A Semi-Detailed Lesson Plan in English VI: I. Objectives
A Semi-Detailed Lesson Plan in English VI: I. Objectives
A Semi-Detailed Lesson Plan in English VI: I. Objectives
I. OBJECTIVES
a. Identify the characters, setting, and plot of a short story.
b. Discuss the importance of being courageous.
II. SUBJECT MATTER
PROCEDURES
A. Preliminary Activities
1. Review
Ask the pupils what was their lesson last week. Then present the activity below. Let pupils
infer the general mood expressed in each short poem by choosing the correct letter from
the given choices.
Directions: Read the short story below. Analyze it by answering the given questions.
What is the title of the story? What happened at the beginning of the story?
________________________________ ________________________________
Who are the characters? What happened at the middle of the story?
________________________________ ________________________________
Say: Let us analyze your answers. Were your answers like these?
Say: Good job! If you were able to get 5-6, then it means you are already on the right path
towards discovering more about the topic. If not, it is okay. We are here to learn, right?
3. Motivation
Say: Before we start our interesting lesson, let’s first have an activity. I will group you into three.
Each group will be given an envelope that contain puzzle pieces to be arranged. You will post the
picture on the board and have a representative to give an idea about the image formed out of
the puzzle pieces. You will be given three minutes to do the activity.
Group 1:
The picture shows a family of mouse. Two big mice and a small mouse.
Group 2:
Group 3:
Directions: Identify the meaning of the underlined words in the sentences. Write the letter of
the correct answer.
2. The little girl bruised her knees when she fell on the street.
a. cleaned c. healed
b. hurt
a. journey c. training
b. summer
a. excited c. surprised
b. scared
a. calm c. worried
b. unhappy
B. Developmental Activities
1. Presentation
Say: Well-done learner! You already know the meaning of the difficult words found in the
story. You are ready to move to the next part now. Keep going. Have fun reading and
learning.
Present the story “Mouse at the Seashore”. Let the pupils read the story aloud. Then, let them
answer the given questions.
Comprehension check
a. Who was going on a trip to the seashore?
b. When and where did the story happen?
c. What was the conflict/problem in the story?
d. How was the problem solved?
e. If you were the mouse, will you go on a trip to the seashore alone? Why or
why not?
Mouse at the Seashore
(slightly simplified)
Arnold Lobel
A mouse told his mother and father that he was going on a trip to the seashore.
“We are very alarmed,” they cried.
“The world is full of terrors. You must not go!”
“I have already decided,” said the Mouse firmly. “I have never seen the ocean,
and it is high time that I did. Nothing can make me change my mind.”
“Then we cannot stop you,” said Mother and Father Mouse, “but do be careful.”
Early the next day, the Mouse began his journey. Even before the morning had
ended, the Mouse came to know trouble and fear. A cat jumped out from behind a
tree. “I will eat you for lunch,” he said.
It was a narrow escape for the Mouse. He ran for his life but he left part of his
tail in the mouth of the cat.
By afternoon, the Mouse had been attacked by birds and dogs. He had lost his
way several times. He was bruised and bloodied. He was tired and frightened.
In the evening, the Mouse slowly climbed the last hill and saw the seashore
spreading out before him. He watched the waves rolling onto the ocean, one after
another. All the colors of the sunset filled the sky.
“How beautiful,” cried the Mouse.
“I wish that Mother and Father were here to see this with me.”
The moon and the stars began to appear over the ocean. The Mouse sat silently
on top of the hill. He felt very happy and peaceful.
Source: Department of Education, K to 12 English 4 Learner’s Material, pages 66-67
2. Modeling
Say: Let us read the phrases and sentences from the story.
Say: After reading and analyzing the information, let us try to answer the following questions
together.
1. What is the story all about?
Answer: Mouse at the Seashore
This gives you an idea or clue of what you will read in the story. It is called
Title.
They are the animals who act in the story. We call them the Characters.
3. When and where did the story happen?
Answer: Early the next day, seashore
This tells about the place and time of the story. We call them Setting.
The most important events in the story are called Plot. It is subdivided into three
main parts: Beginning, Middle, and Ending.
The part of the plot that tells the actions of the character to solve the problem is
called Middle
6. What happened when he did not give up?
Answer: The Mouse was able to achieve his Ending
dream to go to the seashore.
Say: All these are called Story Elements. Being able to analyze them effectively helps you remember the
story, understand its meaning, and retell it. If we are to present Story Elements using a Graphic Organizer,
it will look like this.
3. Guided Practice
Say: Let’s have a group activity. Form 3 groups. Each group will be given a copy of a short
story. You are going to analyze and identify its elements by completing the graphic organizer.
Group 1
Source: Department of Education, K to 12 English 4 Learner’s Material, Do and Learn, page 109
Title:
___________________________________
__
Beginning
Middle
End
Group 2
Julie’s Birthday Cake
Julie and her Mom are planning about Julie’s birthday cake. They were in the kitchen. It was only
one week until Julie’s birthday. Julie’s mom asked her what kind of birthday cake she would like to have.
Julie thought for a long time. Some of her friends liked white cake. Others liked chocolate cake. Julie wanted
everyone to like her birthday cake. So they decided to buy a two-layered cake for her birthday!
Title:
_________________________________
____
Beginning
Middle
End
The pupils must be able to come up with the following answers:
Group 3
Pablo and the Eggs
Pete, the grasshopper, and his friend Pablo, the praying mantis, were playing in the garden.
One day, they found some small round objects in the grass. Pablo wanted to play with them because
they looked like small balls.
He was about to pick them up when Pete stopped him, “Those are not playthings.” “They look
like small eggs,” Pablo said. “No, they are not eggs.” “I am going to play with these balls,” Pablo
insisted. He got two and prepared to throw them.
Suddenly the eggs broke and out came little bugs.
Source: Department of Education, K to 12 English 4 Learner’s Material, Do and Learn, page 110
Title:
____________________________________
_
Beginning
Middle
End
4. Independent Practice
Have the class group in pairs. Tell each pair to choose one story that they both remember or
know. Let them analyze its elements and complete the graphic organizer below. Call pupils to
present their activity.
5. Valuing
Say: Bravery is the experience of being afraid but believing that something else is more
important than your fear.
Call students to share an experience that shows their bravery and courage.
6. GAD
Say: Last March 8, 2022 we celebrated the International Women’s Day. This year’s
campaign theme “#BeaktheBias” spotlights the individual and collective biases against
women that fuel gender inequality. The International Women’s Day, which is annually
observed on March 8, celebrates the global, social, economic, cultural, and political
achievements of women. Imagine a gender equal world. A world free of bias, stereotypes,
and discrimination. A world where difference is valued and celebrated. Together we can
forge women’s equality.
Call students to share what they can do to support gender awareness and equality.
III. EVALUATION
Directions: Read the short story below. Analyze its elements. Choose the letter of the correct
answer
Plants and Water
Jose’s father has a vegetable garden in their backyard. He has eggplant, pechay, radishes, and
cabbages. He has cucumbers, patola, upo, and other vegetables vines. One day, Jose came home from
school, ahead of his father who works in a factory in town.
He saw his father’s garden. The soil was very dry and the leaves of the plants were withered
due to the hot sun. After changing his clothes, he took the sprinkler and began watering the plants. He
was almost through with her work when his father arrived.
“Good boy,” his father said. “The plants are surely happy now. They are also like people. When
it is very hot, they also want to drink.”
“I know it, Father,” Jose said. “That’s why I’m watering them.”
Source: Department of Education Region V, Daily Lesson Plan English 4, Quarter 2, Week 1, Day 3, page 275
IV. ASSIGNMENT
Directions: Research or look for an interesting story from a book, the internet, or other sources.
Create your own Story Elements Chart by illustrating/ drawing of the elements from the text. Be
creative and make sure you analyze all elements.
Example:
Title: The Friendly Dragon
CHARACTERS SETTING
PLOT
Prepared by:
CORAZON J. GUY
Master Teacher II