Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division Office of Pampanga

Module 3: Developing Skills through Explicit Instruction

Lesson 1: Language Learning

● Activities and Assignments

○ Pre-Lesson Activity
○ Assignment 7
- Lesson Plan
- Self or Peer Assessment

  Pre-Lesson Activity

Read the following statements about language learning and literacy development and
indicate (by ticking the relevant choice) whether you agree or disagree with each one. These
statements will help you to reflect on your beliefs about language and its role in literacy
development. After completing the lesson, you might wish to review these statements again
to find out whether there are changes in your beliefs and perceptions.

1. The ultimate goal of language use is meaning.

 Agree    Disagree

2. The more we interact, the more we learn language.

 Agree    Disagree

3. The child's home language does not have a place in school.

 Agree    Disagree

4. As children construct language, they construct knowledge.

 Agree    Disagree

5. A quiet classroom is ideal for language learning.

 Agree    Disagree

Assignment 7

Using the story assigned to your grade level, plan a literature-based language lesson
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Office of Pampanga
using the explicit instruction framework. Aside from focusing on the grammar lesson, don't
forget to formulate an objective that focuses on the language function.

Grammar and Oral Language Lesson Plan using Explicit Teaching Framework
STORY: Tuko , The Tenor Wannabe
CONTENT: Proper and Common Nouns

Objectives 1. Recognize the difference between common and proper nouns

2. Identify common and proper nouns in a simple sentence
Mga Layunin 2. Use capital letters properly

Introduction STEP 1: Introduction of a New Lesson/Review

Pagpapakilala Recall the story you listened to, entitled Tuko, The Tenor Wannabe. Then
the teacher will ask the following questions:

When the audience was gone during Tuko’s recital, who was left in
the opera house to support him? Tiki did not leave Tuko.

Who is Tiki in Tuko’s life? She is a friend.

Presentation and STEP 2: Presentation and Modeling (I do it)

Modeling, including The teacher will write on the board the pupils' answers to the
Generalization questions and let them read the words.

Paglalahad at Tiki
pagmomodelo, kasama
friend
ang Paglalagom
What type of words are these? Noun or Naming Word

How is the first letter of the word friend written? small letter

How about the name Tiki? capital or big letter

Are these words related? How can you say so? Yes, because they
are referring to only one person or character.

You are right that these two words are closely related because
Tuko’s friend is Tiki; these two words refer to the same person.

The teacher will now present and explain the two types of nouns:
common and proper nouns.

The word friend is an example of a common noun. Because it is a

general or non-specific term for the name of a person. The first letter
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Office of Pampanga

of this word is a small letter.

The teacher will ask the pupils to read the definition of a common
noun, then let them identify other examples from the story. (school,
minister, mother, church etc.)

The name Tiki is an example of a proper noun. It is a specific or

unique name of a person. Unlike the word friend, the first letter of
this word is capitalized.

 The teacher will ask the pupils to read the definition of a proper
noun, then let them identify other examples from the story.(Tuko,
Tabibili, Bubuli Symphony Orchestra)

Let the pupils read each sentence, then underline the common noun
and encircle the proper noun.

1. Mrs. Parungao is our teacher in English.

2. She baked a cake that tastes like a Red Ribbon cake.
3. The name of my pet is Tagpi.
4. I study at San Mateo Elementary School, it is a child-
friendly school.

The teacher will ask the pupils to write the nouns from each sentence
in their proper columns. Take into consideration how the first letter
of each word is written in the sentence. Then let them explain their
answers using the following questions as their guide:

a. Is it a specific or general term for a person, place, thing, animal, or

idea?

b. How is the first letter being written?

GENERALIZATION:

Differentiate the definitions of common nouns and proper nouns

using the guide questions above.

Guided Practice STEP 3: Guided Practice (We do it)

Group Activity: Read the short story. Look for the nouns and
Pagsasanay na may classify them according to their categories. Write them in the proper
gabay (pangkatang columns and take into consideration the correct way to write their
first letter.
gawain o gawain para Story: Our First Recital by Nina Godelyn M. Parungao
(After 5 minutes, the pupils will present and discuss their outputs by
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Office of Pampanga
answering the guide questions from the previous activity.)
sa buong klase)

Independent Practice STEP 4: Independent Practice/Application

The teacher will pair up the pupils and present a game: jump for
Pang-isahan o pang common nouns and clap for proper nouns, which will randomly flash
dalawahang gawain (laro) on the TV screen. The first pair to show the correct action will
present their answer using the guide sentence below.
______ is a (common noun or proper noun) because it is a ______
(specific or general) term for _____ ( person, place, animal, thing,
idea), and it starts with a _____ (small or capital letter.)

Evaluation STEP 5: Evaluation

Pagtatasa Read the following sentences and identify if the underlined word is a
common noun or a proper noun. Write your answer in the space
provided.

______1. He likes to read books.

______2. I can see Mount Arayat near our house.

______3. My brother’s new shoes are Nike.

______4. She looks like Marian Rivera.

______5. The dog barks so loud.

Assignment 7 - Self or Peer Assessment

You can use these criteria for self or peer assessment.

If a statement is true of your work (or the work you are assessing), give one point.
1. The literacy selection is used as a jump-off point for the language lesson (for 1
example, sentences are about the characters in the story or taken from the story
itself).

2. Multiple examples are given in the Presentation and Modelling portion so that 1
students can more easily come to a generalization or conclusion about the
language structure being discussed.

3. The teacher has planned questions to ask, to help the students come up with 1
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Office of Pampanga
the generalization.

4. In the Guided Practice portion, students are given opportunities to practice the 1
use of the newly learned language from. The teacher provides corrective
feedback during the practice as necessary. Plus points if the practice is in the
form of a game.

5. In the Independent Practice portion, students are given opportunities to 1

practice. The teacher now provides corrective feedback for each sentence as
necessary. Plus points if the plan includes the chance to listen to the students use
the language form in oral language.
6. The Evaluation portion helps the teacher monitor and evaluate how well 1
students are learning.
TOTAL SCORE 6
If you scored
6 points and above = Excellent work!
4-5 points = Satisfactory. You can adjust or revise some parts of your lesson plan to
make it even better!
3 points and below = Do review relevant portions of the lesson, and revise your
plan as needed.