BICOL UNIVERSITY Grade

School: POLANGUI Level: 3

Learnin
Teacher: Renz Lyndon V. Salomon g Area: ENGLISH
LESSON Teaching Dates and Quarter
PLAN Time: : 2nd

I. OBJECTIVES
A. Content Standards The learners will demonstrate an understanding of verbs and their purposes in many
settings, including how to use verbs to describe specific activities, occurrences, or
states of being, identify and use action words in simple sentences.

B. Performance Standards The learners should use action words effectively and to consistently employ
dynamic and precise action words to enhance communication and convey ideas with
clarity and impact.
C. Learning Learning Competency: Identify and use action words in simple sentence. (EN3G-
Competencies/Objectives IIc-d-3.4)
Write the LC code for each

a. CONTENT Verb or Action Words

b. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources Visual Aid
a. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Teacher’s Activity Students’ Activity

A. Routine Activities

“Good morning Class!” “Good morning, Sir!”

“Before we start our discussion, Ms (Prayer)

Carla may you please lead the prayer.”

“Now, kindly settle down and arrange

your chair and pick up some (The students will arrange their chair
unnecessary things under your chairs if and pick up some unnecessary dirt)
there is.”

“So class, what was our lesson

yesterday? If all of you lend their “It is all about Noun Sir!”
attention.”
B. Motivational Activity

“I prepared a motivational activity to

warm up Your minds in order for you
to have an idea of our topic for today.
Are you all excited?”

“Our motivational Activity is entitled

Action Word Charades!”

“I will group you into 2 groups. This

will be group 1, group 2 “

“Each group will have a set of action

word flashcards, One student from
each team takes turns picking an
action word from a hat or container”

“Without speaking, the student must

act out the word they picked while
their team members try to guess what
action they are portraying within a time
limit (usually 1-2 minutes).
The team that guesses correctly earns a
point.
I will repeat the process with each
team taking turns until all students
have had a chance to act out a word.
The team with the most points at the
end of the game wins.” (the class are ready and excited )

“Did you get it, class?” “Yes Sir!”

“Okay class, Let’s start from the first

group.”

“Group 1…”
\
“And I think the last group are ready to
beat the score of the group 1…”

“Group 2…”

“Okay class let us all clap our hands (the class will clap in chorus)
for doing a good job.”

B. Establishing a purpose for the

lesson Learning Outcome: At the end of the discussion the learners are expected to;

Cognitive Domain:
A. Identify the action word in a simple sentences
Psychomotor Domain:
B. Create 2 or more simple sentences with the correct used of an action word
Affective Domain:
C. Express confidence and creativity in using different action words to
communicate effectively.
C. Presenting examples/instances of
the new lesson Teacher’s Activity Students’ Activity
“Alright! Thank you for the active
participation! Did you guys enjoyed
the activity? “ “Yes, Sir!”

“Let us now proceed to our main

discussion.”

“Let’s go back to our previous activity.

Based on the flashcards, what have you
observed from the ones that you acted
out in front of our class like run, jump,
dance, swim, and sing?”

“What are those? Who can tell me?” (the class will answered in chorus)

“Yes! Those are?!”

(Action Words!!)

“Thank you everyone you are all right!

Those set of words are called action
words”

“Now what do you is our topic for

today?”

“Anyone?” “May I?”

“Go ahead, _______.”

“Our topic for today is all about Verb.”

“Okay! Thank you, _______”

“The answer that you shared is

correct.”

“Let’s clap our hands everyone!”

(the class will clap in chorus)

“Our topic for today is all about Verb.”

Alright, A Verb is an action word. It is

used to describe an action, occurrence,
or state of being. It is often referred to
as a "doing" or "action" word.

“Now, I am going to give you an

example but all of you will sing it and
identify the action words that is given
in the song this will help you to
understand it clearly, alright!”

“Okay class before that I will divide

you in Two groups”
“The row 1 will be the first one to sing,
and the row two will follow, is that “Yes, Sir!”
okay?”

(the class will sing by group)

Example:
IT’S MY BIRTHDAY

IT’S MY BIRTHDAY “IT’S MY BIRTHDAY

I WANT TO SING I WANT TO SING
I WANT TO DANCE I WANT TO DANCE
HOORAY! HOORAY!

THE KIDS ARE EATING THE KIDS ARE EATING

WE LOVE PLAYING WE LOVE PLAYING
AND WE ARE JUMPING AND WE ARE JUMPING
HOORAY! HOORAY!”

“Again what have you observed from

the underlined word like sing, dance, “Yes, Sir!”
eating, playing, jumping? The ones that
you acted out “

“Anyone?” “May I?”

“Yes, _____” “The underlined word in the song are

called Action word”

“Very good! That is correct!”

“Alright for the second time, what is a “It is an action word”

verb?”

“What are the examples of verbs?”

RUN “RUN
WALK WALK
READ READ”

D. Discussing new concepts and

practicing new skills #1 Teacher’s Activity Students’ Activity
There are many different action words
in a sentences that we need to know and
understand.

“Can you still remember what a verb

is?”
(The pupil will raise their hands)
“Yes ______.”
“A Verb is an action word. It is used to
describe an action, occurrence, or state
of being. It is often referred to as a
"doing" or "action" word.”

“Thank you so much, _______.”

(the class will clap in chorus)

“Let’s clap our hands for ______”

“Alright, Did you all understand what a “Yes, Sir!!”

verb is?”

“Now can you identify the action words “Yes, Sir!!”

in a simple sentence?”

“I think all of you knows what is a verb

or an action word is, let’s try this
exercise”

“I have sentences here and you are

going to determine the action word in
the sentence”

(Practice)
1. Sprinting down the track, the Answer:
athlete gave it their all to reach 1. Sprinting
the finish line first. 2. Chopped
2. The chef skilfully chopped the 3. Explored
vegetables, creating a beautiful 4. Completed
array of colourful ingredients. 5. Crashed
3. The children eagerly explored
the forest, searching for hidden
treasures among the trees and
bushes.
4. With determination, she
completed her homework in
record time, leaving her with
plenty of free time.
5. As the sun set, the waves
crashed against the shore,
creating a soothing and
rhythmic sound.

“May you please read number one, and

tell us your answer?” “Sir, may I?”

“Yes _______.” “Sprinting down the track, the athlete

gave it their all to reach the finish line
first. The correct answer is Sprinting”
"Okay, Very well that is correct!"

“For item number two, _______.” (The pupil will raise their hands)

“Yes _______.” ”The chef skilfully chopped the

vegetables, creating a beautiful array
of colourful ingredients. The correct
answer is chopped”

"Okay, that is correct!"

“Next number three, _______.” “The children eagerly explored the

forest, searching for hidden treasures
among the trees and bushes. The
correct answer is Explored”

"Correct!"

“For item number four, May I call on “With determination, she completed
Miss _________." her homework in record time, leaving
her with plenty of free time. The
correct answer is Completed”
"Correct!"

“And for the last number, Mister “As the sun set, the waves crashed
_______.” against the shore, creating a soothing
and rhythmic sound. The correct
answer is Crashed”

"Very well!"

"Alright! All your answers were (Applause)

correct. Let us now give a round of
applause for your active participation."

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment “Now that you know what an action
3) word is, let us accomplish this
activity.”

Identify the action word in the

following sentence.

1. She danced gracefully across Answer:

the stage. 1. Danced
2. The children played happily in 2. Played
the park. 3. Prepared
3. The chef prepared a delicious 4. Sprinted
meal for the guests. 5. Listened
4. The runner sprinted towards
the finish line.
5. The students eagerly listened
to the teacher's instructions.
“Okay! Everyone please read the item (The students will read and answer in
number 1.” chorus.)

“The dog needed a new leash, and he

couldn’t go for a walk until he had
one.”
“What is the correct answer?”
“Danced.”
“Very good!”

“How about the number two? What is

the correct answer?” “Played”

“Correct!”

“Next, the third one. What is the

correct answer?” “Prepared.”

“Good job!”

“Please read, item number four. What

is the correct answer?” “Sprinted.”

“Okay, Very well!”

“Lastly, read last number. What is the

correct answer?” “Listened”

“Great job! everyone.”

G. Finding practical applications of Group Activity:

concepts and skills in daily living
Make a short skit about any topic of choice consisting an action words. After
organizing ideas, perform the prepared skit to the class.

H. Making generalizations and

abstractions about the lesson
An action word, also known as a verb, is a word that describes an action,
occurrence, or state of being. It signifies what the subject of a sentence is doing or
the way the subject is affected. Verbs can express physical actions (run, jump,
swim) or mental actions (think, believe, consider), as well as states of being (is,
was, were).

Pupils can easily identify action words in a sentence by looking for words that
express what someone or something is doing. To identify action words, they can ask
themselves:

What is the subject doing?

Is there any movement or change happening in the sentence?
Can I imagine the action or the state of being described?

For instance, in the sentence "The cat is sleeping," the action word is "sleeping"
because it describes what the subject, "the cat," is doing. Identifying action words is
an essential step in understanding the structure and meaning of sentences.
I. Evaluating learning
I. Match the action word to its corresponding meaning.
1. Skip A. Moving on hands and knees
2. Climb B. Moving up or down using one's hands and feet
3. Crawl C. Moving quickly on foot
4. Run D. Moving by springing off the ground with both feet
5. Jump E. Moving by hopping on one foot

II. Encircle the correct words based from the pictures.

1.

Walk / Fly / Run

2.

Talk / Swim / Fly

3.

Run / Climb / Walk

4.

Walk / Talk / Fly

5.

Climb / Talk / Swim

J. Additional activities for (Take home activity)
application or remediation
Assignment:
Think and Choose one of an action word, draw a picture that represents the
action word, write a sentence or a short paragraph explaining what is happening
in the picture.

b. REMARKS
c. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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:
Renz Lyndon V. Salomon

Noted:
Ma. Teresa Magdasoc
Course Instructor