Week 1

Daily Lesson Plan in English 6
I. Objectives:
a. Content Standards
The learner demonstrates understanding that words are composed of
different part to know that their meaning changes depending in context.
b. Performance Standards
Use strategies to decode correctly the meaning of word in isolation and in
context.
c. Learning objectives
At the end of 50-minute period, at least 75% of the learners are expected to
infer meaning of borrowed words using context clues, affixes and roots and
other strategies
EN6V-Iva-12.3.3
Quarter: 4 Week: 1 Day: 1
II. Content
Subject Matter: Inferring meaning of borrowed words using context clues
Integration: EPP
Strategies: Cooperative learning
III. Learning Resources

A. References
Curriculum Guide, English Encounters: Reading
B. Other Learning Resources
Internet sources, PowerPoint, Flashcards and Charts
IV. Procedures
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Show the following pictures to the class.
https://www.shutterstock.com/video/clip-13772048-dharavi-locality-mumbai-india-houses-one-largest
https://blog.rinatussenov.com/why-i-love-being-an-interviewee-590503f0cc68
http://www.google.copm/amp/s/m.wikihow.com/live-on-practically-nothing%3famp=1
https://www.deaos.com/en-US/product/product/0005/DEA-and-Transportation
https://www.amazon.com/coolife-luggage-suitcase-hardshell-lightweight/dp/B01GNMMQ8M
Direct pupils to name the pictures posted through unscrambling the following
words:
1. Locailty
2. Interweevie – a person who interviewed.
3. Pracactilly – almost or nearly
4. Transtaportion – the act or process of moving people or things from one
place to another.
5. Agelugg – the bags and suitcase that a person carries when travelling.
Have pupils read the words being formed.
Expected answers:
1. Locality
2. Interviewee
3. Practically
4. Transportation
5. Luggage
C. Presenting examples/ instances of the new lesson

Say:
The words you have formed are some of the borrowed words of English
language from other foreign languages. One of the ways to understand
meaning of these words is through the use of context clues
D. Discussing the new concepts and practicing new skills #1
Post more examples of borrowed words and their origin.
Borrowed Words Source of Language

Metaphor, metropolis, atmosphere, system
GREEK
Luggage, entirely, liquid, mince, grill, boil,
pork, tender, serve, saute, bon apetit,
common, interview, minutes, community, FRENCH
marry
Local, essence, street, practical, kitchen,
pepper, caution, cook, transportation, LATIN
perspective, interior
Egg SCANDINAVIAN
Chili SPANISH
Work, hum, bristle GERMAN
U
se the words in sentences.
Examples:
Elon Musk, the man who started SpaceX and Tesla Motors, is one of the
most famous entrepreneurs in the world.
Roy likes many types of music, but his favorite genre is heavy metal.
E. Discussing the new concepts and practicing new skills #2

Discuss how to use context clues in giving meaning to borrowed words by
showing the following examples.
1. Since uncooked meat is raw meat, it should be kept in the freezer.

2. Although my father owns and manages our business for years now, he
still thinks being an entrepreneur is difficult.
F. Developing mastery
Game: “Hep, Hep, Hooray”
Whoever got mistake in playing “Hep, Hep, Hooray” shall give the
meaning of the underlined borrowed words in the sentences.
1. A lot of students ride the tricycle as means of transportation with three

wheels to travel from home to school and every day.
2. Store leftovers inside the refrigerators and re-boil if you wish to
partake of it again so that it may not look a second hand.
3. Gelatin is an example of a semi-liquid food that makes a good light
snack.
G. Finding practical applications of concepts and skills in daily living
Group 1- Identify the following borrowed words in the sentence.
1. My niece and nephew are in ballet class, so I watched their

5 hours ballet performance on Saturday.
ANSWER: Ballet/French Word
2. Our daughter is going to turn 5 next year, so we’ve been
trying to find a good kindergarten.
ANSWER: Kindergarten/German Word
3. If you want to try origami, it’s very easy to start. You just
need some small pieces of paper.
ANSWER: Origami/Japanese Word
Reference: https://www.fluentu.com/blog/english/english-words-from-other-
languages/
Group 2- Match the words in column A with its meaning in Column B.

Match A Match B
1. Siesta a. very strong/masculine
2. Macho b. empty hand
3. Karate c. nap
Group 3- Make a sentence using the following words.

1. Siesta
2. Macho
3. Karaoke
H. Making generalizations and abstraction

What can we use in order to infer meaning of borrowed words?
Expected Answer: Through Context Clues
I. Evaluating learning
Infer the meaning of the underline borrowed words.
1. The interviewee answered the questions honestly, directly, and clearly.
Interviewee means: _________________________
2. Salt is used to help preserve some food like fish.
Preserve means:___________________________
3. When cooking for the first time, have an adult supervise of your work in the
kitchen as a safety precaution.
Precaution means:___________________________
4. Paranaque is the locality in the Southern part of Metro Manila.
Locality means: ____________________________________
5. If you are carrying a huge luggage, it might be difficult to carry it
up to ride a Skylab tricycle.
Luggage means:
J. Additional activities for application or remediation

Write down the meaning of the following words, and use each word in a in
sentences.
1. Karaoke
2. Ninja
3. Chocolate
4. Kung Fu
5. Typhoon
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?
I. Objectives:
A. Content Standards
The learner demonstrates understanding text-types according to its purpose.
B. Performance Standards
The learner applies knowledge of cause and effect relationship to their lives.
C. Learning objectives
At the end of 50 minutes, 75% of the learners are expected distinguish text-
types according to purpose and language featuring cause and effect
EN6RC-Iva-3.2.6
II. Content
Subject Matter: Distinguishing text-types according to purpose. (Cause and

Effect) Integration: EPP,MAPEH
Strategies: Cooperative Learning

A. References
Teacher’ Guide:
Learner’s Material:
B. Other Learning Resources: pictures, worksheets, teaching chart
IV. Procedures
In what way do we identify the meaning of borrowed words in a sentence?

Answer: Through Context Clues

Do you know what are the causes and effects if there will be a landslide in
your community?

Have pupils recite the rhyme “Jack and Jill”.
Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke
his crown and Jill came tumbling after.
1. What is the cause why Jack and Jill went up the hill?
Answer: to fetch a pail of water
2. What happen to Jack and Jill after they fetch a pail of water?
Answer: They fell down and the crown of Jack was broken.

Teacher will explicitly discuss the difference between cause and effect.
\When you explain why things happen and what occurs when they do, the
technique you use is called CAUSE AND EFFECT.
CAUSE
Is why something happened.
The cause is the first thing that happens.
It makes the second thing (the effect) happen.
The part of the sentence after the word BECAUSE is the cause.
The cause answers the questions why?
For Example:
I stayed home from school because I had the flu.
Clue words to show CAUSE
 Because…..
 Since….
 Cause…..
 Reason….
 So that….
 Unless….
 The main reason….
EFFECT
Is the result of what happened? Because effects always lead to effects,
we rarely see one without the other.
The effect is the second thing that happen after a cause.
The effect answer the questions;
--What happened?
-- What was the result?
For Example:
Jaime was going too fast and fell of his bicycle.
Clue words to show EFFECT:
 As a result of…
 If…
 Consequently…
 Effect…
 Therefore…
 Thus…

Directions: Read the story.
“Late to School”
Alisa awoke for school at what seemed like an unusually late time;
she glanced at the clock to see: 7:45. She should have been up 45 minutes
earlier and had missed her bus. Darting downstairs, she saw that her mom
had already left for work. Hurrying back upstairs, she skipped her slow
getting ready routine, in hopes of catching a ride with her neighbor. She
didn’t want to be late to school because there were only nineteen days left,
and she had had perfect attendance the entire year. Hurrying back
downstairs, she picked up the phone and dialed her neighbor’s number.
The phone rang, but there was no answer. She exited the door, stepping
out onto the front porch, just in time to see the tail lights of her neighbor’s
familiar red car drive off into the distance.
Sighing, she sank to the porch, unsure of what to do. After a little
more though, she hurried back inside, phoned her mom’s nearby office,
explained the situation, and then awaited for her mom to return home.
Less than happy, her mom pulled up in the driveway five minutes
later. Due to the time constraints, and her own need to be back at work for
an important meeting, Alisa’s mother, drove rather fast, but they arrived
safely at ABC Middle School, with just enough time left for Alisa to make it
homeroom without being tardy.
reference: www.teach-nology.com
Ask: What events in the story show cause and effect?
Direct pupils to fill the chart of causes and effects based on the story “Late to
School”.
CAUSE EFFECT
She missed her bus.
She skipped her slow getting
ready routine.
She saw her neighbor’s car
drive off.
Alisa’s mother returned home
from work.
Alisa’s mother drove rather
fast.
Alisa made it to homeroom
without being tardy.
Have pupils identify the cause and effect in the following sentences.
1. A chair breaks when you sit on it because it is made of a weak material.

Cause: weak material
Effect: chair breaks
2. You eat breakfast because you're hungry.
Cause: hungry
Effect: eat
3. The boy missed the bus because he overslept.
Cause: he overslept
Effect: missed the bus
4. The trip to the beach was cancelled because of the rain.
Cause: of the rain
Effect: the trip to the beach was cancelled
5. Janice got an A on her Science test because she studied very hard.
Cause: she studied very hard
Effect: Janice got an A on her Science test
How would you distinguish cause and effect?
Write C before the sentence that show CAUSE and E for the part that show
EFFECT.
____ 1. The grass did not get any water.

____ As a result, the grass turned brown.
____ 2. No, I can play

____ Because I have done my assignment.
____ 3. Gary was not able to pass the test.

____ He did not study.
____ 4. Her sister, Emma was sick last Sunday.

____ As a result, she missed the picnic.
____ 5. Since the school is too far away from home

____ I don’t go to school everyday
Make 2 sentences that contains a cause and effect.
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?
I. Objectives:
The learner demonstrates understanding the process on taking down notes.
Applies the procedures on how to take detailed notes from the story while
reading closely to comprehend the materials.
At the end of 50 minutes, 75% of the learners are expected know how to take
down relevant notes.
II. Content
Subject Matter: Taking down relevant notes

Integration: EPP, Mapeh
Strategies: Cooperative learning, Discovery

References
Teacher’ Guide:
Other Learning Resources: pictures, worksheets, teaching chart
IV. Procedures
Identify cause and effect in the following sentences.
1. He is sad because he failed in the test.
2. Rica was so friendly so she has many friends.
3. Since she ate much, she had stomache.
4. My mother wakes up early so that she she will have enough time to
prepare our breakfast.
5. The baby is hungry that is why he is crying loudly.

Ask: What do you usually do in order to retain the lessons being discussed?
If you want to remember important details, what do you do?
Ask more questions so pupils can derive the idea of taking down notes as
impor - tant factor in different events.
Teacher shall read the story “The Ant and the Dove”. Remind pupils to take
note of the important events in the story
The Ant and the Dove
On a hot day of summer, an ant was searching for some water. After
walking around for some time, she came near the river. To drink the water,
she climbed up on a small rock. While trying to drink a water, she slipped and
fell into the river.
There was a dove sitting on a branch of a tree who saw an ant falling
into the river. The dove quickly plucked a leaf and dropped it into the river
near the struggling ant. The ant moved towards the leaf and climbed up onto
it. Soon, the leaf drifted to dry ground, and the ant jumped out. She looked up
to the tree and thanked the dove.
Later, the same day, a bird catcher nearby was about to throw his net
over the dove hoping to trap it. An ant saw him and guessed what he was
about to do. The dove was resting and he had no idea about the bird catcher.
An ant quickly bit him on the foot. Feeling the pain, the bird catcher dropped
his net and let out a light scream. The dove noticed it and quickly flew away.
Moral: If you do good, good will come to you. One good turn deserves
another.
Teacher shall ask comprehension questions about the story.
Call some pupils and have them read their notes about the story being
listened to.
Discuss these important points to remember in taking down notes:
1. Listen/Read the complete story straight through.

2. Write down everything you can remember about the story, including
names of characters, a short plot summary, the setting, major themes,
conflicts and applicable literary devices.
3. Read the story through more closely, correcting any information in your
notes that you make have gotten incorrect, such as the spelling of
character’s name or the climax of the story.
4. Write your story paragraph reaction.
5. Think of two questions or comments that you can use to contribute to
class discussion.
Present a sample on how good notes should look like.
“Title of Short Story”

Author
Characters List all characters including secondary characters.
Give two adjectives that describe each major character
listed above.
Identify the protagonist and the antagonist
Plot Briefly list the order of events as they occurred in the

story.
Highlight the event that marks the climax or highest point
of tension.
Setting Describe the time and place of the story.
Mood What is the mood of the story? Example: eerie, solemn,

uneasy, tense
Theme What is the underlying message of this story that the

events in or the fate of the
characters represent? Example: “loyalty to an ideal, such
as justice, is more
important than loyalty to a person.”
Conflict A conflict is a struggle between two opposing forces. The

three possible conflicts
are human vs. human, human vs. nature (external
conflict), and human vs. self
(internal conflict).
Reaction Write a short PARAGRAPH of reaction to the story. This
paragraph needs to
Paragraph include more insight than simply, “I didn’t like the story
because it was boring.”
Explain what exactly you liked or disliked and why. Tell
why you got confused if
that’s the case or why this story appealed to you.
Questions or Write down two questions or comments that you can use
toward class discussion.
Comments
Have pupils write again important details of the story “ The Ant and the Dove”
following the table being presented
Direct pupils to listen to a story “The Red Shoes”

reference: https://www.youtube.com/watch?v=LzfFW4yD-sc
Group pupils into three and have them perform their assign activity.
 Group 1
--Characters, Plot, Setting
 Group 2
-- Mood, Theme, Conflict
 Group 3
-- Reactions, Questions or Comments
Ask: How do you take down notes?
Listen to a story. Take down notes to answer the given questions.
“THE THREE LITTLE PIGS”
reference:https://www.youtube.com/watch?v=r4T28I8oPcM&feature=youtu.be
1. List all characters in the story?
2. Highlight the event that marks the climax or highest point of tension?
3. Describe the three little pigs?
4. What is the mood of the story?
5. What is the moral lesson on the story?
Listen to a story about “Snow White and Seven Dwarfs” then take down the
relevant details on your notebook.
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?
I. Objectives:
The learner demonstrates understanding the use of various types and kinds
of sentences for effective communications of information/ideas.
Applies the types of sentences for effective communication of information/
ideas.
At the end of 50 minutes, 75% of the learners are expected to use various
types and kinds of sentences for effective communication of
information/ideas. (EN6SS-Iva-1.8)
II. Content:
Subject Matter: Compound Sentence

Integration:
Strategies: Cooperative learning
A. References
Teacher’ Guide:

IV. Procedures
Have pupils enumerate the steps in taking down notes.
Have pupils read the following words on the flashcards.

- Dependent - Subject - Conjunctions
- Independent - Verb - Compound
- Clauses - Coordinator - FANBOYS
Direct pupils to read the following sentences.

Ask: What conjunctions are used to join the sentences in each number?
How do we call these sentences?
Compound sentences can make your writing rich and colorful. While beginning
writers learn to put together simple sentences first, they will soon find that compound
sentences provide added detail and tend to make paragraphs more engaging.
When writing compound sentences, it's important to understand their

components and the proper punctuation needed. Essentially, you'll be joining at least
two independent clauses that have related ideas. Let's take a closer look at these
exciting complexities.
Defining a Compound Sentence

A compound sentence joins two or more independent clauses with a coordinator
such as for, and, or but, or a semi-colon.
Independent clauses are two phrases that can stand alone as a complete thought.
They're not dependent upon one another to express a complete thought, but they tie
together similar ideas.
This makes compound sentences distinct from complex sentences, which contain an
independent clause joined by at least one dependent clause. A dependent clause
does not form a complete thought and cannot stand alone.
Independent Clause
An independent clause contains three things:
1. A subject (something or someone that the sentence is about)

2. An action (a verb - something that is being done)
3. A complete thought (there are no questions as to meaning at the end of the
sentence)
Coordinators
There are seven coordinating conjunctions in the English Language, which are used
to link the independent clauses in compound sentences:
 For
 And
 Nor
 But
 Or
 Yet
 So
You can use the acronym FANBOYS to help you remember the seven coordinating
conjunctions. When you have two independent clauses joined by one of these
coordinators, usually a comma is required, before the coordinator.
Semi-colon
Compound sentences and semi-colons work hand in hand. After all, they both join
independent clauses. The trick with semi-colons is to use them when the two
independent clauses are related ideas, as in the example below.
I'm looking forward to our dinner tonight; you're going to love dining on the
water.
Examples of Compound Sentences

 Alex likes to fish, and he is going fishing on Friday.
"Alex likes to fish" is an independent clause where "Alex" is the subject,

"likes" is the action, and a complete thought is expressed.
 "He is going fishing on Friday" is an independent clause where "He" is the

subject, "is going" is the action, and a complete thought is expressed.
The coordinator "and" is used, and a comma is correctly placed before "and."
 Becky wishes she could be younger, for everyone else in the program is half
her age.
"Becky wishes she could be younger" is an independent clause where

"Becky" is the subject, "wishes" is the action, and a complete thought is
expressed.
 She is going to the movies, or she is going to the mall.
"She is going to the movies" is an independent clause where "She" is the

"She is going to the mall" is an independent clause where "She" is the

The coordinator "or" is used, and a comma is placed before "or."
 I am very smart, yet I do not enjoy school.
"I am very smart" is an independent clause where "I" is the subject, "am" is
the action, and a complete thought is expressed.
"I do not enjoy school" is an independent clause where "I" is the subject,
"enjoy" is the action, and a complete thought is expressed.
The coordinator "yet" is used, and a comma is placed before "yet.".
Directions: Underline the following coordinating conjunctions in the sentences.
1. Joe waited for the train, but the train was late.
2. looked for Mary and Samantha at the bus station, but they arrived at the station
before noon and left on the bus before I arrived.
3. Mary and Samantha arrived at the bus station before noon, and they left on the
bus before I arrived.
4. Mary and Samantha left on the bus before I arrived, so I did not see them at the
bus station.
Reference: https://www2.ivcc.edu/rambo/eng1001/sentences.html.
Group Activity
Directions: Write “C’ for Compound Sentence and “N” for Not Compound Sentence.
Group 1
______1. Clocks go forward in the spring.

______2. They left early, so they arrived first.
______3. Danny practices the guitar everyday.
______4. They did not brush their teeth, nor did they comb their hair.
Group 2
______1. This building has several elevators and stairwells.
______2. Some grocery stores are open on Sundays.
______3. We took the city bus, but it was crowded.
______4. I did not eat any cookies, yet there are none left.
Group 3
______1. The ferry does not operate at right.
______2. He finished his book, and he has nothing left to read.
______3. The birds are singing in the trees and the bushes.
______4. They do not fear ghost, nor do they fear monsters.
What is Compound Sentence?
What conjunctions are used in compound sentences?
Match the first independent clause to the second independent clause to complete the
sentence.
A B
1. Mary doesn’t like cartoons. A. Or Saturday of the next

week.
2. I have often wanted to drown my B. And that’s why I’m

troubles. vacationing in Hawaii this
3. Michael did not like to read. winter.
4. My favorite sport is skiing. C. Because he was not very good on it.
5. Dr. Mark said I could come to

is office on Friday. D. But I can’t get my wife to go
swimming.
E. because they are loud so

she doesn’t watch them.
Expected Answer :
1. E.
2. D.
3. C.
4. B.
5. A.

Make 5 compound sentences.
V. Remarks
VI. Reflection
A. No. of learners who earned 80% in

the evaluation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
require remediation
help me solve?
I. Objectives:
The learner demonstrates understanding to determine images/ideas that are

explicitly used to influence viewers.
Performing the following concepts in determining images/ideas that are
explicitly used to influence viewers.
At the end of 50 minutes, 75% of the learners are expected determine

images/ideas that are explicitly used to influence viewers. (Stereotype, Point
of View and Propaganda) EN6VC-Iva.7.1,2.3
II. Content:
Subject Matter : Stereotype, Point of View and Propaganda

Integration : Araling Panlipunan
Strategies : Cooperative learning
B. References
Teacher’ Guide:

IV. Procedures

Ask:
What is Compound Sentence?
What conjunctions are used in compound sentences?

Show video clips of commercials.
Examples: Fast Food Chain, diapers, Soap., etc)
References:
https://www.youtube.com/watch?v=Wq7rWJFZ_M&list=PLoJM4Ai5EQYr9IXgVvblvpf
OYP3rw-XJD
(Mang-Inasal Coco and Angel)
https://www.youtube.com/watch?v=McLzejgjlMw&list=PL2a2YOPOupoDjHPiJ5BB0K
mKllsTSZGQo&index=9
(Bear brand)
Say:
“Today we are going to learn how to determine images/ideas that are explicitly used
to influence viewers. You are going to watch some commercials or TV ads. I want
you to pay attention to the ideas that the commercial wants to deliver.
Reference: https://www.youtube.com/watch?v=y9xuXeklpQk
Ask: Did your family bought some of these ads that shows on TV?
Ask more questions about the TV ads so that there will be an interaction between
teacher and the students.
Say:
For us to determine the message of an image or idea we must first identify what
image or idea was used to influence the viewer.
There are certain ways how an image or idea is expressed, here are the following:
Have a discussion of the following concepts:
Stereotype is a widely held but fixed and oversimplified image or idea of a particular
type of person or thing. Example is the stereotype of a woman is as “the career" and
a man as “the provider”
Point of view is the particular attitude or way of considering a matter. It can also be
the position from which something or someone is observed. Example, two people are
seeing the same image but each of them have a different point of view, they may see
or interpret the image differently.
Propaganda information, especially of a biased or misleading nature, used to

promote or publicize a political cause or point of view. It is an information that is not
impartial and is used primarily to influence an audience and further an agenda, often
by presenting facts selectively to produce an emotional rather a rational response to
the information.
Have them watch the commercial “JOY (Big Family” then answer the following
questions below. Choose your answer from the box below.
Cheap It was compared to another
products
everything Mother
X
1. Based on the video clips, Lola taught me that if it ____________, it’s ok.
2. She also said not ____________________ that is cheap is worth it.
3. What brand is compared to Joy?
4. The commercial was biased because _________________________.
5. The commercial was intended for ______________________ to buy this product.
Reference:
https://www.youtube.com/watch?v=1_WoTRVUi2I&list=PL2a2YOPOupoDjHPiJ5BB0
KmKllsTSZGQo&index=1 “Joy Detergent Soap”
Group the class into 4 groups. Give each group a product to be presented. Ask them
to create a short commercial about the product they got. Assign to them also the type
of advertisement they will use. (Stereotype, Point of View, Propaganda)
GROUP 1- Fast food chain
GROUP 2- Shampoo
GROUP 3- Detergent Soap
GROUP 4- Bath Soap
How can you determine images/ideas that are explicitly used to influence viewers?
Directions: Determine the following pictures whether it is Stereotype, Propaganda or
Point of View.
_________________________1.
_________________________2.
_________________________3.
________________________4.
________________________5.
W. Remarks
VI. Reflection
A. No. of learners who earned 80% in

the evaluation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
require remediation
help me solve?

Week 1

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Daily Lesson Plan in English 6

Quarter: 4 Week: 1 Day: 1

III. Learning Resources

Show the following pictures to the class.

Have pupils read the words being formed.

C. Presenting examples/ instances of the new lesson

D. Discussing the new concepts and practicing new skills #1

Post more examples of borrowed words and their origin.

Borrowed Words Source of Language

E. Discussing the new concepts and practicing new skills #2

1. Since uncooked meat is raw meat, it should be kept in the freezer.

Game: “Hep, Hep, Hooray”

1. A lot of students ride the tricycle as means of transportation with three

G. Finding practical applications of concepts and skills in daily living

Group 1- Identify the following borrowed words in the sentence.

1. My niece and nephew are in ballet class, so I watched their

Group 2- Match the words in column A with its meaning in Column B.

Group 3- Make a sentence using the following words.

H. Making generalizations and abstraction

J. Additional activities for application or remediation

A. No. of learners who earned 80% in the

Quarter: 4 Week: 1 Day: 2

Subject Matter: Distinguishing text-types according to purpose. (Cause and

III. Learning Resources

In what way do we identify the meaning of borrowed words in a sentence?

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new lesson

D. Discussing the new concepts and practicing new skills #1

E. Discussing the new concepts and practicing new skills #2

Ask: What events in the story show cause and effect?

She missed her bus.

She skipped her slow getting

She saw her neighbor’s car

Alisa’s mother returned home

Alisa’s mother drove rather

without being tardy.

G. Finding practical applications of concepts and skills in daily living

1. A chair breaks when you sit on it because it is made of a weak material.

H. Making generalizations and abstraction

How would you distinguish cause and effect?

____ 1. The grass did not get any water.

____ 2. No, I can play

____ 3. Gary was not able to pass the test.

____ 4. Her sister, Emma was sick last Sunday.

____ 5. Since the school is too far away from home

Make 2 sentences that contains a cause and effect.

A. No. of learners who earned 80% in the

Quarter: 4 Week: 1 Day: 3

Subject Matter: Taking down relevant notes

III. Learning Resources

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new lesson

Teacher shall ask comprehension questions about the story.

D. Discussing the new concepts and practicing new skills #1

Discuss these important points to remember in taking down notes:

1. Listen/Read the complete story straight through.

Present a sample on how good notes should look like.

“Title of Short Story”

Plot Briefly list the order of events as they occurred in the

Setting Describe the time and place of the story.

Mood What is the mood of the story? Example: eerie, solemn,

Theme What is the underlying message of this story that the

Conflict A conflict is a struggle between two opposing forces. The