Semi-Detailed Lesson Plan in English VI (Explicit Format) I. Objectives A. Content Standard
Semi-Detailed Lesson Plan in English VI (Explicit Format) I. Objectives A. Content Standard
DEPARTMENT OF EDUCATION
Region IV- A CALABARZON
Division of Rizal
District of Rodriguez II
SAN ISIDRO ELEMENTARY SCHOOL
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of different formats to write
for a variety of situations and purposes.
B. Performance Standard
The learners apply the concept of using a particular kind of sentence
for a specific purpose and audience.
C. Learning Competencies/Objectives
At the end of the lesson, pupils should be able to:
a. identify the four kinds of sentences according to purpose;
b. distinguish particular kind of sentence among the four;
c. use punctuation marks correctly;
d. construct sentences using the four kinds of sentences according
to purpose; and
e. value the importance of learning the four kinds of sentences in
real-life situation.
II. CONTENT
IV. PROCEDURE
A. Presentation
Daily Routine (Prayer, Greetings, Environmental
Checking and Attendance Checking, Motivation)
Goal/s (Presentation of the objectives to the class)
B. Review
What is a sentence?
What are the parts of a sentence/
What are the standards in writing a sentence?
C. Concept Development
May I go out?
(What does this sentence request?)
E. ASSESSMENT/EVALUATION
Directions. Arrange the jumbled words in each sentence, then supply the
the correct punctuation mark to be used and indicate what
particular kind of sentence it is. Write the answers on the
spaces provided. Please observe proper capitalization.
F. ASSIGNMENT/s
Directions.
Watch your favorite T.V show and write four (4) sentences using the four
kinds about the memorable scenes. Write your answers on the spaces
provided.
G. REFLECTION
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Prepared By:
CARREL M. INOCENTES
Teacher I
SECOND QUARTER
VI-RIZAL
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV- A CALABARZON
Division of Rizal
District of Rodriguez II
SAN ISIDRO ELEMENTARY SCHOOL
I. Objectives:
III. Procedure
1. on
2. in
3. under
4. behind
5. between
Prepared by:
CARREL. M. INOCENTES
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV- A CALABARZON
Division of Rizal
District of Rodriguez II
SAN ISIDRO ELEMENTARY SCHOOL
I. OBJECTIVE :
B. Pre-Reading Activity
1. Unlocking of Difficulty
Ask: “Have you experienced to sob? laugh? How did you do it? Let’s find out
who or what is sobbing or laughing in the poem that you are going to
read.”
C. During Reading
. Suggested questions:
1. What were the questions of the child about the sea?
2. Is it possible for the sea to laugh and sob even if it’s not a person? Prove your
answer?
3. Compare the life of the sea with the life of a man. When are they similar?
Different?
4. How are we going to keep our seas fresh and clean? (Infuse Value)
D. Skill Development:
1. Teaching/Modelling
E. Post Reading
The class will be divided into three groups. (Recall the standards of groupings)
Sentences:
Will read each sentence.
Will analyze and identify the personification used in each sentence.
Will give the sounds or act out the correct identified quality given in each sentence.
F. Generalization:
What is the sound device that you have learned today? Describe it and give
an example.
V. ASSIGNMENT:
Group 1: READ ME
Group 2: KNOW ME
Group 3: ACT ME
V. ASSIGNMENT:
After analyzing, make a sentence of the following inanimate things by giving
them human qualities.
1. fire
2. Thunder
3. storm
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV- A CALABARZON
Division of Rizal
District of Rodriguez II
SAN ISIDRO ELEMENTARY SCHOOL
I. Objective/s :
B. Developmental Activities:
2. Motivation:
Have you ever wanted to buying something you really love? What will you do
if you can’t buy it? Find out what one woman did in the story. Motive
questions: Answer these questions about the story.
1. Where and when did this story happen?
2. Who are the characters in the story?
3. What happened in the story? Give the events in chronological order.
4. Which part of the story do you like best?
5. Give one word that well tell what this story is about.
6. Do you think this is a true story? How did you know?
7. Who is telling the story?
B. During Reading: Let the pupils read a story silently. Remind them the
standard in silent reading
D. Teaching/ Modeling :
(Teacher discusses the lesson on how to evaluate narratives based on how
the author developed the elements: theme – point of view)
1. Chart/Power point:
The author develops the theme of the story through the description of the
character, the words used by the author, the events, and the setting of the story.
With either sharing happiness or gratitude as the theme of this story, (teacher copy
more words from the story that helped pupils identify the theme story “The Last
Lesson). Skim through the story,” The Last Lesson” in lesson 3 and 4. Copy the
words in this story that will help pupils identify the theme. When reading a story, you
try to find who is telling the story. This is called point of view. The story can be told
by one of the characters (first person), someone watching, not a character
(omniscient).
IV. Assessment:
Evaluate narrative based on how the author developed the elements:
theme-point of view.
(Teacher provides a story for the pupils to answer)
V. Assignment:
Search for your favorite story and evaluate narrative based on how the
author developed the elements: theme – point of view.
Prepared by:
CARREL M. INOCENTES