Checked by:

School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ

DAILY LESSON PLAN MT II/ Mentor
Q1W6D1 Teacher: ARDITAH T. CAMINOC Noted:
DATE: July 8,2019 (Monday) MATILDE C. DUNGZAL
Central Principal

FORENOON AFTERNOON
TIME MIN. SUBJECT AREAS GRADE & SECTION TIME MIN. SUBJECT AREAS GRADE & SECTION
7.30 - 7:45 15 FLAG CEREMONY 1:00 - 1:30 30 SYNCHRONIZED READING TIME/HANDWASHING/TOOTH BRUSHING VI - SATURN
7:45 - 7:55 10 WASH WinS/Tooth Brushin 1:30 - 2:20 50 ENGLISH V - JUPITER
7:55 - 8:45 50 ENGLISH VI - SATURN 2:30 - 3:10 50 ENGLISH V - CERES
8:45 - 9:35 50 ENGLISH VI - JUPITER 3:10 - 4:00 50 ENGLISH V - SATURN
9:35 - 9:45 10 Remedial Reading/Checking of Pupils’ Outputs/Handwashing 4:00 - 4:30 30 EsP VI - SATURN
9:45 - 10:00 15 SUPERVISED RECESS 4:30 - 4:50 20 CLASS PREPARATION
10:00 - 10:50 50 ENGLISH VI - CERES 4:50 - 5:00 10 LOWERING OF FLAG
10:50 - 12:00 70 Classroom Preparation/Checking of Pupils’ Outputs/Remedial Reading/Mentoring

ENGLISH 6 ENGLISH 5 EsP 6

I. Objective: Compose clear and coherent sentences using appropriate grammatical I. Objectives I. Layunin: Isinasaalang-alang ang kapakanan ng mga apektado sa paggawa ng pasiya.
structures: Modal (ENG6 G-1e-3.6) 1. Infer the speaker’s tone, mood and purpose. (EsP6PKP-Ia –i-37)
Value Focus: Tactfulness 2. Use formal and informal English when appropriate to task and situation. II. Paksang- Aralin Pasya para sa Nakakarami B.P: Katotohanan K.P : Mapanuring
II. Subject Matter: 3. Observe politeness at all times. Pag-iisip Sang: CG 1.1.2, EKAWP 6, pahina 10 Kag: Mga larawan
A. Ask: Do you feel the love and care of you mother? III. Pamamaraan:
4. Show tactfulness when communicating with others
What are the instances that show your mother’s tender II. Subject Matter A. Panimulang Gawain
loving care? Topics: Inferring the speaker’s tone, mood and purpose 1. Pagsasanay:
Using formal and informal English when appropriate to task and
Composing Clear and Coherent Sentences Using Appropriate Grammatical Gamitin sa pangungusap ang sumusunod na salita:
Structures. situation
Populasyon epekto tambak2
B. References: Essential English 6, pp. 45-46 References: Curriculum Guide EN5LC – If – 2.B.1/ 2.B.2/ 2.B.3 . Pagbabalik-aral: Anu-ano ang ginagawa ninyo para maging malinis ang lugar na
C. Materials: Flashcards, charts, power point presentation, pens EN5OL – If – 3.9 tinitirahan ninyo?
D. Integration: Enjoying Reading 5 pp. 2- 4
Numeracy – B. Panlinang na Gawain:
Focused Skill: Inferring 1. Pagganyak: a. Anu-ano ang sakit na kumakalat sa inyong lugar? b. Ano ang sanhi nito?
Literacy _ Value: Politeness 2. Paglalahad: Pag-aralan ang nasa larawan. Tungkol saan ang ipinapahiwatig nito?
III. PROCEDURE:
III. Procedure 1. Ano ang makikita sa larawan?
A. Preparatory Activities 2. Ano ang epekto nito sa kapaligiran?
1. Review: A. Setting the stage 3. Paano ito masosolusyunan? 4. Sino ang higit na apektado sa kapabayaan ng bawat isa? 5.
Stomp your feet if the word card I’m going to show is a noun and clap your hands if B. Explaining the Student What to Do? Paano mo mapapagpasyahan ang ganitong suliranin?
it is a verb. (Word cards: helped, building, see, talk, book, firefly) Say: Class our lesson for today is about inferring the speaker’s tone, mood and 4. Paglalahat:
2. Motivation: purpose. When we infer the speaker’s tone, mood and purpose we are giving our
Ang polusyon sa hangin at tubig ay maiiwasan kung iiwasan din ang
The class will read a paragraph. This time, the teacher asks the class to identify pagtatapon ng basura at mga patay na hayop sa butas o
idea on what maybe the feeling/intention of the speaker in the poem. basurahan.Kailangan ang masusing pagpapasya bago magsagawa ng
the main verbs used in every sentence of the paragraph. Ask the class if they spotted
some more verbs aside from the main verbs they have mentioned. Let them write  It is giving the feeling/intention of the speaker or writer in one anumang gawain at ito ay nangangailangan ng wastong pagiisip.
their responses on the board. scenario.
5. Paglalapat:
Paragraph: C. Modeling Pangkatang Gawain
When you study, you should choose a quiet place. You could study at Unang Pangkat- gumawa ng poster tungkol sa pasyang nabuo sa pagtulong ng
home or in the library. You might set a schedule, so you study at the same time kalinisan sa pamayanan. Pangalawang Pangkat-
everyday. Forming a study group with other students may help you. You must learn A. Pre – Listening before the teacher read the gumawa ng slogan tungkol sa tamang desisyon sa mga suliranin ng
effective study strategies if you want to succeed in college. pamayanan Ikatlong Pangkat- gumawa ng komposisyon ng isang rap na nagsasaad
story ng wastong pagpapasya IV. Pagtataya:
should could might may must
1. Unlocking of difficulties Sagutin ang mga sumusunod:
Ask: What do we call these words?
1. A dagger is thrust into her heart. The word thrust means 1. Ano ang posibleng epekto ng polusyon sa hangin? 2. Paano nagkakaroon ng polusyon ang
tubig? 3. Ano- ano ang sakit na maaring makuha sa maruminfg kapaligiran? 4. Paano ka
B. Developmental Activities: A. To push B. to play C. to remain
makakatulong ang iyong pasya sa kalinisan ng kapaligiran? 5. Sa paggawa mo ng pasya,
1. Teaching/Modelling 2. If you feel secure when you are with your parents, you are nakakaapekto ba ito sa iba? Paano?
These words are called MODALS. A modal is a type of auxiliary (helping) A. Afraid B. confident C. angry
verb that is used to express: ability, possibility, permission or obligation. Modal 3. When a mother caresses her child, she _____him/her.
phrases (or semi- modals) are used to express the same things as modals, but V. Takdang - Aralin
A. Touches B. scolds C. Reprimand Magsaliksik ng mga suliranin na makikita sa pamayanan. Magtala ng lima at isulat ang
are a combination of auxiliary verbs at the proposition too. The modals and
semi modals in English are: 4. Sheila hurt herself when she touched the dagger. A dagger is Iyong kapasyahan upang mabigyan ito ngh solusyon.
can shall am (is) are/was/were going to could _______.
should had better might may A. A round and smooth object
have got to must will ought to have to B. An elongated and rough object
would used to be able to C. A pointed and sharp object
Examples: 5. It is for the sake of a child, then, it is for his/her own________.
1. Taurus can make the earth tremble. (ability)
A. Misery B. benefit C. look out
2. Their grandfather will make them reconcile. (promise)
3. Shall we watch this movie? (requesting permission) B. The teacher will read the poem to the
4. They may like this new recipe. (not sure) class
5. When she was younger, she could walk a mile. (able to do in the past) My Mother Dear
6. Janella ought to do her homework everyday. (duty) Who brought me to this world
7. Chefs must come with their clean aprons on. (requirement or obligation)
To see the wonder works of God
8. You may kiss the bride now. (giving permission)
C. Group Activities: And enjoy life to the fullest?
Children, I will let you go to your group for your activity. Be sure that all of you
will participate. Leaders of each group should manage their members for Who puts her arms around me
them to be tactful in communicating with other group mates to avoid trouble. During chilly evenings
(Value Focus: Tactfulness) To make me feel warm?
Group 1. WHICH MODAL?
Read the sentences and write the most appropriate modal for each.
Who is in great pain
1. I think the lady ______ learn her manners.
2. The guests ____ come in anytime. When I am in sorrow
3. The dentist _____ make your visit to the clinic a pleasant experience. As if a dagger is thrust into her heart?
4. A few months ago, Mary Rose ____ go to the mall without companion.
5. _____ I turn off the fan now? Who tell me stories at night
Group II. FINISH ME! And caresses me as I fall asleep,
Finish the following sentences using the given modals. Till I dream of beautiful things?
1. The woman can _______.
2. Could you ________.
3. My teacher reminded me that I ought to _______. Who is there at my side
4. Everywhere we go, we must _______. Whenever I am sick?
5. Every pupil must _________. She is awake all night.
Group III. ANSWER ME RIGHT!
 Answer the questions using the right modal. Who plays with me
1. Can you cook rice? ________ To brighten my day?
2. What could you do when you were in grade 3? ______ She never counts the hours
3. What is it that you ought to do after coming from school? _____
Till her tired body drops.
4. How shall your friends call you? ______
5. What is it that you may forget today? _______
D. Generalization: Who offers her life
What are modals? For the sake of her child;
What is the other name of modals? Not thinking of herself;
What are the uses of modals? Not thinking of what it may take?
Give me sentences using modals The woman who gave me this life,
IV. ASSESSMENT:
My dearest mother, whom I love so much.
Compose/Write clear and coherent sentences using the appropriate modals.
1. Can ____________________________________ Say: What do you think is the speaker’s tone,
2. Must ___________________________________ mood or purpose in the poem?
3. Used to _________________________________ a. He/ She is happy.
4. Will ____________________________________ b. He/ She is feeling loved and cared by
5. Shall ___________________________________
V. ASSIGNMENT: Conduct a question and answer activity. Pick a partner. Write three his/her mother.
questions you would like to ask your partner making use of modals. Present in front of the c. He/ She wants to show her appreciation to
class tomorrow his/her mother.
Say: Class this might be the speaker’s tone, mood or purpose in the
poem?
Children, these are what we call inferring the speaker’s tone, mood or
purpose.
D.Guided Practice

Teacher will read again the poem to the pupils. Then they will infer the
speaker’s tone, mood or purpose.
Group I – Stanzas 2 and 3
Group II – Stanza 4
Group III – Stanza 6
Group IV – Stanza 8
E. Independent Practice

The teacher will read the following sentences and the pupil will infer the speaker’s tone,
mood or purpose.
Group I – Mr. Ramirez had a dialogue with the boys. During the interview, he noticed that
Arthur answered his questions politely.
Group II – One of the applicants was praised as worthy of confidence by the mayor and was
given a recommendation.
 F. Closure

Mood is defined in poetry as the feelings or emotions that are evoked in the reader by the
poem. Conversely, tone expresses the attitude the author has towards the subject or topic
of the poem.

Inferring the speaker’s tone, mood or purpose may be done by determining the purpose
of the author in writing the poem or selection. It may be done through keen observation on
the way the speaker’s read the lines and through analyzing of the words used in the poem or
selection.

Evaluation

The teacher will read the paragraph. Pupils will analyze what will be the speaker’s tone, mood
and purpose. “Their cheers energized him and after few more seconds, he was
already on top. “I did it! I did it! he shouted politely”.

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
evaluation objective. ___Lesson not carried. ___Lesson not carried.
___Lesson not carried. _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
_____% of the pupils got 80% mastery
B.No.of learners who require additional activities ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering their lesson. ___Pupils did not find difficulties in answering their lesson.
for remediation their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson.
___Pupils found difficulties in answering their ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson. ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about
lesson. ___Pupils were interested on the lesson, despite of some difficulties encountered in answering the the lesson.
___Pupils did not enjoy the lesson because of questions asked by the teacher. ___Pupils were interested on the lesson, despite of some difficulties encountered in
lack of knowledge, skills and interest about ___Pupils mastered the lesson despite of limited resources used by the teacher. answering the questions asked by the teacher.
the lesson. ___Majority of the pupils finished their work on time. ___Pupils mastered the lesson despite of limited resources used by the teacher.
___Pupils were interested on the lesson, ___Some pupils did not finish their work on time due to unnecessary behavior. ___Majority of the pupils finished their work on time.
despite of some difficulties encountered in ___Some pupils did not finish their work on time due to unnecessary behavior.
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on
time due to unnecessary behavior.

C.Did the remedial work? No.of learners who have ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
caught up with the lesson
D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation
remediation activities for 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 helpme solve?
G.What innovation or localized materials did
used/discover which I wish to share with other
teachers?
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos,
and games.
___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want
students to use, and providing samples of
student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples: Self assessments, note taking and studying techniques, and ___Metacognitive Development: Examples: Self assessments, note taking and studying
vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects. ___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities. ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games. ___Text Representation:
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use, Examples: Student created drawings, videos, and games.
and providing samples of student work. ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students
to use, and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching Other Techniques and Strategies used:
___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh play ___ Group collaboration
___ Answering preliminary ___Gamification/Learning throuh play
activities/exercises ___ Answering preliminary
___ Carousel activities/exercises
___ Diads ___ Carousel
___ Differentiated Instruction ___ Diads
___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Role Playing/Drama
___ Lecture Method ___ Discovery Method
Why? ___ Lecture Method
___ Complete IMs Why?
___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to learn
collaboration/cooperation ___ Group member’s
in doing their tasks collaboration/cooperation
___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson
Proficiency Level = Number of Pupils with Passing Score ÷ Number of Pupils Who Took the Test x 100
Mean = Total Product of Pupils Scores ÷ Number of Pupils Who Took the Test
MPS = Mean ÷ Number of Items x 100