Lesson Plan in Third Year English

I. Objectives
At the end of a 40-minute period, 90% of the students shall be able to:
1.
Cognitive: identify the conflict presented in the story;
2.
recall significant events in the story;
3.
compare and contrast the setting (atmosphere, time, and temperature) of the
story and the main character’s emotions of feelings;
1.
Psychomotor: use adjectives creatively in describing the characters and events in the story
through a story pyramid;
1.
Affective: develop concern for others through suggesting ways on how to secure oneself
in times of natural calamities or disasters;
2.
appreciate true friendship through letter writing.
II. Subject Matter
a. Topic: His Friend, Eric by Dina Ocampo
b. Reference
c. Interdisciplinary Science – citing preventive measures to secure oneself in times of calamities or
disasters
d. Materials Textbook, TV screen, and worksheet
III. Learning Activities
PRE-READING PHASE

Story Impressions

 Present the following words (should be written vertically in order).

Jaime and Eric

toys
shared
Jaime
radio
birthday present
Eric
tiny houses
storm
rushing flood
Eric’s radio
fallen
Eric’s mother
black pin
Jaime
Tears
Vocabulary
- Answer the puzzle below. Use words taken from the story, “My Friend, Eric?” Word meanings are
provided under the puzzle to help you.

s
t
e
r a g e d s
d l
f t r i u m p h a n t
a m
s b
t u m b l e d
r

READING PHASE
- Conduct Read Aloud
(Students are asked to read aloud the short story entitled “His Friend, Eric” by Dina Ocampo)

POST-READING PHASE

1. Pop Talk
- Random students are to answer the following questions:

o What is the relationship between Eric and Jaime?

o How did Jaime and Eric become friends?
o What would Jaime share with Eric?
o What would Eric bring for Jaime?
o What was Jaime’s birthday present to Eric?
o Describe Eric’s home.
o Who between the two is rich? Provide reasons by citing lines from the selection.
o What was Eric trying to save on a stormy night?
o What was on Eric’s mother’s dress one Saturday morning?
o What was meant by the black pin?
o How important is Eric to Jaime?
o What does storms remind Jaime?

2. Engagement Activities (small groups)

(The teacher shall divide the class into five groups. Each group is assigned to perform a certain task designed by
the teacher)

Group A: Letter Writing.

- If given a chance, what do you think will Jaime tell Eric? Pretend that you are Eric, write one
paragraph letter and address it to Eric.

Group B: Feeling chart.

- Pretend to be the main character in the story. Write how he feels during each event in the story.
Events How He Feels
Group C: Story Conflict Chart.
- Present the conflict in the story through a chart.

Group D: Story Time Line.

- Recall the significant events in the story, and write them in order they happened in a story time line
chart.

Group E: Story Pyramid

- Make a story pyramid with the following information
a. Name of the character
b. 2 Words to describe the main character
c. 3 words to describe the setting
d. 4 words to describe the problem
e. 5 words to describe the 1st event
f. 6 Words to describe the 2nd event
g. 7 words to describe the 3rd event
h. 8 words stating the solution to the problem

Valuing  DOs and DONTs Chart:

- With the recent typhoon Yolanda, what do you think are the things that one
should do before and during calamities and natural disasters? Make a chart
and write 5 for the DOs and another 5 for the DONTs.
Synthesis and 
Generalization:
Evaluation:  Students’ evaluation will be based from the DOs and DONTs chart under
Valuing.

Prepared by:

Ms. Odel G. Selisana