The document outlines a four-pronged approach to lesson planning in reading. It includes: 1. Standard and sample lesson plan formats that include objectives, subject matter, procedures, evaluation, and assignment. 2. Details on each prong: developing love of reading, comprehension/critical thinking, oral language/grammar, and skill transfer. 3. A demonstration lesson plan in English using the four prongs, including objectives, procedures for pre-reading, during reading, post-reading, and assessment. The lesson is on the story "Gapnod" and includes vocabulary, reading strategies, engagement activities, and a writing assignment.

1. LESSON PLANNING
on
Four-Pronged Approach

2. Standard Format of a Lesson Plan
I. Objectives
I. Subject Matter
II. Procedure
III.Evaluation
IV.Assignment

3. Sample Outline of a Lesson Plan
in Reading
I. Objectives (K-S-A)
II. Subject Matter
III. Procedure
Pre- Reading
> arousing interest by activating prior
knowledge

4. > unlocking of difficulties
> presentation of the lesson through
motive questions
During Reading
> the learner gets to have an actual
encounter with the text
> use of any of the following strategies

5. > directed reading thinking activity
> SQ 3R
> directed inquiry
> guided reading
> think aloud
> story grammar

6. > semantic mapping/semantic webbing
Post Reading
 Critical Thinking skills
> engagement activities (role plays,
slogan making, poster making,
debate, etc)
> enrichment activities
> application of new knowledge

7. IV. Assessment (KPUP)
V. Assignment

8. The Four-Pronged Approach
Part Activities
First Prong Developing Genuine Love for
Reading (GLR)
1. Procedure for story reading
- Unlocking of difficult words
- Motivation
- Motive question
2. During Reading
Second Prong Developing Comprehension
and Critical Thinking Skills (CT)
1. Discussion Techniques
- Gradual Psychological Unfolding (GPU)
- Dimension Ordinary (DO)
- Dimension Intensive (DI)
2. Engagement Activities
Third Prong Development of Oral Language
and Correct Use of Grammatical
Structure (GOLD)
1. Presentation Lesson
2. Dialogue
3. Presentation Exercise
4. Assimilation
Fourth Prong The Transfer Stage Phonics Approach/Other Creative
transfer skill of learning

9. DEMONSTRATION OF A
LESSON USING FOUR-
PRONGED APPROACH

10. LESSON PLAN in ENGLISH V
• Name of Teacher:
Elizabeth Joy D. Divinagracia
• Learning Area: English
• Quarter: 3 Module No.:

11. I. Objectives:
At the end of the session, the pupils can:
• define difficult words through context
clues
• identify the significant details of the story
• use the past form of the verb
• compose a diary of one’s experience
• demonstrate how ones faith is
strengthened

12. II. Subject Matters: GAPNOD
• Reading Skills:
Using context clues
Note significant details
• Identify the setting, character, ending of the story read
• Draw a picture of incident/character from the story
• Identify oneself with a character in the story
• Grammar Skill:
Use the Past form of the Verb
• Writing Skill:
Writing a Diary
• Materials:
Big Book on “Gapnod” (Legend of Sibulan)
Graphic Organizers
Task cards

13. III. Procedure
FIRST PRONG
A. Pre-reading Activities
1. Vocabulary Development:
Identify the meaning of each underlined
word in each sentence.
a. Glimpse- I only got a glimpse on it, but
the way I see, it is just a rat.
b. Grumble- Mother grumbles when she is
overworked, she always complains about
dishwashing and tidying up our rooms.

14. c. Stunned- The survivors stood in
confused and stunned silence as
hundreds of dead bodies lay on the street.
d. Enlightenment- I would always ask
enlightenment from our teacher. She
would clarify everything.
e. Image- I had a sudden mental image of
Daniel Padilla waiting for me with flowers.
f. Flock- Flocks of people are lining up for
Lady Gaga concert.

15. 2. Motivation
Show a picture of driftwood and ask the
pupils if they have spotted that object in
their locality. Ask, “Do you know how it
serves as a connection to the faith and
belief to the townspeople?”
3. Motive Questions
“What is a gapnod?”
“Why would a person grumble?
“How can you connect the driftwood to
the faith of its townspeople?”

16. Say:
“Gapnod is a Visayan word for
driftwood. Listen to the selection and find
out its significance to the faith of the
townspeople.”

17. B. During Reading
The teacher will use the Directed Reading
Thinking Activity.
• 1st paragraph- What time of the day
the fishermen went out to the sea?
• 2nd paragraph- Why did the
fisherman grumble?
• 3rd paragraph- Why were they stunned?
What did they see on the driftwood?

18. • 4th paragraph- Why did the other man go
and see their parish priest?
• 5th paragraph- Why was the priest
surprised? How did the people react to the
priest’s information?
• 6th paragraph- Who became the patron
saint of the place? When did they
celebrate the feast of their patron saint?
• 7th paragraph- Why do thousands of
devotees flock to St. Anthony of Padua
Parish Church every 13th of the month?
What is the saint known for?

19. SECOND PRONG
C. Post Reading Activities
1. Developing Comprehension and Critical
Thinking Skills
a. What do you call a floating piece of wood?
b. Where did the fishermen notice the
gapnod?
c. Why did one fisherman grumble?
d. What time of the day did the fisher folks of
Sibulan went out to the sea?

20. e. How many times did the fisherman with
no catch drop his net?
f. What was in the driftwood?
g. To whom did one man ask for
enlightenment?
h. When was the feast of St. Anthony of
Padua?
i. What is the saint known for?
j. If the other man did not go to the priest,
would the people in Sibulan have a patron
saint?

21. 2. Engagement Activities
Group the pupils into five. Each group will have a
corresponding activity.
Group 1- Using the graphic organizer, identify
the setting, character, and ending of the story.
Group 2-Draw the most dramatic incident or
character from the story. Explain in two or three
sentences why it affected or impressed the group.
Group 3-Who among the characters can you identify
yourself with? Is it the fisherman, priest, or the
townspeople? Show this on a Venn Diagram.
Group 4-Dramatize the part of the story that has
strengthened the faith of the townspeople.
Group 5-Present the important plot of the story
through the Story Frame.

22. THIRD PRONG
1. Presentation Lesson
Say:
You have learned that the simple past tense of a
verb expresses an action done in the past-
yesterday, last year, a while ago, long time ago,
in 2004, and so on.
We don’t know if people before kept a diary. It
is not likely. But let us imagine what the
fisherman in the story, Gapnod, did. Translated
into modern form it might look like this.
Identify the verbs and how these are changed into
past form.

23. The Fisherman’s Diary, June 1520
Sibulan, Negros Oriental
• Thurs. 10- Today, I heard that there was a
new priest in town. I wanted to see him but
my friends and I were stuck in Tiya Sayong’s
tubaan. Shucks, we were so drunk!
• Fri. 11- I got worried, my wife told me that we
didn’t have enough rice. I felt determined to
set sail for some fish the next day. With the
money from my catch, I could buy a month’s
supply of rice. Oh man, what a hard-knocked
life!

24. • Sat. 12- While in the middle of the sea, I got
distracted with the piece of wood floating
beside my banca. It had an image on it. I
brought it back to the shore. Just as everyone
celebrated, the new priest came and was
amazed. He told us it was St. Anthony of
Padua! Everybody cheered! I was like, “St.
Anthony, who?”
• Sun. 13- We celebrated again. Everyone ate,
danced and worshipped our new patron
saint, my wife included. That was enough for
me.

25. 2. Practice Exercise
Make a sentence using the past form of the
following verbs.
• Regular Verbs
call cook live scrub
clap help plant study
• Irregular Verbs
be fly take tell
build go run write

26. 3. Assimilation
Other heroes’ diaries
• Choose one of your favorite heroes.
Imagine that he/she kept a diary. Translate
into English what he/she wrote for one
week. Use a sheet of paper for this.
• Note: Don’t forget to use the past tense.

27. 4. Generalization
a. What do you call a daily written record of
personal experience?
b. What verb tense do you use when writing an
experience?
c. How will you change the verb into its past
form?
d. What do you call those verbs in which we add
–d or –ed to show its past tense?
e. What do you call those verbs in which we
change the spelling differently?
f. How can you get the meaning of the word
without the use of a dictionary?

28. FOURTH PRONG
The Transfer Stage
One week in the life of…
Did you have an interesting or boring week?
Write down what you did over the last five
days. Put yesterday’s date in the bottom box
of the left-hand column, then count back five
days. Be sure to write in the correct month,
day, and date. Write in a few short sentences
about the interesting things you did and the
things that happened during the last five
days. Write these in your diary.

29. IV. Evaluation
Part I Answer the following:
1. To my sorrow, I watched the driftwood floated
in vain on a hopeless, lonely sea. Driftwood
means ________________________.
2. The patron saint of Sibulan is _____________.
3. What was the people’s means of livelihood?
4. What happens when one ask for enlightenment?
5. How did the “gapnod” connect to the faith of the
towns’ people?
6. If you were one of the townspeople, would you
believe the priest’s judgment that the image was
St. Anthony of Padua? Why or why not?

30. Part II
Here’s the diary from the fisherman’s wife. Fill in with the
correct past form of the verbs inside the parentheses:
October 11
Dear Diary,
We (go)______ to the market this afternoon. Darn those
kids again! They (drag) _______ my Junjun to Tiya Sita’s
empty boxes of onions. I’m sure they (play) _________
with the boxes and true enough, Junjun (appear)______
with a smirk and a smell.
I just (shrug) _______ and (wish) ______ that he just
(stay) in the house. My husband (insist) ________ so I
(bring) _________ him. Oh, well, so much for regrets,
Tiya Sita (is) _________ already mad!

31. VI. Assignment
Compose a story using your crafted diary.
Write it on a whole sheet of paper.

32. Project
Craft a reading plan using the
Four-Pronged Approach

33. The power of words