School

Teacher
Teaching Dates and Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Recount events effectively Infer the meaning of unfamiliar Analyze figures of speech (simile, Compose clear and coherent sentences Observe politeness at all times.
words (clipped) based on given metaphor, personification, using appropriate grammatical structures: - Show tactfulness when
Distinguish reality from fantasy context clues (synonyms, antonyms, hyperbole) in a given text conjunctions communicating with others
word parts) and other strategies

Read grade level text with 118

words correct per minute
A. Content Standards
B. Performance Standards
C. Learning (EN5OL-Ih-1.8) (EN5V-Ih-12 and 13) (EN5RC-Ih-2.3) (EN5G-Ih-8.3/8.4) (EN5A-Ih-16)
Competencies/Objectives (EN5LC-Ih-2.3) (EN5F-Ih-1.13) (EN5A-Ih-17)
Write for the LC code for each
Recounting events effectively Inferring the meaning of unfamiliar Figures of Speech Grammar Lesson: Conjunctions Politeness
Reality and Fantasy words based on context clues Tactfulness when communicating
with others
II. CONTENT
Reading grade level texts with 118
words correct per minute

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Quarter 1 Week 8 pp. Quarter 1 Week 8 pp. Quarter 1 Week 8 pp. Quarter 1 Week 8 pp. Quarter 1 Week 8 pp.
2. Learner’s Materials pages Quarter 1 Week 8 pp. Quarter 1 Week 8 pp. Quarter 1 Week 8 pp. Quarter 1 Week 8 pp. Quarter 1 Week 8 pp.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Review on transition/ signal words Review on recounting events Review on meaning of unfamiliar Review on figures of speech (simile, Review on composing clear and
presenting the new lesson effectively and distinguishing reality words (clipped) based on given metaphor, personification, hyperbole) in a coherent sentences using
from fantasy context clues (synonyms, antonyms, given text appropriate grammatical structures:
word parts) and other strategies -conjunctions

B. Establishing a purpose for the Direction: Encircle the letter of the Say: “What words in the sentence Listen as the teacher reads the Say: “The following sentences have Refer to LM, Try and Learn.
lesson meaning of the underlined words. help you figure out the meaning of Refer to LM, Think and Tell conjunctions connecting words”. Ask pupils to supply the missing
1. The school’s foundation the underlined word?” letters to complete the
day is a great event for them to Refer LM, Think and Tell configuration clues
remember. Say: “Read the following sentences. Say: “Let us try to guess the
a. Institution Tell the meaning of the underlined following words used in the story”.
b. Celebration word in the sentence. Choose from
c. Collection the given choices.”
C. Presenting examples/instances of The teacher shows a diary Divide pupils into four (4) groups. Say: “Listen as I read the following What do you noticed about the underlined Refer to LM, Read and Learn
the new lesson Say: “Do you have a diary at Let each group do a separate task. stanzas of some poems. Tell the words? Say: “Read the following story and
home?” two things being compared. Tell in What about the words between them? find out how politeness and
“What do you write on it?” Read the poem. Notice the what way the two things are alike.” What do we call them? tactfulness can make one reach
underlined words in the poem. great heights.”
Refer to LM, Read and Learn

D. Discussing new concepts and The teacher will use a semantic web The Lark and the Wren Refer to LM, Try and Learn Refer to LM, Think and Tell The Long Necked Giraffe and the
practicing new skills #1 to find out what the students know Humble Pullet
about a diary.
E. Discussing new concepts and Motive Question Answering of Guide Questions Say: “The following sentences 1. The eyes of the cat gleamed and Answering of Guide Questions
practicing new skills #2 Say: “Today, you are going to learn contain a metaphor. Identify the glared in the dark.
the content of a diary. I’m going to metaphor by underlining the words 2. Daffodils and daisies are beautiful
read a sample entry in a diary”. flowers.
that tell the two objects being
Carol a grade VI pupil owns this 3. Honesty and obedience are
diary. compared.” positive vitues.
4. Dina or Donna will attend the
practice.
5. Both are pretty and attractive.

F. Developing mastery Modeling for Students Group pupils into four. Distribute Refer to LM, Do and Learn A. Say, “Read the following sentences. Encircle Refer to LM, Talk about It.
The teacher will use an actual diary the metacards to each group. Say: the conjunctions in these sentences.
while reading the things written on “Let us read the following lines of Underline the words, phrases, or clauses
it. poetry.” connected by each conjunction.”
The pupils can read silently. Refer to Group 1: “What are the human qualities
LM, Read and Learn Draw a lark and a wren. given to animals, objects or ideas?”

Group 2:
Compose a song about a lark and a
wren.

Group 3:
Show a skit on the part when the
lark bid goodbye to the haughty
wren.

Group 4:
Write a short message to the lark
and wren. Be ready to read it
before the class.
Let the group present their outputs.
G. Finding practical applications of Refer to LM, Try and Learn Refer to LM, Try and Learn. Let the Refer to LM, Do and Learn B. Refer to LM, Try and Learn The teacher will guide pupils in
concepts and skills in daily living Say: “I have here a story grid. The pupils choose the sentence that can Let the pupils decide the figure of answering the following questions.
number of squares in the grid best describe the underlined word. speech used in each sentence. Say: “Let us answer the following
corresponds to the number of Afterwards, let them read all the questions “
events/scenes in the story. You are sentences.
going to arrange the events using
the grid.
H. Making generalizations and How to recount events effectively? How to nfer the meaning of How to analyze figures of speech Reminders on clear and coherent sentences How to observe politeness at all
abstractions about the lesson How to distinguish reality from unfamiliar words (clipped) based on (simile, metaphor, personification, using appropriate grammatical structures: - times.
 fantasy given context clues (synonyms, hyperbole) in a given text? conjunctions Show tactfulness when
antonyms, word parts) and other communicating with others
strategies?

I. Evaluating learning Refer to LM, Read and Learn Refer to LM, Do and Learn. Let the Refer to LM, Learn Some More Refer to LM, Write About It Refer to LM, Write About It
Say: Let us read the story carefully pupils choose the antonym of the
and answer the questions that underlined word in each sentence
follow
from the box. Let them write their
answers on the blank.

J. Additional activities for The sentences that follow are taken Write 5 sentences based on context Let the pupils study the lines of Say: “Compose your own sentences using Say: Think of the advantages and
application or remediation from the story. In the space before clues (synonyms, antonyms, word poetry. Let them identify the object conjunctions and, or, but. Write them on disadvantages of being a tall and a
each number, write reality if the parts) and other strategies personified and the give the human the space provided for.” short child. Write them in
sentence states a situation that can paragraph form on the space
quality given to the subject.
happen in real life. Write fantasy if provided for.
it can only happen in fairy tales or
fables.
Refer to LM, Do and Learn
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.
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?