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listens critically to different text types; expresses ideas logically in oral and written forms;
B. Establishing a purpose for the lesson . A.Setting the stage: Display the chart on the board.Ask A.Setting the stage: a.Show the picture to the pupils. 1.Setting the stage:
1.Show the following faces: pupils: What comes into your mind 1.Show the word “text type” on the b.Ask: What do you think the boy Ask the pupils the following
when you see the word “light”? What board. is doing? questions:
comes into your mind when you see Ask: Do you know what is a text type? Why the boy looks dizzy? What is inferring?
the word “dark”? Examine the Let the pupils give their opinions What is target?
a.Do you know who’s in the definition of the words “light and about text type. When we say “audience”, to
picture? dark” in the meaning lists at the Say :The phrase ‘text type’ is a way of whom do we refer it?
b.What can you say about picture? learning materials. Ask: What other classifying and defining different types
c.What emotions each words can you give for lights and of language interaction, both spoken
pictures dark? and written. It refers to the
expressed? purpose of a text and the way it is
written
C. Presenting examples/instances of the Today, we’re going to learn the At the end of the lesson, you will be Tell the pupils that at the end of At the end of the lesson, pupils are
new lesson Present a short story on the board. different meanings of content specific able to distinguish text-type according the lesson, they will learn to use able to infer the target audience
(The Donkey) words (denotation and connotation to features (structural and language); compound sentences to show Original File Submitted and
Ask: Who are the characters in the read aloud grade level appropriate cause and effect and be tactful in Formatted by DepEd Club
story? text with an accuracy communicating others. Member - visit depedclub.com
How each animal expressed their rate of 95 – 100% and take down
for more
feeling? relevant notes.
D. Discussing new concepts and Teacher reads the short story. 2.Explaining the students what to
practicing new skills #1 Pupils will listen. 1.Ask the pupils to point out what the 1..Show the powerpoint presentation 1.Present the chart on the board. do
The Donkey two words’ definitions have in about the topic. 2.Ask pupils to study what is Let the pupils study the picture.
A donkey found the skin of a dead common. Students will likely point ..\TEXT TYPS.ppt written in the chart. Discuss with them how to infer
lion. He put it on and frightened all out that they are both adjectives. 2..Discuss and explain to the Compound sentences are made up target audience.
the animals but did not make a Continue the comparison and pupils the text type according to of two simple sentences Ask the following questions:
sound. One dog was suspicious; the contrast of the two words until they features(structural and connected by a coordinating -What is audience?
donkey tried to roar to frighten the come up with which word has the language).Refer pupils to the conjunction. These conjunctions -Who should be the audience?
dog but brayed instead. When the positive and negative meanings, then learners’ manual are also known as FANBOYS: -What are the key aspects would
dog heard the donkey braying, he introduce the denotation and F - For have been chosen to appeal on the
laughed and laughed. connotation A - And target market?
N - Nor
B - But
O - Or
Y - Yet
S– So
Denotation Chart”
After his grandmother passed
away, Ken was so grief-stricken he 2.Explain to the groups that you are
out when she has a party but “Connotation and Denotation Chart”
J. Additional activities for application or Pupils will restate the sentences Write I example of each text type Directions: Do the following Watch a television commercial at
remediation heard on one’ own words. Then, Ask the pupils to answer the activities: home or find an ad in a newspaper
show to the class the appropriate activities under “Do and Learn or magazine
facial expressions expressed in the Activity 1: Read the compound Then , write one paragraph
sentence. sentence silently. describing the ad, making an
Even in hard times when I don't . Activity 2: Write five (5) compound inference about who the target
have a lot of money, I stay hopeful sentences. Underline once the audience is, and explaining why
and believe that next month will be cause and twice the effect . they think this.
better. Encircle the conjunction used in
When I see that puzzled look on the sentence.
your face, I know that you didn't
understand my question.
Wow! I'm really impressed that
Ashley can speak 7 languages,
whereas I only speak one!
Ugh! I don't have anything to do.
I'm so bored!!
After Kylie had her heart broken by
her ex-boyfriend, she felt so down
and blue. She is very sad.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
in the evaluation next objective. next objective. next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
who scored below 80% ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge,
skills and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson. lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the lesson, despite of some difficulties lesson, despite of some difficulties
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. encountered in answering the encountered in answering the
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite questions asked by the teacher. questions asked by the teacher.
despite of limited resources used despite of limited resources used by of limited resources used by the ___Pupils mastered the lesson ___Pupils mastered the lesson
by the teacher. the teacher. teacher. despite of limited resources used despite of limited resources used
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished by the teacher. by the teacher.
their work on time. their work on time. their work on time. ___Majority of the pupils finished ___Majority of the pupils finished
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their their work on time. their work on time.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their ___Some pupils did not finish their
behavior. behavior. behavior. work on time due to unnecessary work on time due to unnecessary
behavior. behavior.
C. Did the remedial lessons work? No. of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above above
lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for additional activities for
remediation remediation
E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
the lesson lesson lesson the lesson the lesson
F. What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor can require remediation require remediation require remediation require remediation require remediation
help me solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, taking and studying techniques, and taking and studying techniques, and taking and studying techniques, taking and studying techniques,
and vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. charts. charts. anticipatory charts. anticipatory charts.
___Schema-Building:
Examples: ___Schema-Building: Examples: ___Schema-Building:
Examples:
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. projects.
___Contextualization: ___Contextualization:
___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
manipulatives, repetition, and local
Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. opportunities. manipulatives, repetition, and manipulatives, repetition, and
opportunities. local opportunities. local opportunities.
___Text Representation: ___Text Representation: ___Text Representation:
___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings, ___Text Representation: Examples: Student created
Examples: Student created videos, and games. videos, and games. Examples: Student created drawings, videos, and games.
drawings, videos, and games. ___Modeling: Examples:
Speaking ___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking slowly and clearly, modeling the
slowly and clearly, modeling the ___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to
slowly and clearly, modeling the language you want students to use, language you want students to use, slowly and clearly, modeling the use, and providing samples of
language you want students to use, and providing samples of student and providing samples of student language you want students to student work.
and providing samples of student work. work. use, and providing samples of Other Techniques and Strategies
work. student work. used:
Other Techniques and Strategies Other Techniques and Strategies ___ Explicit Teaching
Other Techniques and Strategies used: used: Other Techniques and Strategies ___ Group collaboration
used: ___ Explicit Teaching ___ Explicit Teaching used: ___Gamification/Learning throuh
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Explicit Teaching play
___ Group collaboration ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Group collaboration ___ Answering preliminary
___Gamification/Learning throuh ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh activities/exercises
play activities/exercises activities/exercises play ___ Carousel
___ Answering preliminary ___ Carousel ___ Carousel ___ Answering preliminary ___ Diads
activities/exercises ___ Diads ___ Diads activities/exercises ___ Differentiated Instruction
___ Carousel ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Role Playing/Drama
___ Diads ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___ Discovery Method
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Lecture Method
___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama Why?
___ Discovery Method Why? Why? ___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Availability of Materials
Why? ___ Availability of Materials ___ Availability of Materials Why? ___ Pupils’ eagerness to learn
___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs ___ Group member’s
___ Availability of Materials ___ Group member’s ___ Group member’s ___ Availability of Materials collaboration/cooperation
___ Pupils’ eagerness to learn collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn in doing their tasks
___ Group member’s in doing their tasks in doing their tasks ___ Group member’s ___AudioVisual Presentation
collaboration/cooperation ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation of the lesson
in doing their tasks of the lesson of the lesson in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson