GRADE School : IBAYO ELEMENTARY Grade Level: III
1 TO 12 SCHOOL
DAILY Teacher: MELANIE P. ORDANEL Learning Area: ENGLISH
LESSON
PLAN Date: November 28 Quarter: Q2 W4
Time: 8:00 – 8:50 AM
I. OBJECTIVES At the end of the lesson the pupils are expected to:
Knowledge: Identify words that begin with the /ch/ and /sh/ digraphs.
Skill: Pronounce words with initial and final consonant blends correctly.
Affective: Understand that consonant digraphs can occur at the beginning
and end of words.
A. Content Standard Demonstrates understanding of processes in sight word recognition or
phonic analysis to read and understand words
B. Performance Standard Uses word recognition techniques to read and understand words that
contain complex letter combinations, affixes and contractions through
theme-based activities
C. Learning Competency/s Read words, phrases, sentences and short stories consisting of words with
consonant digraph ch and sh and other words previously studied
EN3PWR-IIi-j-22.1
Approach: Constructivist
Strategy: Direct Instruction
Activity: TGA(Tell, Guide, Act)
Integration: ESP (Caring for animals and other living beings)
II. CONTENT Consonant Digraphs (CH and SH)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages MELC English page 132
CLMD BOW 4A English 3 – Q1 page 16
2. Learner’s Materials pages PIVOT LM page 12-13
3. Textbook pages
4. A. Additional Materials
from Learning Resource
(LR) portal
B. Instructional Materials
used in class
B. Other Learning Resources Powerpoint presentation, pictures, visual aids
IV. PROCEDURES
A. Reviewing previous lesson or Spelling: Pre-Test
presenting the new lesson cheese
beach
squash
cheerful
prepare
Review:
Read the poem below. Identify if each underlined item is a word or a
phrase.
Trees
by Joyce Kilmer
I 1think that I shall never see
A poem 2lovely as a tree.
A tree whose 3mouth is prest
Against the earth’s 4sweet flowing breast;
A tree that looks at 5God all day,
And lifts 6her leafy arms to pray;
A tree that may in 7Summer wear
A nest of robins 8in her hair;
Upon whose bosom 9snow has lain;
Who intimately 10lives with rain.
11
Poems are made by fools like me,
But only God can make 12a tree.
B. Estdablishing a purpose for Understanding various sounds is important in reading. Unique sounds
the lesson may be formed by combining various sounds. Digraphs are important
sounds produced after combining different sounds.
In this lesson, you are expected to read words, phrases, sentences and
short stories consisting of words with consonant digraphs ch and sh.
C. Presenting Let us read the names of the pictures below.
examples/instances of the
new lesson
What sounds are produced by each group?
How do you call these sound classifications?
D. Discussing new concepts and In your notebook, copy and read the words, phrases and sentences
practicing new skills #1 below.
church watch shop fish
chicken child shark shirt
the cheerful child the shirt shop
the cheesy chips fish, shell and shark
The child eats his lunch.
Trish and Sheena wish to buy new shoes at the shop.
Consonant Digraphs CH and SH
A consonant digraph is composed of two adjacent consonant sounds that
produce one unique sound. Common examples of consonant digraphs
include ch and sh. These consonant digraphs represent unique sounds
especially when used in words.
E. Discussing new concepts and Digraph CH Digraph SH
practicing new skills #2 church starch she wash
chocolate such shoot cash
chores march shoe bush
chick beach shop sash
F. Developing mastery (Leads to In your notebook, copy and read the words below. Then, underline the
Formative Assessment 3) consonant digraphs ch and sh.
1. check 6. sheet
2. chase 7. shovel
3. dish 8. chain
4. shampoo 9. chance
5. shark 10. squash
G. Finding practical applications In your notebook, copy and read the phrases below. Then, underline the
of concepts and skills in daily consonant digraphs ch and sh.
living
1. cheerful churchmen 6. shaping the shoreline
2. sheep, sheet and shop 7. chilling cheese
3. shiny shoes 8. cheesy chicken
4. Shelton’s shell 9. shampoo and cash
5. rich child 10. chips for lunch
H. Making generalizations and A consonant digraph is composed of two adjacent consonant sounds
abstractions about the lesson that produce one unique sound. Common examples of consonant
digraphs include ch and sh. These consonant digraphs represent
unique sounds especially when used in words.
I. Evaluating learning Select the correct word from the word bank to complete each sentence.
Write the word on the line. Read the completed sentence.
WORD BANK
chase beach shark chop brush
1. The _____ has a sharp teeth.
2. I got this shell from the _____.
3. You should ______ your teeth three times a day.
4. _____ the meat into chunks.
5. The cat ____ the mouse.
J. Additional activities for Read the passages below. In your notebook, copy the words with
application or remediation consonant digraphs ch and sh.
1. Shelton owns a souvenir shop at a beachfront. He sells shirts and
shorts. He also sells cheesy chips and other snacks. His cheerful workers,
Shiela, Shane and Trish, help him in his shop.
2. Cherry is a responsible and helpful child. She cleans her room everyday.
She places her trash in proper bins. She frequently changes her sheets.
Whenever she has a chance, she helps her mom in preparing meals for
their family.
REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up in 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 used/discover
which I wish to share with
other teachers?
Prepared By:
Melanie P. Ordanel
Teacher
NOTED:
VILMA B. BAUTISTA
Principal II
