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    36 The Boy Who Cried Wolf Detailed Lesson Plan

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    Jodelyn Mae Singco Cangrejo
    The document outlines a detailed lesson plan for an English class discussing the story 'The Boy Who Cried Wolf'. The objectives are for students to identify unfamiliar words, engage with the moral of the story, and organize the sequence of events. The lesson plan proceeds through preparation, review, storytelling, comprehension questions, and evaluation.

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    © All Rights Reserved
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    36 The Boy Who Cried Wolf Detailed Lesson Plan

    Uploaded by

    Jodelyn Mae Singco Cangrejo
    242 views5 pages
    The document outlines a detailed lesson plan for an English class discussing the story 'The Boy Who Cried Wolf'. The objectives are for students to identify unfamiliar words, engage with the moral of the story, and organize the sequence of events. The lesson plan proceeds through preparation, review, storytelling, comprehension questions, and evaluation.

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    36 the boy who cried wolf detailed lesson plan

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    The document outlines a detailed lesson plan for an English class discussing the story 'The Boy Who Cried Wolf'. The objectives are for students to identify unfamiliar words, engage with the moral of the story, and organize the sequence of events. The lesson plan proceeds through preparation, review, storytelling, comprehension questions, and evaluation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    242 views5 pages

    36 The Boy Who Cried Wolf Detailed Lesson Plan

    Uploaded by

    Jodelyn Mae Singco Cangrejo
    The document outlines a detailed lesson plan for an English class discussing the story 'The Boy Who Cried Wolf'. The objectives are for students to identify unfamiliar words, engage with the moral of the story, and organize the sequence of events. The lesson plan proceeds through preparation, review, storytelling, comprehension questions, and evaluation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    Southern Christian College

    United Church of Christ in the Philippines


    Poblacion 5, Midsayap, Cotabato
    COLLEGE OF TEACHER EDUCATION

    A Detailed Lesson Plan in English 7


    April 5, 2024

    I. OBJECTIVES:
    At least 80% of the students should be able to:
    a. identify and define unfamiliar words in the story "The Boy Who Cried Wolf";
    b. engage with the moral of the story through answering comprehension questions;
    and
    c. organize the sequence of events in the story chronologically.

    II. SUBJECT MATTER

    1. Topic: The Boy Who Cried Wolf - Fables of Aesop


    2. References: The Boy Who Cried Wolf Story. Retrieved from
    https://www.sandylands.lancs.sch.uk/wp-content/uploads/2020/11/the-boy-who-
    cried-wolf-story.pdf
    3. Materials: Laptop, Smart TV, Powerpoint Presentation, Visual Aids, and Printed
    Materials

    III. PROCEDURE

    Teacher Activity Student Activity


    A. PREPARATION
    1. Greetings
    “ Good Morning/Afternoon, “Good morning/afternoon, Ma’am.”
    class! Requesting everyone to The students proceed to follow the
    please settle down in a count of 5, instructions.
    4, 3, 2, and 1.”

    2. Prayer
    “Before we begin our class today,
    let us first have a prayer. May I
    request someone to lead us in “Let us pray…”
    prayer.”
    “Amen.”
    “Please take your seats.” “Thank you, Ma’am.”

    3. Checking of Attendance
    The teacher will call the names of The learner says, “Present” when he/she is
    each learner. in the classroom

    4. Reminders
    “Please be reminded of your
    homework.”
    “Do you have your homework? The students share their answers for
    “Please share your answers for checking.”
    checking.”

    5. Setting of Rules
    “Let’s review our rules. Again, what
    are the 5 set of classroom rules that I
    want you to follow?” “No using of mobile phones.”
    “No talking with seatmates.”
    "Greet your teachers as they enter the
    room”
    "Raise your hand if you want to be
    recognized.”
    “If you want to go to the comfort room,
    “Very good! Do you have any more ground raise your hand to ask for permission.”
    rules to add?”
    “Yes/None, Ma’am”
    B. Review
    “Before we proceed to our new topic, let us
    first go over what we discussed yesterday.

    “What did we discuss yesterday?”


    “ Yesterday, our topic was about Features
    of Academic Writing: Complexity and
    “ Very Good! What does it mean when we Responsibility.”
    say Complexity?”
    “Complexity is a state of being confusing
    “How do we avoid complexity? Give me or difficult.”
    one.”
    1. Use shorter words.
    2. use more varied vocabulary.
    3. make use of more noun–based phrases.
    4.avoid using subordinate clauses.
    5. You should avoid using passive
    “Very Good! How about Responsibility in structures.
    Academic Writing? What is it?”
    “Responsibility is being able to include
    proper reference to the work of other
    “Are there clarifications or questions authors, so as to avoid plagiarism.”
    regarding our previous topic?”
    “Yes, Ma’am/None, Ma’am.”
    The teacher will only cater relevant questions
    from the students.

    C. Activity
    “Pass the Ball”
    Directions: Pass the ball from your seatmate
    to another while the song is playing. If the
    song stops, the person holding the ball must The learners participate in the activity.
    share a story about a time when they told a lie
    and a misfortunate event occurred as a result.

    “Are the instructions, clear?


    “Okay, let’s begin.” “Yes/ No, Ma’am”

    Time limit: 5 minutes

    D. ANALYSIS
    After the activity, the students reflect on the
    effects of lying to them.

    “Do you think it’s good to lie? Why” “Yes/ No, Ma’am”
    “Lying can sometimes protect others'
    feelings or privacy, fostering social
    harmony. However, it erodes trust and can
    lead to harmful consequences if
    discovered, damaging relationships and
    E. ABSTRACTION integrity.”

    “These are the objectives for today's session,


    class. These are the goals I expect you to
    meet during this time frame. Please read. ”

    BEHAVIORAL OBJECTIVES: The students read the Behavioral


    At least 80% of the students should be able Objectives.
    to:
    a. identify and define unfamiliar words in
    the story "The Boy Who Cried Wolf";
    b. engage with the moral of the story
    through answering comprehension
    questions; and
    c. organize the sequence of events in the
    story chronologically.

    Storytelling
    The teacher, together with the students, will
    read the story entitled, The Boy Who Cried
    Wolf - Fables of Aesop.
    The students read the story.
    F. APPLICATION
    “DEFINE AND GIVE EXAMPLE”

    DIRECTIONS: Write the meaning of each


    word in the table, then create your own
    sentence using each word. You may use your
    phones for research.
    MEANING SENTENCE The students participate in the activity and
    WORD answer the Comprehension Questions.
    MISCHEVOUS
    TRICK
    GLEE
    RUSH
    GOBBLED “Yes, Ma’am”
    “Are the instructions, clear?
    “Okay, let’s begin.” “Yes, Ma’am”
    The students answer the activity.
    G. GENERALIZATION

    The teacher asks the following questions for


    students to answer.

    Comprehension Questions:
    1. Who are the character/s in the story?
    “The Boy, the villagers, the sheep and the
    wolf.”
    2. What is the moral of the story?
    “No one believes a liar, even if they are
    telling the truth.”
    IV. EVALUATION
    “RE-TELL THE STORY”
    Directions: Arrange the story in The students answer the evaluation.
    chronological order. Write numbers 1-5 to
    indicate the sequence of events.

    5 4 3

    1 2
    ASSIGNMENT
    Directions: In your notebook, list 3 pros and cons of lying.

    REMARKS

    REFLECTION
    No. of learners who earned 80% in the evaluation.

    No. of learners who required additional activities for remediation.

    Did the remedial lessons work? No. of learners who have caught up with the
    lesson.

    No. of learners who continue to require remediation.

    Which of my teaching strategies work well? Why did this work?

    What difficulties did I encounter which my principal or supervisor can help


    me solve?

    What innovations or localized materials did I use/discover which I wish to


    share with another teacher.

    Prepared by:

    JODELYN MAE S. CANGREJO


    Pre-Service Teacher

    Checked: Noted:

    CECILLE T. BANGGOS, T-III JANET D. TAYONG, P-I


    Cooperating Teacher School Head

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