A LESSON PLAN IN ENGLISH 3

1. OBJECTIVES:
1. Make simple inferences about thoughts and feelings based from text viewed
and listened to.
2. Describe literary elements of texts including characters, setting and plot.
3. Identify the effect based on a given cause.
11. CONTENT:
A. Subject Matter:
- Identifying cause & effect relationship.
- Making simple inferences.
- “The Ant and the Grasshopper” (story)
B. Learning Resources:
EN3 LC-00-2.8 EN3RC-00-2.1 EN3RC-00-2.2
TG p.49-51 LMp.55-63
C. Integration:
SCIENCE – Food, Weather Changes
ESP -- Perseverance, Helpfulness, Diligentness
Math -- Time Management
111. INSTRUCTIONAL MATERIALS:
-- K-12 Curriculum Guide
-- K-12 Teacher’s Guide, learners materrials
-- Copy of the story “ The Ant and the Grasshopper “ , ICT
-- Flashcards , Picture of Grasshopper and ant, KWL Chart
-- Character caricature Comparison Chart , Manila paper
-- Flowchart
1V. PROCEDURE
PRE-READING
A. Preparation:
1. Unlocking of Difficulties
-- Vocabulary development through context clues.
2. Setting of standards
-- Recall standards for proper behavior.
3. Motivation
-- show a picture of a child helping his mother doing homechores.
4. Utilize KWL Chart to activate children’s prior knowledge.
a. Post the KWL Chart on the board, ask the pupils what they know
about the grasshopper and the ant’s activities and write them
under K-column.
 b. Lead them to come up with what else they want to know about the
ant and the grasshopper to be written in the W-column.
c. Have a short sharing time with the children about their day’s activities.

K W L
What we know about the What we want to know What we learned about the
ant’s and grasshopper’s about the ant and the ant and the grasshopper by
activities grasshopper through the Reading the story.
story.

DURING READING:
B. Presentation:
1. Read the selection using the Directed Inquiry Technique.
-- Asking comprehensive questions after chunking parts of the story.
2. Read a part of the story about the grasshopper or ant. Have the children read
actively then have chant out facts about the character

THE ANT AND THE GRASSHOPPER

In a field, one summer day, a Grasshopper hopped about, chirped and sang
To his heart content. An Ant passed by. On his back, he carried a grain of corn he
harvested. He walked with great effort. He needed to take the grain of corn home.
“ Why not come and have a chat with me, “ said the Grasshopper, “ instead
of working and carrying that food on your back?”

“
Ask:
What were the grasshopper’s favorite activity?
What was the ant doing on the field one summer morning?

“There must be food for the rainy days,” said the ant, “ and you can do the same.”
“ Why bother about the rainy days,” said the grasshopper: “ We have plenty of
food atPresent.” The grasshopper sang all day. He played his guitar all day long.
Ask:

What do you think will happen to the ant during the rainy days?

The ant went on his way and continued to work and work.
When the rainy days came,the grasshopper had no food. He found himself cold
and hungry.
The ant saw him. He pitied the grasshopper and offered him some food to eat. The
grasshopper knew what he needed to do next time.

Ask:
How did the ant help the grasshopper out?
What was the lesson the grasshopper learned?
What does the expression, “ he knew what he needed to do next time “ mean?
POST READING

C. Generalization:

1.Have the pupils describe the literal elements of the story.

The character, setting and plot.
2. Ask questions and complete the L-column of the KWL chart.

D. Application: Infusion of values

1. Between the ant and the grasshopper, who really prepared

food for the rainy days?____________.
Do you think it is right for the ant to do that?___________
Why?___________________________________________.
2. How did the ant help the grasshopper? ________________.
Did the ant do right in helping the grasshopper? _________.
Why? ___________________________________________.
3. If you were the grasshopper, how would you prepare for the
rainy days? _____________________________________.

E. Evaluation:

1. How would you describe the grasshopper? The ant?

2.Have the pupils work on the flowchart to highlight the

identification of effect based on the given cause.
 SUMMER TIME RAINY DAYS

ACTION RESULT PROBLEM RESPONSE

ANT

ACTION RESULT

Grass-
hopper
 3. Based on the given situation, let them sketch the details on
character caricature of the story to show how they felt. Then
enact how they expressed their feelings.
4. By groups, have the pupils work on task card which ask them to draw
and describe the characters, compare and illustrate on the given
stimuli. Then let them present their outputs.

F. Reflection: Have the children answer the following question.

-- If you would have the chance to talk to the grasshopper, What would
you tell him?
G. Assignment:
-- Pretend that you are the grasshopper and the ant. In your notebook,
Write your feelings about the rainy days.

Prepared by:
ELSIE D. SEVILLEJA
(Teacher III)

Observed by:
MYRNA D. NABOYE ROSA D. HUMIWAT
(Head Teacher) (District Supervisor)