Dear Lesson Log 4th Friday

School MACATINGOG IS Grade Level 10
Learning
Teacher Carmelita L. Dabuet ENGLISH
Area
LESSON
LOG IN Teaching Dates
DEAR March 8, 2024 Quarter 3
and Time
PROGRAM
I. OBJECTIVES At the end of the lesson, students should be able to:

a. Produce the two different "th" sounds (/θ/ and /ð/) in English.
b. Identify words containing the "th" sound and pronounce them
accurately.
c. Practice the "th" sound through tongue twister with correct
stress and intonation.
II. CONTENT Mastering the "th" sounds (voiceless/θ/ and voiced/ð/)
III. LEARNING
RESOURCES
A. References https://chat.openai.com/c/e25a40ab-8995-4c54-a7fb-001cee2bffad
IV. PROCEDURES
A. PRELIMINARIES 1. Prayer
2. Checking of Attendance
3. Classroom Rules
B. Pre-Reading
Activity  MYSTERY SQUARES
- Student will pick a word to read from the mystery squares.
- Produce the "th" sound by sticking out the tongue and
exhaling gently, making either the /θ/ and /ð/ sound of the
word.
- Each square has corresponding points.
 Model the correct pronunciation of words containing "th" sound.

 Explain the two different "th" sounds in English: /θ/ (voiceless)
as in "think" and /ð/ (voiced) as in "this".
C. During Reading
Activity  UNLOCKING OF DIFFICULTIES
- Provided sentences with words containing “th” sounds.
- Students will unlock the meaning of the underlined word with
“th” sounds in each sentence. (Words with “th” sounds are
extracted from the text The Three Brothers and the Thief.)
1. The keys are within the drawer.
Meaning: inside or contained by
2. The jungle was thick with vegetation.
Meaning: dense or having a large physical dimension
3. The security camera footage captured the thief sneaking
into the store and stealing valuable items from the
shelves.
Meaning: a person who steals something
4. She followed the path through the park to reach her
friend's house.
Meaning: a route or track along which one travels or
moves
5. The ball went through the hoop.
Meaning: movement from one side to the other
6. After a moment of reflection, she shared her thought on
the matter.
Meaning: something in mind
7. She stepped forth confidently onto the stage to deliver
her speech.
Meaning: onward in time, place, or order
8. We worked together to finish the puzzle.
Meaning: a sense of unity
9. The brotherhood between the two friends was evident in
their unwavering support for each other during difficult
times.
Meaning: state of being brothers or alliance
10. The stranger's aggressive behavior began to threaten
the peace of the neighborhood.
Meaning: to communicate an intention to cause harm
 PRESENTATION OF THE TEXT

- First, the teacher will read the text aloud, and students will
follow by reading silently;
- Afterwards, ask volunteer from the class to lead in reading
the text and the rest of the class will follow.
The Three Brothers and the Thief

Once upon a time, in a bustling village nestled within the
thick forest, lived three brothers named Ethan, Matthew, and Keith.
Ethan, the eldest, was known for his wisdom and kindness. Matthew,
the middle brother, possessed great strength and courage. Keith, the
youngest, was quick-witted and agile.
One sunny morning, as the brothers were tending to their farm,
they heard a commotion coming from the village square. Rushing to
investigate, they discovered that a notorious thief, with a sly grin on
his face, had stolen precious jewels from the local jeweler's shop.
Ethan, Matthew, and Keith knew they had to act quickly to
catch the thief and retrieve the stolen goods. Determined to bring
justice to their village, they set off into the forest, following the trail left
by the thief's hurried footsteps.
As they ventured deeper into the woods, the sounds of rustling
leaves and chirping birds filled the air. Suddenly, Keith spotted a
shadowy figure darting behind the trees. With a whispered signal, the
brothers split up, each taking a different path to surround the thief.
With his heart pounding in his chest, Ethan cautiously
approached the thief, his footsteps silent on the forest floor. "Stop right
there!" he called out, his voice echoing through the trees. Startled, the
thief froze in his tracks, his eyes wide with fear. the thought of having
no chance to escape.
Meanwhile, Matthew emerged from the bushes, his towering
figure casting a shadow over the thief. "You won't get away with this,"
he growled, his voice low and menacing. The thief trembled at the sight
of Matthew's imposing presence.
At that moment, Keith appeared from the other side, a
mischievous grin playing on his lips. "Looks like the game is up," he
said, his voice dripping with sarcasm. The thief realized the thought of
having no chance to escape. He was outnumbered and reluctantly
surrendered, handing over the stolen jewels.
With the thief apprehended and the jewels recovered, the
brothers returned triumphantly to the village square. The villagers
cheered and praised Ethan, Matthew, and Keith for their bravery and
resourcefulness.
From that day forth, the three brothers were hailed as heroes
in their village, their names spoken with reverence and admiration.
And as they stood together, united in their bond of brotherhood, they
knew that no thief could ever threaten the peace and prosperity of
their beloved home.
- Identify the words containing “th” sounds in the text and

pronounce it accurately.
 PROCESSING QUESTIONS THROUGH PICK-A-DOOR

- Pick a door from the variety of doors on the monitor.
- Each door has corresponding questions that student must
answer.
Sample questions:
1. Who are the three brothers in the story?
2. What were the brothers doing when they heard the
commotion in the village square?
3. What did the brothers discover upon investigating the
commotion?
4. How did Ethan, Matthew, and Keith decide to catch the thief?
5. How did Ethan approach the thief in the forest?
D. Post Reading "TH-SOUND TONGUE TWISTER FUN"
Activity  Students will be grouped according to their reading level;
 Provide each group with tongue twisters containing "th" sounds
to challenge their pronunciation skills.
 Practice saying the tongue twisters slowly at first, then gradually
increase speed.
 They will be given 10 minutes to practice their presentation.
 Proper stress and intonation must be observed.
E. Wrap-Up MY TAKEAWAYS!
 Teachers will ask the students their reading experience as well
as their learnings from the text by completing the statements
below:
1. Producing the two different "th" sounds (/θ/ and /ð/) in
English is significant because
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Prepared by:
CARMELITA L. DABUET
Teacher III
Approved:
BLESILDO A. ORQUIN
School Principal II

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School MACATINGOG IS Grade Level 10

I. OBJECTIVES At the end of the lesson, students should be able to:

 Model the correct pronunciation of words containing "th" sound.

 PRESENTATION OF THE TEXT

The Three Brothers and the Thief

- Identify the words containing “th” sounds in the text and

 PROCESSING QUESTIONS THROUGH PICK-A-DOOR

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