This lesson plan aims to teach students how to classify ideas and concepts under proper headings. Students will analyze words and phrases to identify how they are grouped or classified. They will then practice classifying words, phrases, and lists of words under different headings. The lesson concludes by having students classify words and phrases from stories they have read using graphic organizers to demonstrate understanding of event sequences.

1. Lesson Plan in English IV
Third Grading
I. Objectives: Classify related ideas/concept under proper headings.
A. Content Standards
Demonstrates understanding that words are composed of different parts and their meaning changes
depending on context.
B. Performance Standards
Uses strategies to decode the meaning of words.
C. Learning Competencies/Objectives:
Classify related Ideas/ Concept under proper heading.
II. Content:
Learning Resources:
A. References
1. Teachers Guide. Pp. 313-315
2. Learner's Manual- page 330-315
B. Materials: manila paper
Pentel pen
Pictures
III. Procedure/Learning Activities
A. Preliminary Activities:
1. Free Communication
Read a poem " all things Bright and Beautiful
2. Review:
Yesterday we have learned about diffeent kinds of graphs. What graph do you like
most/best?
B. Lesson Proper:
1. Motivation.
Show pictures of different festivals in our country? choose a festival and tell something about it.
2. Presentation: What are the activities during your fiesta? How do you feel while watching
street dancing?
3. Analysis and Discussion
Study the chart below and answer the questions that follow.
Bangus Festivals
Festivals
Ati-Atihan Festival
Moriones Festival
Panagbena Festival
Feelings
Activities
during
festivals

2. Questions:
1. Under what apecific heading will you classify Ati-atihan Festival and Bangus Festival? Joy and merry?
Street dancing and cooking contest. Write the words inside the ring. ADD MORE WORDS associated with
the heading.
2. What can you say about the words in web A? Web B? And web C? Are they arrange in group? How are
they group?
4. Guided Practice (Group Activity)
Group I
Read the words in each group. Write the classification of words in each set.
Group II
Underline the words or group of words that best describes the words in the box.
A. Children b. People c. Relative
A. Things to wear b. Things to read c. Things to clean.
A. Climate b. Weather c. Typhoon
Is it important to classify things to focus on certain ideas and meanings.
Word classification- a skill of grouping related words together. Words can be classified or grouped
together according to ways in which they are similar.
Words can be classified or grouped together according to kind or use.
For examples.
The words: walk, run, hop, stretch show action.
Engineer
Doctor
lawyer
Rose
Sunflower
Yellow bell
Pupil
Teacher
principal
Jose Rizal
Andres Bonifacio
Juan Luna
1. Nephew baby teacher
2. Magazine boom newspaper
3. Rainy sunny cloudy

3. Group III
Classify the following words and encircle the correct answer:
A. You can eat them
B. You can cook them
C. You can drink them
A. They are nade of meat
B. They are made of vegetables
C. They are made of sugar, flour, milk
A. They are mostly men
B. They are mostly women
C. They are all professionals.
5. Value Infusion
How do you classify things? Are you careful in classifying things or objects?
V. Evaluation
Classify words/ lists of words under proper heading.
Dog butterfly tiger goats cat lion lizard birds
Animals born alive Animals come from eggs
VI. Assignment:
Uses of bamboos, classify them accordingly.
Prepared by:
ELSIE Y. LUNAS
Teacher III
Checked by:
LUZVILLA V. CABAÑAS
Master Teacher I
Approved b:
GRACIA D. MALAZARTE, EdD
Principal III
1. Milk juice tea
2. Cupcake brownies cookies
3. Dentist teacher scientist

4. Zamora St., Iloilo City
Email address: toinkchicharon@yahoo.com
School I.D.: 117626 Tel. 3375291/5002650
Lesson Plan in English IV
First Grading
I. Objectives:
A. Content Standards
Demonstrate understanding of the element of informational text for comprehension.
B. Performance Standards
The learner recall details , sequence of events and shares ideas on text listened to, efficiently deliver
oral presentation, use strategies to decode the meaning of words
C. Learning Competencies/Objectives:
1. Use graphic organizers (story sequence chart) to show understanding of texts
EN4SS-Ie-i-5
II. Content:
Learning Resources:
A. References
1. Teachers Guide. Pages 57-58
2. Learner's Manual- 51-53
B. Materials: manila paper
Pentel pen
Pictures
III. Procedure/Learning Activities
A. Preliminary Activities:
1. Game: Guess a word that is being described.
a. A ball game that uses a ring where to shoot the ball.
b. The most attractive part of the plant.
c. A condition of being well or free from diseases.
d. A place where you go when you are sick.
e. A large amount of smoke, dust etc. that hung in the air.
2. Review:
Giving of sentences through different oictures on the board. Let the pupils use the
nouns that they have seen in the picture. Let them identify the subject and the predicate in the
sentence being used.
3. Motivation.
Ask the pupils about the story that they have read and tell something about it.
4.Unlocking of difficulties:
1. Organize-to arrange and plan ( an event or activity)
2. Sequence- the order in which things happen or should happen.
3. Graph-the collection of all points whose coordinated satisfy a given relation ( or as
function)
4. Event- something( especially something important or notable) that happens.
5. Visual- something you look at (such as a picture, chart, or film) that is used to make
something more appealing or easier to understand.
B. Lesson Proper:

5. 1. Activity:
Using the events in the story, “The Milkmaid”, use a story board to show the sequence
of the story.
3. Analysis and Discussion
Story board
In the beginning………. And then…….
Suddenly……………. And then…………
And then………… In the end…………
1.What did Mutya plan to buy with her money?
2.When did she stop thinking about her plans?
3.How did she feel about the spilt milk?
4.How do you think her mother feel?
5.If you were Mutya, what would you do?
3. Abstraction:
In our loesson that we had just a while ago, what do we do with the different graphic
organizer?
Is it important that we use this graphic organizer in our story that we read? Why?
4. Application (Group Activity)
Group the pupils into four, then let them read the story. And then after which, they will work
on a different kinds of graphic organizer, based on the story that is found inside the envelope.
5. Value Focus:
Rey is Grade six pupil, and fond of reading books. Everything his teacher ask some questions, he
is able to answer it correctly. What do you think Rey is doing?
Reading can bring you to the world of entertainment and you can gain enough information.
V. Assessment:
Read the story carefully. Use a graphic organizer in the story “Tarsier” using a story board.
Tarsier can be found in Southeast Asia. In the Philippines, they are in the islands of
Samar, Leyte, and Bohol. They live in trees and in the roots of plants like bamboo.
The tarsier is one of the smallest primates. It is no larger than adult man s elongated. It
has big round eyes.
The tarsier is nocturnal. It sleeps during the day and finds food at night. It mainly eats
insects.
VI. Assignment:
Use different kinds of graphic organizer in your autobiography.
Prepared by:
ELSIE Y. LUNAS
Teacher III
Checked by:
MELVA C. BARRANCO
Master Teacher I
Approved by:
GRACIA D. MALAZARTE, EdD
Principal III