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School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ

DAILY LESSON PLAN MT II/ Mentor
Q1 – W2 – D1 Teacher: ARDITAH T. CAMINOC Noted:
DATE: 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/S
A. Content Standards Analyze sound devices (personification ) demonstrates understanding of the various forms and
In a text heard conventions of Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga t
print, non-print, and digital materials
B. Performance evaluates effectively the message constructed and conveyed in
Standards
various Naisasagawa ang tamang desisyon nang may katatagan ng loob para
viewing texts
C. Learning ENG. LC-Ib-2-3-6 1.Identify the elements of a literary text.
Competencies
Analyze sound devices (personification ) 2.Infer the theme of the literary text. 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo
In a text heard 3.Observe politeness at all times. 1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyay
oEN5LC – Ib – 2.17.1 1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
oEN5RC – Ib – 2.9.1/Page 64 of 164 1.3. paggamit ng impormasyon Code: EsP6PKP-Ia-i-37

D. Code Analyzing sound devices (personification) in a text heard ELEMENTS AND THEME OF A LITERARY TEXT Paksa: Minamahal ang taong makatotohanan
Kaugnay na Pagpapahalaga: Pagmamahal sa katotohanan (Love of trut

II. CONTENT
Itala ang mga Kagamitang Panturo gagamitin sa bawat
araw. Gumamit ng iba’t-ibang kagamitan upang higit na
mapukaw ang interes at pagkatuto ng mga mag-aaral.

III. LEARNING RESOURCES •Curriculum Guide: CG in English 5 Week 2

A. References TG/Week 2 K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao
May 2016, pahina 81
 1. Teacher’s Guide pages LM/Week 2
1. EsP DLP, Unang Markahan, Ikalawang Linggo - Aralin 2:
Minamahal ang Taong Makatotohanan, pahina 1-6
2. Maaaring gamitin ang mga videos sa:
https://www.youtube.com/watch?v=Fzn_AKN67oI
https://www.youtube.com/watch?v=GENxFiRBiBA
3. https://tl.wikipedia.org/wiki/Katotohanan
4. laptop, projector, powerpoint presentation na inihanda
ng guro, mga larawan para sa picture analysis

2. Learner’s Material Fun in Eng. Reading p. 158

pages
3. Textbook pages
4. Additional Materials Picture of a thief, a stealing machine, deaf little girl using sign
from Learning
language, letter soup
Resources (LR)
portal flashcards containing polite words.
Story Chart of “A Letter Soup”, “The Fox in the Well”, and “Inside
the Canteen”

B. Other Learning
Resources
IV. PROCEDURES Introduced the lesson with identifying Onomatopic sounds p. Review
158 Aspects of Verbs
Fun in Eng. Reading

A. Reviewing previous Let pupils identify the figure of speech use in a text Motivation Batiin ang mga mag-aaral at itala ang bilang ng mga
lesson or presenting
www.ereadingfigurative Sing: “Be Polite – Good Manner Song” pumasok at lumiban
the new lesson
language Gumamit ng action song bilang pagganyak
Magkaroon ng pagbabalikaral sa natutunan ng mga mag-
aaral sa nakaraang aralin (Aralin 1). Sumangguni sa EsP DLP,
Unang Markahan,
Ikalawang Linggo - Aralin 2, pahina 2
B. Establishing a Show examples of figurative language Today we are going to learn about the elements of a literary text.” Sumangguni sa EsP DLP,
purpose for the
www.ereadingfigurative Present the story in the LM on page ____. Unang Markahan,
lesson
language Call a pupil volunteer to read the story orally. Ikalawang Linggo - Aralin 2, pahina 2
Personification Comprehension Check: Ask the questions in the LM. Talk about
the pupils answers.

C. Presenting examples/ Allow pupils to read the list of figurative language C.Modelling for Students Ipaanalisa ang mga larawan
instances of the new
Personification Unlocking of Difficult Words (using picture clues, context clues, (Picture Analysis) na nakatala sa pahina 2 ng EsP DLP, Unang
lesson
and examples. Markahan, Ikalawang Linggo - Aralin 2 at gamitin ang
a.crook patnubay na mga tanong para sa talakayan
 Say: “The crook is stole the lady’s bag.” (show the picture of a Original File Submitted and Formatted by DepEd Club
crook) Member - visit depedclub.com for more
“What do crooks steal? Why do they steal things?”
b.argue
Say:“Don’t argue over who little things.” (show picture of the
people arguing)

D. Discussing new “Why do people argue?” c.deaf

concepts and practicing
Say: “The two girls are deaf.” (Show pictures of two deaf girls)
mew skills #1
“Why do some people cannot hear?”
Ask: “What should you remember when listening to a story?”
“What are the things we should know about the story?”
“What elements did you remember from the story we read?”
E. Discussing new concepts Give a list of Figurative language Personification D.Guided Practice
and practicing new skill
www.ereadingfigurative Read the story again silently.
#2
language List down the elements of the literary text you have read. Write
your answer on your notebook.

Refer to Find Out and Learn on the LM.

Call a pupil-volunteer to read and retell the story using the
information he/she have gathered.
F. Developing Mastery Let them analyze sound devices using personification in a E.Independent Practice
text heard Read the story “The Fox in the Well” and answer the wh-
www.ereadingfigurative questions.
language THE FOX IN THE WELL
Aesop’s Fable

One day a fox fell into a well. He jumped and jumped but he
could not get out. The well was too deep. Soon he began to feel
cold and hungry.
Suddenly there was a noise from above. A goat had come to
drink from the well. It looked in and saw the fox. “Why, what are
you doing down there, Mr. Fox?” asked the goat.
The fox was very cunning. Quickly, he thought of a way to trick
the goat. “Oh, I’m drinking,” he said.
“Down there? But there’s water in the bucket up here.”
“Yes, I know,” said the fox. “But the water down here is much
sweeter.
Why don’t you come down and taste it for yourself?”
“I think I will do that.” And the silly animal jumped into the well.
At once the fox leapt on to the goat’s back. And from there he
soon jumped out of the well.
“Hey! Where are you going?” cried the goat. “What about me?
How am I going to get out of here?”
 Guide Questions:
1.Who was trapped in the well?
2.Who came passing one day?
3.What convinced the goat to go down the well?
4.How did the fox get out of the well?
5.What is the moral of the story?

G. Finding practical What benefits can you get from this lesson? F.Closure/Assessment
applications of concepts
Teaching Points
and skills in daily living

When listening to story being read, we should listen carefully

and pay attention to the details of the story. In this way we can
identify the elements of a literary text.

We could also take down notes while listening and reading.

The elements of a literary text are the character, setting, and

plot, conflict, and theme.

The theme is the subject of the story and what the author
wants to convey to the readers.

The plot is made up of events that happened in the

story. It consists of the beginning, the middle, and the ending.
oBeginning – It gives the problem faced by the main character.
oMiddle – It presents the actions made by the character to solve
the problem.
oEnding – It gives the solution to the problem.
H. Making generalization A. Let them read and analyzed sound devices using G.Evaluation
and abstractions about
personification in a text heard Read the story “Inside the Canteen” and identify the elements of
the lesson
www.ereadingfigurative the literary text.
language Inside the Canteen
by Jean Paul V. Banay

It was 9:30 in the morning at Labuin Elementary School.

It was already break time for Grade V-Coral. Children line up in a
queue to go the canteen to have their recess.
At the canteen, the children lined up in a queue waiting
for their turn to buy their food. Luke, a Grade 3 pupil rushed in
front of the queue and shouted at the canteen manager for food.
Calmly, the canteen manager said to Luke “Luke, it is not
nice to shout at people, especially when you’re at the canteen.
And we should observe the rules inside the canteen. Look at these
 children, they line up in a queue and wait for their turn. You
should do the same.” said the canteen manager.
After that day, Luke lined up in the queue and asked
politely for food.

I. Evaluating learning Answer p. 52 English For You And Me Reading Identify the element of the literary text from the story you just
read. Choose your answer from the boxes below.
character setting conflict
plot theme
1.It was 9:30 in the morning at Labuin Elementary School.
2.Luke, a Grade 3 pupil
3.Luke rushed in front of the queue
4.The canteen manager told Luke about the rules inside the
canteen
5.Following rules inside the canteen is the right thing to do.
J. Additional activities for
application or
remediation
SATURN JUPITER CERES SATURN JUPITER CERES 6 - SSATURN
PL : PL : PL : PL : PL : PL : PL :
MPS: MPS: MPS: MPS: MPS: MPS: MPS:
5- 5- 5- 5- 5- 5- 5-
4- 4- 4- 4- 4- 4- 4-
V.REMARKS 3- 3- 3- 3- 3- 3- 3-
2- 2- 2- 2- 2- 2- 2-
1– 1– 1– 1– 1– 1– 1–
0– 0– 0– 0– 0– 0– 0–

VI.REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
___Lesson carried. ___Lesson carried. Move ___Lesson carried. ___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move on to the next objective.
Move on to the next on to the next objective. Move on to the next on to the next objective. on to the next objective. on to the next objective. ___Lesson not carried.
objective. ___Lesson not carried. objective. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. _____% of the pupils got 80% mastery
___Lesson not carried. _____% of the pupils got ___Lesson not carried. _____% of the pupils got _____% of the pupils got _____% of the pupils got
_____% of the pupils 80% mastery _____% of the pupils 80% mastery 80% mastery 80% mastery
got 80% mastery got 80% mastery
___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find difficulties in answering their lesson.
difficulties in difficulties in answering difficulties in difficulties in answering difficulties in answering difficulties in answering ___Pupils found difficulties in answering their lesson.
answering their lesson. their lesson. answering their lesson. their lesson. their lesson. their lesson. ___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils found ___Pupils found ___Pupils found ___Pupils found ___Pupils found ___Pupils found interest about the lesson.
difficulties in difficulties in answering difficulties in difficulties in answering difficulties in answering difficulties in answering ___Pupils were interested on the lesson, despite of some difficulties
answering their lesson. their lesson. answering their lesson. their lesson. their lesson. their lesson. encountered in answering the questions asked by the teacher.
___Pupils did not enjoy ___Pupils did not enjoy ___Pupils did not enjoy ___Pupils did not enjoy ___Pupils did not enjoy ___Pupils did not enjoy ___Pupils mastered the lesson despite of limited resources used by the
the lesson because of the lesson because of the lesson because of the lesson because of the lesson because of the lesson because of teacher.
lack of knowledge, lack of knowledge, skills lack of knowledge, lack of knowledge, skills lack of knowledge, skills lack of knowledge, skills ___Majority of the pupils finished their work on time.

C. Did the remedial 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 this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
used/discover which I
wish to share with other
 ___Metacognitive 
teachers?
skills and interest and interest about the skills and interest and interest about the and interest about the and interest about the ___Some pupils did not finish their work on time due to unnecessary
about the lesson. lesson. about the lesson. lesson. lesson. lesson. behavior.
___Pupils were ___Pupils were ___Pupils were ___Pupils were ___Pupils were ___Pupils were
interested on the interested on the lesson, interested on the interested on the lesson, interested on the lesson, interested on the lesson,
lesson, despite of some despite of some lesson, despite of some despite of some despite of some despite of some
difficulties difficulties encountered difficulties difficulties encountered difficulties encountered difficulties encountered
encountered in in answering the encountered in in answering the in answering the in answering the
answering the questions asked by the answering the questions asked by the questions asked by the questions asked by the
questions asked by the teacher. questions asked by the teacher. teacher. teacher.
teacher. ___Pupils mastered the teacher. ___Pupils mastered the ___Pupils mastered the ___Pupils mastered the
___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited lesson despite of limited lesson despite of limited
lesson despite of resources used by the lesson despite of resources used by the resources used by the resources used by the
limited resources used teacher. limited resources used teacher. teacher. teacher.
by the teacher. ___Majority of the pupils by the teacher. ___Majority of the pupils ___Majority of the pupils ___Majority of the pupils
___Majority of the finished their work on ___Majority of the finished their work on finished their work on finished their work on
pupils finished their time. pupils finished their time. time. time.
work on time. ___Some pupils did not work on time. ___Some pupils did not ___Some pupils did not ___Some pupils did not
___Some pupils did not finish their work on time ___Some pupils did not finish their work on time finish their work on time finish their work on time
finish their work on due to unnecessary finish their work on due to unnecessary due to unnecessary due to unnecessary
time due to behavior. time due to behavior. behavior. behavior.
unnecessary behavior. unnecessary behavior.
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who earned 80% above
earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who require additional activities for remediation
require additional require additional require additional require additional require additional require additional
activities for activities for remediation activities for activities for remediation activities for remediation activities for remediation
remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who caught up the lesson
caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who continue to require remediation
continue to require continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation remediation
Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that work well:
work well: work well: work well: work well: work well: work well:  ___Metacognitive Development: Examples: Self assessments, note taking
___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive and studying techniques, and vocabulary assignments.
Development: Development: Examples: Development: Development: Examples: Development: Examples: Development: Examples:  ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
Examples: Self Self assessments, note Examples: Self Self assessments, note Self assessments, note Self assessments, note charts.
assessments, note taking and studying assessments, note taking and studying taking and studying taking and studying  ___Schema-Building: Examples: Compare and contrast, jigsaw learning,
taking and studying techniques, and vocabulary taking and studying techniques, and vocabulary techniques, and vocabulary techniques, and vocabulary peer teaching, and projects.
techniques, and assignments. techniques, and assignments. assignments. assignments.
vocabulary assignments. vocabulary assignments.  ___Contextualization:
 ___Bridging:  ___Bridging: Examples:
Examples: Think-pair- Think-pair-share, quick-
share, quick-writes, writes, and anticipatory
and anticipatory charts.
charts.  ___Schema-Building:
 ___Schema-Building: Examples: Compare and
Examples: Compare contrast, jigsaw learning,
and contrast, jigsaw peer teaching, and
learning, peer projects.
teaching, and projects. ___Contextualization:
 ___Contextualization: Examples:  ___Contextualization:
 Examples: Demonstrations, media,
Demonstrations, manipulatives, repetition,
media, manipulatives, and local opportunities.
repetition, and local  ___Text
opportunities. Representation:
 ___Text Examples: Student 
 
Representation: created drawings, videos,
 Examples: Student and games.  Examples: Student
created drawings, 
___Modeling: Examples:
videos, and games. Speaking slowly and
 ___Modeling: Example clearly, modeling the 
s: Speaking slowly and language you want
clearly, modeling the students to use, and
language you want providing samples of
students to use, and student work.
providing samples of
student work. Other Techniques and
Strategies used:
Other Techniques and ___ Explicit Teaching
Strategies used: ___ Group collaboration
___ Explicit Teaching ___Gamification/Learnin
___ Group g throuh play
collaboration ___ Answering
___Gamification/Learni preliminary
ng throuh play activities/exercises
___ Answering ___ Carousel
preliminary ___ Diads
activities/exercises __ Differentiated
___ Carousel Instruction
___ Diads ___ Role Playing/Drama
__ Differentiated ___ Discovery Method
Instruction ___ Lecture Method
Why?
___Bridging:  ___Bridging: Examples:
Examples: Think-pair- Think-pair-share, quick-
share, quick-writes, writes, and anticipatory
and anticipatory charts.
charts.  ___Schema-Building: 
___Schema-Building: Examples: Compare and
Examples: Compare contrast, jigsaw learning,
and contrast, jigsaw peer teaching, and
learning, peer projects.
teaching, and projects. ___Contextualization: 
Examples:  Examples:
Examples: Demonstrations, media,
Demonstrations, manipulatives, repetition,
media, manipulatives, and local opportunities.
repetition, and local  ___Text  ___Text
opportunities. Representation:
___Text Examples: Student 
Representation: created drawings, videos,
and games.
created drawings, 
___Modeling: Examples:
videos, and games. Speaking slowly and
___Modeling: Example clearly, modeling the
s: Speaking slowly and language you want
clearly, modeling the students to use, and
language you want providing samples of
students to use, and student work.
providing samples of
student work. Other Techniques and
Strategies used:
Other Techniques and ___ Explicit Teaching
Strategies used: ___ Group collaboration
___ Explicit Teaching ___Gamification/Learnin
___ Group g throuh play
collaboration ___ Answering
___Gamification/Learni preliminary
ng throuh play activities/exercises
___ Answering ___ Carousel
preliminary ___ Diads
activities/exercises __ Differentiated
___ Carousel Instruction
___ Diads ___ Role Playing/Drama
__ Differentiated ___ Discovery Method
Instruction ___ Lecture Method
Why?
___Bridging: Examples: ___Bridging: Examples: Examples: Demonstrations, media, manipulatives, repetition, and local
Think-pair-share, quick- Think-pair-share, quick- opportunities.
writes, and anticipatory writes, and anticipatory ___Text Representation:
charts. charts.  Examples: Student created drawings, videos, and games.
___Schema-Building:  ___Schema-Building:
 ___Modeling: Examples: Speaking slowly and clearly, modeling the language
Examples: Compare and Examples: Compare and you want students to use, and providing samples of student work.
contrast, jigsaw learning, contrast, jigsaw learning,
peer teaching, and peer teaching, and Other Techniques and Strategies used:
projects. projects.
___ Explicit Teaching
___Contextualization:  ___Contextualization: ___ Group collaboration
 Examples: ___Gamification/Learning throuh play
Demonstrations, media, Demonstrations, media, ___ Answering preliminary
manipulatives, repetition, manipulatives, repetition, activities/exercises
and local opportunities. and local opportunities. ___ Carousel
 ___Text ___ Diads
Representation: Representation: __ Differentiated Instruction
Examples: Student  Examples: Student ___ Role Playing/Drama
created drawings, videos, created drawings, videos, ___ Discovery Method
___ Lecture Method
and games. and games.
Why?
___Modeling: Examples: ___Modeling: Examples: ___ Complete IMs
Speaking slowly and Speaking slowly and ___ Availability of Materials
clearly, modeling the clearly, modeling the ___ Pupils’ eagerness to learn
language you want language you want ___ Group member’s collaboration/cooperation
students to use, and students to use, and in doing their tasks
providing samples of providing samples of ___ Audio Visual Presentation
student work. student work. of the lesson
Other Techniques and Other Techniques and
Strategies used: Strategies used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration
___Gamification/Learnin ___Gamification/Learnin
g throuh play g throuh play
___ Answering ___ Answering
preliminary preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
__ Differentiated __ Differentiated
Instruction Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
 ___ Role ___ Complete IMs ___ Role ___ Complete IMs ___ Complete IMs ___ Complete IMs
Playing/Drama ___ Availability of Playing/Drama ___ Availability of ___ Availability of ___ Availability of
___ Discovery Method Materials ___ Discovery Method Materials Materials Materials
___ Lecture Method ___ Pupils’ eagerness to ___ Lecture Method ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
Why? learn Why? learn learn learn
___ Complete IMs ___ Group member’s ___ Complete IMs ___ Group member’s ___ Group member’s ___ Group member’s
___ Availability of collaboration/cooperatio ___ Availability of collaboration/cooperatio collaboration/cooperatio collaboration/cooperatio
Materials n Materials n n n
___ Pupils’ eagerness in doing their tasks ___ Pupils’ eagerness in doing their tasks in doing their tasks in doing their tasks
to learn ___ Audio Visual to learn ___ Audio Visual ___ Audio Visual ___ Audio Visual
___ Group member’s Presentation ___ Group member’s Presentation Presentation Presentation
collaboration/cooperat of the lesson collaboration/cooperat of the lesson of the lesson of the lesson
ion ion
in doing their in doing their
tasks tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the lesson 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