Lesson Plan in English Four
Subject Area: Reading
Topic/Skill: Noting
Details and Sequencing Events---Story: Inch by Inch
Materials: Charts: “Book Report”, “Measure Hero”, “Character Profile”,” Smart
Worms Use their Heads”
Pictures:
inchworm, robin’s tail, flamingo’s neck. Toucan’s beak, heron’s legs,
pheasant’s tail, and whole hummingbird
Object:
ruler
Reference:
Inch by Inch book---Author and Illustrator: Leo
Lionni
Value: Perseverance, facing any challenge with courage.
I.
CONTEXT
1. Grade Level: Four
2.
Academic
and Intellectual Ability:
[√]
Average [ ]
Gifted
[ ] Homogeneous [√]
Heterogeneous
3.
Psychological State: Normal
4.
Learning Preference: [√] Visual [√]
Kinesthetic [√]
Auditory
5.
Left or Right Brain: Both
II.
EXPERIENCE
A. Prelection
1.
Review/Motivation:
Picture Analysis
Show picture of disabled person/s working and a picture of a
poor who earns a living.
Questions:
1.
What do you see in the picture?
2.
How do you think do they face their
challenge of being crippled?
3.
How does the poor face the challenge of
poverty?
2.
Objectives: At the end of the lesson,
the pupils are expected to:
A.
note the details of the story;
B.
express their admiration on how the
main character was able to solve the problem; and
C.
respond to the story through the
following engagement activities:
1. Making a book report
2. Making a character profile
3. News flash
4. Sequencing events in the story
5. Writing a think bubble
3.
Explanation of Assignment
A.
Development of the Lesson
1. Teaching Strategy / Learning Activity:
Story Telling, Collaborative Learning and Discussion
2. Lesson Proper
Ø Motive
Question
In
our story, let’s find out what is the challenge faced by our character? How did
our character overcome his challenge?
Ø Unlocking
difficult words
a. inchworm
Teacher shows a
picture of an inchworm. “Children, this is an inchworm. Why do you think it is
called an inchworm?” Teacher shows the children a ruler. “Can anybody show me
how long an inchworm is using my ruler?”
b. beak
What part of your
body is responsible for eating? How about the birds, what do you call the part
of the bird that is responsible for eating?
Where do you place
the food when you eat it? Do birds also have mouths like we do? What do you
call the mouth of a bird? It is called a beak.
Ø Story
Telling
1.
Teacher tells the story.
2.
Teacher distributes copies of selection
to the students.
Ø After
reading the story, ask the following questions:
a.
In our story, what part of the
character’s body was very useful? Why?
b.
What was its use?
Ø Setting
of standards for group activity.
Ø Divide
the class into six (6) groups.
Ø Teacher
checks on pupils’ comprehension by engaging them in the following group
activities:
Groups 1 and 2:
Make a book report about the story.
Group 3: Make a character profile about the
inchworm.
Group 4: Measure Hero! What were the things the
inchworm measured?
Paste the names of
the birds in proper order.
Group 5:
“News Flash” Write a front page news article about an event in
the story.
Group 6:
Smart Worm! What lesson did we learn from the inchworm today?
Ø Class
Discussion
Teacher
calls the groups to present their outputs as questions are asked.
Discussion
Questions
1.
What is the title of our story
for today? Let us listen as groups 1 and 2 read the book report.
2.
Who is the main character of
our story? Group 3 will report a character profile about the inchworm.
3.
Where did Robin bring inchworm?
Why? Let’s listen as group 4 reports on the different things that the inchworm measured.
4.
How did the birds feel when
inchworm measured them? Let’s listen to a news report by group 5.
5.
What did inchworm do? How did
he do this? What can you say about the inchworm? If you were inchworm, what
would you have done?
6.
What lesson did the inchworm
teach us in the story? Let’s listen to group 6.
Generalization: What is the challenge
faced by our character? How did our character overcome his challenge?
III.
REFLECTION:
Like the inchworm, every day we meet
challenges. There are two ways to handle challenges: either we face them or
ignore them.
How about you, will you run away from
the challenge that might come to you?
IV.
ACTION:
Class, let’s
pretend that you all will be joining a storytelling contest. You were given the
piece to read, memorize and practice. It is two days before the contest but you
have not yet memorized everything and you are not ready. What will you do?
A.
Cry
and cry for two days.
B.
Be
quiet and sit in a corner
C.
Continue
to study and pray God will help you in memorizing it.
D.
Feel
hopeless and not study anymore.
Explain your answer.
V.
EVALUATION:
Complete the sentence to show perseverance.
If I will get a low grade in any
subject I will____________________ _____________________________________________________________________________________________________________________.
Inch by Inch
Author and Illustrator: Leo Lionni
Copyright Year: 1960
Publisher: Scholastic Inc.
One
day a hungry robin saw an inchworm, green as an emerald, sitting on a twig. He
was about to gobble him up.
“Don’t
eat me. I am an inchworm. I am useful. I measure things.”
“Is
that so!” said the robin. “Then measure my tail!”
“That’s
easy, said the inchworm.
“One,
two, three, four, five inches.”
“Just
think, “said the robin, “my tail is five inches long!”
And
with the inchworm, he flew to where other birds needed to be measured.
The
inchworm measured the neck of the flamingo.
He
measured the toucan’s beak…
The
legs of the heron…
The
tail of the pheasant…
And
the whole hummingbird.
One
morning, the nightingale met the inchworm. “Measure my song,” said the nightingale.
“But
how can I do that?” said the inchworm. “I measure things, not songs.
“Measure
my song or I’ll eat you for breakfast,” said the nightingale. Then the inchworm
had an idea.
“I’ll
try,” he said, “go ahead and sing.”
The
nightingale sang and the inchworm measured away.
He
measured and measured…
Inch
by inch…
Until
he inched out of sight.
