CORDOVA NATIONAL HIGH SCHOOL

Cordova, Amulung, Cagayan

SEMI-DETAILED LESSON PLAN

Grade Level Standard The learner demonstrates communication competence through

his understanding of Philippine literature and other type of text
for deeper appreciation of Philippines culture.

Content Standard The learner demonstrates understanding of pre-colonial literature

as a means of connecting to the past various reading styles, ways
of determining word meaning and subject-verb agreement.

Performance Standard The learner transfers learning by showing appreciation to the

literature of the past, comprehending the text using appropriate
reading style, participating in conversation, ways of determining
word meaning and subject-verb agreement.

Domain of Literacy Listening/Reading comprehension.

Learning Competency ENTRC1b: Use information in a reading/viewing text to infer,

to evaluate and to express critical ideas.
ENTRC1e: Respond to ideas, issues, and concerns presented in a
reading/viewing text in a creative way.

CONTENT THE CROW AND THE SPARROW

I. TARGET COMPETENCIES
At the end of the lesson, the students should be able to:
a. Identify the characters and settings of the text
b. Express ideas and opinions based in the values derived from the reading text
c. Sequence events as they happened in the story

II. SUBJECT MATTER

Lesson: The Crow and the Sparrow
Reference: DepEd Teaching Module (downloaded)
Materials: Printed materials
Instructional materials
 III. LEARNING TASK
A. Preliminary Activities
Reviewing previous lesson
Last meeting, we talked about the elements of story.

B. Motivation
Let’s play a game…
Our game today is entitled “KNOW THESE PICTURES”. I will present 4
pictures, one for each group. Each group will arrange the picture puzzles, and present it to the
class. The first group to complete the puzzle will be given a bonus point.

C. Presentation
a. ANALYSIS
What did you notice about our game today?

b. ABSTRACTION
The story we’re going to read has something to do with friendship and
dishonestly/betrayal. (Reading f the story using segmented approach)
After each segment the teacher asks,
a. Why did the sparrow agree to the bet?
b. What condition did the sparrow give before allowing himself to be
eaten?
c. Why did the river refuse to give water to the crow?
d. Why can’t the potter give the crow a pot?
e. What condition did the potter give to the crow?
f. What did the blacksmith as the crow to be able to make a spade?
g. What did the farmer’s wife do? What happened to the crow?
h. Who are the characters? What is the setting?

c. VALUING
1. What kind of friend is the crow?
2. Do you know someone like him?
3. Would you like a friend like the crow? Why or why not?
4. What lesson did we get from the story?

d. APPLICATION
Having the same group, arrange the following events in order of occurrence.
(Group Activity)
 IV. EVALUATION
Write T if the statement is true back from the story and F if it is false.
1. The sparrow agreed to the bet because he thought that the crow is not serious.
2. The crow cheated because he really wanted to eat the sparrow.
3. The earth gave clay to the crow.
4. The sparrow was honest and trusting.
5. The housewife really intended to burn the crow.

V. ASSIGNMENT
Complete the story map by supplying the appropriate answers based from the text
listened/read.

CHECKED BY:

ARNOLD B. MALAZZAB
Master Teacher II
PREPARED BY:
IMELDA R. TUPPAL
SST III