Quarter 3-Week4
A DETAILED LESSON PLAN IN ENGLISH 3
I- Objectives: After a 60-minute lesson, Grade 3 pupils are expected to:
1. identify the problem and solution from a given situation;
2. give possible solutions to a problem; and
3. show confidence in finding solutions to problems
Values Integration: Independence
II- Content: Give possible solutions to a problem.
A. Learning Resources:
- K to 12 Curriculum Guide ENGLISH May 2016, 5.
- LAS Q3_Week4_Problems Solved! Lindo, M. A., 2021
-PIVOT 4A Learner’s Material Quarter 3 First Edition, 2021
-Explicit instruction: Effective and efficient teaching. NY, NY: Guilford
Publications Archer, A. and Hughes, C. (in press)
B. Materials: Activity Sheets, Charts, Multimedia (PowerPoint presentations), Flaglets
III- Procedures:
A. Preliminary Activities
a. Drill and Review
-Teacher facilitates short recap.
Say: Let us first recall what you have learned from the previous module.
Directions: Encircle the word that does not belong to each group.
1. gumamela, rose, sampaguita, malunggay
2. van, bus, car, cellphone
3. mango, apple, chocolate, pineapple
4. pandesal, coffee, milk, juice
5. carrots, egg, cabbage, eggplant
Say: Words which are grouped or classified into one is called HYPONYMS.
What do we call these words again? What are Hyponyms again?
b. Setting of Standards
Play music “Follow the Rules”
Say: What rules should you follow to make our class spontaneous?
B. Developmental Activities
B.1 PRE-READING
a. Unlocking/Vocabulary
Present concept strips through multimedia. Show pictures. Then, use each word in a sentence.
Directions: Read the sentences carefully. Look for the meaning of the underlined words using the
italicized context clues. Choose the letter of the best answer.
pandemic 1. 1. Many deaths are caused by the
coronavirus pandemic.
- A. widespread disease in the country
o B. famous fashion in the country
lockdown 2. Bislig City was in a total lockdown because of the increasing
CoVid active cases.
A. imprisonment
B. a state of isolation set as a security measure
1
dear 2. Leila couldn’t afford to buy a very dear dress.
A. cheap
B. expensive or costly
b. Motivation
Have you had problems in your life before? Were you able to solve them? How did
you feel when you were able to solve your problems? How about when you weren’t able to
solve the problem?
c. Motive Question
Today, you are going to read a story of a boy who’s so sensitive enough to feel the
hardship his family was going through. Let us find out their problem and identify the
solution that the boy had come up with in order to help his family.
B.2 DURING READING (Problem-Solution Story)
The teacher reads-aloud the story. The pupils will listen to the text as they look at the illustrations.
Stop at indicated points to ask the children questions about the story.
Growing Vegetables
Lino went with Mother to the market one early morning. They bought some vegetables.
STOP & ASK: Who went to the market with Mother?
Mother said, “We were able to buy only few vegetables with our money. Vegetables are very
dear now because of the lockdown that the pandemic has brought us.”
STOP & ASK: How did Mother felt? Why did they bought only few vegetables?
Why did vegetables’ price get so high?
Lino was so sorry for Mother. She did not have much money. So he said, “Let’s plant vegetables
in our backyard! Then, we will not have to buy them in the market.” So, Lino planted one plot of
tomatoes, one plot of corn, and pechay. He also had some ampalaya climbing on the bamboo fence.
STOP & ASK: How did Lino felt for Mother?
Does this pose a problem for Lino and his family?
Lino worked in his garden after answering his module every afternoon. Lino grew more
vegetables than they could eat. Mother sold some of them in the market. Mother was so proud of Lino.
Lino was so happy to be of help in the family.
STOP & ASK: What did Lino do to help solve the problem of his family?
Did Lino’s idea really solved the problem?
Identify the part of the story which supports your answer.
B.3 POST READING
Engagement
Ask: How did you answers all the questions I have asked earlier?
Did those questions help you understand the story better?
Say: We just have practiced the critical pre-requisite skill needed for our lesson on identifying
possible solutions to a given problem.
c. Body of the Lesson (Explicit Teaching)
a. Presentation/Introduction of the Lesson
Today you are going to learn on how to identify possible solutions from a given problem. By
the time we have finished this lesson you will have an effective problem-solving skill which will
2
help you develop a range of other competencies such as logic, creativity, resilience, imagination,
lateral thinking and determination. It is a vital skill as you go through life
So, earlier, we have just read is a problem-solution story. A problem-solution portrays a
relationship of ideas in a sentence or selection where one idea presents the problem and the other
provides possible solution to it.
b. Modeling/Teaching
To identify problems and solution within a situation or story, you have to:
1) Read and understand the situation carefully.
2) Identify which part tells something that causes trouble or difficulties
In our story, which part tells something that cause difficulties to Lino and his mom?
(Mark the answer.)
This something that needs to be solved or worked out is called a PROBLEM. It is a situation
that causes difficulties for people.
3) Identify which part tells an act of solving a problem
In our story, which part shows an act of solving a problem (Mark the answer.)
The way of dealing or fixing the problem is called the SOLUTION. It is an act or process of
solving a problem.
However, in some cases, only the problem is presented in a sentence or selection. It is for the
readers like you to determine the possible solutions to it. The steps is almost the same. First, read and
understand the selection. Then, identify the main problem. Finally, think of possible solutions to the
problem.
Let’s take this as an example. First, I will read and understand the selection.
Diane always comes late to school. She misses some of her exams and activities. Her teacher
warns her that she might fail some of her subjects if she will not be able to come to class on time.
Then, I will identify the main problem in the situation. The main problem in a situation is the
very root cause of the trouble. In the selection:
Diane always comes late to school. She misses some of her exams and activities. Her
teacher warns her that she might fail some of her subjects if she will not be able to come to class on
time.
And finally, I will think of two to three possible ways to solve the problem.
1. Diane will sleep early at night and will get up early in the morning.
2. Diane will manage her playing time and study time.
3. Diane will set her alarm 2 hours before class time.
c. Guided Practice
Task 1: THINK-PAIR-SHARE
Say: Pair with your seatmate.
Directions: Read the statements below. Then, underline the problem with a red crayon, and
the solution with a blue crayon.
1. I was absent yesterday. I asked my classmates to update me on the lessons discussed.
2. Alex failed during his exams last quarter. He now studies well to pass his tests.
3. The government provided financial support to families after implementing community
quarantine due to COVID-19.
4. Simon found a new job after resigning from his previous work.
5. Carmela lost her ballpen. She asked her parents to buy a new one for her.
6. The city experienced severe flooding due to the recent calamity. They will plant more trees
next month to prevent this from happening again.
Task 2: BRAINSTORMING
3
Direction: Read the situation. Underline the posed problem from the situation. Your
attentiveness will determine the sequence in giving of possible solutions.
You will be given 5 min to share ideas among your group what could be possible solutions to this problem. List
down as many answers as you can. One best representative from each group will be chosen to try to give one
possible solution to the posed problem. Who’s answer will come first on our board tabulator, her/his group will
be given the chance to give their possible solutions in mind. If that group will be give 3 consecutive wrong
answers or wala sa atong board ilang answer, then other group will be given the chance to answer. And they can
steal your points. We only have at least 10 possible solutions. Group with most points win.
RUBRICS FOR GROUP TASK
Indicators of Group Performance
Success Criteria
High (5) Medium (3) Low (2)
All correct answers within Only 3-4 correct answers Only 1 or 2 correct answers
Understanding the Concept
the time limit. within the time limit beyond the time limit
All group members Most of the group members Only 1 group member
Collaboration/
performs his/her duty performs his/her duty performs his/her duty
Team Work
responsibly. responsibly responsibly
All members show high Most members show Only 1 group member show
confidence in identifying average confidence in confidence in identifying
Confidence possible solutions to a identifying possible possible solutions to a given
given problem. solutions to a given problem.
problem.
***Values Integration:
-Whose group do you think got the highest score using our Rubric?
-Who among the small groups have shown enough independence in doing the task?
-What will the other group do next time in order for you to achieve higher success?
c. Independent Practice
Directions: Read the situation. Identify problems and solutions depicted by the picture. Help the
4
characters find possible solutions to the problem. In your paper, write a check (/) if it
can be a solution to the problem, and (x) if not.
D. Closing Activity
Assignment: Can you identify the problem and the solution from the text below? Write your
answers in the blank provided. Follow the given example.
-------------------------------------------------------------------------------------------------------------------------------------
PREPARED BY:
MYLENE A. LINDO
Teacher III, Espiritu ES
CHECKED & OBSERVED:
SHIRLEY A. CAÑAS
School Head, Espiritu ES
CHECKED & OBSERVED:
EVELYN B. LESIGUEZ, Ph. D.
PSDS, Bislig 7 District
