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Eng 3 Q1W9

This document provides a detailed lesson plan for teaching English to third grade students focusing on consonant-vowel-consonant (CVC) words. The lesson plan includes objectives, content, learning resources, procedures, activities, formative assessments, and reflections. The procedures introduce and review CVC words with short vowels, provide examples, practice identifying words, write scrambled words correctly, and assess learning through reading comprehension.

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Herben T. Bautista
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66 views9 pages

Eng 3 Q1W9

This document provides a detailed lesson plan for teaching English to third grade students focusing on consonant-vowel-consonant (CVC) words. The lesson plan includes objectives, content, learning resources, procedures, activities, formative assessments, and reflections. The procedures introduce and review CVC words with short vowels, provide examples, practice identifying words, write scrambled words correctly, and assess learning through reading comprehension.

Uploaded by

Herben T. Bautista
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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Detailed Lesson Plan in English 3

First Quarter – Week 1

School Grade Level THREE


Teacher Quarter 1
Teaching Dates &
Learning Area ENGLISH Week 9
Duration
I. OBJECTIVES
The learner demonstrates understanding of processes in sight word recognition or
A. Content phonic analysis to read and understand words.
Standards The learner demonstrates understanding of familiar sight and irregular spelled
words for automatic recognition.
The learner uses word recognition techniques to read and understand words that contain
complex letter combinations, affixes, and contractions through theme-based
B. Performance
activities.
Standards
The learner uses familiar sight and irregularly spelled words in meaningful oral and
written tasks.
Review reading and writing short e, a, i, o, and u words in
C. Learning
CVC pattern
Competencies
(EN3PWR-IA-b-7)
D. Learning Knowledge: Read words, sentences, and short stories consisting of
Objectives (KSA) short vowel words in CVC pattern.

Skills: Write words with short vowel sounds; and

Affective: Show interest in reading and writing.


II. CONTENT Reading and Writing Short Vowel Words in CVC Pattern
III. LEARNING RESOURCES
Curriculum Guide p. 57 of 247
A. References
MELC p.132
B. Other Learning
English 3 Quarter 1: Module 9
Resources
IV. PROCEDURES
A. Reviewing Ask:
previous lesson or Do you still remember how many letters are there in the English Alphabet?
presenting the new
lesson Good! There are 26 letters in the alphabet; 5 are vowels and 21 are consonants.

Task 1
Directions: For the activity below, supply the missing vowel to complete the word. Write
your answers in your notebook.

1. ___ pple
___ ggplant

___ cecream

____ range

___ mbrella

Great job! Now, you are ready to learn something new.

B. Establishing a
purpose for the Directions: Read the story aloud. Then, answer the
lesson questions that follow by completing the sentences.
C. Presenting Consonant-Vowel-Consonant (CVC) words
examples/instance Are integral to any pre-reading program and they have a special importance,
s of the new lesson as they are the first step from knowing the letter sounds to sounding out simple
words. The first stage of reading is composed of only CVC words and can be
started as soon as you have a firm
letter sound (phonemic) awareness.CVC words are easy to sound out because
they contain a short vowel sound, such as pig and run.

Let’s try to check the CVC words used in the story


Dan tan can ran
Van fan pan man

What is the vowel used in the words? You’re right!


The short vowel used is /a/.
Now, let’s try to study and read words in CVC
pattern using other short vowels, as follows:

/e/

bed fed red leg


Ted led net ten

/i/

Bin bib rid big


tin kid sip rib

/o/

nod sob fog log


jog dog cop rot

/u/

Mud jug gum bug


hug nut cup sun

Say: Generally, CVC words are incredibly rewarding for you to work on, as they
allow you to experience and understand the transformation of simple sounds into
words.

An interesting element of CVC words is that they can be easily memorized,


so keep on reading!
Say: To solidify your understanding and skills, let’s try to do this task.
Directions: Read the story and complete the sentences in
the task that follows. Choose the correct word from among the
choices.
Write only the letter in your notebook.

D. Discussing new
concepts and
practicing new
skills #1

E. Discussing new Say: To give more understanding of the lesson taken, let’s have another activity for you.
concepts and
practicing new Directions: Identify the picture for each number. Choose the correct word from the word
skills #2 bank. Write your answer in your notebook.
F. Developing Directions: Write the scrambled words shown in the second column correctly. Pictures in
Mastery(Leads to the first column serve as clues to get the correct answer. Do this in your notebook.
Formative
Assessment 3)
Directions: In your notebook, write the name of the picture using the consonant-vowel-
consonant (CVC) pattern.

G. Finding practical
applications of
concepts and skills
in daily living

H. Making Ask: How to read CVC words?


Consonant-Vowel-Consonant (CVC) words are integral to any pre-reading program, and
generalizations and
they have a special importance, as they are the first step from knowing the letter sounds to
abstractions about
sounding out simple words. The first stage of reading is composed of only CVC words
the lesson and can be started as soon as you have a firm letter sound (phonemic) awareness.

I. Evaluating A. Directions: Read the story and complete the sentence in each number. Write
Learning only the letter of your answer in your notebook.

B. Directions: Arrange the letters to name the picture on the right. Write your
answer in your notebook.
J. Additional
Activities for
application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned
80% of the
formative
assessment
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:

FE E. ABANTO
Master Teacher 1
Bindoy District 1

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