DETAILED LESSON PLAN IN ENGLISH 3
SCHOOL LEGAZPI PORT ELEMENTARY SCHOOL GRADE LEVEL THREE
STUDENT TEACHER JOSHUA A. SEVILLANO LEARNING AREA ENGLISH
DATE QUARTER 3RD QUARTER
I. OBJECTIVES/LEARNING OUTCOMES
A. CONTENT STANDARD The learners demonstrate an understanding of letter-
sound relationships, particularly long vowel sounds, to
develop reading fluenncy.
B. PERFORMANCE STANDARD The learners read words with long vowel osunds
C. LEARNING COMPETENCY EN3LC-lllb-2.19
D. LEARNING OBJECTIVES At the end of the lesson, the students shoukd be able to:
a. Read words with long a,I,o, and u sounds (ending e)
b. Read aloud words with long vowels correctly
c. Diifferentiate the vowel sounds of words with long
a,e,I,o, and u.
II. SUBJECT MATTER
TOPIC Read words with long a,i,o, and u words (ending e)
OTHER LEARNING RESOURCES Marker, news print, printed paper
REFERENCES EN3LC-lllb-2.19
STRATEGY
III. PROCEDURES/LEARNING EXPERIENCES
TEACHER'S ACTIVITY PUPIL'S ACTIVITY
A. Preliminary Activities
PRAYER
Class before we start our lesson, let us pray first. Everybody
stand up for the prayer. In the name of the Father the Son and (student’s are praying)
the Holy Spirit.
Amen.
Goood morning class! Good morning, Teacher Josh!
How are you this morning?
We are good teacher.
That’s goodd to hear.
DAILY ROUTINE
Before you take a seats, kindly arrange your chairs properly and
pick some pieces of thrash in front of you.
You may now take your seats.
Checking of attendance
Before anything else, is anyone absent?
None, Teacher.
It is good to hear that nobody is absent.
1. REVIEW
So now, who remember our topic yesterday?
Hyponyms
Very good!
The lesson that you discuss last meeting is about hyponym.
Hyponyms are words that refer to
subcategories or members of a more
What is hyponyms? general or broader class.
Can you give a examples?
Fruit - mango, banana, apple
Animals - cat, dog, pig
Very good! That’s correct.
Okay Very good!
2. Motivation
I will show you a picture and, you will guess what is the picture.
Understand?
Yes, Teacher.
Cake
Kite
Rose
Cube
Okay, Very good
What do you think our lesson today?
1. DISCUSSION
Are you now ready to listen?
Yes, Teacher.
So let us proceed to our main topic the long
vowels sounds.
The long vowels refer to the pronunciation (Pupils will listen carefully and understand
of vowel sounds which is the same a letter the examples given by teacher on how to
name as in. pronouance correctly the long sounds)
a e i O u
The ways the letter names of the vowels
above are pronounced, are known as long
vowel sounds.
The vowels are pronounce into two types of
sounds. These are the:
Short sound Long sound
ă ā
So let us learn how to read long vowel
sounds:
ā ē Ī ō ū
/ei/ i /ai/ /ow/ /yu/
Here are some example of words with long
vowel sound:
ā ē Ī ō ū
bāke sēe hĪke rōse mūte
māle hēre wĪfe mōre pūre
cāne mēre kĪte hōpe fūse
Here are more examples of long vowel
sounds
This picture is a:
lake
Bee
Bike
Nose
Mule
These are words are examples of words with
a long vowel sounds that end in e. They are
long vowels considering that the vowel
sounds of each word are read similar to how
the letter names of the vowels are read
gate tea line home huge
date see time rose fuse
So lets learn about pronouncing words with
long vowel sounds.
The ā sound may be spelled with the
vowel digraphs:
/a-end in
/ai/ /ay/
e/
main day fate
rail gray sake
jail way fane
The /e/ sound may be spelled with the vowel
digpraphs:
/ea/ /ee/ /e-end in e/
meat keep here
speak green cheese
dream sleep sleeve
The /I/ sound may be spelled with the vowel
digraphs:
/ight/ /i-end in e/
right ice
bright slide
tight bite
The /o/ sound may be spelled with the
vowels digraphs:
/o-end
/o/ /oa/ /ow/
in e/
open road throw globe
ghost goat blow phone
old coat pillow hole
The /u/ sound may be spelle with vowel
digraphs.
/u/ /u-ending in e/
unit huge
pupil cute
music tube
Try to answer this in your notebook
Direction; Read the words below, Then,
identify the long vowel sound (a,e,I,o,u) in
each words. Write your answer in your
notebook.
Example: ē need
_____1.mute
_____2.heal
_____3. sake
_____4. phone Answer:
_____5. meal 1. u
_____6. cure 2. e
_____7. boat 3. a
_____8. bind
_____9. bake 4. o
_____10. fuse 5. e
6. u
2. APPLICATION 7. o
The class will be divided into 2 groups. Each 8. i
group will have 10 minutes to find as many 9. a
vowel sounds as possible from the 10. U
crosswords puzzle. The group finds the most
long vowels sounds will be the winner.
B A U T C U B E H
M A T R S U Y I O
B E K E H L T J P
V W A E C A X E E (The students will groups themselves into 2
M U G T R K E Z D groups)
A O K B G E O T B
P F R Q R K I D E
N A S E L T I M E
B I K E M H E N C
(Teacher will provide 2 copies of rubrics for
each group)
Checking the answer
1. Bake
2. Tree
3. More
4. Bee
5. Cube
6. Lake
7. Hope
8. Time
9. Cute
10. Bike
3. GENERELIZATION
Did you all understand our lesson today?
If you really understand our lesson today,
what is long vowel sounds? Yes, Teacher.
Very good, that’s correct! The long vowel sound refer to the
Why is it important to know the correct pronunciation of vowel sounds which is the
pronunciation of long vowel sounds? same a letter as in
It is important to know how to pronounce
Okay, Very good class! long vowel sounds correctly because it help
us read and speak words properly.
IV. Evaluation
Direction: Read the statement below, Then
encircle the long vowel sound (a,e,I,o, or u)
in each underlined word.
______1. smiling at me
______2. hoping to meet you
______3. huge park
______4. digging the hole
______5. reading the text.
______6. Arnold put the vase on the table.
______7. My mother love red rose
______8. You should draw vertical and
horizontal lines.
______9. Jumping rope is our favorite game.
______10. Andrei used to climb that old
tree.
V. ASSIGNMENT
DIRECTION: Look around you and identify at least 5 things with long vowels sounds, Then
draw it in our notebook
IV. REFLECTION
A. No. Of Learners who
earned 80% on the formative
assesment.
B. No. Of learners who
requires additional ativities
for remediations.
C. Did the remedial lesson
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
cooperating teacher can help
G. What innovation or
localized materials did I use/
discover which I wish to
share with other practice
teachers.
Prepared by:
________________________
Joshua A. Sevillano
Student Teacher
________________________
Emily D. Jimenez
Cooperating Teacher
