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Cot in English Syllables

The document provides details of an English lesson plan for Grade 1 students on counting syllables in words. It includes the learning objectives, competencies, and integration of other subject areas. A variety of engaging activities are outlined such as singing a syllables song, drumming out syllables using a tambourine, discussing definitions, and group activities like clapping and sorting words by syllable count. Research is cited supporting how multisensory exercises and social collaboration can improve memory and learning.

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Rostie Cortez
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0% found this document useful (0 votes)
88 views6 pages

Cot in English Syllables

The document provides details of an English lesson plan for Grade 1 students on counting syllables in words. It includes the learning objectives, competencies, and integration of other subject areas. A variety of engaging activities are outlined such as singing a syllables song, drumming out syllables using a tambourine, discussing definitions, and group activities like clapping and sorting words by syllable count. Research is cited supporting how multisensory exercises and social collaboration can improve memory and learning.

Uploaded by

Rostie Cortez
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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Department of Education

Region X
Division of Cagayan de Oro City
Southwest I District
PAGALUNGAN ELEMENTARY SCHOOL
Pagalungan, Cagayan de Oro City
S.Y. 2021-2022

Detailed Lesson Plan in English 1


ON CLASSROOM OBSERVATION TOOL

Name of Teacher: ROSTIE C. NAPONE Date: January 2022


Grade and Section: One - Red Time: _____________

Quarter 3
I. Objective:
A: Give the number of syllables in a given word.

Research-based

- The learning objective of this lesson plan is based on one of the 5 E’s of Inquiry-based learning
which is ENGAGE. Students are engaged with activities wherein they actively participated
during the presentation of the lesson, discussion, and group activities.
- Prior Knowledge is activiated and questions are provoked.

A. Grade Level Standard:


The learner listens for comprehension, speaks clearly, and uses appropriate expressions in talking
about oneself, family, and other social context interactions.
B. Performance Standard:
The learner can recognize, represent, and compare fractions ½ and 1/4 in various forms and
contexts.
C. Learning Competencies:
Give the number of syllables in a given word. (EN1PA-IIIa-b-3.1)
II. Learning Resources
A. References:
1. Curriculum Guide p
2. English Module Week 1: pages 1-6
3. Syllables Song/Poem: http://firstgradewow.blogspot.com/2012/09/syllables-are-parts-of-words-parts-
of.html
4. Syllable Activities: https://www.primarilylearning.org/15-activities-counting-syllables/
5. Sight Words- https://www.youtube.com/watch?v=kWtMmRZDY-4

B. Materials: Worksheets, Activity Sheets, dice, tambourine

C. Integration:
 Mathematics- counting numbers 1-10.
 Music- Steady beat.
- P.E- Non-locomotor –a movement that does not require the body to move from one place to
another or change direction.
 Health- Different parts of the body.
 Araling Panlipunan-mga kasapi sa isang Pamilya.
IV. Procedures
A. Review of A. Preliminary Activity: (Reading)
Previous/Presenting 1. Read the following sight words. https://www.youtube.com/watch?
New Lessons v=kWtMmRZDY-4
B. Review Previous Lesson:
-Rhyming Words Game (Spin the Wheel)
1
-the teacher will group the class into 2 groups.
-the teacher will spin the wheel with words and the group who will
give first the rhyming word or answer will get points.

B. Establishing the 1. Motivation :


Purpose of the Lesson - Song “Syllables Song”

- The teacher will instruct how to sing the song.


- Show the action to the pupils.
- After singing, the teacher will ask questions.
- What is the song all about?
- How many syllables are there in the word Fly?
- How many syllables did you hear in the word butter?
- How many syllables are there in a word butterfly? - Integration to
Mathematics- counting numbers.

C. Presenting New Drumming out Syllables: -Integration to Music – Steady Beat


Examples/Instances
1. Introduce students to your tambourine or drum.
2. Explain that it is used to help find the number of “beats” in a word
a. Explain that when we are talking about words, the beats
have a special name: syllables
3. Model how to count the number of “beats” in a word
a. For example, say your name and bang the tambourine as
you say each syllable.
4. Give each student a turn to use the tambourine to find the beats in
a word.
a. For beginning students, have them find the beats in their
name.
b. For more advanced students, provide them with a word
orally or show them a picture of a word they should break
into syllables.
5. After each student bangs out the syllables, have everyone count
how many syllables there are in each word.

D. Discussing New Discussion:


Concepts and - Define what is Syllables?
Presenting New Skills S Syllables- is a single unit of written or spoken word, an unbroken
#1 sound used to make up words.
Syllables are often called the beat(s) of a word.

- Give an example for 1 stable word in the parts of our body-


Integration to Health- Different Parts of the Body
- Give an example of 2 syllables
- Research has word from a member of a
found that family.
integration Integration to Araling
provides a deeper Panlipunan mga kasapi sa isang
understanding of Pamilya.
- Naming animals with 3
content,
syllables.
encourages active
participation and Research-Based:
provides
connections among Do the different activities with the
various curricular pupils to count syllables.
- Clap out syllables
disciplines. - Punch it out syllables-
(Alexandrea Integration to P.E – Non-
Dillion)
2
locomotor –a movement that does not require the body to move
from one place to another or change direction.
- Stomp Syllables
- Talk like a robot and so on…
Research-based:
- Studies show that
exercises (Hand-
clapping,
Stomping, and
Punching out) can
improve one’s
memory and
learning
capabilities
because it helps
create neurons in
areas that relate to
memory. (Brown,
P., Roediger, H.,
and McDaniel, M.
(2014).
E. Discussing New Now we’re going to have a group activity. I will group you into three
Concepts and groups. Each group will be given a set of activities to do.
Presenting New Skills S
#2 Group 1: Count How many syllables and Clip it!
Direction: Name the picture, clap out how many syllables, and clip it
with the correct given numbers.
Principles of Learning
#3: Learning is enhanced
when it takes place in a
social and collaborative
environment.

The group activities give


students opportunities to
share their thoughts and
ideas with their group
mates.

Score Description
5 Students can always count and identify multi-syllable
words.
4 Most of the time students can count and identify two or
three syllables words.
3 Students can count and identify one and two-syllable
words.
2 Students can count and identify only one-syllable words.

Group II –Sort it out!


Direction: Name the picture, break it into syllables and paste it under the
correct header.

3
Score Description
5 Students can always count and sort multi-syllable words.
4 Most of the time students can count and sort two or three
syllables words.
3 Students can count and sort one and two-syllable words.
Research-based: 2 Students can count and sort only one-syllable words.
Diffirentiated
Activities/Instruction
Group III –Syllable Counting!
Diffirentiated InstructionsDirection: Name the object on the card. Say the name of the object a little
Techniques slower, emphasizing each syllable. The kid placed one counter for each
Students progress at syllable in the boxes under each picture. Then the kid counts how many
different paces-Some syllables are in each word.
student learn fast, while
others learn more slowly.
My primary role as a
teacher is to design
educational experiences.
(Steven Mintz)

Score Description
5 Students can always count and identify multi-syllable
words.
4 Most of the time students can count and identify two or
three syllables words.
3 Students can count and identify one and two-syllable
words.
2 Students can count and identify only one-syllable words.

F. Developing Mastery Roll the Dice/Cube:


(Formative Assessment) Direction: Call the pupil to do the task. Allow the kid to roll the 2 cubes, 1
cube is for the word and the other cube is for a strategy on how they will
break the word into syllables.

4
Principles of Teaching
Students CREATIVITY is
activated.

- In this part, students are


given the freedom to express
their ideas about what they
have learned.
- A creative way of
evaluating students’
understanding about the
topic by applying it through
game (roll the dice).

G. Making What have you learned from this activity?


Generalizations - Syllables- is a single unit of written or spoken word, an unbroken
sound used to make up words.
Syllables are often called the beat(s) of a word.

H. Evaluating Learning Directions: Give the number of syllables of the words below. Encircle
the letter of your answer.

1. sea A. 1 B.2 C.3 D.4

2. television A. 1 B.2 C.3 D.4


Research-based

- This part is based on one of the 5 E’s of Inquiry-based learning


which is EVALUATE. Students reflect on their knowledge and the
learning process.

3. rabbit A. 1 B.2 C.3 D.4

4. basketball A. 1 B.2 C.3 D.4

I. Assignments Directions: Give the number of syllables of the words below.


(Optional) Provide the number on the space provided.

1. papaya ___________________________

2. watermelon ___________________________

3. jackfruit ___________________________

4 .grape ___________________________

V. Remarks(Mga tala)
VI. Reflection (Pagninilay)
A. Number of students with ___ of Learners who earned 80% above

5
80% Mastery level
B. Number of students who ___ of Learners who require additional activities for remediation
need remediation
C. How did the remedial ___Yes ___No
activities help? Number of in ____ of Learners who caught up in the lesson
in in in students who
understood the lesson
D. Number of students to ___ of Learners who continue to require remediation
continue remediation
E. Which strategies did you Strategies used that work well:
use help most? How did it ___ Group collaboration
help? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

___ Complete IMs


___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

Prepared by:

PHOEBE W. TARUC, EdD. ROSTIE C. NAPONE


Name of Observer Name of the Teacher

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