DETAILED LESSON School Hermana Fausta E/S Grade SIX

PLAN IN Teacher Menche B. Marasigan Subject ENGLISH - LANGUAGE

ENGLISH VI Date/Time Grading Period FIRST QUARTER

I. Objectives

Demonstrate understanding that English language is stress timed to support

A. Content Standards
comprehension

B. Performance Standards Reads with sufficient accuracy and fluency to support comprehension
Read grade level text with 135 words correct per minute.
C. Learning Competencies
Reading grade level text with 135 words correct per minute.
II. Content
A. 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
 III. PROCEDURES
A. Pre-Assessment/Review
(previous lesson related to
the new lesson)
Show a picture of 2 racing cars. (google image)

B. Establishing the purpose of

the lesson:
1. Introduction (Cite the
Objectives of the lesson)
2. Motivation

Now, look at this picture. We now have two cars racing. Which car is faster?
Can you still remember the Dolch Basic Sight Words?
Here is its complete list. It contains 200 words.
Because these words are intended for grade 6, we say again that these are Grade level
texts.
The teacher presents these words printed on a chart on the board.
C. Modeling/Presenting shape material anyone wouldn’t kitchen
examples/instances of the eight isn’t rule section pick
lesson
edge thousand science spent scale
soft sign afraid ring basic
village guess women teeth happen
object forward produce quiet safe
age huge pull ancient grown
 minute ride son stick cost
wall region meant afternoon wear
meet nor broken silver act
record period interest nose hat
copy blood chance century arm
forest rich thick therefore believe
especially team sight level major
necessary corner pretty you’ll gray
he’s cat train death wonder
unit amount fresh hole include
flat garden drive coast describe
direction led lead cross electric
south note break sharp sold
subject various sit fight visit
skin race bought capital sheep
wasn’t bit radio fill I’d
I’ve result method deal office
yellow brother king busy row
party addition similar beyond contain
force doesn’t return send fit
test dead corn love equal
bad weight decide cool value
temperature thin position cause yard
pair stone bear please beat
ahead hit hope meat inch
wrong wife song lady sugar
practice island engine west key
sand we’ll board glad product
 tail opposite control action desert
wait born spread pass bank
difficult sense evening type farther
general cattle brown attention won
cover million clean gas total

Sixth Grade Sight Word List

URL: http://quaillake.sanger.k12.ca.us/Parents/055EF39C-011F7A6F.6/6th%20grade%20-
%20Sight%20Words.pdf

You may also visit other website listed below:

https://quizlet.com/9960972/flashcards
https://quizlet.com/9960972/6th-grade-sight-words-flash-cards/

The teacher models reading the words fast but clear enough to be understood and heard
while the pupils listen attentively.
The teacher assigns a one- minute timer.
The teacher also reminds pupils to apply the house rules while doing the activity.
D. Guided Practice 1. Observe politeness at all times
2. Show alertness when called.
3. Stand/Sit properly when reading.
4. Read the words fast but clear enough to be understood.

E. Independent Practice
DIRECTION: Assign a group timer. Read 135 words or more from the list with your group
F. Application mates in one minute.
 What do we call these words intended for sixth graders?
G. Generalization How many words are we expected to read in one minute?

DIRECTION: Read 135 words or more in the Word List in one minute:
H. Post Assessment
At home, ask an older family member to listen as you read the words in one minute.
I. Enrichment Activities/ Additional
activities for application or
remediation or assignment
IV. REMARKS
V. 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?