GRADE School : IBAYO ELEMENTARY Grade Level: III

1 TO 12 SCHOOL
DAILY Teacher: MELANIE P. ORDANEL Learning Area: ENGLISH
LESSON
PLAN Date: November 20 Quarter: Q2 W3 D1
Time: 8:00 – 8:50 AM
I. OBJECTIVES At the end of the lesson the pupils are expected to:
Knowledge: Identify consonant blends and the sounds they make in
various words.
Skill: Pronounce words with initial and final consonant blends correctly.
Affective: Demonstrate willingness to share knowledge with their peers
through activities.
A. Content Standard Demonstrates understanding of processes in sight word recognition or
phonic analysis to read and understand words
B. Performance Standard Uses word recognition techniques to read and understand words that
contain complex letter combinations, affixes and contractions through
theme-based activities
C. Learning Competency/s Read words with initial and final consonant blends EN3G-IIa-b-3.4
Approach: Constructivist
Strategy: Direct Instruction
Activity: TGA(Tell, Guide, Act)
Integration: ESP (Caring for animals and other living beings)
II. CONTENT Initial and Final Consonant Blends
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages MELC English page 132
CLMD BOW 4A English 3 – Q1 page 16

2. Learner’s Materials pages PIVOT LM page 12-13

3. Textbook pages
4. A. Additional Materials
from Learning Resource
(LR) portal
B. Instructional Materials
used in class
B. Other Learning Resources Powerpoint presentation, pictures, visual aids
IV. PROCEDURES
A. Reviewing previous lesson or Spelling: Pre-Test
presenting the new lesson  honest
 forgive
 praise
 listen
 dream

Motivation
Ask the students to sing the alphabet song.
B. Estdablishing a purpose for Present the poem, ABC’s of Friendship.
the lesson
The ABCs of Friendship
Always be honest.
Be there when they need you.
Cheer them on.
 Don’t look for their faults.
Every chance you get, call!
Forgive them.
Get together often.
Have faith in them.
Include them.
Just listen.
Know their dreams.
Love them unconditionally.
Make them feel special.
Never forget them.
Offer to help.
Praise them honestly.
Quietly disagree.
Rescue them often.
Say you’re sorry.
Talk frequently.
Use good judgement.
Vote for them!
Wish them good luck!
X-ray yourself first.
Your words count.
Zip your mouth when necessary.

Integration: ESP (Being a good friend)

What is the poem all about?
What insights did you gain from the poem?
How did the poem make you feel?
Can you identify the traits and actions mentioned in the poem?
What connections can you draw between the poem and your own
experiences or beliefs?
What is the lesson from the poem?
C. Presenting As you all know, the alphabet is divided into two groups, can you recall
examples/instances of the which those are?
new lesson (Vowels and Consonants)
Show the alphabet from A to Z. Ask the students to sort out letters that
belongs to vowels and those that belongs to consonants.

D. Discussing new concepts and Let us name the pictures below.

practicing new skills #1

Integration: Science (Season and Movement)

Do you know where frogs live?
In what season do we often see frogs?
What movement do they do?
Integration: A.P./Arts (Colors and symbols of the Philippine flag)
What are the colors of the Philippine flag?
What are the symbols visible on the flag?
 What is the meaning of these colors and symbols?
Integration: Music (Dynamics of sound)
If I clap my hands like this, (soft clapping) what sound does it produce?
How about if I clap harder, what sound it will produce now?

Consonant blends are consonant letter clusters. A consonant blend is

made up of two or three consonants blended together in sound while
retaining the sound of the individual letters.

The sound of each given consonant in the blend is produced quickly that
the sounds combined and blend together in a smooth manner.

These blends may occur either in initial or final positions.

When they are found at the beginning of the word they are called initial
consonant blends.
Examples: fr in frog, fl in flag, cl in clap, dr in drum

Let the children read words on the table below:

blow clown
fly glue
plane slide
brush crab
grapes tree

On the other hand, when they are found at the end of the word they are
called final consonant blends.

Let us name the pictures below.

Examples: nd in hand, nt in tent, mp in lamp, lt in salt

Let the children read words on the table below:

elf wolf
golf cold
band hold
sand self
silk lamp
Read the sentences and underline words with initial and final blends.
E. Discussing new concepts and
practicing new skills #2 1. Do not step on the small slug!
2. Bret and Brad find a big crab.
3. The luge slid down the peak fast.
4. Funny frog hop and flop in the muddy pond.
5. Slimy snail crawls very slow, leaving trails behind.

1. What are the words with initial consonant blends?

- step, small, slug, Bret, Brad, crab, slid, frog, flop, slimy, frog, flop
2. What are the words with final consonant blends?
 - find, down, fast, pond
3. Give some words with initial and final consonant blends.
F. Developing mastery (Leads to Select two students to stand in the front corners of the classroom.
Formative Assessment 3) Provide each student with a sign—one reading "Initial Consonant
Blend" and the other "Final Consonant Blend."
Instruct the remaining students to pick up a flashcard each from the
designated area.
Ask the students to examine the word on their flashcard and identify the
initial consonant blend used in that word.
Direct the students to move to the corner where they believe their word
belongs—either to the student holding the "Initial Consonant Blend"
sign or the one holding the "Final Consonant Blend" sign.
Encourage students to share their reasoning for choosing a particular
corner.

blue glow claw bark

hint part glue trap
trip bulk pink child
green trail clear plant
corn list grow prize
spot cart toast bulb
flat snow trash silk
camp milk crave shave
bank test first wand
cream create snore sneak

G. Finding practical Group Activity

applications of concepts and Each group will receive a paper containing instructions for the upcoming
skills in daily living activity. You will have a total of 5 minutes to complete the task outlined in
the instructions provided in your envelope.

Group 1.
Directions: Read the paragraph provided and identify five (5) words with
initial consonant blends. Write these words in the 'Initial Consonant Blend'
column of the table. Similarly, identify five (5) words with final consonant
blends and record them in the 'Final Consonant Blend' column of the table.
Be sure to categorize each word correctly based on whether the consonant
blend is at the beginning or end of the word.

I love to go to the field. I can see birds sitting on the twigs. When I look up
the sky I see a plane on the twigs. When I look up the sky I see a plane
flying through the cloud, I can see their flowers that bloom all around. I
can smell their fragrance. This pretty place always bring smile to my face.

Initial Consonant Blend Final Consonant Blend

Group 2.
 Directions: Circle the words in the given sentences having initial
consonant blends and underline those having final consonant blend.
1. The flag is on the end of the pole.
2. The clock tells the stint.
3. The bird is on the twig of the bush.
4. A crab walks sideward.
5. The plane is in the airport.

Group 3.
Directions: Study the words inside the box. Group them according to its
consonant blends as indicated in the flowers. Write you answer on the
petals of the flowers.
spoon clown jump grape
mask gift crab heart

Initial Final
blend blend

Group 4.
Directions: Check ( ) the oranges that have initial consonant blends ang
cross (X) those that have final consonant blends.

price smile next tent flag

elegant vacant spoon rant plane

What did you feel about the activity?

H. Making generalizations and What are consonant blends?
abstractions about the lesson What do you call the consonant blend found at the beginning of a word?
What do you call the consonant blend found at the end of a word?
I. Evaluating learning Fill in the banks with the missing consonant blend that matches the
name of each picture below.

_ _ oon _ _ ar

_ _ ee be _ _
 ma_ _

J. Additional activities for Assignment

application or remediation Fill in the blank with the correct blend to complete each sentence. Choose
from the consonant blends in the box.

mp rt dr st xt

1. I always __ink my vitamins.

2. The wheelchair cannot pass through the hospital ra__.
3. Paulene will be an official doctor ne__ month.
4. That unique framed a__work symbolizes a hospital.
5. Be careful with your __eps. You might slip.
REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up in the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

Prepared By:

Melanie P. Ordanel
Teacher

NOTED:

VILMA B. BAUTISTA
Principal II