School: Grade Level: Three

Teacher: Janice Esguera Learning Area: MTB-MLE

DETAILED LESSON PLAN Teaching Dates September 24,2019
Quarter: 2nd Quarter(week 7)
and Time: 9:00-9:50
I OBJECTIVES
A. Content Standards The learners demonstrate expanding knowledge and understanding of language grammar and usage
when speaking and writing.
B. Performance Standards The learners speaks and writes correctly using the grammar of the language.
C. Learning Use Plural Indefinite Pronouns in sentences.
Competencies/Objectives (MT3G-IIg-h-1.3.3)
Contextualized Competency Using Plural Indefinite Pronouns in recognizing local products in our community such as..(saging,pinya,luy-a
ug uban pa).
KBI
Love our own community products

II. CONTENT AJJP

Plural Indefinite Pronouns
LEARNING RESOURCES
A. References
1. Teacher’s Guides pages
2. Curriculum Guides pages p. 140
3. Textbook Pages MTB-MLE Learner’s Material p. 171

4. Additional Materials from Flash cards, pictures, illustration boards, real objects and activity sheets
Learning Resource
(LR)portal/Web Sites
B. Other Learning Resources
III. PROCEDURES
A. Introduction Let the pupils recognize the following pictures on the board.
 Drill
 Photo credits to fb.com

Show to the class the real local products in the community.

 Motivation Photo credits to fb.com

 Presentation Showing words of Plural Indefinite Pronouns.

-daghan
-ubay-ubay
-duruha
-maihap lang
-tanan
B. Modelling
Activity #1: Story Reading

“Si Berting ug si Berta”

Gihubad ni: Grace L. Jeresa

Hilig kaayo ni Berting ug Berta nga magtanom sa ilang bukid. Daghang duma ang ilang
gipananom. Ubay-ubay nga mga saging nga gelinya ug tanom daw gehimong koral sa ilang yuta.
Duruha ilang anak og kini motabang usab ug pananom.
Usa ka adlaw niana naa silay selingan nga nahutdan ug bugas sa lata. Sakto nauli ang
magtiayon gikan sa uma ug nagdalag daghang kamote ug ila kining gihatagan. Ang duruha ka
magtiayon kugihan na, manggihinatagon pa.

1. Unsay ulohan sa storya?

2. Kinsa ang duruha ka magti-ayon?
3. Pila ka duma ang ilang gipananom?
4. Hain kaha niini ang daghang dikatino nga pulingan o Plural Indefinite Pronouns?

C. Guided Practice
Activity #2: (Group Activity)

Group 1 (Make atleast 2 sentences about the picture using Indefinite Plural Pronouns)

Group 2 (Draw one local Product found in our community)

 Group 3(Give five(5) examples of Indefinite Pronouns)

D.Independent Practice
 Activity #3:“Reporting” Each group will have a representative to report their answers in front of
the class.

 Values Infusion:
1. Do you love our own local products?
2. Are you willing to share it to other communities?
3. Do these products contribute meaningfully to our community?

E. Application Pilia ug isulat sa imong papel ang husto nga Indefinite Pronoun nga mokompleto sa pahayag.

1. (Walay tawo, usa ka tawo) nga dili ganahan mokaon ug prutas.

2. (Tanan, Pipila) sa mga bata ang hilig mananom ug luy-a.

3. Kada bakasyon (daghan,duha) nga tawo ang maghuwat sa pagpamunga sa mangga.

4. (Daghan, Pipila) sa mga punuan sa saging ang gipamutol.

5. (Usa ka tawo, Maihap lang) nila ang ganahan mopanit ug pinya.

 A. Making generalizations and What is plural indefinite pronouns?
abstractions about the lesson
Remember:Plural indefinite pronouns always require a plural verb.

B. Evaluating learning
Make your own sentence of the following words using Plural Indefinite Pronouns
1.Balanghoy
2.Saging
3. Luy a
4 .Mangga
5.pinya

C. Additional activities for

application or remediation Draw and think of local food products that made from banana then construct 1 sentence using plural
Indefinite Pronouns.

IV. REMARKS Lesson to be continued: Passed Failed Total

Lesson done: Male
CPL : ___/___= __ % Female
Number of items: ___
Total
Passing 10 - ___ 4- ___
Score 8 - ___ 2- ___
6 - ___ 0- ___

V. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above
80% on the formative
assessment
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for
remediation
C. Did the remedial lessons ___Yes ___No
work? No. of learners who ____ of Learners who caught up the lesson
have caught up with the
 lesson
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why __/_ Group collaboration
did these work? __/_ Games
__/_ Answering preliminary activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
_/__ Explicit Teaching
___ 4 E’s Approach in teaching
_/__ Complete Ims
_/_ Availability of Materials
_/_Pupils’ eagerness to learn
_/_ Group member’s Cooperation in doing their tasks

F. What difficulties did I _/_ Pupils’ behavior/attitude

encounter which my principal __ Colorful IMs
or supervisor can help me __ Unavailable Technology Equipment (AVR/LCD)
solve? __ Additional Clerical works
G. What innovation or localized Planned Innovations:
materials did I use/discover _/_ Localized Videos
which I wish to share with __ Making big books from views of the locality
other teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by:

Checked by:
 Division Contextualization Content Matrix

PERFORMANCE LEARNING
DOMAIN CONTENT STANDARD Suggested Activities/Teaching Strategies
STANDARD COMPETENCIES
Use Indefinite Plural
Pronouns in a sentence.

(MT3G-IIg-h-1.3.3)  Teacher tells the class to do some actions

The learner
The learner speaks  Teacher presents pictures of (saba) banana
demonstrates
and writes correctly and Use Indefinite Plural and elicit prior experiences.
understanding and
Q2. GRAMMAR effectively for different Pronouns in recognizing  Teachers presents a list of sentence &
knowledge of
AWARENESS purposes using the local product known in pictures
language grammar
basic grammar of the the locality such as  Pupils identify local products.
and when speaking
language. banana(saba).  Pupils use the product in selling
and /or writing.
*Local Product
“BANANA(SABA)”

Prepared by:
 FOOD AND LOCAL PRODUCTS

LOCAL
WHAT LEARNERS SHOULD WHAT LEARNERS SHOULD BE ABLE TO DO TO
HERITAGETHEME WHAT LEARNERS SHOULD KNOW?
THINK AND FEEL ABOUT? TRANSER LEARNING?

Food and Local Product

- Banana(Saba) is a triploid hybrid - Take pride for the - Guides about the said product which tourists
(ABB) banana cultivar originating products found in may use in reaching the place along with
from the Philippines. your community. reminders what they need to have before
- It is primarily a cooking banana, visiting the place to buy the product during
though it can also be eaten raw. - Be assertive in harvest .
Banana (Saba) - It is one of the most important preserving and
banana varietes in Philippine promoting the said - They should participate to showcase their
Cuisine. product of products and continue what has been done.
- It is the primary product of Brgy. Matag-obanons.
Cambadbad, Matag-ob, Leyte.

Prepared by: Janice Esguera