Beruflich Dokumente
Kultur Dokumente
LESSON
PLAN IN
ENGLISH 6
(Second Quarter)
ii
DETAILED LESSON PLAN DEVELOPMENT TEAM
Second Quarter Weeks 1-10
iii
TABLE OF CONTENTS
QUARTER 2
WEEK 1
DAY 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
WEEK 2
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
WEEK 3
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
WEEK 4
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
WEEK 5
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165
WEEK 6
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
WEEK 7
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219
iv
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231
WEEK 8
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .251
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264
WEEK 9
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .270
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .276
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .289
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223
WEEK 10
DAY 1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .299
v
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 1
I. OBJECTIVES
The learners…
A. Content Standards
Demonstrate understanding of various linguistic
nodes to comprehend various texts. (LC)
Demonstrate understanding of library skills to
research a variety of topics. (SS)
B. Performance The learners…
Standards Analyze text types to effectively understand
information/messages (LC)
Utilize discrete techniques (general or specific)
and apply appropriately them to all most field of
study (SS)
C. Learning Competencies:
Competencies/Obje Respond appropriately to the message of the
ctives different authentic texts. EN6RC-IIa 5.5
Gather relevant information from various
sources- glossary-indices. EN6SS-IIa 1.3
EN6SS-IIa 1.4
Specific Objectives:
Gather relevant information from various
sources- glossary-indices.
Respond appropriately to the message of the
different authentic texts.
Observe preparedness during calamity.
II. CONTENT Messages from Authentic Texts
Borrowed Words and Content Specific Words
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages English Arts I 2000 pages 46-47 , 118-120
4. Additional Materials Activity Sheets in English 6 (Quarter 2: Week 1)
from the LR Portal
5. Other Learning PowerPoint Presentation, Activity sheets(Quarter 2,
Resources Week 8, Day 1&2), Mystery box, Copy of the Poem A
Worm In My Pocket
By Jodee Samano, Pictures
IV. PROCEDURE
A. Reviewing the Motivation:
previous lesson or
presenting the new
lesson
1
Ask: What can you say about the picture? What does it
tell us?
Motive Question:
A Wakeup Call
(The Philippine Star) - April 24, 2019 - 12:00am
2
to do with the earthquake. Experts have warned,
however, that fires are major hazards during
earthquakes, and the country has weak firefighting
capability.
Reference:
https://www.philstar.com/opinion/2019/04/24/1912033/e
ditorial-wakeup-call
3
editorial text is an example of an authentic text. An
editorial text is an article that expresses the writer’s
opinions about a current issue.
There are four steps on how to read an editorial
text.
1. Know the meaning of unfamiliar words. Highlight
or copy the words that you are not familiar with. Know
their meanings and re-read the paragraph/s where they
are found. This will help you understand the meaning of
every paragraph.
Glossary – a list that gives definitions of the hard or
unfamiliar words found in the book.
2. Read for the message of the text..
3. Determine the writer’s opinion.
4. Express your own reaction about the writer’s
opinion.
Remember that:
- each figure stands for a concept or a character
(person, agency, country, and the like relevant to the
issue being discussed).
- the sizes of the figures/images signal the degree of
power or authority.
- each figure must be interpreted as a symbol of
something else. It must not be interpreted literally.
D. Discussing new A. With your partner, read the third paragraph of the
concepts and editorial text. List down the words that are not familiar
practicing new skills to you.
#1
Meaning from the
Words I Do Not Know
Glossary
Seismologist
Aftershock
Skyscrapers
Restored
Hazard
4
D. Express your reaction to the writer’s opinion stated
on the third paragraph. State it using the sentence that
follows.
In our opinion,__________________________
________________________________________.
F. Developing Motivation:
mastery (Leads to
Formative
Assessment 3)
Ask: What can you say about the picture? What does it
tell us?
Motive Question:
5
A Wakeup Call
(The Philippine Star) - April 24, 2019 - 12:00am
6
The best time to prepare for the Big One – or even
milder ones – is now. Everyone must bear in mind that
neither of the recent earthquakes was the Big One…
yet.
Reference:
https://www.philstar.com/opinion/2019/04/24/1912033/e
ditorial-wakeup-call
7
V. REMARKS
VI. REFLECTION
8
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 2
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding that words
are composed of different parts to know
that their meaning changes depending in
context (V)
Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance The learners…
Standards Use strategies to decode correctly the
meaning of words in isolation and in
context (V)
Use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/Object Infer meaning of borrowed words and
ives content specific terms using context clues,
affixes and roots (Math)
EN6V-IIa-12.3.3
Observe politeness at all times
EN6A-IIa-16
Specific Objectives:
Infer meaning of borrowed words and
content specific terms using prefix (Math)
Select the meaning of words with prefixes
Observe politeness at all times
Meaning of Borrowed Words and Content
II. CONTENT
Specific Terms Using Prefix (Math)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages K-12 Curriculum Guide
2. Learner’s Materials Reading for Meaning 6 pp.3-5
Pages
3. Textbook Pages Interactive English pp 6-7
4. Additional Materials from
the LR Portal
5. Other Learning Dictionary
Resources
IV. PROCEDURE
A. Reviewing the previous Ask: What are the syllables added before the
lesson or presenting the base word? What do we call them? What is
new lesson its importance?
Today, we are going to learn discover and
learn these syllables which are added to base
words.
9
B. Establishing a purpose Say: Today, we will:
for the lesson Infer meaning of borrowed words and
content specific terms using prefix (Math)
Select the meaning of words with prefixes
Observe politeness at all times
E. Discussing new concepts Divide the class into three groups. Provide
and practicing new skills #2 standards during group activity.
10
thousand meters. It is a ____meter away.
11
of the contest.
J. Additional activities for Write two words that made use of each prefix.
application or remediation Prefix
Word
re
1. 2.
pre
1. 2.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
12
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 3
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of command of
the conventions of standard English
grammar and usage when writing or
speaking (G)
Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance Standards The learners…
Use the correct functions of nouns,
pronouns, verbs, adjectives, and adverbs in
general and their functions in various
discourse (oral and written) (G)
Use a variety of strategies to provide
appropriate feedback (A)
C. Learning Competencies:
Competencies/ Compose clear and coherent sentences
Objectives using appropriate grammatical structures:
Order and Degrees of Regular Adjectives.
EN6G-IIa-5.5
EN6G-IIa-5.2
Show openness to criticism
EN6A-IIa-18
Specific Objectives:
Identify the correct degrees of regular
adjectives
Use degrees of regular adjectives in a
sentence
Show openness to criticism
II. CONTENT Degrees of Regular Adjectives
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages Building Confidence through English 6 pp. 236-
241,Language Arts 5, pp. 157-160
4. Additional Materials Activity Sheet in English 6 Quarter 2 Week 1 Day 3
from the LR Portal
5. Other Learning English CG p.129, Inspiring Active Learning
Resources Handbook
IV. PROCEDURE
A. Reviewing the previous Ask three pupils of different hair lengths to
13
lesson or presenting the stand in front of the class. Teacher describes
new lesson the length of the hair using the degree of
comparison of regular adjectives.
Example:
Jane`s hair is long.
Anne`s hair is longer than
Jane`s.
Sarah`s hair is the longest
among the three girls.
Sunset is beautiful.
14
Adjectives with two or more syllables form
their comparative degree by adding more
or less to the positive degree.
Let`s Practice:
Levels of Achievement
Criteria 5 4 3 2 1
All members
participated
actively
15
All members
contributed
ideas
Free of
grammar and
spelling
errors
Very clear to
the reader
Presentable
output
Group Activity:
Our
School
Thoughtful
Example:
16
and skills in daily living Let the pupils compose a sentence using the given
adjectives.
1. More amazing
2. Prettiest
3. Friendly
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
17
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
18
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 4
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of different
formats to write for a variety of audiences
and purposes (WC)
Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance The learners…
Standards Draft texts using appropriate text types for a
variety of audiences and purposes (WC)
Apply knowledge of non-verbal skills to
respectfully give the speakers undivided
attention and acknowledge the message (A)
C. Learning Competencies:
Competencies/Objec Fill-out forms accurately and efficiently
tives (biodata, application forms, etc.)
EN6WC-IIa-3.7
Observe politeness at all times
EN6A-IIa-16
Specific Objectives:
Identify the different parts of forms;
Fill-out forms accurately and efficiently
(biodata, application forms, etc.) ;
Observe politeness at all times.
II. CONTENT Application Form
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 2: Week 1)
the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Say: Today, we will:
lesson or presenting the Identify the different parts of forms
new lesson Fill-out forms accurately and efficiently
(biodata, application forms, etc.)
Observe politeness at all times
B. Establishing a purpose Ask: What basic information are found in your birth
for the lesson certificate?
(Take note of the responses of the pupils).
19
Say: These are some of the information needed in
filling-out application form?
C. Presenting Study the announcement.
examples/instances of the
new lesson
Marawi City
D. Discussing new With the help of the teacher, pupils will fill out the
concepts and practicing application form for Youth Ambassador.
new skills #1
Youth Ambassador Application Form
Personal Details
Name:___________________________________
First Name Middle Name Last Name
20
Application Agreement: Please put check (⁄ ) in the
boxes
E. Discussing new Ask: Have you seen a biodata? Who among you
concepts and practicing here have an idea of what a biodata is?
new skills #2 Present the sample Bio-data.
21
information, education, skills, and contact
information.
22
Rule No 4. Provide honest information about
yourself.
Rule No 5. Read the entire form and see if you
missed an item.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
23
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
24
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 5
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the various
forms and conventions of print, non-print,
and digital materials. (VC)
Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance The learners…
Standards Evaluate effectively the message constructed
and conveyed in various viewing texts. (VC)
Apply knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message (A)
C. Learning Competencies:
Competencies/Objec Infer the target audience.
tives EN6VC-IIa-3.7
Observe politeness at all times.
EN6A-Ia-16
Show tactfulness when communicating with
other.
EN6A-Ia-17
Show openness to criticism.
EN6A-Ia-18
Specific Objectives:
Infer the target audience
Show openness to criticism
II. CONTENT Target Audiences
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheet in English 6 (Quarter 2: Week 1) (search
from the LR Portal EN6Q2WK1D5)
5. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the previous Say: Have you ever experienced joining any school
lesson or presenting the activity where you are ask to dance/ sing/ act? When
new lesson you are dancing or singing or acting during the different
school events, who are your audiences? Whom are you
performing for?
25
Teacher writes the answer of the pupils on the board.
B. Establishing a purpose
for the lesson Say: In today’s lesson, we are going to talk about target
audiences and how we infer them.
1. Advertisement
3. Announcement
Announcement:
26
3. Recipe
Pork Adobo
Prep Time15 mins
Cook Time1 hr
Cuisine: Filipino
Servings: Servings
Calories: 1256kcal
Author: Lalaine
Ingredients
2 pounds pork belly, cut into 2-inch cubes
1 onion, peeled and sliced thinly
1 head garlic, peeled and minced
2 bay leaves
1 teaspoon salt
1/2 teaspoon pepper
1 tablespoon oil
1 cup vinegar
1/2 cup soy sauce
1 cup water
Instructions
Reference: https://www.kawalingpinoy.com/pork-adobo/
4. Job Opening
HR TIMEKEEPING ANALYST
With these qualifications:
Education/Experience:
* College graduate preferably major in Human Resources
Management, Finance or Accountancy
* At least 1 year experience (HR & administrative support, payroll)
Specification knowledge:
* Knowledge of payroll system
* Has good numerical and analytical skills
* Highly organized and detail oriented
* Excellent oral and written communication skills
27
Note: Table A will be posted on the board. The pupils
will fill in the table, and teacher will write the answers of
the pupils. The teacher will process the answers of the
pupils.
Table A
Reference: Marawi students return to school By Rex Remitio | August 22, 2017 CNN
Philippines' News Night. https://www.youtube.com/watch?v=lu9asFLS_u8
28
A target audience is the person or group of people
a piece of writing is intended to reach. In other
words, it is important for a writer to know who will
be reading his or her writing. This audience is the
person or group of people the writer is aiming for
or trying to reach. When a writer knows the target
audience, he or she will shape both the purpose
and tone of the writing to match the audience's
needs and, sometimes, expectations.
E. Discussing new Group Activity: Divide the class into 4 groups. Provide
concepts and practicing them the following tasks. Set the standards in doing
new skills #2 group activity.
wei
Criteria 4 3 2 1
ght
Underst 40% Indicat Good Fair Presentatio
anding e clear undrersta understa n off the
of topic unders nding of nding of topic
taning the topic the topic
of the
topic
29
Coopera 30% All Some Few One person
tion memb members member does all the
ers contribute s workshop
contrib contibut
ute
Present 30% Show Show Unsure Portrayal
ation confid some of stall
ence confidenc responsi Lacks
inform e bility information
ative Present Somewh
some at
informatio informati
n ve
Examples:
Mesage Target Audience
Make-up commercial Women
All the people of the
Barangay Assembly
barangay
Female job
Job Offer: Saleslady
applicant
Power Interruption Consummers
PUV Fare Hike Commuters
Reference: Would you eat recycled landfill meat- - BBC NewsPublished on Feb 26, 2018. Video journalist:
Howard Johnson / Producer: Virma Simonette..https://www.youtube.com/watch?v=c7gDBVmgIRA
Table A:
Target
Message Proof
Audience
30
J. Additional activities for Watch a commercial. On your notebook, identify the
application or remediation message of the news clip and infer the target audience
of the said news clip.
V. REMARKS
VI. REFLECTION
31
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 1
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of text types to
listen for different purposes from a variety
of texts (LC)
Demonstrate understanding that words are
composed of different parts to know their
meaning changes depending in context (V)
B. Performance Standards The learners…
Use linguistic cues to effectively construct
meaning from a variety of texts for a variety
of purposes (LC)
Use strategies to decode correctly the
meaning of words in isolation and in
context (V)
C. Learning Competencies:
Competencies/Objectiv Distinguish various types of
es informational/factual text.
EN6LC-IIb-3.2
Infer meaning of borrowed words and
content specific texts using context clues,
affixes, and roots, other strategies (
SCIENCE)
EN6V-IIb-12.3.3,
EN6V-IIb-12.4.1.3,
EN6V-IIb-12.4.2.3
Specific Objectives:
Identify the informational/ factual text type
heard/listened to;
Perform the task assigned to them
responsibly;
Observe politeness at all times.
II. CONTENT Types of Informational Text/ Factual Text
Meaning of Content Specific Texts
( SCIENCE)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Enhancing Reading Skills 5 page 126
Essential English 6 page 93
4. Additional Materials from
the LR Portal
5. Other Learning Resources Materials:
Encyclopedia Wikipedia
Dictionary Cellphone or tablet
Chart Bluetooth speakers
Flashcards Activity sheets
32
www.schoolatoz.com.au
https://m.wikihow.com
https://www.healthline.com
https://www.infoplease.com
IV. PROCEDURE
A. Reviewing the previous Say: Today, we will:
lesson or presenting the Identify the informational/ factual text type
new lesson heard/listened to
Perform the task assigned to them
responsibly
Observe politeness at all times
B. Establishing a purpose Show a picture of a dead river.
for the lesson
Listen carefully.
Take note of important details.
Get the message of the author.
33
Say: Listen carefully as I read the text and answer
the questions afterwards.
Eutrophication
There are many ways by which a river dies.
Eutrophication is one of them. How does
eutrophication happen? Garbage from households
and other places are thrown into the river.
Detergents from various sources are also thrown
into the river. Nitrates and other industrial waste
also find their way into the river. These pollutants
cause algae in the river and water lilies to bloom
and becomes plenty. When algae blooms, the
balance of life in the river is upset and disturbed.
When the balance of life is upset, algae decays
and the supply of oxygen in the river gets scarce
.The marine creatures living in the river die for lack
of oxygen. When they die, their bodies decompose
and cause foul smell. Not long after this, the foul
smell gets worse. Soon the river dies.(Source:
Enhancing Reading Skills 5 p. 126)
1. What is eutrophication?
2. How does eutrophication happen?
3. Why do marine creatures die?
4. Are we contributors to the dying rivers?
5. What can we do to save our rivers?
6. Was the text informative?
7. What type of text was the text I read? Why do
you say so?
34
Factual Text Description/
Purpose
Type Features
Factual To describe a -There is an
description place or thing opening statement
using facts -It systematically
describes different
aspects of the
subject
Factual To retell events -It has details that
Recount/ happened in the answer who, what
Time order past where, etc.
-It describes the
series of events in
time order
Information To provide factual -It starts with a
report information about general
people, animals, classification or
things and events definition
-It lists a sequence
of related
information
Procedure To give -It provides a series
instructions on of steps in order
how to make or
do something
Procedural To tell how -It tells what was
Recount something was made in order
made or done in
time order with
accuracy
Exposition To give reasons -It includes point of
and convince view and
others for a point arguments with
of view evidence
E. Discussing new
concepts and practicing Say: This time, I am going to check what you
new skills #2 have learned from the discussion.
35
Be guided with these criteria.
G1 G2
G3 G4
Correctness 60
Presentation 20
Attitude 10
Time 10
TOTAL (100)
Group 2 ( Rafflesia )
36
The dead body is decaying and very smelly.
2.We should learn about species which is group
of living organisms consisting of similar individuals
capable of exchanging genes or interbreeding.
Rafflesia
Group 3 (Phobia)
A. Identify the meaning of the underlined
words using the context clues. Write the
words and their meanings.
1. The boy has a phobia. He has an extreme
fear of spiders.
2. My friend is experiencing anxiety disorder.
He has a feeling of fear about what’s to
come.
Phobia
37
1.What is phobia?
2.What is felt by a person who has a phobia?
3.What do we call the fear of thunder and
lightning?
4.What kind of factual text was the text you
listened to?
38
5. To tell how something was made or
done in time order with accuracy
( Procedural recount)
G. Finding practical Ask: What is the importance of factual text?
application of concepts
and skills in daily living In what way is it helpful?
39
____4.What type of factual text was the text you
heard?
a. Explanation
b. Discussion
c. Procedure
d. Exposition
___5.What was the purpose of the text?
a. To discuss
b. To show the process how the sea becomes red
c. To explain how the Red sea got its name.
d. To describe the Red sea
J. Additional activities for A. Listen to any Scientific discovery/ activity
application or remediation and take note of the important details.
B. Identify the type of text.
C. Write two unfamiliar words with their
meanings.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
40
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 2
I. OBJECTIVES
A. Content The learners…
Standards Demonstrate understanding that reading a wide range
of text provides pleasure and an avenue for self-
expression and personal development (RC)
Demonstrate understanding of library skills to
research a variety of topics (SS)
B. Performance The learners…
Standards Use literal information from texts to aptly infer and
predict outcomes. (RC)
Utilize discrete techniques ( general and specific ) and
applies appropriately to all or most fields of study (SS)
C. Learning Competencies:
Competencies/O Respond appropriately to messages of the different
bjectives authentic text.
EN6RC-11b-5.5
Gather relevant information from various sources (
dictionary and thesaurus ) EN6SS-IIb-1.4,
EN6SS-IIb-1.4.1
Specific Objectives:
Explain the importance of source of authentic text;
Use dictionary and thesaurus in gathering relevant
information;
Show openness to criticism.
Responding appropriately to the messages of different
II. CONTENT authentic texts
Using dictionary and thesaurus
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide page 87
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5 p.237
4. Additional
Materials from the
LR Portal
5. Other Learning *http://www.google.com/search?sa=X&q=example+of+a
Resources dvertisement+text&tbm=isch&source=univ&ved=2ahUK
EwjElcGj49_gAhVlJaYKHelfChcQ7A16BAgEEAO&biw=
1366&bih=imgrc=KtebEi3bsfws4M
*http://www.cordaid.org/en/news/weaving-as-a-
sustainable-enterprise-for-philippine-tribe
*http://everwideningcircles.com/2016/05/12/plants-can-
talk-to-each-other/
Materials:
Pictures
41
Chart, Books
Screen/Projector ( if available)
Laptop
Activity sheets
Dictionaries
Thesaurus
Other real materials
IV. PROCEDURE
A. Reviewing the Let the pupils identify the information they get from each
previous lesson or source/ reference.
presenting the new
lesson 1. magazine
2. newspaper
3. dictionary
4. atlas
5. encyclopedia
6. manual
Today, I can …
1. Note details from the authentic text read
2. Use dictionary and thesaurus in gathering
Relevant information
3. Explain the importance of source of authentic
Texts
Nicotine in Eggplant
Did you know that an eggplant has by far the highest
level of nicotine of any vegetables? But it’s such a small
amount that there’s really no need for concern. You would
have to eat between 20 to 40 pounds of eggplant to consume
the amount of nicotine you’d get smoking one cigarette.
(http://indian public media.org)
42
1. What is the trivia about?
2. What poisonous substance does an eggplant
have which is in the highest level compared to
other vegetables?
3. How many pounds of eggplants should be
eaten to consume the amount of nicotine we
can get from smoking one cigarette?
4. Is it still ok to eat eggplant? Why?
5. How can we avoid the nicotine that eggplants
have? (It is not bad to eat eggplant but it should in
moderation)
Ask: From the trivia that you have read, what words are
difficult to understand?
Say: Here is the rubric that will be the basis in rating your
output.
43
Group 1 (Recipe) For Average Learners
Adobo sa Gata
Ingredients:
3 pounds pork shoulder, cut into 2 inch cubes
1 onions peeled and sliced thinly
1 head garlic, peeled and minced
½ teaspoon peppercorns
2 bay leaves
1 cup water
½ cup vinegar
¼ cup soy sauce
1 teaspoon canola oil
1 cup coconut milk
2 chili peppers, stemmed and chopped
Salt to taste
Instructions:
1. In a pot over medium heat, combine pork, onion, garlic,
peppercorns, bay leaves, water, vinegar and soy sauce. Bring
to boil for about 5 minutes. Skimming scum that floats on top.
3. In a wide pan over medium heat, heat oil. Add meat and
the aromatics and cook, stirring occasionally, until lightly
browned.
A. Questions:
44
Group 2 Water Bill ( for advanced learners)
A. Study the water bill then answer the questions provided.
Questions:
1. Who is the bill payer?
2. How much should he pay on or before the due date?
3. How many cubic meters of water was consumed by the
family?
4. If the minimum is 10 cubic meters, do you think the family
conserve water wisely? Why do you think so?
5. How will you conserve water?
B. Choose two difficult words from the text then find their
meaning.
45
(You may use other tourist destination in your locality.)
A. Questions:
1. What place is being advertised?
2. What can Sabang offer to the visitors?
3. Is staying in Sabang worthwhile? Why?
4. When do you think is the best time to travel with friends
and family especially to places where there are beaches?
-recipe
-advertisement
-water bill
I. Evaluating learning
Direction:
A. Read the following article then answer the questions
that follow.
46
Plants Can Talk to Each Other?
WRITTEN BY LIESEL ULRICH VERDERBER
So, that “freshly mowed grass smell” that you and I love?
That is actually a warning sign from your lawn to fellow plants
that danger is about.
Questions:
1. What is the topic of the article?
2. Do plants communicate with each other?
3. What is the purpose of the author in writing the article?
4. How do plants communicate?
5. Give the meaning of these words using your dictionary.
a. pheromones
b. anthropocentric
6. Use thesaurus in finding the antonyms of these words
a. fascinating
b. warning
J. Additional activities Borrow your report card to your adviser then answer these
for application or questions.
remediation
1. What is your highest grade?
2. What subject do you find most difficult?
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
47
C. Did the remedial
lesson/s 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?
48
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 3
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the oral
standards of English in order to
participate in various oral
communication demands ( situation,
purpose and audience) (OL)
Demonstrate understanding that
English is stress timed to support
comprehension (F)
B. Performance Standards The learners…
Prepare for and participate effectively in
a range of conversations and
collaboration with diverse partners,
building n other’s ideas and expressing
their own clearly and persuasively (OL)
Read with sufficient accuracy and
fluency to support comprehension. (F)
C. Learning Competencies:
Competencies/Objectiv Employ an appropriate style of
es speaking ,adjusting language, gestures
, rate, and volume according to
audience and purpose ( EN6OL-IIb-3.7)
Read grade level text with accuracy ,
appropriate rate and proper expression
(EN6F- IIb-1.6) (EN6F –IIb-1.3) (EN6F
–IIb-1.7)
Specific Objectives:
Use appropriate style of speaking,
adjusting language, gestures, rate, and
volume according to audience and
purpose;
Read grade level text with accuracy ,
appropriate rate and proper expression.
II. CONTENT Appropriate Styles of Speaking and Adjusting
Language , Gestures, Rate and Volume According
to audience and purpose
49
pages 60,106,138,150
Workbook on Integrated Learning in English page
44
21st Century English 6 pages 31-32
Building English Skills 6 ( Language textbook for
English) page 67
4. Additional Materials
from the LR Portal
5. Other Learning Materials:
Resources Chart,Books
Screen/Projector ( if available)
Laptop
Activity sheets
IV. PROCEDURE
A. Reviewing the previous Say: In this learning session, you should be able
lesson or presenting the to:
new lesson 1. Use an appropriate style of speaking
,adjusting language, gestures , rate, and
volume according to audience and purpose
2. Read grade level text with accuracy ,
appropriate rate and proper expression
Let the pupils read the following.
Today I can….
1.Apply an appropriate style of speaking ,adjusting
language, gestures , rate, and volume according to
audience and purpose
2.Read grade level text with accuracy , appropriate
rate and proper expression
Ask: Did the person commit a sin for not doing the
thing he should have done?
50
1.Omission is closely related to ______________.
a. forgetting
b. remembering
c. including
d. neglecting
3.Reproachful is a synonym of
a. Disapproving
b. Approving
c. Loving
d. Stopping
Motive Question:
C. Presenting
examples/instances of the Say: I will read the poem twice. Listen and
new lesson observe.
51
The stone you might have lifted
Out of a brother’s way,
The bit of heartsome counsel
You were hurried too much to say;
The loving touch of the hand, dear,
The gentle winning tone
Which you had no time nor thought for
With troubles enough of your own
52
Let the pupils encircle the important factors that
affect the delivery and comprehension of the
spoken or read text.
c.gesture i. rate
e.volume k.audience
f.purpose
E. Discussing new
concepts and practicing Say : This time around I want you to read the
new skills #2 poem, “ Sin of Omission “You should be able to
apply the necessary factors that make the delivery
beautiful and understandable. You repeat after me.
( Correct the mistakes committed)
53
Be guided with these criteria/rubrics.
G1 G2 G3 G4
Style and
Mastery
35%
Rate and
Volume
25%
Expression
25%
Gesture
10%
Group 1 (Poem)
Communication
Communication takes practice,
It’s never perfect,
Sometimes not patient
Sometimes not kind
But you have to say what’s on your mind.
Lend an ear, listen not just hear,
To the ones you love so dear.
Communication is not a one way street,
it takes two,
to concur this feat
Communication is hard you see,
But in the end,
It is key,
To that great relationship,
We all want and need.
Open your heart,
Say what’s on your mind,
When you are partners
For life there’s nothing to hide
Group 2 (Report)
54
Dama de Noche
Group 3 ( Dialogue)
A. Deliver the dialogue by employing the
appropriate speaking style and other
necessary factors that will make the
delivery effective.
B. Tell the message of the dialogue or the
purpose of the author.
MOMO
55
The Arab and the Pearls
An Arab who was travelling in the
desert lost his way and nearly died of
hunger and thirst.Finally,when he
had,almost lost hope,he came upon a
well of clear,cold water.He stopped then
and drank.As he stood up,his eyes fell
upon a bag of leather which was half-
buried in the sand.
“Now Allah,be praised,”he
said.”This bag which some traveler
must have dropped by the way,may
cntain some dates and I shall have food
as well as a drink.”
He opened the bag and looked into
it and explained,”Oh!these are pearls I
can sell but can’t eat.
G1 G2 G3 G4
Style and
Mastery
35%
Rate and
Volume
25%
Expression
25%
Gesture
10%
56
H. Making generalizations What should we remember if we are going to
of concepts and skills in speak or recite?
daily living Will they make our delivery effective and
understandable?
I. Evaluating learning Direction : Read the poem orally. Be able to
recite it employing the necessary styles.
Wise
Whoever planned
the world was wise
to think of land,
and seas, and skies.
To plan a sun
and moon that could
be made to run
the way they should.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
57
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
58
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 4
I. OBJECTIVES
A. Content The learners…
Standards Demonstrate understanding of different
formats to write for a variety of audiences and
purposes (WC)
Demonstrate an understanding of verbal and
nonverbal elements of communication to
respond back (A)
B. Performance The learners…
Standards Draft texts using appropriate text types for a
variety of audiences and purposes (WC)
Use paralanguage and nonverbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/ Plan a composition using an outline/other
Objectives graphic organizer (EN6WC-IIb-1.1.6.1)
Show tactfulness when communicating with
others (EN6A-IIb-17)
Specific Objectives:
Identify the parts and the standards to follow
when planning a composition;
Write a composition using an outline ;
Use polite words when communicating with
others.
II. CONTENT Parts of a Composition and the Standards to Follow when
Writing
59
IV. PROCEDURE
A. Reviewing the Say: Today we will be using an outline to be able to make
previous lesson or a composition.
presenting the new
lesson Ask: Are you aware what a composition is?
Today I can….
1.Identify the parts and mechanics to follow when
planning a composition
2.Write a composition using an outline
3.Use polite words when communicating with others
B. Establishing a Say: I will show you a picture. Can you identify who this
purpose for the man is?
lesson Say: Yes, he is Jose Rizal!
Ask: What do you know about him?
Say: That’s right. He is our national hero.
Jose Rizal
I. Personal Details
A. Complete name, birthday, birthplace
B. Parents name and Occupation
C. Other members of the family
II. Educational Background
A. Elementary
B. Secondary
C. Tertiary
III. Achievement
A.
B.
C.
60
Using Courteous Expression
I. Introduction
A. Statement about politeness
B. Description of words and actions
IV. Conclusion
A. Question or concluding statement
61
D. Discussing new Say: Now take a look at the composition.
concepts and
practicing new skills Ask: What are the parts of a composition?
#1
(Discuss the parts of composition and the standards to
follow when writing.)
1. Correct grammar
2. Proper organization of paragraphs
3. Proper use of capitalization and punctuations.
4. Coherence
5. Neatness
62
Plants in the Garden
Grammar 20 %
Organization 30%
Coherence 20%
Capitalization and punctuations 20%
Neatness 10%
E. Discussing new Say: What are the standards during group activity?
concepts and
practicing new skills You have 15 minutes to finish your output.
#2
Group 1.A. Study the outline on the meta card.
Make a composition out of it.( FOR
ADVANCE LEARNERS)
Filipino Qualities
I. Loving
II. Supportive
III. Hospitable
IV. Hardworking
V. God-fearing
Means of Transportation
I. Land
A. bus
B. tricycle
C. jeepney
D. bicycle
63
II. Water
A. ship
B. boat
C. submarine
III. Air
A. airplane
B. jet plane
C. helicopter
Primary Secondary
Diary Newspaper
Interview Pictures
Dictionary
Authbiography
Vertebrates
I. Description of Vertebrates
A. Appearance
II. Classification of Vertebrates
A. Mammals
B. Amphibians
C. Fish
D. Reptiles
III. Importance of vertebrates
F. Developing Let the pupils present their output.
mastery (Leads to Rate them using the rubrics.
Formative
Assessment 3) Ask: What are the things to remember when planning a
composition?
Discuss the parts of a composition and the
standards to conform to.
G. Finding practical Ask: What benefit do we get if we know how to plan and
application of write a composition?
concepts and skills
in daily living On your part, being a student, where and when can
64
you apply your skills in writing a composition using an
outline?
7.
I. Evaluating A. Make a composition based on this outline.
learning
Groups of Foods
I. Go foods
A. rice
B. some root crops
II. Grow foods
A. meat
B. milk
III. Glow
A. fruits
B. vegetables
J. Additional Find an outline then make a composition out of it. Write it
activities for in 1 whole sheet of paper.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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?
65
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?.
66
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 5
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the
various forms and conventions materials
to critically analyze the meaning
constructed in print, non-print and digital
materials. (VC)
command of the conventions of
standard English grammar and usage
when writing or speaking (G)
B. Performance The learners…
Standards Apply different views of the real world to
effectively interpret (deconstruct)
constructed meaning in print, non-print
and digital materials (VC)
use the correct function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions in
various discourse (oral and written) (G)
C. Learning Competencies:
Competencies/Objecti Infer the target audience
ves EN6VC-Ibc-3.7
Compose clear and coherent sentences
using appropriate grammatical
structures: Degrees of irregular
adjectives
EN6G-IIb-5.5.1, EN6G-IIb-5.2.1
Specific Objectives:
Identify the target audience for a
particular advertisement/campaign;
Compose clear and coherent sentences
using irregular adjectives in commercial/
campaign of local products/services;
Appreciate the importance of inferring
the target audience for a particular
advertisement/campaign.
II. CONTENT Target Audience (Advertisements)
Degrees of irregular adjectives
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages English Expressways 5 Language
Pages 230-232
4. Additional Materials from Activity Sheet in ENGLISH 6
the LR Portal Quarter 2- Week 2- Day 5
5. Other Learning Resources You tube, LDRMS
67
IV. PROCEDURE
A. Reviewing the previous Review:
lesson or presenting the new Use appropriate style of speaking, gestures,
lesson rate and volume in reading the following
advertising slogans:
1. Hmmmm. Your hair smells terrific!
2. This shampoo will make your hair even
better.
3. Don’t just settle for less, always go for
the best!
4. Just do it! Do your best defeat the rest!
Don’t turn worse to worst. Act now!
B. Establishing a purpose for Say: Today, we shall:
the lesson Infer the target audience
Compose clear and coherent sentences
using irregular adjectives in commercial/
campaign of local products/services.
Appreciate the importance of inferring
the target audience for a particular
advertisement/ campaign
Remember Me:
Look at this printed advertisement.
Examine its details.
Ask:
What will you do to be able to understand the
message of the video?
1. Environmental Ads.
Youtube. February 3,2018. Accessed
68
March 11, 2019.
https://youtu.be/YrSLTAP
3. Anti-Bullying Campaign
Youtube. January 23, 2013. Accessed
March 20, 2019.
https:youtu.be/5RVmXyF7jJg
4.
5.
69
D. Discussing new concepts Let’s study this:
and practicing new skills #1
WHAT IS A TARGET AUDIENCE?
70
Present the rubrics for group activity.
CRITERIA 5 4 3 2 1
Team members
coordinated with
other members
Output presented
was precise/correct
Task finished on
time
Total
Taekwondo
Players
mothers
71
WHAT IS A TARGET AUDIENCE?
A Target Audience refers to a particular
group at which a film, book, advertising
campaign, etc. is aimed.
This also refers to group of people who
are identified as the intended recipient
of an advertisement or message.
This is also called target population
2..
C
A
3.
4.
72
5.
A. adults
B. children
C. all
D. women only
E. men only
J. Additional activities for Compose your own commercial/ advertising
application or remediation campaign on local products/services within the
community. Use irregular adjectives in your
advertising lines and identify the target
audience to which the commercial or campaign
is intended to.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
73
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 1
I. OBJECTIVES
A. Content The learners…
Standards Demonstrate understanding of text types to listen
for different purposes from a variety of texts (LC)
B. Performance The learners…
Standards Use linguistic cues to effectively construct
meaning from a variety of texts for a variety of
purposes (LC)
C. Learning Competencies:
Competencies/O Distinguish various types of informational/factual
bjectives text.
EN6LC-IIc-3.2
Specific Objectives:
Name the type of informational text heard;
Identify the text type of the material listened to;
Listen to others with respect.
II. CONTENT Types of Informational/ Factual Text
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English, page 130
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Developing Reading Power 6, pages 48; 148; 194
English for All Times, page 211; 217
4. Additional
Materials from the
LR Portal
5. Other Learning powerpoint presentation of the lesson, metacards,
Resources picture, activity sheets
IV. PROCEDURE
A. Reviewing the Read the title of each book and identify if the story is
previous lesson or Fiction or Nonfiction
presenting the new Alice in the Garbage
lesson Wonderland
Disposal
74
B. Establishing a Present the objectives of the lesson:
purpose for the What will you learn for today?
lesson 1. Name the type of informational text heard
2. Identify the text type of the material listened to
3. Listen to others with respect
Motivation
Ask: Look at the picture, what is the girl doing in the
picture?
https://www.clipart.email/download/1212447.html
What are the things that you must do while the leader
is reading the text?
75
C. Presenting Station 1
examples/instances of
the new lesson
Guide Questions:
1. What is the text all about?
2. What information are given in the text heard?
3. How will you describe Dr. Jose Rizal?
4. What type of text have you heard?
Station 2
http://2.bp.blogspot.com/-
MzPj1euvM48/UW3uVs5idLI/AAAAAAAAALQ/OPv7zEolyoA/s1600/Pr
ocedural+text++-+example+pic.png
Guide Questions:
5. What is the text all about?
6. What information are given in the text?
76
7. Do you think you can make the peanut butter
banana shake? What made you say so?
8. What type of text have you heard?
Station 3
Guide Questions:
9. What is the text all about?
10. Why does a chameleon change its color?
11. What information are found in the text heard?
12. What type of text have you heard?
Station 4:
77
Guide Questions:
1. What is the text all about?
2. Why do teenagers need good education?
3. Based on the text you heard, what does the
author appeal to teenagers?
What type of text have you heard?
D. Discussing new Answering of questions:
concepts and Station 1:
practicing new skills 1. What is the text all about?
#1 2. What information are given in the text?
3. How will you describe Dr. Jose Rizal?
Station 2:
1. What is the text all about?
2. What information are given in the text?
3. Do you think you can make the peanut butter
banana shake? What made you say so?
Station3:
1. What is the text all about?
2. Why does a chameleon change its color?
3. What information about chameleon are given
in the text?
Station 4:
1. What is the text all about?
2. Why do teenagers need good education?
3. Based on the text you heard, what does the
author appeal to teenagers?
What type of text have you heard in station 1?
station 2? station 3? station 4?
E. Discussing new Say:
concepts and You listened to an informational text.
practicing new skills Informational text is defined as text with the primary
#2 purpose of expressing information about the arts,
sciences, or social studies. This text ranges from
newspaper and magazine articles to digital information to
nonfiction trade books to textbooks and reference
materials
78
Procedural Texts
Procedural texts provide step-by-step guidelines that
describe how to complete a task. They often include a
materials-needed section and graphics that illustrate the
process, as found in Doug Stillinger’s The Klutz Book of
Paper Airplanes. Jane Drake and Ann Love’s Get Outside
provides readers with rules for games and directions for
making things like bird feeders, kites, and sundials.
Expository Texts
Expository texts utilize various text structures, such as
description, cause and effect, comparison and contrast,
problem and solution, question and answer, and temporal
sequence.
F. Developing Listen to the title of the text that I will read, identify what
mastery (Leads to informational text it is.
Formative 1. Juan Luna
Assessment 3) 2. What is Climate Change
3. How to Make Mango Juice
ADVANCED/AVERAGE PUPILS
Talking About This
The leader of each group will be given text.
The leader will read the text. The members of the group
will talk about the informational text heard.
Fill in the table below with your responses.
79
G. Finding practical Read each situation and identify what title of the text is
application of applicable and identify its type.
concepts and skills 1. You were browsing the internet and you saw a
in daily living cellphone for sale. You wanted to know if it safe to
buy online.
A. The Importance of Buying Online
B. Internet Shopping: How to Buy Online
C. Advantages and Disadvantages of Buying
Online
2. Dina wants to make pastillas de leche so that she
can sell them on weekends.
A. Pastillas de leche Recipe
B. Different Flavors of Pastillas de leche
C. Origin of Pastillas de leche
3. You have visitors from Cebu City. You accompany
them in visiting the beautiful places in Bicol
Region. The visitors are amazed when they see
Mayon Volcano. They become interested and they
want to know what happened to Cagsawa Ruins.
A. My Experiences in Cagsawa Ruins
B. History of Cagsawa Ruins
Beautiful Spots in Bicol Region
H. Making Thumbs Up/Thumbs Down
generalizations of Let the pupils answer the following statements with
concepts and skills if it is true and if false.
in daily living
Pupils give additional ideas if the answer is thumbs up
and give the correct answer if the answer is thumbs
down.
1. There are two types of informational text.
2. Procedural texts give step-by-step guidelines
3. Biographies and essays about art or literature are
examples of non-fiction texts.
4. Argument or persuasion texts give description.
5. Expository texts utilize various text structures,
such as problem and solution, cause and effect.
I. Evaluating Listen as the teacher reads each text. Identify its type
learning such as:
Literary nonfiction, procedural text, expository text or
argument/persuasion text.
1. The Abaca Plant
2. Homework Should be Banned
3. How to Make Cheese Toast
4. Pia Wurtzbach Success Story
Fish Conservation
J. Additional Cut a short selection from old newspapers/ magazines.
activities for Paste it on your notebook, then write what type of
application or informational text it is.
remediation
V. REMARKS
80
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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?
81
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 2
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of various non-
verbal elements in orally communicating
information (OL);
Demonstrate understanding that English
language is stress timed to support
comprehension (F);
Demonstrate understanding of non-verbal
communication to communicate with others
(A).
B. Performance The learners…
Standards Orally communicate information, opinions,
and ideas effectively to different audiences for
a variety of purposes (OL);
Read with sufficient accuracy and fluency to
support comprehension (F);
Apply knowledge of non-verbal skills to
respectfully give the speaker undivided
attention and acknowledge the message (A).
C. Learning Competencies:
Competencies/Objecti Employ an appropriate style of speaking,
ves adjusting language, gestures, rate, and
volume according to audience and purpose
(EN6OL-llc- 3.7) ;
Read grade level text with accuracy,
appropriate rate, and proper expression
(EN6F-llc-1.6,EN6F-llc-1.3, EN6F-llc-1.7);
Show openness to criticism (EN6A-IIc-18)
Specific Objectives:
Identify the different aspects of vocalization in
conveying ideas to the readers;
Recite a poem by employing the appropriate
style of speaking, adjusting language,
gestures, rate, and volume according to
audience and purpose;
Show courage in facing difficulties through
self-reflection.
II. CONTENT Aspects of vocalization; rate, volume, pitch, and
pauses
III. LEARNING
RESOURCES
References Curriculum Guide in English page 132
1. Teacher’s Guide
Pages
82
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning PowerPoint Presentation, Activity sheets(Quarter
Resources 2, Week 3, Day 2), Puzzle Pictures of Doctor,
Witch, Giant and Bear, pictures of different
gestures, word cards/ sentence cards, video of
Adventures of Isabel by Ogden Nash;
http://www.youtube.com/watchv=DF8Deyz2aoY&t
=12s
https://www.youtube.com/watch?v=cdIXGALN0C8
IV. PROCEDURE
A. Reviewing the Match It!
previous lesson or Match the gestures/ expressions to its description.
presenting the new The teacher will call pupils using the Electronic
lesson Random Name Picker
(The teacher may use a “manual spin wheel” in the
absence of the internet connection/ technology)
(The teacher may jumble the order of the
description.)
83
B. Establishing a Present the objectives of the lesson to the pupils
purpose for the lesson What to Learn:
Identify the different aspects of vocalization in
conveying ideas to the readers;
Recite a poem by employing the appropriate
style of speaking, adjusting language,
gestures, rate, and volume according to
audience and purpose;
Show courage in facing difficulties through
self-reflection.
Unlocking of difficulty
Say: Before I let you watch the video, let us first read
the following words which you are going to
encounter in the poem.
84
Sentence Completion
Study the definition of the difficult words above, then use them
to complete the thought of the sentences below.
1. The earth has an __________________ molten core that
contains vast amounts of energy.
2. She gave me a playful, ____________ smile when she
saw that I had cooked a delicious meal for her.
3. The mouse tried to ____________________ under the
door.
4. He was filled with __________________ after losing his
job.
5. I don’t think anything can precisely substitute for
________________, which is a lightly sweetened yeast
rusk.
6. She snatched her ___________________ and dug out
Linda and Tracy’s numbers.
7. Jill is an invaluable babysitter and casserole
________________ for her son and daughter- in- law.
8. His long, lean muscles _________________ with the
workout.
Motive Question
Ask: What did Isabel meet in her adventure?
Comprehension Check
Ask: 1. What did Isabel meet in her adventure?
2. How will you describe the bear that Isabel
met? What about the witch? The giant? The
doctor?
3. How did Isabel feel after meeting all of them?
4. What important characteristic did Isabel show
in every situation in the poem?
5. Why is it important to be courageous at all
times?
6. As a young member of the society, when
and what instance did you show courage?
85
D. Discussing new Say: Let us go back and to the poem.
concepts and practicing Ask: What did you notice while the girl is reciting the
new skills #1 poem?
Is there a change in her voice?
Say: Those things that you noticed are parts of
effective verbal communication.
What do you usually do when you communicate
to other people around you?
Verbal communication refers to the vocal
performance of a speaker- its rate, volume, pitch and
pauses. These aspects in vocalization are critical in
conveying ideas effectively.
E. Discussing new Match Me!
concepts and practicing Let us match the following aspects of
new skills #2 communication in column A to its description in
column B.
Column B
Column A
Captain! My Captain!
By Walt Whitman
86
1. Please, help us.
2. Look, it will fall.
3. You are my best friend and you know that.
4. Check this out. This is the latest model of smart
phone.
5. Mom, look what Alvin did!
6. Hurry up. We’ll be late.
7. I am so proud to be your son, Dad.
H. Making How do you verbally communicate to others?
generalizations of What are the things that you should remember in
concepts and skills in order to convey your message properly?
daily living Why is it important to follow the correct rate, pitch,
gestures and volume of voice in communicating?
8. Through a 3-2-1 activity, pupils will be asked
to answer the 3 questions above, will be given
the chance to ask 2 questions about the topic
and will share 1 significant lesson that he/
she learned from today’s discussion.
I. Evaluating learning Let’s Try this
The Duos (Pairing)
Choose your partner. Recite a stanza from “The Old
Woman Who Swallowed the Fly.” Present it in
front. Be sure to use proper expressions.
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
87
E. Which of my teaching
strategies worked well?
Why did this work?
88
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 3
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of library skills to
research variety of topics (SS)
Demonstrate understanding of verbal and non-
verbal elements of communication (A)
B. Performance The learners…
Standards Utilize discrete techniques (general or
specific) and apply appropriately them to
all or most fields of study (SS)
Use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/Objec Gather relevant information from various
tives sources (Almanac and Encyclopedia)
(EN6SS-IIc-1.4.2, EN6SS-IIc-1.4.3)
Show tactfulness when communicating with
others. (EN6A-IIC-17)
Specific Objectives:
Determine whether a given topic can be
found on an almanac or an encyclopedia;
Utilize an almanac or an encyclopedia
appropriately to gather relevant
information;
Manifest decisiveness by analyzing what
source can be used in finding specific
information.
II. CONTENT Almanac and Encyclopedia
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English page 130
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English Worktext in Language and Reading
by Maria Fe Garcia-Eusebio et.al. page 117
4. Additional Materials
from the LR Portal
5. Other Learning strips of paper, powerpoint presentation of the lesson,
Resources encyclopediaavailable in the school library, pictures of
encyclopedia and almanac, ball
https://www.amazon.co.uk/World-Almanac-Book-
Facts-2019/dp/1600572227
89
https://www.nbclosangeles.com/news/local/Encyclope
dia-Britannica-Goes-Out-of-Print-142703075.html
https://en.wikipedia.org/wiki/Almanac
http://www.lib.vt.edu/help/research/info-sources.html
IV. PROCEDURE
A. Reviewing the Ask:
previous lesson or What are the sources of information that you
presenting the new know?
lesson CONCEPT MAP
Teacher calls pupil-volunteers to go to the
board and fill in the concept map below.
SOURCES OF
INFORMATION/
REFERENCES
2. Motivation
Teacher lets the pupils arrange the jumbled letters to
form a word based on the given picture and definition
clues.
MALAACN
90
What words were formed?
What information can you get from an Almanac? from
an Encyclopedia?
SOURCE: https://www.amazon.co.uk/World-Almanac-Book-Facts-
2019/dp/1600572227
https://www.nbclosangeles.com/news/local/Encyclopedia-
Britannica-Goes-Out-of-Print-142703075.html
ALMANAC ENCYCLOPEDIA
91
famous origin of lunar eclipse in
painters English 2017
language
best time for
simple kinds of clouds
planting rice
machines
E. Discussing new
concepts and practicing Teacher discusses the following through a
new skills #2 powerpoint presentation:
ENCYCLOPEDIA
ALMANAC
92
hundred other topics.
Sources: https://en.wikipedia.org/wiki/Almanac
http://www.lib.vt.edu/help/research/info-sources.html
F. Developing mastery
(Leads to Formative COLLABORATIVE LEARNING ACTIVITY (CLA)
Assessment 3)
ADVANCED/AVERAGE PUPILS:
The class will be divided into four groups. Each group
will be given an activity sheet to write down their
answers.
TOPIC:______________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_________________________
93
SLOW/STRUGGLING PUPILS:
G. Finding practical
application of concepts (Toss it and Cube it)
and skills in daily living A ball will be tossed by the teacher and
whoever catches it shall determine whether the
given topic can be found in an Encylopedia or in an
Almanac. Then, it will be tossed again for other
members to answer. This will be repeated until a
number of pupils were able to answer.
TOPICS:
1. The Respiratory System
2. Isaac Newton
3. Richest people in the world
4. Most popular landmarks in Asia
5. Great Wall of China
6. Highest paid Hollywood stars
7. Most watch movies of all times
8. Presidents of the Philippines
9.The art of origami
10.Spanish colonization in the Philippines
94
______3. Most visited tourist spots in the
Philippines
______4. Manny Pacquiao
______5. Most popular Pinay beauty queens
______6. Worst typhoons in Asia
______7. Tarsier
______8. Malacañang Palace
______9. Most popular personalities in the world
______10. Highest paid athletes in the
Philippines
J. Additional activities
for application or Choose any topic or subject you like. Use an
remediation encyclopedia or an almanac to gather information.
Write four (4) facts about your subject. Use your
own words.
1.______________________________________
_
2.______________________________________
_
3.______________________________________
_
4.______________________________________
_
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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?
95
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.
96
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 4
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking (G)
B. Performance The learners…
Standards Speak and write using good command of
conventions of standard English grammar and
usage (G)
C. Learning Competencies:
Competencies/Object Compose clear and coherent sentences using
ives appropriate grammatical structures: Adverbs of
Intensity (EN6G-Ic-3.2)
Specific Objectives:
Identify the adverbs of Intensity in sentences ;
Write meaningful sentences using the appropriate
Adverbs of Intensity ;
Show commitment and involvement in achieving
one’s goal.
II. CONTENT Adverbs of Intensity
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English page 125
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English Worktext in Language and Reading
by Ma. Fe Garcia-Eusebio et. Al pages 120-121
Across Boarders Through Language 6 pages.200-203
4. Additional Materials
from the LR Portal
5. Other Learning powerpoint presentation, activity sheets, pictures, , strips
Resources of paper, manila paper
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new Adverb Tree!
lesson Ask the pupils to pick out fruits with words that are not
adverbs.
97
WORDS WRITTEN ON
FRUITS:
graceful
slowly
completely
extremely
somewhat
slightly
fairly
beautiful
school
https://www.google.com/search?q=tree&source=lnms&tbm=isch&
sa=X&ved=0ahUKEwjUvKPbw_7gAhXTad4KHReuCzcQ_AUIDigB&bi
w=1235&bih=529
Ask: What are the words left on the tree? What do we call
these words?
B. Establishing a Say: Today, we will:
purpose for the lesson 1. Identify the adverbs of Intensity in sentences
2. Write meaningful sentences using the appropriate
Adverbs of Intensity
3. Show commitment and involvement in achieving one’s
goal
C. Presenting 1. Motivation
examples/instances of Teacher shows a set of pictures. The pupils will arrange
the new lesson the pictures based on the intensity of emotion.
Sources:
https://www.google.com/search?q=person+in+pain&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwi91Jrp1P7gAhWPdXAKHW6FB-
UQ_AUIDigB&biw=1366&bih=667#imgdii=xoNoQLMY3wjD0M:&imgr
c=s608hmgkFefz6M:
98
The turtle is walking too slowly.
Say:
Have you experienced joining a tour? Today, we are
going to have a mini tour to different places of Pilar,
Sorsogon. You will observe that there are different
99
tourist spots within this room.
(Show some pictures of a beautiful spots that can be
found in Pilar, Sorsogon like Egret Sanctuary,
Panumbagan Sand Bar, Mangrove Trees, Tingco Beach ,
, etc)
(Teacher may use tourist spots in the locality.)
https://www.google.com/search?q=egret+sanctuary+pilar+sorsogon&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwj2k_iywv7gAhXCUN4KHXBoAvQQ_AUIDygC&bi
w=1235&bih=529#imgrc=uZL-NGl3rBCDwM:
https://www.google.com/search?q=egret+sanctuary+pilar+sorsogon&source=lnms&tbm=isch&sa=X&ved
=0ahUKEwj2k_iywv7gAhXCUN4KHXBoAvQQ_AUIDygC&biw=1235&bih=529#imgrc=jkJInL7NrUjUWM:
https://www.google.com/search?sa=G&hl=en-
PH&q=municipality+of+pilar+sorsogon&tbm=isch&tbs=simg:CAQSmQEJHFTGux_1vAu4ajQELEKjU2AQaBggVCAAIAwwLELCMpwgaYgpgCAMSKPIU5RXLFcAW0R
XfFd0V4BXMFoYe9DnWN6gq1inVN4Y5hznkN_1o-zDgaMIBZAAEDWz_1MqiooDQT4YCmuE-OaLKZCix8_1osM5TTVvsMeLN3qU5_1_1liF0WINXlBCAEDAsQjq7-
CBoKCggIARIEuRHatgw&ved=0ahUKEwjFwLH0wv7gAhULE4gKHZMSBNgQwg4IKSgA&biw=1235&bih=529
https://www.google.com/search?q=tingco+beach+in+pilar+sorogon&tbm=isch&source=iu&ictx=1&fir=H5eiZjdQjzcElM%253A
%252CPZOcyFd_XLyrmM%252C_&vet=1&usg=AI4_-
kT9W_hWXaIvCJ6DzGWWcOIzPfyFYg&sa=X&ved=2ahUKEwjE4664w_7gAhXFMd4KHdzfD7QQ9QEwBXoECAMQDA&biw=1235&
bih=529#imgrc=H5eiZjdQjzcElM:
Ask:
Who among you have gone to these places?
Which picture attracted you most?
Group 2
Choose 2 pictures and give the similarities and
differences using adverb of intensity.
Group 3
Write three sentences promoting the tourist spots using
adverb of intensity.
100
H. Making Pupils will answer the question:
generalizations of Ask: What did you learn today?
concepts and skills in
daily living I learned that ________________________.
VI. REFLECTION
A. No. of Learners who
earned 80% on the formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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?
101
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 5
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the various
forms and conventions of print, non-print, and
digital materials (VC)
B. Performance The learners…
Standards Evaluate effectively the message constructed
and conveyed in various viewing texts (VC)
C. Learning Competencies:
Competencies/Object Infer the target audience EN6VC-IIc- 3.7
ives
Specific Objectives:
Infer the target audience of selected
advertisements;
Appreciate the message / purpose of the
advertisement for specific target audience;
Create simple advertisement and identify the
target audience.
II. CONTENT Infer the Target Audience
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English page 132
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning Activity Sheet in English 6, Quarter 2, Week 3, Day 5
Resources
IV. PROCEDURE
A. Reviewing the The teacher will use POPSICLE STICK REVIEW in
previous lesson or which the pupils’ names are written on the popsicle
presenting the new sticks and placed in a can. The learner whose name
lesson was drawn will answer the question.
102
I can infer the target audience of selected
advertisements.
I can appreciate the message / purpose of the
advertisement for specific target audience.
I can create simple advertisement and identify
the target audience.
Say:
How are you going to obtain these
objectives?
2. MOTIVATION
(GROUP ACTIVITY-ANSWER RELAY)
4. MOTIVE QUESTION:
What is being featured in the video?
103
Possible answer:
1. Watch eagerly.
2. Listen intently.
3. Behave properly
1. Video Presentation:
2. Comprehension Check
a. What is being featured in the video?
b. What are the activities can you find in
the video?
c. What are the tourist destinations have
you seen in the video?
Say:
TARGET AUDIENCE
It is the intended audience of a publication,
advertisement, or other message.
104
“What is Your “Target Audience” in Marketing”. Accessed January 30,
2019.https://www.thebalancesmb.com/what-is-a-target-audience-
2295567
Column A Column B
Say:
1. If a certain company is selling Pocketbooks
featuring “Women empowerment”, the target
audience could be Women and Booklovers.
F. Developing mastery
(Leads to Formative Who is/are the target audience of this DOH
Assessment 3) Campaign?
What is the purpose or message that this
advertisement is trying to convey?
105
Reference: “DOH anti-smoking campaign.” Accessed March, 15, 2019.
https://youtu.be/bIMna76dhtU
G. Finding practical
application of concepts With your partner/seatmate study this short
and skills in daily living advertisement and answer the following questions:
Who is/are the target audience of this short film?
What is the message of this film for you?
H. Making
generalizations of “Thinking Outside the Box Activity”
concepts and skills in
daily living The teacher will flash a question in the screen. The
pupils will pass the box to their seatmate and will stop
on teacher’s signal.
106
I. Evaluating learning Let’s Try this
107
J. Additional activities Make a slogan about the most trending issue in our
for application or nation.
remediation Find a partner that will infer the target audience of
your slogan.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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?
108
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 1
I. OBJECTIVES
A. Content The learners…
Standards Demonstrate understanding that words composed
of different parts to know that their meaning
changes depending in context (V)
Demonstrate understanding of various linguistic
nodes to comprehend various texts (LC)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
3. Learner’s
Materials Pages
4. Textbook Pages • The Phoenix World of Reading 6, pp. 2-19, pp. 170
Valerie C. Bacasmas, Rachel S. Villafuerte and Victoria
L. Magbag, Second Edition, Copyright 2017, The
Phoenix Publishing House, Inc.
• Essential English 6 pp 105, Maria Fe Garcia-Eusebio
and Perla A. Zotomayor, Ed.D., REX Philippine
Copyright 2017
109
6. Other • https://www.kisspng.com/png-flip-flops-slipper-clip-art-
Learning vector-blue-sandals-450826/
Resources • https://www.kisspng.com/png-shoe-sneakers-converse-
free-content-clip-art-shoes-558968/
• https://www.clipart.email/download/817851.html
• https://www.kisspng.com/png-cowboy-boot-clothing-
clip-art-yellow-shoe-cliparts-5693643/
• http://clipart-library.com/clipart/522903.html
• https://www.vectorstock.com/royalty-free-
vector/treasure-chest-vector-1043479
Materials : Pictures, tables, projector, laptop
IV. PROCEDURE
A. Reviewing the Teacher presents the learning targets/objectives of the
previous lesson or lesson.
presenting the new Infer meaning of borrowed words and content specific
lesson terms using context clues (Science terms)
Note down relevant information from text heard
Show perseverance to achieve your dream or goal in
life
B. Establishing a Motivation:
purpose for the Present pictures of different kinds of footwear
lesson
Unlocking of Difficulties:
Board work activity: Using a Power Point presentation.
110
3. You should persevere in your studies no matter
how hard life is.
a. Study every night
b. Study and work every day
c. Persist in spite of difficulties
4. Earlobes of female babies are sometimes pierced
after a few months so they can wear soft
earrings.
a. made a hole in or through
b. stabbed
c. cut through
5. Scholars of government schools are given
stipends to cover their monthly expenses.
a. fixed amount of money given to pay debts
b. fixed amount of money given to pay certain
expenses
c. fixed amount of money given to pay services
rendered
Motive Question
What was the greatest dream of the boy in the story?
111
So he could go to college, his mother offered a
Tsinelas
novena to God for him to pass the entrance exam
of the University
By Mr.ofBum
the Philippines.
D. Tenorio Jr. God heard her
prayers and this boy got a scholarship. He was
I have
given a story to
a monthly tell. This
stipend andis aabout
booka allowance,
young boy
I which
know.he Hegave
wastoborn poor to parents
his mother, so they could who have
were
farmers.
money. WhenSlowlyhe butgrewsurely,
up, however, he was were
his dreams able
togradually
meet andbeingmingle
realized.with kings and queens,
presidents, and senators. No magic took place
The This
there. kid iswho imagined
a real story. that he lived in a
sandcastle became a writer. He met, mingled
Because
with, and wrotethestories
kid was poor, hethedidn’t
of people, movershave
and a
single
shakerstoy.ofHe
thewould
worldgo thatto he
his thought
neighbor’s
onlyhouse to
existed
use the toys of his playmates.
in the sandcastle of his dreamland. In school, he barely
had notebooks. Even if his mother couldn’t afford
It may
to buy him sound proudthis
notebooks, to listen to the story
kid persevered of the
to study.
kid but
This boythis
wasispoor
the truth.
but rich in fighting spirit.
He achieved
Often this littlegosuccess
he would in life because
to school without
he once dreamed that he would
allowance, wearing slippers and a tattered be able to buy
pairs of For
uniform. slippers and shoes,
breakfast, that the
he would fill wounds
his glass of
the past
coffee withwould be lunch,
rice. For healed, he that there
would mash would be
banana
foodsteamed
and on their rice.
table.For
To dinner,
this day,hethis
and boy
hiscontinues
brothers
to dream.
would share one fried egg, divided equally among
them.
I am this kid.
One day, he came
-from home
the column NEWwith the sole
BEGINNINGS by Mr.of
Bum his
D.
foot bleeding. He stepped on a piece of broken Tenorio Jr.
113
skills #2
Synonym Clues
Medical experts fortify children’s milk by adding
Sentence ingredients that can make children stronger and
healthier.
a. to increase the effectiveness
Choices b. to increase the price
c. to increase the volume
Answer letter a
Antonym Clues
Margaret loves eating pasta like spaghetti and
Sentence
carbonara but abhors vegetables.
a. like
Choices b. wants
c. hates
Answer letter c
Clues Loves eating pasta, but
114
________ 1. The merciless loggers agreed not to
hamper but instead, promote the development of the
rain forest.
a. delay b. continue
b. c. suggest
b. c. anger
c. shiny
F. Developing
mastery (Leads to
Formative Definition Clues
Assessment 3) Origami, the Japanese art of paper
Sentence folding, is a favorite pastime of
youngsters.
a. a kind of paper folding
Choices b. the Japanese art of paper folding
c. Japanese art
Answer Letter b
The Japanese art of paper folding; the
Clues commas indicate that the next words
compose the definition of the word.
Individual activity
The highlighted words are Science terms. Infer their
meaning using context clues. Underline the definition clues
in each sentence.
1. Our body is made up of very tiny parts called cells.
2. Convection happens when heat transfers from a
metallic object.
3. A rubber band has elasticity because it regains its
original shape or form after stretching it.
4. An object or substance has energy if it has
capacity to do work.
5. Water evaporates when it is heated and changes
to vapor.
115
Board work activity
Look for the meaning of the underlined word in the
sentence by using definition clues. Write the letter of the
correct answer on the line. Encircle the word clues in each
sentence that helped you choose the answer.
_________1. If a drowning victim is not breathing,
knowledgeable persons must apply cardiopulmonary
resuscitation (CPR). It includes mouth-to-mouth respiration
plus closed-chest heart massage.
a. mouth-to-mouth respiration
b. closed-chest heart massage
c. both a and b
_________2. The captain of the retreating troop tried to
search for ways to get out. He realized that the enemy had
surrounded them, and there was no egress.
a. exit
b. ammunition
c. tank
_________3. Millions of Jews were subjected to genocide
during World War II. The mass killing of these people in
the gas chambers sparked the anger of the whole world.
a. individual killing
b. burial of people
c. mass killing of people
________ 4. Through the process of osmosis, you can
change the whiteness of a rose. When the stem of a rose
is placed in a glass of blue water, the water penetrates the
membrane of the stem and changes the color of the rose
to blue.
a. the dipping of the rose flower in colored water
b. the absorption of water molecules through a
membrane
c. the pouring of colored water
_______ 5. The instrument used to measure atmospheric
pressure is a barometer. Low barometric pressure is a
strong indication of clouds and rain. When pressure is
high, air is forced closer to the ground, preventing the
formation of clouds.
a. an instrument that measures atmospheric pressure
b. an instrument that measures air
c. an instrument that measures clouds
116
I. Evaluating
learning A. The teacher will read the selection and let the pupils
answer the following questions.
117
a. an event that causes
great destruction
b. exact
c. causing death
d. easily broken
e. lit up
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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?
118
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 2
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of various linguistics
nodes to comprehend various texts (RC)
Demonstrate understanding that English language is
stress timed to support comprehension (F)
B. Performance The learners…
Standards Use linguistic cues to appropriately construct
meaning from a variety of texts for a variety of
purposes (RC)
Read with sufficient accuracy and fluency to support
comprehension (F)
C. Learning Competencies:
Competencies/Obj Note significant details of informational text (EN6RC-
ectives IId-5.5)
Read grade level text with accuracy and appropriate
rate (EN6F-IId-1.6, EN6F-IId-1.3)
Specific Objectives:
Note significant details of informational text;
Read grade level text with accuracy and appropriate
rate;
Realize the importance of plants to living things.
II. CONTENT Noting Significant Details of Informational Text
III. LEARNING
RESOURCES
References
1. Teacher’s Guide K to 12 Curriculum Guide in English 6, May 2016
Pages
2. Learner’s Materials
Pages
3. Textbook Pages English For You and Me 6 RTX, pp.63-67,p.30 , Elodie
Cada, Revised Edition GOP
Developing Reading Power 6, Exercise 10, pp.20-21,
Exercise 22, pp 44-45, Logue,et,al.Saint Mary’s Publishing
Corporation, (Enriched-Combined Edition)
4. Additional LRMDS Activity Sheet in English 6, Quarter2 - Week4 –
Materials from the Day4
LR Portal
5. Other Learning The Philippine Informal Reading Inventory Manual 2018
Resources https://youtu.be/3thf3cN1W4u
https://youtu.be/DhyEknxWnkA
Video clip – “Care for Plants”
Selection – “Plants” by Helen Taylor Abdulaziz
Laptop, Speaker, Chalk and Blackboard, Activity Sheets,
Crossword chart
119
IV. PROCEDURE
A. Reviewing the A. Preliminary Activities
previous lesson or Say: Good morning! Today we will be discussing a new
presenting the new lesson, which is about noting details of informational text. At
lesson the end of our lesson you are expected to:
1. Note significant details of informational text
2. Read grade level text with accuracy and appropriate
rate
3. Realize the importance of plants to living things
B. Establishing a 1. Motivation
purpose for the Do you have plants at home? What are they?
lesson Let’s watch a video clip about caring for plants.
While watching, take note of the details/message
of the video presentation.
“Care for Plants”
Source: https://youtu.be/3thf3cN1W4u
Ask: What message did you get from the video clip? How
should we care for plants?
C. Presenting 2.Unlocking of Difficulties
examples/instances
of the new lesson Study the following clues to complete the crossword. Choose
your answer from the words given inside the box.
(Crossword puzzle-posted on the board)
Photosynthesis chlorophyll perennial
Organisms process absorb
annual
2 6
1 4
Across Down
1. process of making food for plant 4. any individual
life for
2. the green pigment of plant leaves 5. a continuous
action
3. to take up or drink 6. living more than
one year
120
3. Motive Question
What is photosynthesis?
“Plants”
by Helen Taylor Abdulaziz
(1) Plants are necessary for life. All living things need
plants because plants provide people with food. During
photosynthesis, plants change the sun’s energy into food.
Plants use carbon dioxide (CO2) and produce oxygen. All
human beings and animals need oxygen to live.
(3) Plant stems are usually above the ground. They hold
the leaves and flowers. There are two kinds of stems. The
stems of many flowers and vegetables are soft and green.
They bend easily. These plants live for only one year. They
are annual plants. Other plants have hard and woody
stems. Trees have brown, woody stems. They are
perennial plants. They live for several years.
121
water to make food. In this way, green plants use the sun’s
energy to make food for the plant and other living things.
Other living organisms such as animals get their energy by
eating plants. Human beings eat both animals and plants to
get energy. Without green plants, the sun’s energy could not
be used on the earth and all other organisms living on earth
would die.
2. Comprehension Check
a. What is photosynthesis?
b. How many basic parts does a plant have? What
are they?
c. Where do plants get their food? How?
d. How important are plants to living things?
3. Discussion
How do we note significant details to an informational
text?
When you read a selection, look for important and
specific details. These details give a complete picture
of the story/informational text.
Answering the wh-questions are important details,
too.
E. Discussing new Let the class complete the word map based on the selection
concepts and read.
practicing new skills
#2 What are the uses
What do plants work
of plants to us?
through their parts?
Plants
F. Developing Group Work: Divide the class into three (3) groups. Let each
mastery (Leads to group note the details of the given informational text in
Formative different ways. The leader will present their work.
Assessment 3)
Selection:
“Books”
122
puzzle us. They can take us to faraway places through
imagination. They can show us, too, the things that
happened a long time ago as well as those happening at
present. Books tell us about the children in other lands. They
hold the key to the greatest treasures in the world. A wise
man once said that he would rather be a poor boy in a cellar
surrounded with books than a prince who had no chance to
read.
Source: Developing Reading Power 6, Logue,et.al, 2004
123
Tier 3 – Give the uses of the book to us, according to the
selection read.
Book
ANNOUNCEMENT!
To all English Club Members:
Please be informed that there will be an emergency
meeting on Monday, March 18, 2019 at 1:00 o’clock in the
afternoon to be held at the club office. The said meeting is
regarding the nearly approaching English Camp.
Your attendance is a must. Thank you.
124
H. Making
generalizations of How do we get significant details when we read a
concepts and skills in selection/ informational text?
daily living When you read a selection, look for important and
specific details. These details give a complete picture
of the story/informational text.
Answering the wh-questions are important details,
too.
I. Evaluating learning Read the selection. Identify the significant details from the
informational text read. Choose your answers from the given
choices.
125
10. Where are most performances held?
a. at the open theater
b. at the Chinese garden
c. near Rizal’s monument
126
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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?
127
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 3
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding that a change
in stress entails a change of meaning to
evaluate the speaker’s/author’s purpose
and meaning (F)
Demonstrate understanding of command of
the conventions of standard English
grammar and usage when writing or
speaking (G)
B. Performance The learners…
Standards Use correct function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in various discourse
(oral and written) (G)
Use knowledge of stress and intonation of
speech to appropriately evaluate the
speaker’s intention, purpose and meaning
(F)
C. Learning Competencies:
Competencies/Obj Compose clear and coherent sentences using
ectives appropriate grammatical structures: Adverbs of
frequency (EN6G-IId-6.7)
Read grade level text with accuracy,
appropriate rate and proper expression (EN6F-
IId-I.6, EN6F-IId-I.3, EN6F-IId-I.7)
Show openness to criticism (EN6A-IId-18)
Specific Objectives:
Identify the adverbs of frequency;
Use adverbs of frequency in a sentence;
Show openness to criticism.
II. CONTENT Adverb of Frequency
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages • English Encounters: Beyond Grammar 6 by Ma. Liza
G. Garcia p. 62 – 63 Copy Right 2016
4. Additional Materials from • Curriculum Guide Grade 6
the LR Portal • LRMDS Grade 6 Activity Sheets
5. Other Learning • http://teachers.onlineenglishexpert.com/adverbs-of-
Resources frequency-lesson-plan-daily-routine-Activity Sheet
Quarter 2, week 4, day 3 LRMDS
•https://englishwithmisscuadros.blogspot.com/p/adverb
s-of-frequency.html. Accessed February 5, 2019
128
•https://www.youtube.com/watch?v=SqfhrDUUqWU.Ac
cessed February 5, 2019.
•http://www.readwritethink.org/files/resources/lesson_i
mages/lesson1042/study_sheet.pdfLRMDS Act.
Sheet in English, Quarter 2, Week 4, Day 3.
• activity sheets, dialogue, picture
IV. PROCEDURE
A. Reviewing the previous Ask: 1. How often do you play video game?
lesson or presenting the 2. How often do you pray at night?
new lesson 3. How often do you fix your bed?
B. Establishing a purpose Teacher states the learning objectives of the lesson
for the lesson and the learning expectations of the pupils.
C. Presenting (Let the pupils read the dialogue)
examples/instances of the
new lesson Ask: What can you say about the underlined words?
Questions:
How often does Paul do his homework?
How often does Roy do his homework?
How often does Kiko do his homework?
Reference:
http://teachers.onlineenglishexpert.com/adverbs-of-
frequency-lesson-plan-daily-routine-Activity Sheet
Quarter 2, week 4, day 3 LRMDS
D. Discussing new Read the underlined words in the dialogue.
concepts and practicing
new skills #1 What have you noticed about the underlined
words?
What are they modifying?
129
These words are called Adverbs of Frequency.
Reference:
https://englishwithmisscuadros.blogspot.com/p/adve
rbs-of-frequency.htmlaccessed February 5, 2019
130
Activity 1. Think-Pair-Share
Work in pairs. Share the activities you do during
weekends using adverbs of frequency.
Call pairs to share their dialogue in the class.
Ex. Pupil 1: I always clean my room on
Saturday.
Pupil 2: I seldom clean my room on
Saturday that is why my mother usually scolds me.
131
G. Finding practical Activity 4. A. Group work.
application of concepts and Set the Standard in a Group Work activity.
skills in daily living Present the rubrics.
132
4. How often do you eat fruits and
vegetables?__________
5. How often do you do the
laundry?______________
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
133
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 4
I. OBJECTIVES
A. Content Standards The learners…
Express idea effectively in formal and informal
compositions to fulfill their own purpose of writing
(WC)
B. Performance The learners…
Standards Rewrite/ revise texts using appropriate text types
for a variety of audiences and purposes (WC)
C. Learning Competencies:
Competencies/Objec • Write a 4-paragraph composition showing
tives comparison and contrast
(EN6WC-IId-2.2.6)
Specific Objectives:
Define comparison and contrast;
Use Venn diagram showing comparison and
contrast;
Write a 4-paragraph composition showing
comparison and contrast.
II. CONTENT Write a 4-paragraph composition showing comparison
and contrast
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages English For You&Me 6 by Elodie A Cadia Copyright 2008
4. Additional Materials Curriculum Guide Grade 6
from the LR Portal LRMDS Grade 6 Activity Sheets
5. Other Learning Story entitled: “Our Brothers in Mindanao: Facts to
Resources Ponder On” p. 34 – 38 English For You&Me 6 by Elodie
A Cadia Copyright 2008.
IV. PROCEDURE
A. Reviewing the Today you will be able to:
previous lesson or 1. Define comparison and contrast
presenting the new 2. Use Venn diagram showing comparison and
lesson contrast
Write a 4-paragraph composition showing comparison
and contrast
B. Establishing a Say: This lesson will focus on defining comparison and
purpose for the lesson contrast of the story. It will also use a Venn diagram.
Writing a simple composition showing comparison and
contrast is expected at the end of the lesson.
C. Presenting 1. Motivation
examples/instances of Teacher shows the pictures in class.
the new lesson
Ask: Who are these people in the pictures?
134
Reference: https://www.vigattintourism.com/tourism/articles/Ethnic-Groups-of-
the-Philippines Accessed Feb. 28, 2019
Reference: https://idpipst.files.wordpress.com/2011/09/picture72.png
accessed feb 28, 2019
2. Unlocking of Difficulties
Read the following sentences. Match the underlined
words in column A to its meaning in column B.
Column A Column B
1. They have to use the A. alcoholic drink
amulet as a charm. B. married once
2. Some leaders are C. incapable of being
potent role models. hurt
D. magic water
3. If the person is
E. witchcraft
ostracized in the
community, he or she F. excluded
might be suffering from G. powerful
contagious or deadly H. for protection
disease.
4. The witch
uses sorcery
in dealing with her
enemies.
5. The enchanted
lady who drank
the potion was
changed to a butterfly.
135
8. The youth are advised
not to take intoxicating
drinks.
References:
https://www.google.com/search?q=image+of+amulet&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwjWktrPyYvhAhUKE7wKHeb_AjUQ_A
UIDigB&biw=1920&bih=888#imgrc=yByTxvfcitEn1M:,
http://diysolarpanelsv.com/powerful-king-
clipart.html#gal_post_23668_powerful-king-clipart-24.gif,
https://ndnr.com/pain-medicine/ostracism-the-painful-exclusion/,
https://ndnr.com/pain-medicine/ostracism-the-painful-exclusion/,
https://www.turbosquid.com/3d-models/magic-potion-3d-
model/1141227, https://www.samaybhaskar.com/arts-life-
style/2017/59-
%E0%A4%AB%E0%A5%80%E0%A4%B8%E0%A4%A6%E0%A5%
80-%E0%A4%AF%E0%A5%81%E0%A4%B5%E0%A4%BE-
%E0%A4%AA%E0%A4%B0%E0%A4%BF%E0%A4%B5%E0%A4%
BE%E0%A4%B0-%E0%A4%95%E0%A5%80-
%E0%A4%B0%E0%A4%9C%E0%A4%BE%E0%A4%AE/attachment
/newly-married-couple-cartoon-marriage/,
https://powerlisting.fandom.com/wiki/Invulnerability,
https://www.payasugym.com/community/food/the-best--alcoholic--
drinks-to-reach-for-if-you-are-cutting-out-sugar Accessed march 18,
2019
• Motive question
136
4. Many Tausugs believe in black magic, sorcery,
voodoo, and love potions.
5. The Koran, their Bible, forbids them from eating
meat and dishes that use or utilize the blood of
animals.
6. A political leader sometimes resorts to polygamy
so as to have a big family.
7. It is considered immodest for a Tausug to
mention his own name, or that of his father or
mother so he waits for someone to say it for him.
Comprehension Check
Answer the following questions:
1. Why does Tausug use amulets?
2. How superstitious are the Tausug? Prove it.
3. Why are the Badjaos regarded as cultured
people? Prove your answer.
4. How do these Muslim brothers differ in cultural
and religious practices?
5. Can you describe our Muslim brothers? How?
How do we show respect to their cultures and traditions?
137
D. Discussing new What are the characteristics of the Tausug that are alike
concepts and practicing with the Badjaos?
new skills #1 1. The Tausug and Badjaos are both ethnic groups
that live in Mindanao.
2. The Tausug are muslim group just like the
Badjaos.
Note: Let the pupils’ uses the tabular form to List down
their similarities on the left column while their differences
on the right column.
138
F. Developing mastery Activity 2. Think-Pair-Share
(Leads to Formative
Assessment 3) Find your partner. Talk about your similarities and
differences. Use the Venn diagram to show comparison
and contrast. Share it to the class.
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations of
9. How do we compare? Contrast?
concepts and skills in
daily living
I. Evaluating learning Using the information from the Venn diagram, Write a 4 –
paragraph composition comparing and contrasting the
Character Traits of the Millennial and Traditional Filipino
Children. Be sure to use signal words to show their
similarities and differences.
Do this in a one whole sheet of paper.
J. Additional activities for Assignment:
application or
remediation Use the Venn diagram showing comparison and contrast
of the Filipino Culture then and now.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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?
139
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 5
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the various
forms and conventions of print, non-print,
and digital materials (VC)
Demonstrate understanding of the research
process to write a variety of texts (SS)
Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance The learners…
Standards Evaluate effectively the message
constructed and conveyed in various
viewing texts (VC)
Use a variety of research strategies to
effectively write a variety of texts for various
audiences and purposes (SS)
Use paralanguage and non-verbal cues to
respond appropriate (A)
C. Learning Competencies:
Competencies/Objecti Infer purpose of the visual media EN6VC-
ves IId-3.8
Gather relevant information from various
sources – Online References EN6SS-IId-
1.7
Show tactfulness when communicating with
others EN6A-IId-17
Specific Objectives:
Infer purpose of the visual media (images)
Gather relevant information from various
sources – Online References
Show tactfulness when communicating with
others
II.CONTENT Purpose of the visual media (images)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages Ribo, Lourdes M., (2016). Across Borders Through
Reading, pp. 120-128.
4. Additional Materials Curriculum Guide Grade 6
from the LR Portal LRMDS Grade 6 Activity Sheets
5. Other Learning • www.google.com.//images
Resources • https://www.youtube.com/watch?v=25XK1YeJH4o
. Accessed on February 03, 2019.
• http://www.canadianinquirer.net/2015/01/16.
Accessed on February 03, 2019.
140
• activity sheets, strips, multi-media presentation,
video clip
IV. PROCEDURE
A. Reviewing the previous How do we compare and contrast?
lesson or presenting the Show a Venn Diagram showing the comparison
new lesson and contrast of the Filipino culture then and now.
B. Establishing a purpose Teacher states the learning objectives of the
for the lesson lesson and the learning expectations of the pupils.
141
compelling enough. According to one study,
contents with compelling images can generate
94% more views on an average than content
without images.
Online Sources
142
Explain how we can wisely choose images with
relevant information from various sources – online
references.
F. Developing mastery What do you think these images convey to the
(Leads to Formative viewers?
Assessment 3) 1. ________ 2. __________ 3. _________
1. 2. 3.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
143
C. Did the remedial lesson/s
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?
144
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 1
I. OBJECTIVES
A. Content The learners…
Standards Demonstrate understanding of various linguistic
nodes to comprehend various texts (LC)
Demonstrate understanding that words are
composed of different parts to know that their
meaning changes depending in context (V)
B. Performance The learners…
Standards Analyze text types to effectively understand
information/ message(s) (LC)
Use strategies to decode correctly the
meaning of words in isolation and context. (V)
C. Learning Competencies:
Competencies/O Note down relevant information from text
bjectives heard EN6LC-IIe-2.2
Infer meaning of borrowed word and content
specific terms using context clues EN6V-IIe-
12.3.3
Specific Objectives:
Note down relevant information from text
heard;
Infer meaning of borrowed word and content
specific terms using context clues (ICT
terms);
Show openness to criticism.
II. CONTENT Noting Down Relevant Information
Inferring Meaning Using Context Clues
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages English Learning Guide Grade VI , 2008 p.4
2. Learner’s
Materials Pages
3. Textbook Pages Eng. Expressway 5 reading 2010 p.78-79
4. Additional Materials: Activity Sheet in English 6 (Quarter 2 Week 5)
Materials from the
LR Portal
5. Other Learning Reading Selection Accessed June 27, 2017
Resources
http://hihered.mheducation.com/sites/007256380x/studen
t_view0/part1/ chapter2/reading_selection_quiz.htm/
IV. PROCEDURE
A. Reviewing the Today, we will…
previous lesson or Note down relevant information from text heard
presenting the new Infer meaning of borrowed word and content
lesson specific terms using context clues (ICT terms)
Show openness to criticism
145
B. Establishing a Motivation
purpose for the
lesson What do you see in the
picture?
Unlocking of Difficulty
Motive Question
What are the things that computers can and cannot do?
146
Accordingly, people should not relinquish their decision-
making responsibilities to computers. Humans need to be
on hand to interpret conditions reported by computers,
particularly if medical treatment, national defense, air
traffic control, or even loan processing is involved.
Nonprogrammable, human factors must complement
computer read-outs for a complete and fair analysis.
147
3. People control computer system in which of the
following ways?
a. By designing the program
b. By monitoring operations
c. By making final decisions based on the output
d. All of the above
4. Computers can _______________.
a. Make emotional judgements
b. Disobey instructions entered by humans
c. Assist people
d. Real people’s minds
5. The complete responsibility for a computer’s actions
ultimately rests with _______________.
a. people.
b. control systems.
c. sophisticated computing machinery.
d. data stored in the computer’s system
Reference:
Reading Selection Accessed June 27, 2017
http://hihered.mheducation.com/sites/007256380x/student_view0/part
1/ chapter2/reading_selection_quiz.htm/
1. Synonym
2. Antonym/Contrast
3. Explanation
4. Example
148
In order to prevent any accidents in the
chemistry lab, the professor gives explicit instructions for
every experiment.
a. long, lengthy
b. boring: uninteresting
c. patient
d. absolutely clear in meaning
___2. “ Accordingly, people should not relinquish
their decision-making responsibilities to computers”
When the parents were found to be guilty of
neglect, they were forced to relinquish their children to
foster care.
a. abandon suddenly
b. give over control of
c. retrieve
d. minimize
___3. “ Nonprogrammable, human factors must
complement computer read-outs for a complete and
fair analysis”.
After my brother selected a suit, the clothing
salesman suggested a pale blue shirt and striped tie to
complement the outfit.
a. make complete
b. brighten up
c. maintain
d. construct design
____4.” Another computer, used for monitoring vital
signs, must regulate the flow of oxygen to patient.”
Since the spleen is not a vital organ, a damage can
be surgically removed without endangering the patient’s
life.
a. pertaining to the body
b. pertaining to medicine
c. pertaining to life or being alive
d. pertaining to health
____5. “ In both cases, however, although the computer
initiates action, it does not make a decision.”
When the government initiates its new health
care program, more children will be able to receive
medical treatment.
a. Finishes
b. Records
c. Limits
d. Starts
Reference:
Reading Selection Accessed June 27, 2017
http://hihered.mheducation.com/sites/007256380x/studen
t_view0/part1/ chapter2/reading_selection_quiz.htm
E. Discussing new
concepts and Based on Context Clues, Match the following underlined
practicing new skills word/s to their meaning inside the box below. Write the
#2 letter on the blank before each number.
149
____1. I don’t have internet connection. Check on the
modem and find out if it is connected to our telephone.
_____2. Do you allow file transfer in your PC ? Are you
not afraid of virus when uploading and downloading files.
_____3. I have been downloading this file for an hour.
When I check on my connection speed, I found out that
it is too slow during day time and fast during night time.
_____4. Download files on the internet so you can have
your own copy of your report.
_____5. Always indicate the website url or the address
where you downloaded your article.
F. Developing Group the class into 4. Assign speaker who will represent
mastery (Leads to the group. Let the pupils listen carefully as the teacher
Formative reads an informative text. Each group will be given
Assessment 3) different questions based on the text which they will talk
about and answer as a group.
Group 1
Group 3 Group 4
Reference:
“Social Media”. Accessed June 29,
2017.http://esireadinglessons.com/social_media.htm
150
G. Finding practical What are the things that computers can and cannot do?
application of
concepts and skills in How can we help others who need help in using
daily living computers?
H. Making How do we infer the meaning of unfamiliar or borrowed
generalizations of words?
concepts and skills in
daily living
I. Evaluating learning Listen to the selection and answer the questions that
follow.
151
________4. His pertinacity or stubbornness, is the
cause of most of his trouble.
Meaning:__________________________
________5. Rather than be involved in clandestine
meetings, they did everything quite publicity.
Meaning:_________________________
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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?
152
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 2
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the oral
standards of English in order to participate
in various oral communication that
demands (situation, purpose and audience)
(OL)
B. Performance The learners…
Standards Prepare for and participate effectively in a
range of conversations and collaboration
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively (OL)
C. Learning Competencies:
Competencies/Objecti Share brief impromptu remarks about
ves topics of interest (EN6OL-IIf-5)
Specific Objectives:
Use brief impromptu remarks about topics
of interest;
Identify impromptu strategies;
Show openness to criticism.
II. CONTENT Brief Impromptu Remarks
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English –Worktext in Language and
Reading 6 pp.186-187
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Today, we will:
lesson or presenting the Use brief impromptu remarks about topics
new lesson of interest
Identify impromptu strategies
Show openness to criticism
B. Establishing a purpose Are you familiar with these pictures? Where do we
for the lesson see them? How do we use them?
153
Let the pupils read a short essay about internet
and join the class discussion.
Comprehension Questions:
1. What are the uses of internet?
2. According to the essay, what
communication device was replaced by the
internet?
3. Other than that, what other things were
replaced by the internet?
C. Presenting Group the pupils into 4. Have a group sharing on
examples/instances of the the advantages and disadvantages of social
new lesson media. Use impromptu remarks in their
presentation of the result of their group sharing.
Group 1 – Facebook
Group 2 – YouTube
Group 3 – Instagram
Group 4 – Twitter
D. Discussing new How did you come up with your remarks about the
concepts and practicing topic assigned to you?
new skills #1
Discussion
Impromptu speaking is a speech that a person
delivers without predetermination or preparation.
The speaker is most commonly provided with their
topic on the spot
.
Strategies for an Effective Impromptu Remarks/
Speeches
154
Take a moment to breathe. This is your
time to breathe for energetic relaxation and
it is essential to relax your body before you
begin to talk. This exercise can be done
right before the meeting, as it only takes 5-
10 minutes. First, find a quiet place to sit
and close your eyes. Make an active
decision to consciously let go of any
thoughts and worries on your mind. Focus
on your breathing and exhale deeply. As
the air enters your lungs, feel your body
relaxing. Slowly blow the air out releasing
the tension in your body with each breath.
Remember, you are not trying to force or
control your breath, instead you are making
the decision to let go and release.
155
board before class begins, listing the
names of each pro and con debater in a
clear fashion.
F. Developing mastery The pupils will be grouped into 4. The pupils will
(Leads to Formative have sharing of ideas /thoughts about using social
Assessment 3) media like Facebook, Twitter and Instagram. They
will have a debate on the topic:
Social Media: An Advantage or A Disadvantage to
Students
G. Finding practical How did you feel while having the debate on the
application of concepts advantage /disadvantage of social media to
and skills in daily living students?
What values did you gain from this activity that you
can apply in your daily living?
H. Making generalizations How do we make an impromptu remarks?
of concepts and skills in 10. What are the strategies in making an
daily living effective impromptu remarks/speech?
I. Evaluating learning Following the guidelines in making impromptu
remarks, give remarks on the following situations:
1. buying of junk foods during recess
2. no home works during weekends
3. Reading buddy
4. No read no pass policy
5. Absenteeism
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.
156
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 3
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate command of conventions of
standard English grammar and usage when
writing and speaking (G)
Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance Standards The learners…
use the correct function of adverbs and
their function in various discourse (G)
use a variety of strategies to provide
feedback (A)
C. Learning Competencies:
Competencies/Objective Compose clear and coherent
s sentences using appropriate
grammatical structures: Adverbs
of manner (EN6G-IIe-6.8)
Observe politeness at all times (EN6A-
IIe-16)
Specific Objectives:
Compose clear and coherent sentences
using adverbs of manner;
Change adjectives into adverbs;
Show tactfulness in communicating with
others.
II. CONTENT Adverbs of Manner
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Curriculum Guide in English
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the Read and study the following sentences.
new lesson 1. Linda works happily.
How does she work? _____________
2. Mr. Enriquez strongly disagrees in that
argument.
How does he disagree? ___________
157
How did the speaker walk on the
sand?__________
What do we call the italicized words in each
sentence?
Today, you will learn more about this.
B. Establishing a purpose Today, we are going to learn to :
for the lesson 1. Compose clear and coherent sentences
using adverbs of manner
2. Change adjectives into adverbs
3. Show tactfulness in communicating with
others.
C. Presenting Adverbs of manner are words that tell us how the
examples/instances of the verb is being performed. They describe the action
new lesson and are usually found after the verb. We form
adverbs by using an adjective + ly
Reference:
Adverbs of Manner. Accessed July 27,
2017.https://www.ecenglish.com/learnenglish/lessons/adverbs
-manner-elementarypre-intermediate
D. Discussing new
concepts and practicing A. From the following adjectives, form the
new skills #1 adverbs.
1. quick ______
2. slow ______
3. quiet ______
4. clear _________
5. normal ________
6. angry _________
7. perfect ________
8. terrible ________
9. shy ___________
10. careful _______
E. Discussing new Change the adjective into an adverb and place it in
158
concepts and practicing the correct place in the sentence.
new skills #2
1. The child ran towards her mother. (happy)
_________________________________
2. The teacher is speaking to the students.(loud)
_______________________________
3. Doris is working. (quiet)
_____________________________
4. The students are sitting. (silent)
_______________________________
5. The child looked at the broken toy. (sad)
__________________________________
Reference:
Adverbs of Manner. Accessed July 24,
2017.http://busyteacher.org/16176-adverbs-of-
manner-pre-intermediate-worksheet.html
F. Developing mastery Group Work :
(Leads to Formative Group A will change the words in the
Assessment 3) parentheses to form an adverb and fill it on the
blank.
159
daily living verb is being performed. They describe the action
and are usually found after the verb. We form
adverbs by using an adjective + ly
How do we form adverbs of manner ?
Rules for adverbs of manner:
11. -
LY to the adjective
I. Evaluating learning
Change the following adjectives into adverbs of
manner and use them sentences.
1. slow
2. loud
3. quick
4. happy
5. quiet
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
160
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 4
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the research
process to write a variety of texts (SS)
B. Performance The learners…
Standards Use a variety of research strategies to
effectively write a variety of texts (SS)
C. Learning Competencies:
Competencies/Objec Organize information from primary sources in
tives preparation for writing, reporting and similar
academic tasks in collaboration with others
EN6SS – IIe – 3
Specific Objectives:
Identify the punctuations used in sentences;
Punctuate sentences in a paragraph for
better understanding;
Organize the sentences to be able to write a
paragraph.
II. CONTENT Primary Sources of Information
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheet in English, Week 5 Day
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the Review lessons about adverb of manner.
previous lesson or
presenting the new
lesson
B. Establishing a Today, we are going to;
purpose for the lesson 1. Identify the punctuations used in sentences.
2. Punctuate sentences in a paragraph for better
understanding
3. Organize the sentences to be able to write a
paragraph
C. Presenting Primary sources are original records of the political,
examples/instances of economic, artistic, scientific, social, and intellectual
the new lesson thoughts and achievements of specific historical periods.
Produced by the people who participated in and
witnessed the past, primary sources offer a variety of
161
points of view and perspectives of events, issues,
people, and places. These records can be found
anywhere—in a home, a government archive, etc.—the
important thing to remember is they were used or
created by someone with firsthand experience of an
event.
Examples of Primary Sources:
Primary sources are not just documents and written
records. There are many different kinds of primary
sources, including: first-person accounts, documents,
physical artifacts, scientific data that has been collected
but not interpreted, and face-to-face mentors with
specific knowledge or expertise. Primary sources also
take a variety of formats—examples of these are listed
below.
—oral histories or memoirs, interviews, music
—photographs, videos, film, fine art
—clothing (fashion or uniforms), tools, pottery,
gravestones, inventions, weapons, memorabilia
—census data, population statistics, weather
records
—letters, diaries, original documents, legal
agreements, treaties, maps, laws, advertisements,
recipes, genealogical information, sermons/lectures
Reference:
Primary and Secondary Sources. Accessed July 13, 2017.
https://www.georgewbushlibrary.smu.edu/~/media/GWBL/Files/Educa
tion%20pdfs/ElementaryLP_PrimarySecondarySources_Web.ashx
D. Discussing new Teacher distributes a copy of the article.
concepts and practicing
new skills #1
162
How do we use them?
Source: https://newsinfo.inquirer.net/1093025/albayalde-on-eleazars-outburst-
if-i-were-him-i-could-have-done-
more?utm_expid=.XqNwTg2W6nwDVUSgFJXed.1
163
Edgar could not believe it I’m flying I can fly he shouted
with joy He escaped being gulped down by Sizzle and
landed safely on the ground
When the animals asked Tony how he knew that Edgar
could fly he replied I didn’t I just know that there is
nothing worse than not trying
Source :
Gear Up English 6 p.114
J. Additional activities for Make sentences using correct punctuations.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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?
164
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 5
I. OBJECTIVES
A. Content Standards The learners…
Express ideas effectively in formal and informal
compositions to fulfil their own purposes of writing
(WC)
B. Performance The learners…
Standards Rewrite/ revise texts using appropriate text types
for a variety of audiences and purposes (WC)
C. Learning Competencies:
Competencies/Objecti Revise writing for clarity-correct spelling ENGWC
ves – IIe 1.8.3
Specific Objectives:
Revise texts in sentences and paragraphs for
clarity
Give the correct spelling of words in sentences
Show openness to criticism
II. CONTENT Revising Texts for Clarity through Correcting Spelling
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning PPT, puzzle
Resources
IV. PROCEDURE
A. Reviewing the Review the past lesson :
previous lesson or Say: Find the primary sources in the puzzle.
presenting the new
lesson
165
Give the correct spelling of words in
sentences
Show openness to criticism
C. Presenting Read the short selection.
examples/instances of
the new lesson Weather
It was dark and stormy night , mom and dad
had gone-off to attend a weedding dinner and
would only be back late into the night. I was
home alone.
166
If the word is spelled incorrectly, write the correct
spelling on the line.
F. Developing mastery
(Leads to Formative Group Work: The following selections have errors.
Assessment 3) With your group, revise the texts to make them
correct.
Dear Diary,
Susan
167
Group 2 – Letter
40 Scarlet Homes
Moonwalk Village
P
Raeders Club
4324 Amorsolo St
Makati, Metro Manila
Dear madam:
Yours truly,
jan kip sison
Group 3 – Auto biography
My auto biography
168
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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
supervisor/principal/depar
tment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.
169
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 1
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of various non-verbal
elements in orally communicating information.
(OL)
Demonstrate understanding of non-verbal
communication to communicate with others (A)
B. Performance The learners…
Standards Orally communicates information, opinions and
ideas effectively to different audiences using
variety of literary activities. (OL)
Apply knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message (A)
C. Learning Competencies:
Competencies/Objecti Share brief impromptu remarks about topics of
ves interest. EN6OL-11f-5
Show tactfulness when communicating with
others. EN6A-11f-16
Specific Objectives:
Share brief impromptu remarks about topics of
interest;
Identify the guidelines in delivering impromptu
remarks;
Show tactfulness when communicating with
others.
II. CONTENT Brief Impromptu Remarks
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Essential English (Teacher’s Resource Material p. 111-
113
2. Learner’s Materials Essential English (Worktext in Language and Reading
Pages p.139-142
3. Textbook Pages
4. Additional Materials Activity Sheets in English 6 – Quarter 2 Week 6- Day-1
from the LR Portal p.3-5
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous How do we improve our composition writing?
lesson or presenting the What do revising and editing include?
new lesson
Revising and editing include correcting spelling, choosing
appropriate punctuation marks and using transition/signal
words.
170
Task 1- Do It One More Time!
Correct the following erroneous sentences then rewrite
them in your notebook.
(Elicit more ideas and opinions from the pupils based from
what they see in the 3 pictures)
(this activity will encourage pupils to speak up and
enhance oral language)
C. Presenting Read “Let’s Try This”
examples/instances of the Face your seatmate. Tell something about yourself.
new lesson
D. Discussing new An impromptu speech is given with little or no
concepts and practicing preparation, yet almost always with some advance
new skills #1 knowledge on the topic.
For example, if called on to speak in class, a pupil
might give a short impromptu speech about a topic that
was in the assigned readings.
Tips for the Speaker
( Impromptu Preparation )
What do you do if you are asked to speak at the
last minute?
171
4. If you do not know what to say next, you can
summarize and paraphrase what you have just said, and
then will probably be ready to move on to the next topic.
7. Relax.
Reference: https//www.boundless.com/
communications/textbooks/boundless-
communications-textbook/deliveringthe-speech-
12/methods-of-delivery-62/impromptu-speeches-248-
1482/
Let’s Do This
Task 1. Let’s Talk
Reference:
https://www.thoughtco.com/impromptu-speech=topics-1857489
E. Discussing new Let’s Do More
concepts and practicing Task 2: Continuous Story
new skills #2
Assign a topic for each group or the leader will
pick a topic for their group. Brainstorm with your group
mates about the topic. Then, pupil in the group gets up,
speaks for 10-20 seconds and starts telling a story. When
the time is up, the next person has to get up and continue
the story.
So, obviously each person doesn’t know what
172
the person before him/her is going to say but has to
continue the story.
The goal of this is to ensure the story makes
sense. This game helps people engage in listening and
learn to be creative enough to make the story continue on
and make sense.
Reference:
Accessed on July 25,2017
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/
public_speaking/speech/lo/2008_136_PS_04/applets/ap400_
interactives/ap403_activities.htm
F. Developing mastery Let’s Do Some More
(Leads to Formative Task 3: Make a Commercial
Assessment 3) Get a bunch of things from your room or from your bag
and make a commercial about this item. Show to the
class a random product. It might be a lotion, a perfume or
it could be anything. Present a 30 second to 1 minute
commercial on this product. Talk about why the product is
so awesome and why people should buy it.
G. Finding practical Ask:
application of concepts
and skills in daily living What is an impromptu remark?
What should we remember in delivering an impromptu
remark?
173
She is extremely adventurous. She doesn’t stay at home
during summer vacations. Whenever she leaves the
house, she always comes back with lots of stories. The
most adventurous thing she did was when she went to
Nepal by herself and climbed the summit of Mount
Everest. She is absolutely amazing.
( for slow learners)
Introduce your partner in 3-5 sentences using
simple and actual description.
Example:
Hi! This is Jane Santos. She is a grade six pupil.
She loves going to the beach. She collects beautiful
shells and stones. She loves to play in the white sand.
( teacher may simplify the activity )
13.
I. Evaluating learning Use this rubric to assess the impromptu speech. This may
be used to assess individual and group activity.
( Answers May Vary )
Impromptu Speaking Assessment Form
Criteria 4 3 2 1
Audience You knew There You knew You did not
your were few little about know your
audience people to your audience at all.
and how to which your audience.
address speech did
them. not apply.
174
Accessed on July 26,2017.
https://www.scholastic.com/content/dam/teachers/lessonplans/
migrated-files-in-body/RubricsForSpeeches.pdf
Note: Teacher may opt not to do all the activities and just
get those that can be carried out or suited to the learners.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.
175
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 2
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding that words are
composed of different parts to know that
their meaning changes depending in
context (V)
B. Performance The learners…
Standards use strategies to decode correctly the
meaning of words in isolation and in
context (V)
C. Learning Competencies:
Competencies/Objecti Infer meaning of Borrowed Words and
ves content specific terms using:
-context clues
-affixes and roots
-other strategies
(EPP) EN6V-11f-12.3.3,EN6V-11f-
12.4.1.3,EN6V-11f-12.4.2.3
Specific Objectives:
Infer meaning of borrowed words and
content specific terms;
Tell what context clues are;
Show willingness in doing household
chores.
II. CONTENT Infer the Meaning of Borrowed Words and Content
Specific Terms Using
-Context Clues
-Affixes and Roots
-Other Strategies
(EPP)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Curriculum Guide
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheets in English 6
from the LR Portal (Quarter 2: Week 6: Day 2)
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Say: In the past weeks, we learned how to infer
lesson or presenting the meaning from the texts we read. Let us recall
new lesson some of those. (Teacher may ask questions on
how to infer meaning, what context clue is, etc.)
176
B. Establishing a purpose Ask: Who among you are good at cooking?
for the lesson What do you cook?
Strategies are:
- Using definition
- Using synonym/antonym
- Using examples
- Using analogy
- Using appositive
177
introducing her all the important utensils needed in
cooking.
Mother said, “This is a colander. It is a bowl-
shaped kitchen utensil with holes in it.”
178
G. Finding practical Ask: How do you help your Mom in doing
application of concepts household chores?
and skills in daily living
H. Making generalizations What are context clues?
of concepts and skills in
daily living Read:
14. Context clues are hints that good readers
use to decode the meaning of unfamiliar
words. This is a skill that enables a reader
to comprehend advance texts.
179
3. A dumpling is a delicious, bite-sized food that's
made of savory ingredients wrapped in dough
and cooked. Chinese dumplings can be
steamed, boiled, or fried.
4. During Kiara’s wedding, lunch was served in a
buffet style. Guests served themselves from the
meal consisting of several dishes that were
displayed on a long table.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.
180
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 3
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking (G)
B. Performance The learners…
Standards Use the correct function of nouns,
pronouns, verbs, adjectives, and adverbs in
general and their functions in various
discourse (oral and written) (G)
C. Learning Competencies:
Competencies/Obje Compose clear and coherent sentences
ctives using appropriate grammatical structures:
Adverbs of Place and Time ENG6G-IIf-6.5
Specific Objectives:
Identifies adverbs of place and adverbs of
time;
Use adverbs of time and place in a
sentence;
Cite good practices in preventing dengue in
their community.
II. CONTENT Adverbs of Time and Place
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheets in English 6 (Quarter 2: Week 6)
from the LR Portal
5. Other Learning Lesson Guide in Elem. English- Department of
Resources Education in partnership of Ateneo de Manila
University, pp.1 57-161
IV. PROCEDURE
A. Reviewing the previous Ask:
lesson or presenting the What have you learned yesterday?
new lesson How do we infer the meaning of the borrowed
words? (EPP)
181
Motivation:
What parts of a newspaper do you know?
What part of a newspaper gives the opinion of the
editor on a certain issue? ( Editorial page )
Unlocking of Difficulties:
Motive Question:
What is dengue fever?
C. Presenting The teacher will read the editorial.
examples/instances of the Editorial
new lesson
Anybody-rich or poor- can be a victim of dengue
fever. This is a viral infection transmitted by
mosquitoes to man. It is common during the rainy
season. Dengue fever is characterized by recurrent
fever, swelling of the lymph nodes, bleeding, and
severe muscle aches. Prompt medical attention is
important for dengue fever can be fatal.
As in previous rainy seasons, there have been
outbreaks of dengue fever this year. The World
Health Organization (WHO) estimates that dengue
fever threatens some 2 billion people, mostly in
tropical and subtropical places. At least 10,000
Filipinos, mainly children, fall victim to dengue fever
every year. The worst year 1998 when some
20,000 cases were reported with 202 fatalities.
History shows that the deadliest foe of man is
not the cobra, the tarantula, or pirnha, but the lowly
mosquito. The aedes aegypti mosquito-carrier of
dengue fever-caused the collapse of the Roman
Empire.
Maintaining clean surroundings is our best
weapon against Dengue Fever. Garbage and
containers that could serve as breeding places for
most mosquitoes must be properly disposed of.
Good nutrition is also vital for it enhances one`s
resistance to dengue fever.
Dengue fever is a serious threat not only to the
lives of our children but also to the future of our
country. Every child`s life is a precious resource for
the country. And the death of a child due to dengue
fever means less human resource for our country`s
growth.
182
Comprehension Check:
1. What is dengue fever?
2. Who coulb be a victim of a dengue fever?
3. Describe a person who is suffering from dengue
fever?
4. Why is prompt medical attention important?
5. What could happen to a person with dengue if he
did not pay attention on it?
6. What kind of mosquito is the carrier of dengue
fever?
7. How could you help to prevent dengue fever in
your place?
D. Discussing new
concepts and practicing Read, Analyze, and Pick Out!
new skills #1 Let the pupils pick out words/phrases from the
editorial that tell where and when an action is done.
When Where
183
Examples:
Goldilocks went to the Bear`s house
yesterday.
I saw Sally today.
I will call you later.
Examples:
I stayed in Cebu for three days.
I am going on vacation for a week.
References:
http://www.ef.com/english-resources/english-
grammar/adverbs-
time/http;//www.gingersoftware.com/content/gramm
ar-rules/adverb/adverb/adverbs-place/
184
E. Discussing new Task 2:
concepts and practicing Arrange the words to make sentences. Place the
new skills #2 time expressions at the end of the sentence.
185
B. I need an Answer
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/departm
ent head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.
186
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 4
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding of the research
process to write a variety of texts. (SS)
B. Performance The learners…
Standards Use a variety of research strategies to
effectively write a variety of text for various
audiences and purposes. (SS)
C. Learning Competencies:
Competencies/Objecti Organize information from secondary sources
ves in preparation for writing, reporting and similar
academic tasks in collaboration with others
EN6SS-IIf-4
Specific Objectives:
187
C. Presenting Let’s Study This!
examples/instances of the Primary sources are the original records created by
new lesson firsthand witnesses of an event.
Secondary sources are documents, texts, images,
and objects about an event created by someone who
typically referenced the primary sources for their
information. Textbooks are excellent examples of
secondary sources.
188
References: Accessed on July 25, 2017
http://www.mitchellteachers.org/SocialStudiesDepart
ment/pdfs/What_is_a_Secondary_Source.pdf.pdf
https://www.georgewbushlibrary.smu.edu/~/media/G
WBL/Files/Education%20pdfs/ElementaryLP_Primar
ySecondarySources_Web.ashx
https://www.collectionscanada.gc.ca/education/008-
3010-e.html
189
The outcome of the July 22 joint session clearly bore
that out. Voting 261-18, Congress granted Mr.
Duterte’s request for an extension of martial law in
Mindanao beyond the 60 days allowed by the
Constitution.
190
A Facebook post claims that Haroun Lucman Jr., vice
governor of the Autonomous Region in Muslim
Mindanao, wanted to speak before Congress on
Saturday but was not given the chance to do so. Part
of his statement would supposedly have said:
“Martial Law to us is repressive, abusive, and
dehumanizing. That is the Martial Law that we
suffered during the Marcos rule. Our people fear it
and abhor it.”
Questions:
1. What is the title of the document?
2. Who is the author?
3. Who is the author’s intended audience?
4. What topic is the author addressing in this work?
5. What is the author’s argument or main idea about
this topic?
6. What evidence is provided to support this
argument?
7. List facts presented by the author.
8. List opinions presented by the author.
9. Do you trust this source?
10.What questions does this source/interpretation
raise?
191
•advertisements
•architectural
•blueprints
•clothes
•cookbooks
•diaries
•drawings
•encyclopedias
•interviews
•journals
•letters
•maps
•music
•periodicals
•photographs
•speeches
•textbooks
•tombstones
•videos
•works of art
192
conscious, shy, and unsure. Additionally, victims of
bullying may also become sad or depressed. Their
confidence might completely disappear, keeping
them from trying new things or trusting people. Once
a person has been bullied, they may hesitate to
participate in situations where he or she might be
ridiculed, such as in public speaking or in sports. A
bullying victim might even begin to possess
previously absent anxious behavior.
Despite all the negative effects of bullying, there are
even far more serious consequences. People who
have been bullied sometimes become so upset,
scared, or depressed that they see no worth in
themselves and no way out of their torment. There
have been countless reports over the past few years
of students committing suicide because they were
bullied. Meanwhile, there are times when victims see
no recourse but to seek revenge by serious acts of
violence against the bully and instigators. As a result
of bullying, people can lose their ability to love and
trust, denying them the chance to experience a
quality relationship later in their life. They might find
themselves as a submissive partner or they may
want to be completely alone. Compounding all of
these problems, victims often develop eating
disorders, begin to self-injure, or require extensive
counseling. Social bullying can also leave people
without a supportive group of friends that they can
lean on and spend time with.
Another unfortunate consequence of this is that
bullying is often cyclical. People who have been
bullied can, in an attempt to gain their power and
self-esteem back, become bullies themselves. In
relation to this, bullies who are not confronted or
stopped may find themselves in future positions
where they can bully as adults. This is where
manipulative bosses and child abusers come from.
Aside from its long-term effects, some consequences
of bullying can be seen and felt immediately. When
one child calls another child names, the victim might
cry and a bruise might appear after a punch to the
arm. However, some effects of bullying are not
always obvious to the naked eye. The results of
bullying might grow and appear over time, damaging
a person in profound ways for the long term. There
are so many effects of bullying that they are
impossible to count or predict. This is why it is so
important to stop bullying.
193
6. What evidence is provided to support this
argument?
7. List facts presented by the author.
8. List opinions presented by the author.
V. REMARKS
194
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/departmen
t head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.
195
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 5
I. OBJECTIVES
A. Content Standards The learners…
Express ideas effectively in formal and
informal compositions to fulfil their own
purpose of writing. (WC)
B. Performance The learners…
Standards Publish texts using appropriate text types for a
variety of audiences and purposes. (WC)
C. Learning Competencies:
Competencies/Object Write a 4-paragraphn composition showing –
ives cause and effect EN6WC-IIf-2.2.5
Specific Objectives:
Write a 4-paragraph composition showing –
cause and effect
Identify the parts of a composition writing
Express ideas effectively
II. CONTENT 4-paragraph Composition Showing Cause and Effect
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 2: Week 6: Day 5)
the LR Portal Search: EN6Q2W6D5
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Ask: What are the secondary sources that are used in
lesson or presenting the preparation for writing, reporting and other academic
new lesson tasks given to you?
196
First, the primary cause of cities becoming so
crowded is economic. As a country develops, its cities
become the engines of development, thus jobs are
available in these areas. Frankfurt, Istanbul, Bombay
and Sao Paolo are all the economic centres of their
countries. For example, Tokyo was the motor for
Japan’s rapid economic development in the 1960’s
and 70’s; as a result, its population increased rapidly.
People moved to Tokyo because they could find
employment and establish economic security for
themselves and their families there.
Second, another factor in the huge increase in
urban populations is the socio-cultural
factor.Thousands of people migrate to the cities not
only for jobs but also for educational and personal
reasons. The better universities are always located in
big cities and this attracts thousands of students every
year, and these students stay on and work in the city
after they graduate. Moreover, young people will
move to the city as the villages and rural areas are
more custom and tradition oriented. Therefore, young
people believe this is an obstacle to their personal
freedom.
In conclusion, economic and cultural factors
are the major causes of huge urban population.
People will always move to the areas which provide
opportunity and to the places which can give them the
freedom they desire.
C. Presenting Say: Let us go back to the text, can you identify the
examples/instances of the Introduction in this text?
new lesson
The fact that the world’s cities are getting
more and more crowded is well-known. Cities such as
Tokyo, Sao Paolo, Bombay and Shanghai are now
considered ‘mega-cities’, because of their enormous
size and huge populations. There are two main
reasons why these and other cities are becoming so
crowded; one economic, the other socio-cultural.
197
sometimes called the “thesis statement” or
“thesis question,” followed by a quick
narrowing down to the main theme to be
developed in the body. Set the stage quickly,
give appropriate background, then move right
into a transition sentence that will set up the
reader for the body.
Ask: What can you say about the Body? How was it
written?
198
clarify your point(s). Well illustrated pieces are easier
to read and follow than abstract ones.
Argumentation: Give the reasons, justifications, and
rationales for the position or view you have taken in
the introduction
Reference: https://trinitysem.edu/how-to-write-a-
whole-composition/
D. Discussing new concepts Say: Now we are going to write our own 4-paraghaph
and practicing new skills #1 composition. We are going to use a graphic organizer
to organize our ideas.
199
CAUSES
WATER
POLLUTION
E. Discussing new concepts Say: Now that we have seen why rivers and seas
and practicing new skills #2 turned dirty, think of what happens after our rivers and
seas turned dirty. Let us write the effects of water
pollution?
EFFECTS
WATER
POLLUTION
F. Developing mastery Say: Now that we have seen the causes and effects of
(Leads to Formative water pollution, let us put them together in a
Assessment 3) composition. The class will be divided into 4 groups.
200
Put the output of the 4 groups to form a 4-paragraph
composition. Think of a TITLE for the composition.
wei
Criteria 4 3 2 1
ght
Indicate
clear Good Fair Present
Underst
40 underst undrersta understa ation off
anding
% aning of nding of nding of the
of topic
the the topic the topic topic
topic
One
All
Some Few person
member
Cooper 30 members member does all
s
ation % contribut s the
contribu
e contibut worksh
te
op
Show Unsure
some of
Show Portray
confidenc responsi
confide al stall
Present 30 e bility
nce Lacks
ation % Present Somewh
informat informat
some at
ive ion
informati informati
on ve
H. Making generalizations Ask: What is the general structure to follow for many
of concepts and skills in kinds of writing?
daily living 15.
I. Evaluating learning With a partner, research on the cause and effect of
Global Warming.Write a 4-paragraph composition
using the outline below.
Global Warming
__________Introduction__________________
_______________________________.
_____________________________________
____________Causes of GlobalWarming_________
________________________________.
_____________________________________
_____________ Effects of Global Warming _______
________________________________.
___________Conclusion__________________
________________________.
201
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/departme
nt head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.
Note: The lesson can be discussed in two days to give ample time for writing.
Teacher can opt not to discuss all the activities or may change/use other texts.
202
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 1
I. OBJECTIVES
A. Content standards The learners…
Demonstrate understanding that English
language is stress timed to support
comprehension. (F)
demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking (G)
demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance standards The learners…
read with sufficient accuracy and fluency to
support comprehension (F)
speak and write using good command of the
conventions of standard English (G)
use a variety of strategies to provide
appropriate feedback (A)
C. Learning competencies Competencies:
/ objectives Read grade level text with accuracy,
appropriate rate, and proper expression.
EN6F-IIg-1.6; EN6F-IIg-1.3; EN6F-IIg-1.7
Compose clear and coherent sentences
using appropriate grammatical structures:
Prepositions and Prepositional Phrases
EN6G-IIg-7.3.1; EN6G-IIg7.3.2
Show tactfulness when communicating with
others EN6A-IIg-17
SPECIFIC OBJECTIVES:
Read silently/aloud the text with accuracy,
appropriate rate and proper expression
Write sentences using appropriate
prepositions
Appreciate others when one reads the text by
showing tact
II. CONTENT Prepositions and Prepositional phrases
III. LEARNING RESOURCES
References
1. Teacher’s guides/pages
2. Learner’s materials/
pages
3. Textbooks/pages English Spectrum(Language and Reading, p.214
English for You and Me 6 (Language). 2011. pp 152-
153
New Horizons in Learning English I. 1999. P.165
English Arts I. 2000. pp.251-252
4. Additional materials from Activity Sheet in English 6
Learning Resource (LR) (Quarter 2: Week 7, Day 1)
portal
203
5. Other learning resources BEAM-DLP5 Module 40 and 57- Using Prepositions
and Prepositional Phrases
* MISOSA 5 Module 6- Using Prepositions and
Prepositional Phrases
* EN4LM pp.332
* EN4TG pp.352-353
https://examples.yourdictionary.com
https://dokumen.tips.documents.com
https://docgo.net.lifestyle.com
https://www.slideshare.net
https://www.k5learning.com
www.eslforums.com
IV. PROCEDURES
A. Reviewing the previous Using Adverbs of Time and Place
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson WHAT WILL YOU LEARN TODAY?
Read silently/aloud the text with accuracy,
appropriate rate and proper expression
Write sentences using appropriate
prepositions
Appreciate others when one reads the text by
showing tact
C. Presenting Motivation:
examples/instances of
the new lesson Do you agree that the sweetest pets are the
kittens / cats? Why?
204
Unlocking of Difficulties:
Motive Question:
What are the lovely names given by Tessie to
her lovely kittens?
D. Discussing new Read Along!
concepts and practice Read along silently as the teacher reads the story
new skills # 1 observing accuracy, appropriate rate and proper
expression.
Tessie and the Kittens
Tessie has nine kittens. Sometimes they are
very naughty. They like to move around the house.
Comprehension Check
1. What are the lovely names given by Tessie
to her lovely kittens?
2. How naughty areTessie’s kittens? What do
they do?
3. Do you have kittens? How do you take care
of them?
205
E. Discussing new
concepts and practice Look at the underlined words from the story
new skills #2 Tessie and the Kittens.
Pay attention to the words that come after the
underlined words.
206
Say : Look at the following :
Prepositions of TIME
Prepositions of PLACE
207
3. Mateo left the farm before lunchtime.
4. Narda, you have to wash your hands before you
eat.
5. The bus went over the bridge.
6. The temperature in Baguio is below zero.
7. I ran down the hill and rolled on the grass.
8. My brother ran past me to catch the school bus.
9. I always seem to daydream during class.
10. Tomorrow, I get to eat dinner at my classmate’s
house.
G. Finding practical Setting standards in doing Group Activity
applications of
concepts and skills in daily Ask: What are the things that you must
living remember while doing group activity?
Group I
GROUP II
208
GROUP III
Pair Up
Work with your partner. Look around your classroom
and look of 5 different objects. Create a complete
sentence for each object.
I. Evaluating Learning
A. Underline the correct preposition in each
sentence:
1. The audience stayed (until, at) late in the
afternoon to see their favorite artist perform on
stage.
2. This year’s Market Day is much different (off,
from) last year’s celebration.
3. Many people participated (to, in) the Science
Exhibit this year.
4. Mr. Garilao learned about the Science Exhibit
(from, of) the school principal.
5. Antonio placed the engagement ring for Andrea
(inside, by) the book.
209
B.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners
210
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
supervisor/principal/depar
tment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.
A. No. of Learners who
earned 80% on the
formative assessment
211
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 2
I. OBJECTIVES
A. Content Standard The learners…
Demonstrate understanding that English
language is stress timed to support
comprehension (F)
Demonstrate understanding of different
formats to write for a variety of audiences and
purposes (WC)
Understanding of verbal and non-verbal
elements of communication to respond back
(A)
B. Performance The learners…
Standard Read with sufficient accuracy and fluency to
support comprehension (F)
Edit texts using appropriate texts types for a
variety of audiences and purposes (WC)
Use a variety of strategies to provide
appropriate feedback (A)
C. Learning Competencies:
Competencies Read grade level text with accuracy,
appropriate rate and proper expression
EN6F-IIg-1.6 EN6F-IIg-1.3 EN6F-IIg-1.7
Revise writing for clarity- correct spelling,
appropriate punctuation marks, transition/
signal words EN6WC-IIg-1.8.2, EN6WC-
IIg-1.8.1, EN6WC-IIg-1.8.3
Show tactfulness when communicating
with others EN6A-IIg-17
Specific Objectives:
Read the story with appropriate rate and
proper expression;
Revise writing for clarity- correct spelling,
appropriate punctuation marks, transition/
signal words;
Show tactfulness when communicating
with others.
II. CONTENT Writing for Clarity- Correct Spelling, Appropriate
Punctuation Marks, Transition/ Signal Words
III. LEARNING
RESOURCES
References
1. Teacher’s Guide English Curriculum Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Louie G. Mendoza, Ace Lyn U. Miranda, Alce M.
Sentoses Integrated English for Effective
Communication 5 page 85
212
4. Additional Materials Activity Sheets Quarter 2 week 7 day 2
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting What did you learn yesterday?
the new lesson
Complete the sentences by choosing the correct
preposition.
1.
The house is _____(behind, between) the
trees.
2.
The puppy is sleeping _____(under, over
) the table.
3.
I saw a cat sitting ______ (beside, on) the
table.
4.
Doggie hides ______ (above, in) the
trash bin.
B. Establishing a
purpose for the lesson Present the objectives of the lesson.
1. Read the story with appropriate rate and
proper expression.
2. Write sentences using the prepositions to
and from.
3. Show tactfulness when communicating
with others.
213
Motivation:
Unlocking of Difficulties:
Motive Question:
Say: Now that you are already familiar with those
words let us proceed to our story. And as we go
on, let us find out why is the story entitled, “The
Poor Bunny’s Magic Present”?
214
The Poor Bunny’s Magic Present
By Pedro Pablo Sacristan
Once upon a time there was a place where
animals were suffering greatly from drought and
hunger. A very poor bunny was walking sadly
through the fields when, all of a sudden, a wizard
appeared in front of him. The wizard offered the
bunny a bag filled with little bouquets of flowers.
"They are magical, and they're even more
magical if you know how to use them properly",
said the wizard. The bunny was dying of hunger,
but he decided not to eat the bouquets. He
wanted to put them to good use. On his way
home, the bunny met a very old and very poor
sheep who could hardly walk any more. "Can
you spare me something?" asked the sheep. The
bunny had nothing except his bouquets, and
since they were magical, he was reluctant to give
them to the sheep. But he remembered how his
parents had always taught him to share
everything; so he pulled a bouquet out of the bag
and gave it to the sheep. As soon as he did this,
the bunch shone with a thousand colours. Magic
was at work.
215
enough water and food to feed all the animals!
216
Be ready to share your sentences in the class.
G. Finding practical Let the pupils answer the following activity.
applications of Provide activity sheets for them.
concepts and skills in Correct Me!
daily living Put a check if the preposition used in the
sentence is correct. If not, write the correct
preposition on the space provide.
_______ 1. The flower pots fell from the table.
_______ 2. The Vergara family is going from
Vigan this weekend.
_______ 3. My brother just arrived to the U.S.
_______ 4. Please give this certification request
to your adviser.
_______ 5. Where did you come from?
H. Making Ask:
generalizations and What have you learned today about preposition?
abstractions about the What does the preposition to tell?
lesson What does the preposition from tell us?
Why do we have to revise writings? What is its
purpose?
I. Evaluating learning Using prepositions to and from, write 5
meaningful sentences about the pictures below.
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
217
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 these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
218
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 3
I.OBJECTIVES
A. Content Standard The learners…
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking. (G)
Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
C. Learning
Competencies/ Competencies:
Objectives Compose clear and coherent sentences
using appropriate grammatical structures:
Prepositions and Prepositional Phrases
ENG6-IIg-7.3.1, ENG6-IIg-7.3.2
Show openness to criticism EN6A-IIg-18
Specific Objectives:
Identify prepositions
Construct sentences using prepositions
Respond accordingly when being criticized
Reacting to Criticisms
III.LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
219
IV.PROCEDURE
A. Reviewing previous Teacher: Yesterday, we read about the story of “The
lesson or presenting Poor Bunny’s Magic Present” and discussed about
the new lesson the prepositions to and from.
Today I can….
1. Identify prepositions
2. Construct sentences using prepositions
3. Respond accordingly on criticisms
C. Presenting examples Let the pupils read the selection orally and silently.
/instances of the new
lesson The Good Samaritan
There was a man going down from Jerusalem
to Jericho. He fell into the hands of robbers. They
stripped him naked ,beat him up and went off,
leaving him half-dead. A priest happened to be
travelling down on that road , too. He saw him and
passed by on the other side of the road.
However, a travelling Samaritan came upon
him . He saw him and he was moved by pity. He
came near ,poured oil and wine onto his wounds,
bandaged them and placed the man on his mount.
He led him to an inn and looked after him. The next
day, he took out two silver coins and gave them to
the innkeeper. “ Look after him and upon my return I
will pay you back whatever extra money you will
have spent”, he said.
220
Discuss the details of the story.
1. What happened to the man who travelled
from Jerusalem to Jericho?
2. What did the priest do when he saw the
man?
3. If you were the priest in the story and
somebody criticized you for not helping, how
would you react?
4. What lesson does the parable teach us?
D. Discussing new Let the students study the sentences lifted from the
concepts and story.
practicing new skills 1. A man was going down from Jerusalem to
Jericho.
2. He fell into the hands of robbers.
3.They beat him up and they went off.
4. He saw him and passed by the other side.
5.Look after him and upon my return I will pay you
back whatever extra money you will have spent.
Correctness (60)
Presentation
(20)
Attitude (10)
Time (10)
TOTAL
221
Group 1
Direction: A. Loop the prepositions you can find.
O l a c r o s S
N i n s i d e L
s v s p u p o N
a e p e c u t E
l f u t o r o M
o r p t n e a R
n o p g i n t O
g m y a t o b E
u w i t h y b Y
Group 2
Direction: Rearrange the jumbled words to form a
sentence. Then, box the preposition.
1. A secret this between is you me and.
2. Chalk the teacher piece pulled a of the box
from.
3. Sponsor nobody is without a.
4. By surprise he caught me.
5. With appendicitis to the man was rushed the
hospital.
Group 3
Direction: Construct 5 sentences using
prepositions of your choice. Underline them.
( Be able to present your output in the class)
Group 4
Direction: Use the following prepositions in
meaningful sentences. Be able to recite them in
class.
1.beyond
2.against
3.beside
4.over
5.through
222
Using a powerpoint presentation or flashcard, let
the student being described make a sentence using
the given preposition.
V. REMARKS
VI. 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
223
D. Number of learners
who continue to
require remediation
E. Which of my teaching
strategies worked
well? Why did they
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?
224
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 4
I. OBJECTIVES
A. Content standards The learners…
Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking. (G)
Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
B. Performance standards The learners...
Speak and write using good command of
the conventions of standard English (G)
Use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning competency/ Competencies:
Objectives Compose clear and coherent sentences
using appropriate grammatical structures:
Preposition and prepositional phrases
EN6G-IIg-7.3.1; EN6G-IIg-7.3.2
Show tactfulness when communicating
with others EN6A-IIg-17
Specific Objectives:
Identify prepositions and prepositional
phrases;
Write sentences using
prepositions/prepositional phrases;
Show tactfulness when communicating
with others.
II. CONTENT Prepositional Phrases
References
1. Teacher’s -
guides/pages
2. Learner’s materials/ -
pages
3. Textbooks/pages -
4. Additional materials Activity Sheet in ENGLISH 6
from Learning Quarter 1- Week 7- Day 3 pp.1-10
Resource (LR) portal
5. Other learning Youtube
resources
III. PROCEDURES
A. Reviewing the previous
lesson or presenting the REVIEW: 1. Looking Back
new lesson Let’s review what you have learned.
Study the following phrases in the cloud
bubble. Circle the preposition in each
phrase
225
B. Establishing a purpose Objectives:
for the lesson 1. Identify prepositions and prepositional
phrases.
2. Write sentences using
prepositions/prepositional phrases
3. Show tactfulness when communicating with
others.
Teacher Students
4. What are the 1. Be silent.
things that we 2. Take down
have to important details
observe when from the video
watching watched.
videos? 3. Respect others
by not disturbing
them.
226
1. How many prepositions were mentioned in
the song?
2. What prepositions were mentioned?
3. What other parts of speech were mentioned
in the song?
4. What composes a prepositional phrase?
D. Discussing new
concepts and practicing (Collaborative approach)
new skills #1
Group activity:
Group the class into 3 groups.
Groupfie!
227
Group 1
during the night
over the moon
beyond the horizon
across the highway
around the park
Group 2
on top of the mountain
across the sea
behind the door
within the school grounds
Group 3
in the garden
outside the room
under the bridge
E. Discussing new Study the following sentences. Underline the
concepts and practicing prepositional phrase in each sentence.
new skills #2 1. The old woman drives away the flies around
the table.
2. She watched the food until her children and
grandchildren arrived.
3. While waiting, she heard the screech of the car
from the garage.
4. The children happily got out of the car.
5. It was about seven o’clock in the evening
when they started eating.
F. Developing mastery (Reflective Approach)
(Leads to Formative
Assessment 3) What are prepositions?
Prepositions are words used before nouns to
form a phrase that modifies another word in the
sentence.
English has about 150 prepositions.
228
H. Making generalizations Compose sentences by supplying the most
of concepts and skills in appropriate prepositional phrases in the
daily living blanks below. Select from the given choices
below.
on time
behind the curtain
along the aisle
within the lot boundary
under the tree
inside the basket
V. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.
229
A. No. of Learners who
earned 80% on the
formative assessment
230
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 5
I.OBJECTIVES
A. Content Standard The learners…
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (G)
B. Performance Standard The learners…
speak and write using good command of
the conventions of standard English (G)
C. Learning Competencies/ Competencies:
Objectives Compose clear and coherent sentences
( Write the LC code for using appropriate grammatical
each) structures: Prepositions and
Prepositional Phrases ENG6-IIg-7.3.1
/ENG6-IIg-7.3.2
Specific Objectives:
Identify prepositional phrase
Use prepositional phrases in written and
oral interaction
Participate actively in oral interaction
II.CONTENT Composing Clear and Coherent Sentences
Using Prepositional Phrases
III.LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages English for Better Communication pages 194-
196
Joy in Learning English 5 pages 147,195-197
English for All Times 5 pages 246-248
4. Additional Materials from None
Learning Resource ( LR)
portal
5. Other Learning Resources Materials:
Pictures
Laptop
Chart
Flashcards
IV.PROCEDURE
K. Reviewing previous lesson Read the sentences and underline the
or presenting the new preposition.
lesson 1. The great heroes fought for our
independence from oppressors.
2. The rich and the poor have equal access
to nature’s resources.
3. A “Mother and Child” painting by Alvaro
Jimenez is an acrylic painting on banana
stalks.
231
4. The audience stood after the tenor did
an encore.
5. Happiness is earned through a living
filled with love.
L. Establishing a purpose for Say: We already discussed what preposition is
the lesson and how it is used in a sentence.
Say: In this learning session, you should be able
to:
4. Identify prepositional phrases
5. Use prepositional phrases in written and
oral interaction
6. Participate actively in oral interaction
232
1.The plane carried a Filipino sailor with
appendicitis.
O. Discussing new concepts Say : Now , I am going to check what you have
and practicing new skills # 2 learned from the discussion.
Go to your assigned group. Choose a
leader and a secretary. Decide also who shall
present your output.
Be guided with these rubrics.
G2 G3 G4
G1
Correctness
(60)
Presentation
(20)
Attitude (10)
Time (10)
TOTAL
Group 1
Directions: Construct five sentences using
prepositional phrase that functions as
adjectives.
Group 2
Directions: Use prepositional phrases that
function as adverbs in meaningful sentences.
Group 3
Directions: Make meaningful sentences using
the following prepositional phrases.
1.beneath my wings
2.into the forest
3.between you and me
4.instead of
5.Underneath the tree
Group 4
Make 5-sentence paragraph using prepositional
phrases of your choice.
Let the pupils present their output.
Rate each group according to the rubrics
presented.
233
P. Developing mastery (leads Let us try this…
to formative assessment) Directions: Identify the prepositional phrase in
each sentence. Then, use it in your own
sentence.
1.Through the years, Yolanda victims stand firm.
2.People in these countries are amazed at the
work of these medics.
3.The patients are treated with the best first aid.
4.The plane leaves at five o’clock.
5. He worked beyond two hours.
Q. Finding practical
applications of concepts How do you think prepositional phrases help us
and skills in daily living in our oral and written communication skills?
VI. 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. Number of learners who
continue to require remediation
E. Which of my teaching strategies
worked well? Why did they
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?
234
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 1
I.OBJECTIVES
A. Content Standards The learners…
demonstrate understanding of various verbal
elements in orally communicating
information (OL)
demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance The learners…
Standards orally communicate information, opinions,
and ideas effectively to different audiences
using a variety of literary activities (OL)
use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/Obj React on the content of the material
ectives presented EN6OL-IIh-6
Show tactfulness when communicating with
others EN6A-IIh-17
Specific Objectives:
React on the content of the material
presented;
Share thoughts and opinions effectively;
Develop respect on other’s opinions.
II.CONTENT React on the Content of the Material Presented
III.LEARNING
RESOURCES
References Curriculum Guide page 134
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheet in English
from the LR Portal
5. Other Learning https://www.familyfriendpoems.com/poem/everlasting-love
Resources http://coocatss.blogspot.com/2018/03/complain-about-
things-parent-could-not.html
https://wealthygorilla.com/best-short-moral-stories/
IV. PROCEDURE
A. Reviewing the Show thumbs up if the preposition in the sentence
previous lesson or is correct and thumbs down if it is incorrect.
presenting the new 1. My little brother hides under the chair.
lesson 2. John waited for his friend over the shade of
the tree.
235
3. Mother keeps the sewing materials in the
box.
4. I set the plates and utensils on the table.
5. Daniela hangs the family picture at the wall.
Motivation
Look at the pictures and describe what you see.
Motive Question
What wish does the poem tell us?
C. Presenting
examples/instances Setting of Standards in Reading the Poem
of the new lesson What are the things you should do while reading
the poem?
236
Presentation of the poem:
Someday
by Bobbi Katz
Comprehension Check
Ask
1. What wish does the poem tell about?
2. Which of the things that are said in the poem
have been said to you?
3. What do you feel whenever your parents tell
you to do something which you do not like?
4. Do you agree with the author that it would be
so much fun if you are your mom and dad
someday? Why or why not?
5. What would you wish for your parents
someday?
D. Discussing new Read the poem again.
concepts and
practicing new skills What is the topic of the poem?
#1
In giving your reactions, thoughts or opinions, what
are the things you must bear in mind?
237
1. Look for facts, ideas, or insights presented
which you have gained or learned.
Group 2
Act it out
Think about what you would say to your children if
you were a mom or a dad.
1. Write a short skit to show what would you do or
say.
2. Present the skit to the class.
F. Developing Read the poem and give your reaction on the content.
mastery (Leads to
Formative
Assessment 3)
Parents
© Jennifer J. Bailey
https://www.familyfriendpoems.com/poem/everlasting-
love
238
G. Finding practical Look at the picture and give your reaction.
application of
concepts and skills in
daily living
http://coocatss.blogspot.com/2018/03/complain-about-
things-parent-could-not.html
“After I hurt you, you wrote in the sand and now, you
write on a stone, why?”
239
The other friend replied;
https://wealthygorilla.com/best-short-moral-stories/
Criteria 3 2 1
J. Additional activities
for application or Copy a short poem and write your reaction on the
remediation content of the poem.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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?
240
Why did this work?
http://coocatss.blogspot.com/2018/03/complain-about-things-parent-could-not.html
https://wealthygorilla.com/best-short-moral-stories/
https://www.familyfriendpoems.com/poem/everlasting-love
241
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 2
I.OBJECTIVES
A. Content Standards The learners are expected to:
Demonstrate understanding of various
verbal elements in orally
communicating information (OL);
Demonstrate understanding that a change in
stress entails a change of meaning to
evaluate the speaker’s/ author’s purpose
and meaning (F);
Demonstrate understanding of non-verbal
communication to
communicate with others (A).
B. Performance The learners are expected to:
Standards Orally communicate information, opinions,
and ideas effectively to different audiences
using a variety of literary activities (OL);
Use knowledge of stress and intonation of
speech to appropriately evaluate the
speaker’s intention, purpose and meaning
(F);
Apply knowledge of non-verbal skills to
respectfully give the speaker undivided
attention and acknowledge the message
(A).
C. Learning Competencies:
Competencies/Obj React on the content of the material
ectives presented.
EN6OL-IIh-6
Read grade level text with accuracy,
appropriate rate and proper expression.
EN6F-IIh-1.6
EN6F-IIh-1.3
EN6F-IIh-1.7
Show openness to criticism
EN6A-IIh-18
Specific Objectives
Analyze the content of the reading materials.
Show openness to criticism through a
reaction paper
React on the content of the given reading
materials
II.CONTENT React on the content of the material presented
III.LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
242
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning PowerPoint Presentation, Activity sheets(Quarter 2,
Resources Week 8, Day 1&2), Mystery box, Copy of the Poem
A Worm In My Pocket
By Jodee Samano, Pictures
IV. PROCEDURE
A. Reviewing the previous Ask: What did you learn yesterday? (How to react
lesson or presenting the on the content of the given reading materials)
new lesson How do we react on the content of the given
materials?
Say: Today you will learn more about reacting to
content of the reading materials
Unlocking of Difficulties
Say: Before we read the poem, let us know first the
meaning of the following words which you are going
to encounter in the poem.
243
Column A Column B
1. She liked to a. stench
walk with
_________
feet when the
pavement had
been warmed by
the sun.
2. My classmates b. wiggled
____________
when they won
the 1st place.
3. The stuffed c. bare
toy elephant
bought by my
mom is so
__________
my shirt is
caused by the
sauce that I
accidentally
dropped while I
was eating.
Sources:
1.https://www.shutterstock.com/video/clip-5726465-closeup-
barefoot-teen-leaning-against-sports-car
2.https://pngtree.com/freepng/people-shout_2754593.html
244
3.https://www.walmart.ca/en/ip/Mayflower-92651-7-in-Floppy-
Bean-Bag-Elephant/PRD2O2V4M6M1MRI
4.https://www.bustle.com/articles/81611-mairwennels-dirt-pattern-
material-proves-that-shirts-with-stains-are-no-longer-embarrassing
5.https://simpsons.fandom.com/wiki/Wiggle_Puppy
Motive Question
Ask: Why did the speaker in the poem put a worm
in his pocket?
C. Presenting Setting standards in Reading a Poem
examples/instances of the Ask: Before we read a poem, what are the things
new lesson that you must remember in reading a poem?
A Worm In My Pocket
By Jodee Samano
Published: September 2008
Source: https://www.familyfriendpoems.com/poem/a-
worm-in-my-pocket
245
Answering of the Motive Question
Ask: Why did the speaker in the poem put a worm
in his pocket?
Comprehension Check
Ask: 1. What did he find on his way back home
from school?
2. What did he do with the worm?
3. What was the mother’s reaction upon
seeing the worm on his hands?
4. How did he feel about his mother’s
reaction?
5. Why did he let go of the worm?
D. Discussing new Say: Lets go back to some lines from the poem.
concepts and practicing
new skills #1 I picked up the worm with my bare hand,
held it up high, thinking how grand!
Ask:
How did the author react when he picked the worm
with his bare hand?
How did mother react when she saw the worm on
her child’s hand?
How did the author react when his mom told him to
put the worm back to the ground?
E. Discussing new Say: In giving reactions to a material presented,
concepts and practicing one must understand the content of the reading
new skills #2 material. It is by reading with comprehension that
one can give his/ her appropriate reaction to the
content of the material used in reading.
246
only say bad things about people. Then the wizard
returned the tongues to their owners, who
suspected nothing.
In very little time, that city was filled with the
sound of people saying bad things about each
other,
"Yes, he did that, she did the other, boy, was
that guy a bore, and the other guy was really
clumsy..."
Soon everyone was angry with everyone else,
and this brought the Wicked Wizard no end of
satisfaction.
On seeing all this, the Good Wizard decided
to intervene with his own powers. He cast a spell on
the ears of the city dwellers. Under this spell,
whenever the ears heard people criticizing others,
they would close up tightly, so that nothing could be
heard.
And so, started the great and terrible battle
between tongues and ears. The one endlessly
criticizing, the other blocking all this out.
Who won the battle? Well, with the passing of
time, the tongues started to feel completely useless.
Why talk if no one was listening? Being tongues,
they liked to be heard, so they gradually started to
change the kind of things they would say. When the
tongues realized that saying good things about
people meant they would be listened to once again,
they were filled with joy, and forgot forever the spell
they had been under.
Even to this day, the Wicked Wizard continues
casting spells on tongues all over the world. But
thanks to the Good Wizard now everyone knows
that to put an end to gossiping, all one has to do is
pay no attention to it.
Source:
https://freestoriesforkids.com/children/stories-and-
tales/bewitched-tongues
Activity for the Average Learners
Answer the following questions.
1. Who are the characters in the story?
2. Why did the Wicked Wizard steal the
tongues of the sleeping inhabitants?
3. What happened to the city after the Wicked
Wizard returned the tongues of the
inhabitants?
4. How did everyone react about each other?
5. What did the Good Wizard do to remove the
spell?
247
Activity for the Advance Learners
Reaction Writing
Write a reaction paper about being open to
criticism. Use the questions below as your guide in
writing.
1. How will you handle the people who
criticized you?
2. Why is it important to ignore and not pay
attention to the negative criticisms?
3. How can you use criticisms to improve
yourself as an individual?
248
expressed in each situation. Draw the emoticon on
the blanks provided before each number.
_____1. Hannah is a very hardworking lass. She
spent most of her time in studying and reading
books. She wanted to make sure that her parents
are proud of her achievements. During the
Recognition Day in school, she tightly closed her
eyes and clasped her hands while waiting for the
principal’s announcement of the student who got
the highest honors. And then, she heard the
principal announce… her name!
249
7. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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?
250
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 3
I.OBJECTIVES
A. Content Standards Demonstrate understanding of the conventions of
standard English grammar and usage when writing
or speaking. (G)
B. Performance Speak and write using good command of the
Standards conventions of standard English (G)
Specific Objectives:
1. Determine the appropriate subordinate and
coordinating conjunctions to complete sentences
2. Compose clear and coherent sentences using the
appropriate subordinate and coordinating
conjunctions
3. Appreciate simple acts of kindness and its
importance in one’s life through reflection
II.CONTENT Subordinate and Coordinate Conjunctions
III.LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English 6 pp 36-38, Maria Fe Garcia-Eusebio and Perla
A. Zotomayor, Ed.D., REX Philippine, Copyright 2017
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the The teacher presents the objectives of the lesson to the
previous lesson or pupils:
presenting the new Determine the appropriate subordinate and coordinating
lesson conjunctions to complete sentences
Compose clear and coherent sentences using the appropriate
subordinate and coordinating conjunctions
Appreciate simple acts of kindness and its importance in
one’s life through reflection
251
https://www.google.com/search?biw=1366&bih=667&tbm=isch&sa=1&ei=9So1X
cyYEdamoASI5YOYCQ&q=helping+other+people+in+the+Philippines&oq=helpin
g+other+people+in+the+Philippines&gs_l=img.3...65105.68058..68113...0.0..0.4
08.3310.0j12j4j1j1......0....1..gws-
wizimg.......0j0i30j0i8i30.q6N4KmZYUQI&ved=0ahUKEwiM5_S1yMfjAhVWE4gK
HYjyAJMQ4dUDCAY&uact=5#imgrc=_
https://www.google.com/search?biw=1366&bih=667&tbm=isch&sa=1&ei=Kiw1X
a_cKIWC-
QbNramYDA&q=act+of+kindness+in+the+Philippines&oq=act+of+kindness+in+t
he+Philippines&gs_l=img.3...1371.2391..3384...0.0..0.1048.1224.0j1j7-
1......0....1..gws-wiz-
img.XuqOmiXHPFE&ved=0ahUKEwivmbjJycfjAhUFQd4KHc1WCsMQ4dUDCAY
&uact=5#imgdii=NxeWqBO8fifNJM:&imgrc=LDxMzH4EdOdrEM:
https://www.google.com/search?biw=1366&bih=667&tbm=isch&sa=1&ei=mCw1
XfWwCYPh-
Abmi5iQAQ&q=helping+elderly+cross+streets+in+the+Philippines&oq=helping+e
lderly+cross+streets+in+the+Philippines&gs_l=img.3...34724.40968..41186...4.0.
.0.167.2206.5j15......0....1..gws-wiz-img.GXdLw
5hwr4&ved=0ahUKEwj13NL9ycfjAhWDMN4KHeYFBhIQ4dUDCAY&uact=5#img
rc=xNGnnsI6Ct2qqM:
B. Unlocking of Difficulties
Use the context clues to get the meaning of the underlined
words.
252
1. Blessing the hands of the elderly and saying “po and opo” has
been a practice of the Filipinos.
a. to do regularly or constantly
b. to do something again and again in order to become
better at it
c. to live according to the customs
3. The law prohibits child abuse because the state believes that
children’s rights must be respected.
a. to make legal or consider to put into practice
b. not allowed, or forbid from doing something
c. to officially permit or authorize
Key:
1.c
2.a
3.b
4.c
5.a
C. Motive Question
How did the boy show kindness to an old man?
Teacher reads the story to the class and after that the
teacher will ask the pupils to read aloud the story again
with accuracy, appropriate rate, and proper expression.
253
A Simple Act of Kindness
SOURCE:
http://www.ourknowledfe.asia/our-knowledge-blog/seven-heroic-stories-that-
have-restored-my-faith-in-the-filipino
Valuing:
1. What can you say about the boy?
2. What little acts of kindness can you show to others?
3. Why is it important to be kind to others? How can it help
you as a person?
E. Discussing new Presentation
concepts and practicing Read each sentence taken from the text and study how the
new skills #2 highlighted words are used.
When a lady or an old woman was standing on a bus,
almost expectedly, a man would offer his seat as a
gentleman’s act.
254
He had two heavy-looking bags probably filled with
books and notebooks.
Discussion
The teacher asks:
“What do you call the underlined words?”
“How do they function in the sentences?”
255
compose clear and choose. (diagonally,
coherent sentences. horizontally, or vertically)
1. We will succeed ___ we and use them in a sentence.
will work harder.
2. Ram brought bread ____ and or for
milk to school. _______ _______ _______
_______ _______ _______
3. ____ Austin has already
apologized, they will not unless since because
take any further actions _______ _______ _______
against him. _______ _______ _______
4. Shaun will not get his
but when until
prize ____ he shows up. _______ _______ _______
5. Mr. Ramos will give a test _______ _______ _______
___ an assignment.
Key: 1. if
2. and
3. Since
4. unless
5. or
I. Evaluating learning
Write a sentence about the pictures below. Use
subordinate and coordinate conjunctions in your
sentences.
256
1.
https://www.google.com/search?biw=1
366&bih=667&tbm=isch&sa=1&ei=gi01X
Y_QJ8vZhwPGyIKYDQ&q=two+Filipino+ki
ds+playing&oq=two+Filipino+kids+playin
g&gs_l=img.3...13021.14296..17512...0.0
..0.197.1572.0j9......0....1..gws-wiz-
img.LKB2ApvzzE0&ved=0ahUKEwiPmbvt
ysfjAhXL7GEKHUakANMQ4dUDCAY&uac
t=5#imgrc=_
2.
https://www.google.com/search?biw=136
6&bih=667&tbm=isch&sa=1&ei=IC41Xamu
HouhQa9i7GYDg&q=filipino+getting+medal
+on+graduation+day&oq=filipino+getting+
medal+on+graduation+day&gs_l=img.3...8
310.17779..18076...0.0..2.2849.7685.4j25j3
j2j9-1......0....1..gws-wiz-
img.......0j0i67.nTHPwtYLjmQ&ved=0ahUKE
wipvt24y8fjAhWLUN4KHb1FDOMQ4dUDC
AY&uact=5#imgrc=0CTwGVTYGQNs5M:
3.
https://www.google.com/search
?biw=1366&bih=667&tbm=isch&
sa=1&ei=mC01XbqHDtqHoAS7qL
f4Dw&q=crying+filipino&oq=cryi
ng&gs_l=img.1.2.0i67l3j0l3j0i67l
2j0l2.50247.51164..53117...0.0..0
.136.676.0j6......0....1..gws-wiz-
img.PvAuOp-
4jII#imgrc=aWa6wnt4EX24oM:
4. https://www.google.com/search?b
iw=1366&bih=667&tbm=isch&sa=1
&ei=LC81Xf2nE9Wg-
QaLpK6ICw&q=happy+filipino&oq=
happy+filipino&gs_l=img.3..0l10.95
079.96398..96621...0.0..0.135.669.
2j4......0....1..gws-wiz-
img.......0i7i30.VW0U0coK9kw&ved
=0ahUKEwj97be4zMfjAhVVUN4KH
QuSC7EQ4dUDCAY&uact=5#imgdii
=G658sKdLBVrEDM:&imgrc=HqB8B
j-aMdZt6M:
https://www.google.com/search?biw
=1366&bih=667&tbm=isch&sa=1&ei=
5. NTA1XarOGMOi-
QaL3bGIBQ&q=filipino+vendors&oq=f
ilipino+vendors&gs_l=img.3..0j0i8i30.
14834.23142..23313...0.0..0.229.1111
.5j4j1......0....1..gws-wiz-
img.......0i67j0i24.9IX3txl85xM&ved=0
ahUKEwjqvOu2zcfjAhVDUd4KHYtuDF
EQ4dUDCAY&uact=5#imgdii=ABtKdaF
G18095M:&imgrc=HKAT9TNZhne7eM
:
257
V.REMARKS
VI.REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
258
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 4
I.OBJECTIVES
A. Content The learners…
Standards Demonstrate understanding of the conventions of
standard English grammar and usage when
writing or speaking. (G)
Demonstrate understanding of various verbal
elements in orally communicating information
(OL)
B. Performance The learners…
Standards Speak and write using good command of the
conventions of standard English (G)
Orally communicate information, opinions, and
ideas effectively to different audiences using a
variety of literary activities (OL)
C. Learning Competencies:
Competencies/Ob Compose clear and coherent sentences using
jectives appropriate grammatical structures: Subordinate
conjunctions EN6G-IIh-8.3
React on the content of the material presented
EN6OL-IIh-6
Specific Objectives:
Identify the subordinate conjunctions (Cognitive)
Write meaningful sentences using the appropriate
Subordinate Conjunctions (Psychomotor)
Show commitment and involvement in achieving
one’s goal (Affective)
https://www.google.com/search?q=picture+of+gift+box&tbm=
isch&source=univ&sa=X&ved=2ahUKEwj5pfP398XjAhWUc3
AKHTPXCQgQ7Al6BAgHEBs&biw=1366&bih=657#imgrc=_
259
IV.PROCEDURE
A. Reviewing the Checking of the previous day’s assignment
previous lesson
or presenting the Presentation of Lesson Objectives
new lesson
. The teacher lets the pupils read the learning
objective: Today, I CAN compose clear and coherent
sentences using appropriate grammatical
structures: Subordinate conjunctions & React
on the content of the material presented
B. Establishing a 1.Motivation
purpose for the
lesson Show a gift box.
C. Presenting Today we are going to read a story. Let’s find out what
examples/instances the big surprise is.
of the new lesson
A Surprise for Me
by Michelle B. Balatbat
260
D. Discussing new Answer these questions:
concepts and
practicing new skills Why did the boy wake up early?
#1
Where did they drive to see the surprise?
Do you think he had fun with that surprise?
Explain your answer.
provided
after though because so that before until while that
Example
Angela changed her costume because she will be attending
a party.
261
3. I paid Larry, ___________ garden design work is
top-notch.
( whenever, whose, after, if)
G. Finding practical
application of Is learning subordinate conjunctions important? Why
concepts and skills Make a short poem or paragraph about your daily tasks
in daily living using subordinate conjunctions.
262
10. The campers stopped to rest although they SC CC
were in a hurry.
VI.REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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
supervisor/principal/de
partment head help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
263
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 5
I. OBJECTIVES
A. Content Standards The learners…
Specific Objectives:
III. LEARNING
RESOURCES
References
264
1. Teacher’s Guide -
Pages
2. Learner’s Materials -
Pages
3. Textbook Pages -
4. Additional Materials Activity Sheet in English 6, Quarter 2, Week 8, Day 5
from the LR Portal
5. Other Learning Curriculum Guide in English page 134
Resources
IV. PROCEDURE
A. Reviewing the Say: In the previous week, we learned about conjunctions and
previous lesson or how to use them properly to form coherent sentences.
presenting the new
lesson -How many types of conjunctions do we have? What are
those?
Motive question:
265
Example:
B I N G O
ILLEGA
POLLU ILLEGAL HOUSI
POVERTY L
TION DRUGS NG
MINING
LANDS HEAVY
TRAFFIC FLOOD FREE
LIDE RAIN
CLIMAT
WASTE
ENVIRON PROBL E
DROUGHT DISPOS
MENT EM CHANG
AL
E
C. Presenting
examples/instances of the
new lesson What are the environmental problems that our society is facing
today? Complete this graphic organizer. You can add more
ideas aside from the ones mentioned above.
PROBLEM
266
What are the environmental problems recently
discussed/ aired on social media or TV?
E. Discussing new Say: From the sentences that you contributed we were able to
concepts and practicing make a paragraph. What is a paragraph then?
new skills #2
(Through a PowerPoint presentation, let the pupils read.)
aling with
a single topic.
267
-What are the activities you usually do with them?
Father
Mother
Siblings
G. Finding practical Say: Based on the description you wrote in your outline,
application of concepts combine the sentences and make one short paragraph.
and skills in daily living
H. Making Ask:
generalizations of
concepts and skills in What have you learned from today’s discussion?
daily living What are the things that you need to remember in making
composition?
I. Evaluating learning
Caterpillar Ideas
Try drafting your ideas through this organizer. List down the
possible solutions that you think might help solve the
environmental problems that you identified. Work with your
group members to organize your ideas.
Group activity:
Distribute four issues in the society and let the pupils explain
and share possible solution orally.
Individual activity:
268
J. Additional activities After revising your work, write the final draft of your
for application or composition.
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well?
Why did this work?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?.
269
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 1
I. OBJECTIVES
A. Content Standard The learners…
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (G)
Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
B. Performance The learners…
Standard Speak and write using good command of the
conventions of standard English. (G)
Use paralanguage and non-verbal cues to
respond appropriately. (A)
C. Learning Competencies:
Competencies/Objec Compose clear and coherent sentences
tives using appropriate grammatical structures:
Coordinate conjunctions EN6G-IIi-8.3,
EN6G-IIi-8.4
Show tactfulness when communicating with
others EN6A-IIi-17
Specific Objectives:
• Tell the coordinating conjunction used in the
sentence.
• Use coordinating conjunction correctly.
• Show tactfulness when communicating with
others.
270
Resource (LR) portal
Unlocking of Difficulties
Match the underlined words from Column A to their
meaning in Column B.
COLUMN A COLUMN B
1.Marie received a special present a. made a
during her birthday. decision
2. The girl sighed after she was left b. gift
by the school bus. c. insensitive
3. When someone is sleeping, we d. interrupt
do not disturb him. e. kind
4. The dancers were convinced to f. persuade
perform during the recital. someone to
5. The class decided to have a group do something
study in Science. g. emit a long
6. Jerry got offended of the tactless deep audible
comment given by his classmate. breath expressing
sadness
Motive Question:
What gifts did Cynthia receive on her birthday?
C. Presenting During Reading
examples/instances of Standard in Reading Silently.
the new lesson Give the pupils 3 mins. to read the passage
silently.
Then, call one pupil to read it orally.
A Present for Cynthia
Cynthia wanted to have a party on her birthday, but
she decided to have it at home with her family and a
small group of friends. After eating the food prepared by
her mother, her friends convinced her to open her gifts.
“Come on, Cynthia, we’re excited to see if you like
our present for you,” Donna said.
“Yes, maybe it will be nice to see all your other gifts
and the special surprise you received from your parents
and your grandma. We’re dying to see them,” Ana
exclaimed.
271
“Let’s go to my room then,” Cynthia replied excitedly.
Cheryl commented, “Can’t we just stay here in the
living room? Your sister is asleep in your room and we
might disturb her.”
Cynthia opened the first box and she clapped her
hands when she saw the Hello Kitty bag she had longed
to have. As she opened the next box, she sighed, “Oh
no, this dress is good, but the color doesn’t suit me.”
Angela signaled, “Ssssh. Your grandma can hear
you. Didn’t that present come from her?
“Oh. I’m sorry to have said that. It’s really a nice
present. I’ll wear it on Sunday.” Cynthia raised her voice
to make up for her tactless blunder.
Comprehension Questions
1. What gifts did Cynthia receive on her birthday?
2. Where did she celebrate her birthday?
3. Who were with her during the celebration?
4. Was Cynthia happy with the gifts she received?
5. Why didn’t she like Grandma’s gift?
6. Is it right to say something about the gift you don’t
like? Why or why not?
7. How should we appreciate the gifts we receive?
8. How do we show tactfulness?
D. Discussing new
concepts and Presentation
practicing new skills Present the following sentences taken from the story.
#1 1. Cynthia wanted to have a party on her birthday, but
she decided to have it at home with her family and a
small group of friends.
2. Maybe it will be nice to see all your other gifts and the
special surprise you received from your parents and
your grandma.
3. This dress is good, but the color doesn’t suit me.
Coordinating Conjunctions
Coordinating conjunctions coordinate or join two or
more sentences, main clauses, words, or other parts of
speech of equal rank.
Example:
You can eat your cake with a spoon or fork.
My sister loves eating cake but she hates getting fat.
Anna refuses to eat the cake nor wants to taste the ice
cream.
272
I hate to waste food, for it is costly these days.
It is easier to remember the coordinating conjunctions if
you think of the word FANBOYS.
273
3. They prepared not only the delicious meals but also
the interesting surprises.
4. Either you attend the party or stay home.
5. Neither he nor she is mistaken.
B. Presentation of output.
C. Processing. Present the rubrics.
H. Making generalizations 1. What is a conjunction?
and abstractions about 2. What is Coordinating conjunction?
the lesson 3. Give example of Coordinating conjunctions.
274
1. Stir together 1 Then, add two or
cup butter and 1 ½ eggs.
cups brown sugar in
a bowl.
2. Put 2 cups flour Stir. so
into another bowl
and add 1 teaspoon
baking soda.
3. Combine the wet Also add 1 cup of but
and dry ingredients. nuts with the chips
if you like nuts.
4. Add 2 cups Place the spoonful and
chocolate chips to about
the mixture. 1 ½ inches apart.
5. Drop spoonful of Take them out of and
the batter onto the the oven when they
cookies for 10 turn golden brown.
minutes.
6. Bake the cookies The cookies will rise but
for 10 minutes. when they’re in the
oven.
V. REMARKS
VI. REFLECTION
275
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 2
I. OBJECTIVES
Specific Objectives:
Tell the subordinating conjunction used in the
sentence;
Use subordinating conjunction correctly;
Show tactfulness when communicating with others.
276
2. I want to go to Baler, but no one seems to know
much about it.
3. Neither Manuel Quezon, nor his wife is alive
today.
B. Establishing a Teacher states the learning objectives of the lesson and
purpose for the lesson the learning expectations of the pupils.
Unlocking of Difficulties
Arrange the jumbled letters to get the synonym of the
words that will be found in the selection.
1. revealed – whos
2. surprise – tedpecunex
3. ride – pirt
4. fond – rymome yppah
5. guessing - kinth
Motive Question:
What was the surprise given by her dad?
277
Comprehension Questions:
1. What was the surprise given by her dad?
2. What did the speaker’s dad say to her?
3. What time will the surprise happen?
4. What did the speaker see as they pulled into a parking
lot?
5. How did the speaker feel about her very first train
ride?
Presentation
Ask: What are the highlighted words in the story “My First
Train Ride”?
What do you call these highlighted words?
278
3. (As soon as, before) the alarm goes off, I hit the
snooze button.
4. My heart is breaking (for, whenever) I see street
children.
5. Mother bakes a cake (while, even if) father fixes the
bicycle.
F. Developing mastery Activity 2. Pick out the subordinating conjunction in each
(leads to Formative sentence.
Assessment 3) 1. After studying for 13 years in Basic Education, a
student can enroll in college.
2. Unless everybody cooperates, it will never be
successful.
3. When Pnoy became president, the K-12 program was
implemented.
4. I gently close my eyes while I pray.
5. I’ll never stop dreaming until I become successful.
279
Tier 3. Read each group of Subordinating
conjunction to combine the sentence then, write
the combined sentences on the lines below.
B. Presentation of output.
C. Processing. Present the rubrics.
H. Making What is conjunction?
generalizations and What is subordinating conjunction?
abstractions about Give examples of subordinating conjunctions.
the lesson
I. Evaluating learning Use the correct subordinating conjunction to complete
the sentence. Underline your answer.
1. Liza came tumbling (before, after) Michael had fallen.
2. (Since, For) you’re going out, I’m staying in.
3. The reason (why, until) I stayed home should not be
told.
4. What is the first thing you do (when, although) you get
in the car.
5. You could do a lot better (as soon as, if) you were a
little more obedient.
J. Additional activities for Assignment:
application or
remediation Write sentences using the following
Subordinating Conjunction given below.
1. since ____________________________
2. although _________________________
3. while ____________________________
V. REMARKS
VI. REFLECTION
280
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 these
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?
281
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 3
I. OBJECTIVES
A. Content Standards Demonstrate understanding of the oral
standards of English to participate in various
oral communication demands (OL)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking (WC)
Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance Prepare for and participate effectively in a
Standards range of conversations and collaboration
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively (OL)
Rewrite/revises texts using appropriate text
types for a variety of audiences and
purposes (WC)
Use a variety of strategies to provide
appropriate feedback (A)
C. Learning • React on the content of the material presented
Competencies/ EN6OL-IIi-6
Objectives • Revise writing for clarity using correct Spelling
EN6WC-IIi-1.8.2
• Revise writing for clarity using appropriate
punctuation marks
EN6WC-IIi-1.8.1
• Show openness to criticism
EN6A-IIi-18
Specific Objectives:
• React on the content of the material presented
• Revise writing for clarity using correct spelling and
appropriate punctuation marks
• Show openness to criticism
II. CONTENT Writing for Clarity Using Correct Spelling and
Appropriate Punctuation Marks
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages K to 12 Curriculum Guide Grade 6 May 2016
version
2. Learner’s Materials
Pages
3. Textbook Pages Avenues in English, Leonard F. Sapuay, pp. 50, 64-
65
4. Additional Materials Activity Sheets in English 6
from the LR Portal Quarter 2 Week 9
5. Other Learning Accessed on July 10, 2017.
Resources http://philippineslifestyle.com/blog/2017/06/01/eleve
282
n-soldiers-killed-infriendly-fire-airstrike-as-marawi-
city-chaos-continues/
Reference:
Accessed on July 10, 2017.
http://philippineslifestyle.com/blog/2017/06/01/eleve
n-soldiers-killed-infriendly-fire-airstrike-as-marawi-
city-chaos-continues/
Ask:
What can you say about the picture?
How would you feel if you were in the situation?
What will you do if it happens in your community?
C. Presenting We are going to read silently the article, “Marawi
examples/instances of Survivor’s Tale: Tasty Water Lilies” and react on
the new lesson the content of the news by answering the questions
that will be given.
283
“We hid in many structures while the fighting was
going around us. Bombs would also drop near our
location that our hiding places would shake
violently,” he said. Abapo said they grew tired of the
gunfire and of the exploding bombs that on
Wednesday evening they decided to try their luck
and escape.
Separation
During successive snipers’ fire, Abapo said he lost
sight of Anggay, a son of his younger sister.
“I don’t know where he went and I have no
knowledge of what has become of his fate,” he said,
his face growing dim.
“I prayed hard that God give me more protection as
I spent more hours on the river,” he said.
“By then, water lilies had become tasty already,” he
added.
284
Altamera, company commander of the Alpha
Company of the 1st Infantry Battalion, said they
noticed Abapo swimming toward them amid gunfire.
“We did not return fire so as not to compromise our
location but we were yelling to him to just swim
toward us,” Altamera said.
Surviving terror
It was around 9 a.m. when Abapo was finally
plucked out of the water, weak and gasping for air.
“We gave him dry clothes to wear and slippers then
brought him to our (battalion) headquarters,”
Altamera said. Lt. Col. Christopher Tampus, the 1st
IB commander, said they immediately informed
higher officials about Abapo’s rescue.
“He had survived the Mautes’ terror,” Tampus
added.
Ask:
1. What happened in Marawi?
2. Who were the people who wanted to escape the
war zone?
3. What did they eat in order to survive?
4. Why did they want to escape?
5. What are the possible things that could have
happened to Abapo if he did not escape?
6. If you were in Marawi City, what would you have
done?
7. How do you feel after reading the news?
285
1. For the succeding days, they would swim by the
riverbank while dodging more sniper fire and eat
more water lilies whenever they can.
2. He recckonned it was about 8 a.m. when he
started swimming toward them.
3. But on Saturday evening, while swiming toward
the bridge in Barangay Bubong, Abapo said a
sniper’s bullet hit Cueco.
4. On Sunday morning, Abapo said he finally
reached the bridge, where he was spoted by a
group of soldiers on the other side of the river,
near the city hall.
5. By Thursday evenning, although exhausted and
hungry, they continued with their goal-- to get out
of the war zone alive by all means.
286
Example: Ayrton (like his father, Paolo) was
victorious in the bike race.
10. Use a semicolon to join two independent
clauses that are not connected with a coordinate
conjunction. Example: You should stop eating
so much food; you will have to go on a diet.
Reference:
Accessed on July 12, 2017 “Punctuation Marks”
http://clickonenglish.blogspot.com/2013/11/punctuati
on-marks.html
287
One bright suny April in 1521 LapuLapu the king
of Mactan recieved a mesage about the arrival of
Ferdinand Magellan in Cebu with three large ships
and many men aboard
LapuLapu did not like the idea of paying tribuote
to his king Magellan heard about this and sent his
men to burn the vilage
Armed with speers lances and arrows Lapu-
Lapu and his men went to the bottle site They close
a tricky site of the sea which was filled with coral
reafsThe bottle went on Magellan was wounded and
fell in the shaloows
J. Additional activities for What are the standards in revising for
application or remediation transition/signal words?
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
288
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 4
I. OBJECTIVES
A. Content Standards The learners…
Demonstrate understanding that English
language is stress timed to support
comprehension (F)
Demonstrate understanding of different
formats to write for a variety of audiences and
purposes (WC)
B. Performance The learners…
Standards Read with sufficient accuracy and fluency to
support comprehension (F)
draft texts using appropriate text types for a
variety of audiences and purposes (WC)
C. Learning Competencies:
Competencies Read grade level text with accuracy,
appropriate rate and proper expression
EN6F-IIg-1.6, EN6F-IIg-1.3, EN6F-II-1.7
Revise writing for clarity
-transition/signal words
EN6WC-IIg 1.8.3
Specific Objectives
Read grade level text with accuracy,
appropriate rate and proper expression;
Use transition/signal words in revising a
selection;
Show openness to criticism.
289
B. Establishing a Motivation
purpose for the lesson
If you were to write something, how are you going to
start?
1
2
3 4
6
Across
3. First, ____ for ideas
4. If necessary, ____ for more information.
6. Take ____ on the information you need or
details you will include.
Down
1. Make an ____.
2. Try to ____ your notes into groups that make
sense.
4. Now, you’re ready to write a ____ draft of
your report or story.
290
Let us examine the paragraph.
To introduce an example:
291
To compare:
3) A. informates B. information
C. imformation D. informashun
292
4) A. suit. B. siut.
C. suet. D. sewt.
5) A. he’s B. hes’
C. he will be D. Both A and B are correct.
F. Developing mastery Supply with the appropriate transition/ signal words.
(leads to formative
assessment) _______, their kites were simple. _____ Orville and
Wilbur began building larger kites that could carry a
person and fly six hundred feet in the air.
G. Finding practical Write three short paragraphs citing how you resolve
applications of a specific problem you have encountered.
concepts and skills in
daily living
H. Making generalization How can we make our sentence clear?
and abstractions What are the things to consider in revising
about the lesson paragraphs?
Fill in the blanks with the appropriate transition/
I. Evaluating Learning signal words. Choose the words from the box.
293
_______, you can make a sweet pizza. Spread the
dough with peanut butter. Follow with banana slices
and sprinkle with brown sugar. Top with crushed
peanuts or, _________, maple syrup.
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson 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 these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What Innovation or
localized material/s
did I use/ discover
which I wish to share
with other teachers?
294
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 5
I. OBJECTIVES
A. Content Standard The learners…
Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
B. Performance Standard The learners…
Use paralanguage and non-verbal cues
to respond appropriately. (A)
C. Learning Competencies:
Competencies/Objectives Show tactfulness when communicating
with others EN6A-IIi-17
Specific Objectives:
• Use paralanguage and non-verbal cues in
summative test
• Practice honesty in answering questions
in summative test
II. CONTENT Summative Test
III. LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources/Materials
IV. PROCEDURES
A. Reviewing previous Teacher states the learning objectives of the
lesson or presenting lesson and the learning expectations of the
the new lesson pupils.
B. Establishing a purpose Setting of standards
for the lesson
C. Presenting Summative Test
examples/instances of
A. Fill in the blanks with the correct
the new lesson
conjunction to complete the given
sentences. Choose your answer from the
box below.
1. Swimming _____ running are healthful
exercise.
2. The game was very close _____ we finally
won.
295
3. The old woman could neither read _____
write.
4. The class became quiet _____ the new
teacher arrived.
5. The soldiers crawled into the shelter _____
the enemy is hunting them.
6. You could do a lot better _____ you were a
little more obedient.
7. Everybody was busy _____ the fair was going
on.
296
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Key to Correction
A. 1. and 6. if
2. yet 7. while
3. neither – nor
4. when
5. because
B. 8. /
9. hamburger
10. mother-in-law
11. Hurry
12. /
13. First
14. /
15. therefore
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
297
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these 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?
Table of Specification
Summative Test
298
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 10 Day 1-5
I. OBJECTIVES
A. Content Standard The learners…
299
IV. PROCEDURES
A. Reviewing previous lesson/
presenting the new lesson
B. Establishing a purpose for the Today, we will:
lesson Use subordinate and coordinate
conjunctions in sentences
Observe politeness at all times
C. Presenting examples/ Let pupils read the following sentences:
instances of the new lesson
1. The Senate and Congress of the Philippines will
convene today for the President’s SONA but let’s
see what the people will do.
300
Average Learners- Will choose from possible
answers
Basic Learners- Multiple choice for each item
Coordinate Conjunctions
1. Manila Mayor Isko Moreno is doing clearing
operations of sidewalk vendors _____ the welfare
of his constituents.
2. The Bonifacio Shrine was cleaned ______ other
parks are also targeted for maintenance.
3. Many cooperated with Mayor Isko ______ a lot
more still are deaf to the Mayor’s call.
4. The President’s war against drug is on going
_____ many are still into drugs.
5. Everyone is reminded to manage their trash
_____ our surroundings will be ok.
6. You will be fined for cyberbullying, _____
you follow the rules.
Subordinate Conjunctions
7. We will achieve our dreams _____ we finish our
studies.
8. The fishermen involved in the incident in Paco
Reef complained _____ the Chinese vessel did not
help them.
9. The carnappers are still at large _____ the
Police are after them.
10. We have to comply with the school
requirements ______ we like it or not.
Coordinate Conjunctions
301
4. Gasoline price is not stable ____ the prices of
basic commodities are affected.
5. Tropical Storm Falcon entered Philippine Area of
Responsibility this morning _____ three days it is
headed to Taiwan.
Subordinate Conjunctions
6. We have to pray to God first _____ doing
anything else.
7. Manny Pacquiao won against Keith Thurman
____ it was a split decision.
8. Filipinos around the world were so proud of
Manny _____ he brought home the
championship boxing belt.
9. Milk tea has become the favorite drink of
everyone______ of its distinct taste.
10. President Duterte mentioned about relationship
with China ____ the State of the Nation Address.
302
months of working abroad.
7. Classes in some parts of the country have to be
suspended _____ a typhoon is approaching.
8. Duterte supporters can attend the SONA ______
they remain non-violent.
9. Tito Sotto swears in as the Senate President
____ the SONA starts.
10. Alan Peter Cayetano becomes the House
Speaker _____ he is elected.
303
1. Respect for elders is a must _____ it is our
culture.
a. nor b. and c. since
2. Instantly we judge people ____ let us always be
careful.
a. but b. since c. because
3. Obey first _____you complain.
a. after b. whether c. before
4. Achieve the highest score _____ you want to be
on the top.
a. and b. if c. since
5. Always be attentive to the lecture ______ it is
important.
a. because b. whether c. while
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
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 stategies
worked well?Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/ discover
which I wish to share with other
teachers
304