Detailed Lesson Plan in English Grade 3 Quarter 3,

Week 2, Day 5
I. OBJECTIVES
A. Content Standards Demonstrates understanding of English vocabulary
used in both oral and written language in a given
context

B. Performance Standards Proficiency uses English vocabulary in varied and

creative oral and written activities

C. Learning Give the synonyms and antonyms of some words.

Competencies/ EN1V-IIIac-13.1,13.2
Objectives (Write the LC
code for each)
Cognitive Identify the synonyms and antonyms

Psychomotor Giving examples of synonyms and antonyms

Affective Recognize the synonyms and antonyms of the word

II. CONTENT Synonyms and Antonyms

The Typhoon by Jidy N.. Onesa

III.
LEARNING
RESOURCES
References
1. Teacher’s Guide Pages pp. 220-221
2. Learner’s Materials English 3 pp. 231-233
Pages
3. Textbook Pages
4. Additional Materials from https://www.bing.com/images/search?
the LR Portal view=detailV2&ccid
https://www.bing.com/images/search?
view=detailV2&ccid
5. Other Learning An original poem entitled The Typhoon by Jidy N..
Resources Onesa, pictures of thunderstorm, flashflood, landslide
and heavy rains, graphic organizers of Synonyms and
antonyms, box with strips of paper, markers,
whiteboard
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the What was our lesson yesterday?
previous lesson or
presenting the new Show the pupils some realias on the table. Ask four
lesson pupils to choose an object and write a sentence about
it by using the demonstrative pronouns, that, this,
these, those.

What is a demonstrative pronoun?

What are the examples of demonstrative pronoun?
How do we use each of them?
- This is

- That is
- These are
- Those are

B. Establishing a purpose Let‘s have a game. I have here four pictures and I want you
for the lesson describe each. Using the scrabbled letters, guess the correct
word being described by the pictures.

P y t n o o h

Now, who want to write the correct answer in the board.

What word have you formed?
If you going to describes the typhoon, how would you describe?
What happen to the sky if there is a typhoon?
C. Presenting To know more about the typhoon, the pupils will read a poem
examples/instances of the about it.
new lesson
The Typhoon

The typhoon brings clouds together.

Sometimes the clouds are dark and dim.
Sometimes the clouds are bright and lit.

The clouds bring rain.

It could be a strong and powerful rain.
It could be a weak and feeble rain.

If the typhoon is strong,

It travels fast and speedy.
If the typhoon is weak.
It passes slow and sluggish.

No matter how strong,

No matter how weak
The typhoon goes, All children should be
at home.

Comprehension Check
1. What is the poem about?
2. How did the speaker describe the typhoon?
3. If there is a typhoon, what you should do according to
the poem?
4. Are you going to do the same? Why?

D. Discussing new concepts

and practicing new skills #1 From the poem we read a while ago, here are some words we
need to study. Let’s read the following words.

dark - dim Bright - dark

Strong –
Strong - weak
powerful

Fast - speedy Fast - slow

 What have you noticed in the given words? Which among
the pairs of word have the same meaning?

Call some pupils to color the cloud which has words with same
meaning. They will use sky blue crayon.

Which among the pairs of word have opposite meaning?

Call some pupils to color the cloud which has words with
opposite meaning. They will use blue crayon.

Let‘s read the words with the same meaning. These words
are called Synonyms.

How about the words with opposite meaning? Let‘s read them.
These words are call Antonyms.

So now, what is Synonyms and Antonyms?

Call a pupil to give the meaning of synonyms and antonym.

Now, let us get to know more about synonyms and
antonyms.

E. Discussing new concepts

and practicing new skills #2 Present the teaching chart.

Here are some examples of synonyms and antonyms.

Words Synonyms Antonyms
Big Huge Small
Beautiful lovely Ugly
Sad Unhappy Happy
Wrong Incorrect Right
Hard Difficult Easy
Clean Tidy Dirty
Happy Glad Sad
F. Developing mastery Group the pupils into Group the pupils into four. Each
(Leads to Formative four. Show them a box group will be given one envelope
Assessment 3) with strips of paper. Call

a pupil to pick a word. which has strips of paper and

Then using white board manila paper. They will give the
and a marker they will synonym and antonym
write the synonym and by placing the strips of paper in its
antonym of the given correct column.
word. The group who will
get the highest score will
be the winner.
 Words Synonym Antonym

G. Finding practical
application of concepts and Look around you. Describe the things you see by using
skills in daily living
synonyms and antonyms in a sentence. Ex. There are trees
which tall and short.

Why it is important for us to use correct synonyms and

antonyms in talking to others?

What do you think will happen if we failed in using synonyms

and antonyms?

H. Making generalizations Present the graphic organizers.

of concepts and skills in
daily living Now based on our discussion a while ago, what is synonyms
and antonyms?

Let them write the meaning of synonyms and antonyms on the

graphic organizers.

Synony Anonym
ms t s

Example Example
s: s:

I. Evaluating learning Write the synonym and antonym for Complete the table below
each word. Choose your answer from by writing the synonym
the word box below. and antonym for each
word. Choose your
answer from the word
box.
ill difficult easy healthy
different similar false small
difficult healthy
Fact big similar false
big
 Word Synonym Antonym

Word Synony Antonym

m
true true fact
Tiny tiny small
alike alike different

sick sick ill

hard hard easy

J. Additional activities for Cut-out three pictures of synonyms and antonyms. Then, write
application or remediation a sentence about it. Do this in your notebook.

V. REMARKS

VI. REFLECTION

A. No. of Learners who earned 80%

on the formative assessment

B. No. of learners who require activities

for remediation
C. Did the remedial lesson/s work? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my

supervisor/principal/department head help

me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?.

Prepared by:

CHERRY MAE V. CRIBE

Mentee

Checked by:

BERNADETH M. AQUINO

Teacher-III/ Mentor

Noted by:

SUSAN B. VERAS

Principal III