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LESSON PLAN IN ENGLISH 6

Quarter: Second Quarter


Date: October 01, 2018
Time: 8:05-8:55 AM

(ANNOTATIONS)
-PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
I. OBJECTIVES INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
Demonstrates understanding that reading a wide range of
A. Content Standards texts provides pleasure and avenue for self-expression and
personal development.
B. Performance Standards Uses literal information from texts to aptly infer and predict
outcomes.
Knowledge: Note significant details of informational texts, PPST MODULE 7
(ENGRC-IId-5.5) KRA 3, OBJ. # 7
Skill: Perform the assigned tasks following the given house MT I-IV RUBRIC, INDICATOR 5
rules/standards/guidelines. -Plans, manages and implements developmentally
C. Learning Competencies/ Objectives Attitude: Show tactfulness when communicating with sequenced teaching and learning processes to meet
Write the LC code for each. others, (ENGA-IId-17) curriculum requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is applied in
lesson planning objectives in order to meet curriculum
requirements based on the Curriculum Guide/CG. Parts of
the DLP are based on the PPST Modules.
Noting Significant Details of Informational Text
II. CONTENT/TOPIC
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English CG for Grade 6 page 130
2. Learner’s Materials pages
Across Boarders through Language 6 pages 128-129
3. Textbook pages
Into the Future: Science & Health 6 page 94
4. Additional Materials from Learning
Resource (LR) portal
Pictures, Smart TV, laptop, power point presentation,
B. Other Learning Resources
cartolina, realia like perfume, cigarette and lighter
IV. PROCEDURES
Review: Noting Details of a Story Read PPST MODULE 2
-What interrogative words or question words do we use MT I-IV RUBRIC, INDICATOR 2
when we want to know the details of a story read or listened -Applies a range of teaching strategies that enhance
to? learner achievement in literacy and numeracy skills.
MOV---Literacy in giving and understanding the meaning of
Unlocking of Difficulties: words is shown during the Unlocking of Difficulties.
--Show and read briefly the meaning of an informational text.
PPST Module1
Identify the meaning of the underlined words from the KRA 1, OBJ. # 1
choices given: MT I-IV RUBRIC, INDICATOR 1
1. Air pollution has crept into every aspect of our lives -Applies knowledge of content within and across curriculum
and has grown at alarming effect. teaching areas.
A. Reviewing previous lesson or presenting
2. We don’t have to look far to find the culprit. MOV---Science integration is visible in the text content
the new lesson
3. At home, the garbage we disposed improperly emits found in the Unlocking of Difficulties.
a foul smell and contributes a fair share of pollutants.
4. Unless we are vigilant about our environment we will PPST MODULE 9
soon find ourselves suffocating. KRA 3, OBJ. # 9
5. One way is to put our garbage in covered trash -Selects, develops, organizes and uses appropriate
receptacles. teaching and learning resources, including ICT, to address
learning goals.
-has spread or grown over -watchful MOV---The difficult words and their meaning are clearly
-one guilty of fault -containers written using ICT. Words in sentences/ contexts are viewed
-ejects through power point presentation.

B. Establishing a purpose for the *GUESSING GAME/PREDICTING OUTCOMES PPST MODULE 9


lesson/Motivation/Motive Questions Ask: Can you guess what is inside the bag? KRA 3, OBJ. # 9
When I spray this around, what do you think will -Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to address
happen?
learning goals.
MOV---The use of realia like perfume and cigarette will be
Can you guess again what is still inside the bag? an effective Teaching Learning Resource in motivating the
What do you think will happen if I light this cigarette learners.
with this lighter? PPST Module1
What do you think will happen to me if I smoke a KRA 1, OBJ. # 1
cigarette for a long time? MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
Is this kind of air good to breathe? Why?
teaching areas.
MOV---English Language integration is observable in the
*Throw questions to pupils and lead them to arrive in the manner of questioning, such as predicting outcomes and
correct word, Air Pollution. identifying cause and effect relationship. Science
integration is also observable in the content of the
questions given.
Present the following questions: PPST Module1
-What is air pollution? KRA 1, OBJ. # 1
-Why do you think there is so much air pollution in urban MT I-IV RUBRIC, INDICATOR 1
C. Presenting examples/instances of the places than in rural places? -Applies knowledge of content within and across curriculum
new lesson - How are urban areas different to rural areas? teaching areas.
MOV--- Science and Araling Panlipunan integrations are
also observable in the questions given.

Present pictures about air pollution in slides and talk PPST MODULE 9
about KRA 3, OBJ. # 9
it. -Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to address
Ask: What can you say about each picture? learning goals.
How will you describe each picture? MOV---The pictures are presented through the use of slides
To where do you think each picture belongs? Rural in power point presentation.
D. Discussing new concepts and practicing
or urban?
new skills #1
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
teaching areas.
MOV---Integration of English Grammar such as descriptive
words or adjectives is observable.
Presenting the informational text through power point . PPST MODULE 9
*First reading- Silent reading of the selection in 2 minutes KRA 3, OBJ. # 9
for understanding and noting of the important details. -Selects, develops, organizes and uses appropriate
E. Discussing new concepts and practicing
teaching and learning resources, including ICT, to address
new skills #2
*Second Reading- Oral reading of the selection in 2 minutes learning goals.
for correct pronunciation. MOV---The selection is presented through the use of slides
in power point presentation.
F. Developing mastery (leads to Formative Noting the significant details of the informational texts PPST MODULE 3
Assessment 3) about air pollution. KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
1. What is the selection about? -Applies a range of teaching strategies to develop critical
2. In your own words, what is air pollution? and creative thinking, as well as higher-order thinking skills.
3. Base on the information given, what are the causes MOV---The questions presented in the Formative
of air pollution? Assessment are arranged from lower level to higher level
4. How does air pollution affects us? thinking skills.
5. How can you as an individual help in the prevention
of air pollution? PPST Module1
6. Why do we need to prevent air pollution? KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
teaching areas.
MOV---Health and Value integrations are included in the
content of the questions presented such as being helpful in
order to prevent air pollution and why do we need to
prevent air pollution.
G. Finding practical applications of concepts Group Activity (4 groups) PPST MODULE 5
and skills in daily living -Each group chooses a leader to facilitate the task to be KRA 2, OBJ. # 5
done. MT I-IV RUBRIC, INDICATOR 4
-House rules/standards/guidelines are set for the group to -Manages learner behaviour constructively by applying
follow. positive and non-violent discipline to ensure learning-
-Rating of each group presentation is based on a rubric. focused environment.
-Each group is given 15 minutes to plan on what to do on MOV---To avoid and prevent misbehaviour, house rules/
the task given. standards/guidelines are set before doing the activity.
-Each group is given only up to 3 minutes to present their MOV---Learners are given positive feedback after each
work. group presentation.

Group tasks: PPST MODULE 6


How to prevent air pollution? KRA 2, OBJ. # 6
1. Group 1-Express your answers through a poem. -Uses differentiated, developmentally appropriate learning
2. Group 2-Illustrate the solution through a poster. experiences to address learners’ gender, needs, strengths,
3. Group 3-Share your ideas through a song. interests and experiences.
4. Group 4-Show your thoughts by presenting a role MOV---The learners are given differentiated activities
play. according to their strengths and interests.
MOV---By applying differentiated activities, learners are
House Rules/Standards/Guidelines: ensured of their active participation.
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback PPST MODULE 4
R- Respect others & their thoughts KRA 2, OBJ. # 4
O- On task all the time MT I-IV RUBRIC, INDICATOR 3
U- Use soft voices -Manages classroom structure to engage learners,
P- Participate actively individually or in groups in meaningful exploration,
S- Stay with your group discovery and hands-on activities within a range of physical
learning environments.
Rubrics in Participation/Group Activities: MOV---The utilization of learning environments such as
POINTS INDICATORS study area outside the classroom and the room structuring
5 -Shows eagerness and cooperation to do the arrangement for group activity purposes is observed.
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s
supervision
2 -Activity was done but does not show
eagerness
to participate or cooperate
1 -No interest in participating the activities

Special Reminders to pupils before doing the activity:


Be tactful in dealing with others.

Group Presentations
- 3 minutes only for each group presentation

(Learners are given utmost recognition in the task they are


presented.)

Ask: PPST MODULE 10


1. What do you look for in an informational text when KRA 4, OBJ. 10
noting significant details? Designs, selects, organizes and uses diagnostic, formative
H. Making generalizations and abstractions 2. Did you follow the given house rules when and summative assessment strategies consistent with
about the lesson performing the task given to you? curriculum requirements.
3. Did you show tactfulness with your fellow group MOV—Formative questions are raised to learners to
members as you communicate with each other in diagnose how far they have learned or if the objectives of
carrying the task given to you? the lesson are carried.
I. Evaluating learning *Let us now evaluate your knowledge in identifying PPST MODULE 10
significant details from the informational text you read a KRA 4, OBJ. 10
while ago about air pollution. -Designs, selects, organizes and uses diagnostic, formative
and summative assessment strategies consistent with
Evaluation: curriculum requirements.
Identify the significant details from the informational text MOV---The use of formative assessment consistent with
read about air pollution. Choose your answers from the curriculum requirements is followed in order to interpret the
choices provided below. result of the learners’ progress.

1. What has crept into every aspect of our lives and has PPST MODULE 11
grown at alarming rate? KRA 4, OBJ. 11
2. What emits a foul smell and contributes a fair share Monitors and evaluates learners’ progress and
of pollutants? achievement using learners’ attainment data.
3. What would be the effect of air pollution? MOV—Results of evaluation are monitored and reflected on
4. Where should we put our garbage? the Learners’ Data in order to support and assess learners’
5. How could we have a sure supply of oxygen? progress and achievement. Results are interpreted so as to
determine if the lesson needs remediation, enrichment or
-Plant trees re-teaching.
-Lack of clean air
-Air pollution
-Covered trash receptacles
-Garbage

*Checking of answer sheets and submission of papers


for recording is done right away after the test to
interpret the result of the learners’ progress.
Assignment: PPST Module1
-Note at least 3 significant details from the informational KRA 1, OBJ. # 1
texts below. MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
People generate waste as they perform their daily task. With teaching areas.
higher population the more waste is produced. MOV--- Science integration is observable in the content of
the informational text given as an assignment.
The waste comes in various forms. They maybe waste
J. Additional activities for application or produced from packaging materials, vegetable peelings,
remediation sewage among many others. People keep on producing
wastes.

Waste pile up and come in contact with air and water.


As this happens, water and air become polluted.

You can help the environment clean by recycling


wastes. Household waste can be grouped or segregated
into biodegradable and non-biodegradable.

Prepared by:

CHRISTOPHER CONTRERAS
Teacher I