Republic of the Philippines

Department of Education
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OFFICE OF ANTIPOLO
District II-F
APIA INTEGRATED SCHOOL

LESSON School: Apia Integrated School Grade Level: Grade Three

EXEMPLAR Teacher: Jessa P. Endaya Learning ENGLISH
Area:
Teaching November 14, 2024 Quarter Second Quarter
Date:
Teaching 12:50PM-1:35PM No. of Days: 1
Time:

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of processes in sight word
recognition or
phonic analysis to read and understand words
B. Performance The learner uses word recognition techniques to read and understand words
Standard that
contain complex letter combinations, affixes and contractions through
theme-based activities

C. Learning EN3PWRIId-e-1.1: Read words with final blends (-st, -lt, -nd, -nt, -ft...)
Competencies or preceded by short e, a, i, o, and u words (belt, sand, raft)
Objectives
At the end of the lesson, the students should be able to:
• Identify the pictures with final blends -st, -lt, -nd, -nt, -ft words.
• Determine whether the word has short a,e,i,o, or u.
• Read correctly the words with final blends -st, -lt, -nd, -nt, and -ft.
II. CONTENT
A. Subject Final Consonant Blends
Matter
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material
Pages
c. Textbook Pages

d. Additional Materials -PIVOT 4A BOW p.104 of 349

from Learning Resources -CG page 53 of 247
Retrieved from: https://www.youtube.com/watch?
v=IimlKvaJwHI&list=PLwOWo2dWS9HInnwfBPaCAc27RfviLkcpI&index=3

https://www.youtube.com/watch?v=6uTGkZtZjzQ

B. Other Learning Laptop, TV, visual aids, Powerpoint Presentation

Resources
IV. PROCEDURE
Greetings Students will greet the
Preliminaries Teacher will greet the class. teacher.
“Good morning, Grade 3! “Good morning, Ma’am
Jessa!”
Opening Prayer
“Let’s start this day with a prayer. Let us all
stand and ask for the guidance of Our Lord God Students will stand and
for this day” pray.

Teacher will play the video of the prayer.

“Amen.”
“Amen.”
 Checking of Attendance
Teacher will check the attendance by asking the
class Secretary to tell the name of absentees in
the class.

“Okay, let me ask our class secretary to tell the

name of the absentees in the class for checking “Ma’am, none.”
of attendance today. Precious, are there
absentees?”

Teacher will proceed to the introduction of the

new lesson.
A. Reviewing previous Review of the Previous Lesson (EN3PWRIIa-
lesson or presenting the b-22)
new lesson
Teacher will show an apple tree. Each apple fruit
carries the words that contain initial consonant
blends. “Me, ma’am!”

“Okay, class. Who loves apple?”

“Yes, ma’am.”
“That’s good. Apple is a very healthy fruit. Now, I
will open the apples and I want you to read what
is the word on it. Is that clear?”
Students will read the
Teacher will open all the apples and ask the words.
students to read the words.
-black -bread
-blue -star
-crown -spoon “They have initial blends,
ma’am.”
“What did you notice about the underlined
letter?” “Ma’am, there’s bl-, br-,
cr-, st-, and sp-.”
“Very good! Can you give me those initial
blends?
B. Establishing a purpose Motivation / Preliminary Activity
for the lesson
GUESS THE MAGIC WORD

Teacher will ask the student to pick a magic door

that will unlock the magic word. Each door
contains pictures with final consonant blends.
Students will guess what word corresponds to the
picture.

“Alright, class. I have magic doors here. On each “Yes, ma’am!”

door, you will see a picture, then you will tell me
what is the name of the picture. Is that clear?”

Teacher will call students and let them choose

the door.

Door 1 Door 2 Door 3

Door 4

n
e s
t “I see letters st, lt, nd,
b and ft, ma’am.”
elt hand gift
“Consonant letters.”
 “What are the final letters that you see?”
“Yes, ma’am.”
“Are they consonant letters or vowel letters?”
“Great observation! So, you said that the final “Final consonant blend,
letters consist of two. Do they blend?” ma’am.”
“Now, what do we call them? Remember what
we discussed last time. You learned about initial
consonant blends, wherein the blends are in the
beginning of the words. So, what do we call if the
blends are in the end?”

“Very good, class! Because of that, let’s do the Students will follow the
Very Good clap.” clap.

Teacher will show the class the Very Good clap.

C. Presenting examples/ Video Presentation
instances of the new
lesson “Now, let’s watch a video and let’s find out the “Yes, ma’am! We are
other examples of words with final consonant ready.”
blend. Are you ready?”

Teacher will present the

video.

Video 1

Short vowel eh

“Yes, ma’am!”
“Did you enjoy watching the videos?”
“Me, ma’am. I want to
“Let’s see if you can still remember the examples answer.”
provided on the videos. I want you to place these
words to the correct final consonant blends. Who
wants to go first?”

Teacher will call students who will put the

pictures in the correct category.

Words with final consonant blend -rk from

the video:
bark cork park
Words with final consonant blend -rd from
the video:
bird card word
Words with final consonant blend -st from
the video:
best fast rest
Words with final consonant blend -lt from
the video:
malt salt tilt
Words with final consonant blend -ld from
the video:
fold gold hold Students will do the
Jollibee clap.

“Good job, children. Let’s give all of us a Jollibee

clap.”

Teacher will demonstrate the Jollibee clap.

D. Discussing new PRESENTATION OF THE TOPIC
concepts and practicing
new skills “You were able to determine the final consonant
blends of the words I presented. But aside from
that, you also need to learn what are the short
vowels preceded on those words. So now, we are
going to discuss what does final consonant
blends mean and what are short vowels.”

-Final consonant blends are group of two or

more consonants that appear at the end of a
 word, where each consonant sound is clearly
pronounced separately, forming a blended sound
when spoken together; examples include "st" in
"best", "mp" in "camp", or "nd" in "land" -
essentially, the ending sounds of a word that are
made up of multiple consonants.

-Short vowels are the sounds that are

pronounced quickly. The sound is not prolonged.

-There are 5 short vowel sounds, consisting of

a,e,i,o,u. Example for short vowel a is hand, for
short vowel e is belt, gift for short vowel i, gold
for short vowel o, and dust for sort vowel u.

“Now, I have more word examples. I want you to

read the word and determine what is the short “Yes, ma’am!”
vowel and the final consonant blend, okay?”

Teacher will call students.

mask list bolt Students will read the

word, then tell what is
best wand bent the short vowel and the
final consonant blend.
bulk bust raft
“How did you identify the words?”
“Through their sounds,
“Very good!”
ma’am.”
“What are the sounds of the short vowel letters?”

“Great job!
Students will pronounce
the sounds.

E. Developing mastery GROUP ACTIVITY

Teacher will divide the class into 3 groups.

“Okay, class! Let us have an activity. I will divide

you into 4 groups. Class, we are going to have a Students will form a
game show entitled “Spot the Picture” Now, I circle.
want you to form a circle without talking and
dragging your chairs.”
Mechanics:
1. Each member is required to participate in the
group.
2. The members will write the word of the image
they see on the picture that contains short a and
e.
3. The group who has the highest number of
words written will be the winner.
4. The groups will be given 10 minutes to finish
the activity.

“Do you have any questions regarding the “We don’t have any
mechanics?” questions, ma’am.”

Images that can be found: The students will present

-mask -gift -test -ant their work after the given
-bird -wand -hand time.
-plant -belt -nest
F. Finding practical Teacher will ask the students to provide words
applications of concepts with final consonant blends and short vowels that
and skills in daily living they can see inside the classroom.

“Class, now that you learn what final consonant The students will provide
blends and short vowels are, I want you to give their answer once they
me examples of words that have short vowels are called.
and final consonant blends that you can see
inside the classroom.”

Teacher will call students.

G. Making Teacher will explain the activity. Students do the task.
generalizations and
abstractions about the “I have pictures of famous celebrities here. Each
lesson picture has a corresponding question. I will call a
student, then he/she will select from the pictures.
Whoever you choose, you will need to answer the “Yes, Ma’am!”
question. Are the instructions clear?”

“Alright! Let’s start.”

Lisa Manoban’s picture:

“What did we discuss today?”
“We discuss the words
“Correct! “ with final consonant
sounds.”
Ser Geybin’s Picture:
“How many short vowels are
there?”
“There are five short
“Very good!” vowels which are a,e,i,o,
and u.”

Vice Ganda’s picture:

“Give me an example word that has
short vowel a with final consonant
blend?” “Example ma’am is
hand.”
“That’s right!”

Anne Curtis’ picture:

“How about for short vowel e?”
“Belt, ma’am.”

“That’s amazing, class. Now you learned about

the words with final consonant blend and the
short vowels. Let’s give all of us a Sexbomb
clap!”

Teacher will demonstrate the clap. Students will do the clap.

H. Evaluating learning Directions: Identify the final consonant blend
that matches the name of each picture below.
Encircle the correct answer.

1. 6.

nk lt ft nt nd
st

2. 7.

sk nt lt sk lt nt
 3. 8.

nd nt ft nd rd st

4. 9.

rd nd lt mp nd nt

5. 10.

mp rd nd lt nd st
I. Additional activities for ASSIGNMENT:
application or
remediation List all words that you see inside your house
which contain final consonant blends and short
vowels. Read it in class at the next meeting.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons 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
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use / discover which I
wish to share with other
teachers?

Prepared by: Checked by:

JESSA P. ENDAYA CHRISTOPHER V. FRANCISCO

Teacher I Principal I