat teacher.”

word Rat on the board”

(The learner will write the word “Rat”)

“Very good! It is correct; here is
your prize.”

(The teacher will spin the umbrella

wheel again and call out the
selected learner.)

(The selected learner will pop one

ballon)

“What is it?”

“Very good. Can you write the

word Cat on the board”
“It’s a cat teacher.”

“Very good! It is correct. Here is

your prize.” (The learner will write the word “Cat”)

“Since you all completed our

game correctly, give yourself a
“Best Clap” and repeat it after me,
okay?”
 “1, 2, 3, you’re the best!” “Yes, teacher.”

1, 2, 3, you’re the best!

C. Development Activities

1. Presentation

“Do you still remember how many

English alphabet letters we have?”
“Yes, teacher, we have 26 letters in
the English alphabet.”

“Very good, and 5 are vowels, and

21 are consonants. Can you please
give the five vowels we have?”

“We have the a, e, i, o, u teacher.”

“Good job! How about the

consonants?”
(The learners will respond)

“Very good, and the other letters

except on a, e, i, o, and u. If you
look at the words in our game, is
the first letter a consonant or
vowel?”

Consonant, teacher!
(The teacher will write C on the
consonant letter)

Very good, how about the following

letter?

It’s a vowel
(The teacher will write V on
the vowel letter)

Exactly how about the last

(The teacher will write C on the

It's consonant
consonant letter)

Can you read it, class?

CVC
“What do you think is our topic for
 today's class?”

(The learners will respond)

“Very good. So today, we will

discuss the CVC pattern. Our topic
is “Reading and Writing Short
Vowel Sounds in CVC Pattern.”

“Class, here are the objectives of

our topic. Can you read it?”

“Yes, teacher.”

(The teacher will show the

objectives)

At the end of this session, the

successful learner will be able to:

1. Identify what is CVC pattern;

2. Read and write words with short

vowel sounds and

3. Show interest in reading and

writing

(The learners will read it)

2. Discussion

“Now, class, the CVC acronym

stands for Consonant-Vowel-
Consonant; in an alphabet class, it
is divided into two; we have the
vowels and consonants; here are
they.”

(The teacher will show the

consonants and vowels to serve as
a guide)

“The alphabet class is used to a

word with a CVC pattern. For
example, in “Ran,” the R is
a consonant, A is a vowel, and N is
a consonant; did you understand
class?”
“Yes, teacher.”
“Let’s now put it on our vowels,
which are the a, e, i, o, and u.”
“So, here in class, there is a spooky
dark forest with different CVC
words; using this flashlight, can “Yes, teacher.”
you help me find the words

according to their short vowel

sound?”

“But let's first discuss the short

vowel that we have.”

“The first one is the short vowel

sound /a/ or /ey/ is pronounced
as /ah/. This can be produced by
opening the mouth wide enough to
release the air from the lungs.”
(The learners will find words in the
(The teacher will give an example) dark forest)

“Now, class, it is your turn to find a

word with a short vowel sound a.”

“Very good! Let’s now move on to

the next vowel.”

“The short vowel sound /e/ is

pronounced as /eh/. This can be
produced by opening the mouth
slightly wide enough to release the
air from the lungs.” (The learners will find words in the
dark forest)
(The teacher will give an example)

“Now, class, it is your turn to find a

word with a short vowel sound, e.”

“Very good! Let’s now move on to

the next vowel.”

“The short vowel sound /i/ is

pronounced as /ih/. This can be
produced by opening the mouth as
if you are smiling and releasing the
air from the lungs.”
(The learners will find words in the
(The teacher will give an example) dark forest)

“Now, class, it is your turn to find a

word with a short vowel sound, i.”

“Very good! Let’s now move on to

the next vowel.”

“The short vowel sound /o/ is

pronounced as /oh/. This can be
produced by opening the mouth
like the letter O and releasing the
air from the lungs.” (The learners will find words in the
dark forest)
(The teacher will give an example)

“Now, class, it is your turn to find a

word with a short vowel sound, o.”

“Very good! Let’s now move on to

the next vowel.”

“The short vowel sound /u/ is

pronounced as /uh/. The short
vowel /u/sounds like the sound
when someone punches the
stomach. This can be produced by
slightly opening the mouth and
releasing the air from the vocal
cords.”
(The learners will find words in the
dark forest)
(The teacher will give an example)

“Now, class, it is your turn to find a

word with a short vowel sound, u.”

“Mission success! You all find the

CVC words in the spooky dark “Yes, teacher.”
forest!”

“Did you understand our lesson

class?” (The learners will respond)

“Do you have any questions or

 need clarification?”

“Very good. I am glad you listened

carefully to our discussion because
you will use the knowledge you “Yes, teacher, we love reading and
gained later.” writing.”

3. Valuing

“Now, class, I will ask if you love

reading and writing.

“I want you to focus on this picture

and tell me what the picture is all
about.”

(The learners will observe the picture)

“The students don’t want to read and

write teacher”

“No, teacher.”

“What did you observe in our

picture?”
“Because reading and writing are
needed in learning.”

“That’s correct. Are you like

someone who doesn’t want to read
and write?”

“Very good! Why is it important to

read and write?”
“We should practice reading and
writing teacher”

“Correct, reading and writing are

two of the keys to learning; if we
read a text, we understand it, while
in writing, you can express your
ideas and thoughts.”
 “So, class, what do we need to
do?”

“Excellent. Like what we do in our

discussion, you read and write, and (The learners will pick their leader)
now, in class, you already know
what is important about reading
and writing.”

After the Lesson

D. Application

Now, we will have a group activity.

I will divide you into three (3)
groups; each group will choose its
leader or representative. Listen carefully, cooperate,
participate, work quietly, and follow
the allotted time.

(The teacher groups the learners.)

Before we proceed with our

activity, I have a question: What
do you think we need to do for this
activity?

“That is right! Now that you know

what to consider in this group
activity, it is time to listen to the
instructions.”

“I have three folders here, and

each folder has a different
category related to the topic we
discussed.”

(Leaders pick a folder.)

 (Each leader presents their output.)

“May I request the leader of each

group to pick a folder?”
(Learners will clap.)

“You have five (5) minutes to

finish your work.”

“You may start now.”

“Yes, teacher.”
(The teacher walks around and
observes each group.)

“Yes, teacher.”
“Time’s up! Okay, class. Please go
in front and present your output
as a representative of each
group.”

“Reading and Writing Short Vowel

Sounds in CVC Pattern”
“Good job, class! You did very
well.

Give yourselves a round of “Consonant, Vowel, and Consonant”

applause.”

Congratulations!

E. Generalization
“Pan”
“Class, did you enjoy our lesson
for today?”

“Jet”

“Can you still remember what we

talked about in class?”

“Win”
“What is the title of our topic
today?”

“Very good. What does CVC stand (The learners will clap)
 for?”

“Can you give an example of CVC “Yes, teacher.”

words using the short vowel sound
of a?”

“Very good another using the

short vowel sound of e.”

“Good job! How about in vowel

sound I.”

“Wow! That is correct. Excellent

class! Give yourselves a good job,
clap.” (The learners will answer)

F. Evaluation 1. Win
2. Hug
Now, class, did you pay attention 3. Beg
to our discussion earlier? 4. Son
5. Bag

Very good! Because we will have a

short quiz about it.

(The teacher will read the

directions)

“Now, class, I will just give you 3

minutes to answer it.”

“Times up! Let’s now check your (The learners will copy it)
work.”
 G. Assignment

“Please copy this on your English

notebook for your assignment
class.”

(The teacher will explain it)

V.REMARKS

VI.REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
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 this work?

F. What difficulties did I

encounter that my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
that I wish to share with
other teachers?

Source: DepEd Order No. 42, s. 2016

Prepared by:

Hazzel Daphney G. Lacap

Narciso R. Guinto

Stephen Reign G. Galvez