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C. Learning OL2a: Narrate specific RC1a: Use predictive LC2a: Note specific RC1e: Respond to
Competencies/Objectives: personal experiences and anticipatory elements of the ideas, issues, and
Write the LC Code for each related to the ideas devices/tasks to narrative listened to. concerns presented in
presented in a selection. activate prior a reading or
knowledge about the WC2a: Identify viewing selection in
VD2a: Distinguish topic of reading/viewing features of narrative creative forms.
between literal and selection. writing.
figurative expressions. RC1c: Determine the SS2a: Identify the
relevance and unity of GS2a: Use correct features of primary
the elements of a determiners. information sources.
literary text vis-à-vis its
intended purpose and
production milieu.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
II. CONTENT
Single- Word Adjectives THE CENTIPEDE Elements/ Features Determiners
by Rony V. Diaz Of
Literal And The Narrative Features Of Primary
Figurative Expressions Information Sources.
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
A. References
1. Teacher’s Guide Pages 2-4 4 5-6 7
3. Textbook Pages
4. Additional Materials -
from Learning Resource
(LR) portal
B. Other Learning Fact sheets/pictures Fact sheets CD recording of LM/ Activity Sheets
Resources listening input
Audio CD player
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Pre-assessment The learners will The learners will review
Lesson or Presenting the How I View Myself And review Single- Word the elements of the The learners will
New Lesson How Others View Me Adjectives. selection, “ The review features/
(15 minutes) ( 5 minutes) Centipede”. elements of
See Tasks 1 and 2 ‘Your ( 5 minutes) narratives.
Initial Tasks’.
B. Establishing a Purpose (5 minutes) The learners will give The learners will share
for the Lesson The learners will focus impression to what similar experiences to
on what words were they read and will what was learned from
used in describing share what they the selection. ( 5 mins)
themselves and others. understood about it.
They will be asked also ( 5 minutes)
to determine what these
words are that describe.
C. Presenting (5 minutes)
Examples/Instances of The learners will be
the Lesson asked to describe a
centipede using single-
word adjectives.
They will also be asked
to determine what could
be the significance of it
in the selection
D. Discussing New Concepts
and Practicing New Skills See ‘Your Text’.( 15
#1 minutes)
USING CONTEXT
CLUES IN FINDING
SYNONYMS (10
minutes)
See Task 1, ‘Your
Discovery Tasks’.
LITERAL OR
FIGURATIVE? (10
minutes)
See Task 2, Your
Discovery Tasks‘
ALTERNATIVE
ENDING (15
minutes)
F. Developing Mastery LOUD AND CLEAR!
(Leads to Formative (30 minutes)
Assessment 3) a. Assign students into
triads. Play an audio file
of the selection,
“There’s A Teenager in
the House by Kerima
Polotan-Tuvera.
ORAL PRACTICE (20
minutes)
EXTENDED
GRAMMAR
PRACTICE (10
minutes)
H. Making Generalizations INSIGHTS SHARING
and Abstractions about (20 minutes)
the Lesson Each student will write
on a sheet of paper
three ideas:
I. Evaluating Learning YOUR FINAL TASK
A Story from my Past
The learners will
think of a story from
childhood when they
played a prank on a
sibling, friend, or
parent. They may
interview him or her if
they are still in good
terms with the said
person so that you can
get a more complete
view of that episode.
They will complete the
statement that follows
the grid.
J. Additional Activities for
Application or The students may use
Remediation other people’s
experience. They can
conduct interview with
the person and acquire
what is asked in the
Final Task. They can
also use the social
media to attain this
task.
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned
80% in the evaluation
E. Which of my teaching
strategies work well? Why
did these work?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Checked by:
MICHELLE P. EDOROT
PURA G. VILLAR
Teacher I School Head