LESSON PLAN IN ENGLISH 6

Quarter: Second Quarter

Date: October 01, 2018
Time: 8:05-8:55 AM

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each.
II. CONTENT/TOPIC
II. LEARNING RESOURCES
Demonstrates understanding that reading a wide range of
texts provides pleasure and avenue for self-expression and
personal development.
Uses literal information from texts to aptly infer and predict
outcomes.
Knowledge: Note significant details of informational texts,
(ENGRC-IId-5.5)
Skill: Perform the assigned tasks following the given house
rules/standards/guidelines.
Attitude: Show tactfulness when communicating with
others, (ENGA-IId-17)
Noting Significant Details of Informational Text
(ANNOTATIONS)
-PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
PPST MODULE 7
KRA 3, OBJ. # 7
MT I-IV RUBRIC, INDICATOR 5
-Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is applied in
lesson planning objectives in order to meet curriculum
requirements based on the Curriculum Guide/CG. Parts of
the DLP are based on the PPST Modules.

A. References
1. Teacher’s Guide pages English CG for Grade 6 page 130
2. Learner’s Materials pages
Across Boarders through Language 6 pages 128-129
3. Textbook pages
Into the Future: Science & Health 6 page 94
4. Additional Materials from Learning
Resource (LR) portal
Pictures, Smart TV, laptop, power point presentation,
B. Other Learning Resources
cartolina, realia like perfume, cigarette and lighter
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the
lesson/Motivation/Motive Questions
Review: Noting Details of a Story Read
-What interrogative words or question words do we use
when we want to know the details of a story read or listened
to?
Unlocking of Difficulties:
--Show and read briefly the meaning of an informational text.
Identify the meaning of the underlined words from the
choices given:
1. Air pollution has crept into every aspect of our lives
and has grown at alarming effect.
2. We don’t have to look far to find the culprit.
3. At home, the garbage we disposed improperly emits
a foul smell and contributes a fair share of pollutants.
4. Unless we are vigilant about our environment we will
soon find ourselves suffocating.
5. One way is to put our garbage in covered trash
receptacles.
-has spread or grown over -watchful
-one guilty of fault -containers
-ejects
*GUESSING GAME/PREDICTING OUTCOMES
Ask: Can you guess what is inside the bag?
When I spray this around, what do you think will
happen?
Can you guess again what is still inside the bag?
What do you think will happen if I light this cigarette
with this lighter?
What do you think will happen to me if I smoke a
cigarette for a long time?
Is this kind of air good to breathe? Why?
*Throw questions to pupils and lead them to arrive in the
PPST MODULE 2
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
MOV---Literacy in giving and understanding the meaning of
words is shown during the Unlocking of Difficulties.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
teaching areas.
MOV---Science integration is visible in the text content
found in the Unlocking of Difficulties.
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to address
learning goals.
MOV---The difficult words and their meaning are clearly
written using ICT. Words in sentences/ contexts are viewed
through power point presentation.
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to address
learning goals.
MOV---The use of realia like perfume and cigarette will be
an effective Teaching Learning Resource in motivating the
learners.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
teaching areas.
MOV---English Language integration is observable in the
manner of questioning, such as predicting outcomes and

Present the following questions:
C. Presenting examples/instances of the
new lesson
correct word, Air Pollution. identifying cause and effect relationship. Science
integration is also observable in the content of the
questions given.
PPST Module1
-What is air pollution? KRA 1, OBJ. # 1
-Why do you think there is so much air pollution in urban MT I-IV RUBRIC, INDICATOR 1
places than in rural places? -Applies knowledge of content within and across curriculum
- How are urban areas different to rural areas? teaching areas.
MOV--- Science and Araling Panlipunan integrations are
also observable in the questions given.

D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (leads to Formative
Assessment 3)
Present pictures about air pollution in slides and talk PPST MODULE 9
about KRA 3, OBJ. # 9
it. -Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to address
Ask: What can you say about each picture? learning goals.
How will you describe each picture? MOV---The pictures are presented through the use of slides
To where do you think each picture belongs? Rural in power point presentation.
or urban?
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
teaching areas.
MOV---Integration of English Grammar such as descriptive
words or adjectives is observable.
Presenting the informational text through power point . PPST MODULE 9
*First reading- Silent reading of the selection in 2 minutes KRA 3, OBJ. # 9
for understanding and noting of the important details. -Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to address
*Second Reading- Oral reading of the selection in 2 minutes learning goals.
for correct pronunciation. MOV---The selection is presented through the use of slides
in power point presentation.
Noting the significant details of the informational texts PPST MODULE 3
about air pollution. KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
1. What is the selection about? -Applies a range of teaching strategies to develop critical
2. In your own words, what is air pollution? and creative thinking, as well as higher-order thinking skills.
3. Base on the information given, what are the causes MOV---The questions presented in the Formative
of air pollution? Assessment are arranged from lower level to higher level
4. How does air pollution affects us? thinking skills.
5. How can you as an individual help in the prevention

G. Finding practical applications of concepts
and skills in daily living
of air pollution? PPST Module1
6. Why do we need to prevent air pollution? KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
teaching areas.
MOV---Health and Value integrations are included in the
content of the questions presented such as being helpful in
order to prevent air pollution and why do we need to
prevent air pollution.
Group Activity (4 groups) PPST MODULE 5
-Each group chooses a leader to facilitate the task to be KRA 2, OBJ. # 5
done. MT I-IV RUBRIC, INDICATOR 4
-House rules/standards/guidelines are set for the group to -Manages learner behaviour constructively by applying
follow. positive and non-violent discipline to ensure learning-
-Rating of each group presentation is based on a rubric. focused environment.
-Each group is given 15 minutes to plan on what to do on MOV---To avoid and prevent misbehaviour, house rules/
the task given. standards/guidelines are set before doing the activity.
-Each group is given only up to 3 minutes to present their MOV---Learners are given positive feedback after each
work. group presentation.

Group tasks: PPST MODULE 6

How to prevent air pollution?
1. Group 1-Express your answers through a poem.
2. Group 2-Illustrate the solution through a poster.
3. Group 3-Share your ideas through a song.
4. Group 4-Show your thoughts by presenting a role
play.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths,
interests and experiences.
MOV---The learners are given differentiated activities
according to their strengths and interests.
MOV---By applying differentiated activities, learners are
ensured of their active participation.
PPST MODULE 4
KRA 2, OBJ. # 4
MT I-IV RUBRIC, INDICATOR 3
-Manages classroom structure to engage learners,
individually or in groups in meaningful exploration,
discovery and hands-on activities within a range of physical
learning environments.
MOV---The utilization of learning environments such as
study area outside the classroom and the room structuring
arrangement for group activity purposes is observed.
 4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s
supervision
2 -Activity was done but does not show
eagerness
to participate or cooperate
1 -No interest in participating the activities
Special Reminders to pupils before doing the activity:
Be tactful in dealing with others.
Group Presentations
- 3 minutes only for each group presentation
(Learners are given utmost recognition in the task they are
presented.)
Ask:
1. What do you look for in an informational text when
noting significant details?
H. Making generalizations and abstractions 2. Did you follow the given house rules when
about the lesson performing the task given to you?
3. Did you show tactfulness with your fellow group
members as you communicate with each other in
carrying the task given to you?
I. Evaluating learning *Let us now evaluate your knowledge in identifying
significant details from the informational text you read a
while ago about air pollution.
Evaluation:
Identify the significant details from the informational text
read about air pollution. Choose your answers from the
choices provided below.
1. What has crept into every aspect of our lives and has
grown at alarming rate?
2. What emits a foul smell and contributes a fair share
of pollutants?
3. What would be the effect of air pollution?
4. Where should we put our garbage?
5. How could we have a sure supply of oxygen?
PPST MODULE 10
KRA 4, OBJ. 10
Designs, selects, organizes and uses diagnostic, formative
and summative assessment strategies consistent with
curriculum requirements.
MOV—Formative questions are raised to learners to
diagnose how far they have learned or if the objectives of
the lesson are carried.
PPST MODULE 10
KRA 4, OBJ. 10
-Designs, selects, organizes and uses diagnostic, formative
and summative assessment strategies consistent with
curriculum requirements.
MOV---The use of formative assessment consistent with
curriculum requirements is followed in order to interpret the
result of the learners’ progress.
PPST MODULE 11
KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored and reflected on
the Learners’ Data in order to support and assess learners’
progress and achievement. Results are interpreted so as to

J. Additional activities for application or
remediation
determine if the lesson needs remediation, enrichment or
-Plant trees re-teaching.
-Lack of clean air
-Air pollution
-Covered trash receptacles
-Garbage
*Checking of answer sheets and submission of papers
for recording is done right away after the test to
interpret the result of the learners’ progress.
Assignment: PPST Module1
-Note at least 3 significant details from the informational KRA 1, OBJ. # 1
texts below. MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum
People generate waste as they perform their daily task. With teaching areas.
higher population the more waste is produced. MOV--- Science integration is observable in the content of
the informational text given as an assignment.
The waste comes in various forms. They maybe waste
produced from packaging materials, vegetable peelings,
sewage among many others. People keep on producing
wastes.
Waste pile up and come in contact with air and water.
As this happens, water and air become polluted.
You can help the environment clean by recycling
wastes. Household waste can be grouped or segregated
into biodegradable and non-biodegradable.
Prepared by:
CHRISTOPHER CONTRERAS
Teacher I