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DAILY LESSON PLAN School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ
MT II/ Mentor
Q1W5D1
Teacher: ARDITAH T. CAMINOC Noted:
MATILDE C. DUNGZAL
DATE: July 1, 2019 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: Infer the speaker’s mood. EN6LC-Ie- I. Objectives I. Layunin: Isinasaalang alang ang kapakanan ng mga
2.11.2 Analyze sounds devices ( onomatopoeia, apektado sa paggawa ng pasya.
Value Focus: Be courageous to do something (EsPKPK.Ia-i-37)
alliteration, assonance )
II. SUBJECT MATTER: II. Paksang- Arallin: Pasya para sa Nakararami
II. Subject Matter B.P: Katotohanan
A. Skill: Inferring speaker’s mood.
B. Reference: English 6 Basics and Beyond pp. 164- Topic: . Sound devices ( onomatopoeia , K.P : Mapanuring Pag- iisip
166 alliteration,assonance) Sanggunian: CG 1.1.2, Kabutihang Asal 6, pahina
Ready-Made Lesson Plan in English 6, Materials: Charts/paragraph,pictures, cartolina 108-110
pp. 341-348 strips,activity sheet, Kagamitan: Larawan
C. Materials: Chart, flashcards Reference: EN5LC-Ie – 2.11.1 / 2.11.2/ 2.11.3 III. Pamamaraan:
D. Integration: A. Panimulang Gawain:
http://www.literarydevices.com/
Literacy – 1. Pagsasanay: Sabihin ang kahulugan ng mga
Focused Skill: Analyzing sumusunod na salita:
Numeracy -
Value: Presence of min Mapanuri Nagtalo Nagwika
III. INSTRUCTIONAL PROCEDURE:
A. Oral Language Activity III. Procedure 2. Balik- aral
ATMOSPHERE HUMUROUS A. Setting the Stage Bakit pinagtawanan at tinawag na “manok” si
AWFUL Look at the picture. Rey?
FEELING GLOOMY Mahalaga ba ang naging pasya niya?
B. Pre-Listening B. Panlinang na Gawain
1. Unlocking of Difficulty 1. Pagganyak
curiosity – inquisitiveness Ano ang nakikita ninyo sa larawan?
The child is very curious to see the 2. Paglalahad
Pagbabasa ng kuwento ng mga bata
object inside the box.
Ang Matalinong Hari
mournful – sorrowful Kilala si haring Solomon sa pagiging mahusay at
The people of Ormoc is mournful after matalin0ong hari. Minsan sa kanyang kaharian
the Typhoon Yolanda. dalawang ina ang nagtalo. Inaangkin nila pareho ang
weariness – tiredness isang sanggol. Ang sabi ang isang ina ay anak daw niya
The children feel weary after playing ang bata. Ang sabi naman ng isa ay sa kanya daw ang
the volleyball. sanggol. “Yamang hindi natin malaman kung sino sa
 jubilation – triumph, joy
To pass any kind of test is a jubilation.
2. Motivation
Say: How are you today class? Who among you
here feel good? bad?
Class it is very important for us to feel
great so that we can understand and
internalize our lesson today which is about
MOOD. Make sure that you are all
in good mood today. (Setting the mood of
the learners)
C. During Listening
Retell the story “The Swan Maiden” on pp. 75-81 of
English for You and Me, Reading 6.
Recall the important events that create different
moods.
Values Infusion: Be courageous enough to do things I
for the goodness of everyone.
D. Teaching/Modelling
Mood – is the atmosphere or the emotional
setting created by a piece of literary
work. - It can be good, bad or medium.
When you’re in the great mood,
everything you look at seems great. But
when you’re in an awful mood,
everything seems to go wrong. In poems
and stories, writers can create
moods too. He can create a humorous
mood, or a dark, somber mood. You
can determine the mood of the story by
looking at the details the writer has
chosen.
Example: The night was dark and stormy.
The dogs are howling. (scary mood)
The man kicked and threw the
poor cat out of his house. (anger)
There was plenty of food and the
music was playing. Everybody was
having a good time.
(happiness /fun)
E. Post Listening:
GROUP ACTIVITIES:
GROUP 1:
Reads the sentences below and identify the mood
of the following passages. Choose
your answer from the choices below.
Say: What do you see in the picture?
Can you imitate the sounds of it?
B. Explaining the students What to Do
Say: Today we discuss about the sound
devices using onomatopoeia, alliteration,
and assonance.
 What is onomatopoeia?
Onomatopoeia is when a word’s
pronunciation imitates its
sound.
Example:
could hear the crowd murmur as the news spread.
 What is alliteration ?
- Alliteration happens when words that
start with the same sound are used
close together in a phrase or
sentence. The sound is usually a
consonant and the words don’t have
to always be right next to one another.
- One of the fun features of
alliteration is when it becomes a
tongue twister.
Example:
She could feel her son’s sweet smell of success.
 What is assonance?
-Assonance takes place
when two or more words close to
one another repeat the
same vowel sound but start with
different consonant
sounds.
Example:
inyong dalawa ang nagsasabi ng totoo, inuutos ko na
hatiin ninyo ang bata, ng sa gayon Ay pareho kayo
magkaroon ng anak”, wika ng hari. Biglang umiyak ang
isa sa dalawang ina at nagsabi,”huwag pio, huwag po
ninyong hatiin ang bata.mas nanaisin ko po na mapasa
kanya ang bata kaysa Makita kong mamatay sa
pagkahati. Mahal na Hari sa kanya na lamang po ang
bata.” “Ibigay ang bata sa babaeng ito. Siya ang tunay
na ina ng batang ito.” Pag uutos ng hari.” Paano po
ninyo natiyak, Mahal na Hari?’, nagtanong ang isang
alagad. “Madali lamang. Ang isang tunay na ina ay
handang magparaya at magpakasakit para sa kanyang
anak.Nakita ko sa babaeng iyan.” pagpapaliwanag ni
haring Solomon.
3. Pagtatalakay:
a. Tungkol saan ang binasa ninyong kuwento?
b. Ano ang ipinag-utos ng hari na gawin sa bata?
c. Bakit umiiyak ang isang ina?
d. Paano natiyak ni Haring Solomon na ang umiiyak ang
siyang tunay na ina? e. Matalinong
pagpapasya ba ang ginawa ng hari? Bakit?
4. Paglalahat:
Laging tandaan na ang pasya mo ay dapat na angkop
at wasto batay sa iyong
mapanuring pag-iisip.
5. Paglalapat:
Pangkatang Gawain
a. Gumawa ng sariling dula-dulaan tungkol sa sitwasyon
na nangangailangan ng
tamang desisyon at mapanuring pag iisip.
b. Bawat pangkat ay may labinlimang minuto ng
pagtatanghal. c.
Pagkatapos ng pagtatanghal, ipaliwanag ang nagging
pasya at solusyon ng
Suliranin.
IV. Pagtataya:
Sagutin kung tama o mali ang isinasaad ng bawat
pangungusap.
1. Sumang-ayon sa lahat ng sasabihin ng kaklase.
2. Pag-isipan ang bawat desisyon o pasya.
3. Alamin ang dahilan bago tumanggi o sumangayon sa
isang pasya.
4. Ipaalam sa magulang ang desisyong nabuo.
5. Mangalap ng tamang impormasyon para sa wastong
pagpapasya.
V. Kasunduaan
Gumupit ng ibat – ibang larawan na nagpapahiwatig ng
problema ng isang pamayanan. Suriin
ito isulat ang maaring solusyon o pasya na mabubuo mo
batay sa iyong ipinakitang larawan.
 1. The telephone rang. Amy
The took
silken the call “Hello.”
tent.
She said. “Whom do you like to talk A. Modeling
to?” Suddenly her face turned deathly pale. She The teacher will give more sample of
let the phone drop from her hand
sound devices
and slump in the nearby bed and fainted.
a. shocked b. surprised c. (onomatopoeia, alliteration, assonance)
joy Refer to LM.
2. “You’re going to be alright.” Jean added. “We’ll
take you home. Where do you live?” Say:
The girl began to sob. She buried her face in
her hands and her little body shook. 1. Which example /sentence
a. doubt b. anger c. imitates its sound ?
assurance 2. Which sentence start with the
3. In the meantime, Amy’s friends were trying to same sound are used close
bring her back to consciousness. together in a phrase or
They were r rubbing the back of her neck. Hilda
sentence?
put a wet towel on her forehead. In
a few seconds, she opened her eyes and looked 3. From the examples given by
around, puzzled at the anxious the teacher which sentence
face. takes place when two or more
a. hate b. admiration c. words close to one another
surprise repeat the same vowel sound
4. It is a red-letter day. The school ground is but start with different
decorated with red, yellow and blue
consonant sounds?
buntings. Children are wearing multi-colored
costumes. There is a smile in B. Guided Practice
everyone’s lips. There is ___________ mood in the The teacher will present new sentences
air. to analyze the sounds
a. fearful b. lonely c. devices. Arrange it on the table below.
festive 1. The sheep went, “Baa.”
5. Rina’s heart beats faster and faster. She heard
somebody walking along the 2. Silence your cellphone so
corridor and pulling a chair yet nobody’s there. that it does not beep during the
a. fear b. anger c. movie.
sadness 3. We light fire on the mountain.
GROUP 2: 4. I feel depressed and restless.
Analyze and infer the general mood of the 5. Dan’s dog dove deep in the
following: dam, drinking dirty water as he dove.
1. The crowd stand in silence, their eyes 6. Eric’s eagle eats eggs,
downcast. A woman’s wail broke the enjoying each episode of eating
stillness as the devil Wang San started to talk. C. Independent Practice
2. After the big quake, one could hear the moaning Group Activity
and crying. There was destruction
and death all around. Buildings fell to the
ground. Bridges were cut into halves.
3. He’ll broke loose. There was a pandemonium in
the air. The mob couldn’t be Analyzing the sound devices used in the
controlled. Bats and chairs flew around. sentences.
The afternoon.
4. It is a quiet and cool large dog said, “Bow-wow!”
Everything
Both bees and buzzers buzz. Group 1: List down
seemed to stand still. Mother and father
the sentences
sit in the balconyThe bird’s chirp filled
while the children take the empty night air
a nap.
5. A long queue for Honesty
men andiswomenthe best policy.
walk along the sound devices
road following the blackLet the cat out of the bag.
limousine ( onomatopoeia )
A stitch
car. There was silent in time
sobbing andsaves nine.
crying. Group 2:
GROUP 3: Alice’s aunt ate apples and acorns around August. List
Read each selectionBecky’s beagle
carefully. Thenbarked
answerandthebayed, becoming bothersome for Billy. down
questions after it. Carrie's cat clawed her couch, creating chaos.
the
One windy Saturday morning, I was walking over
to Pepe’s house. All of a sentences sound devices ( alliteration )
sudden, a huge white thing came around the corner Group 3: List down the sentences sound
of the house. It flew right at me. It devices ( assonance )
have been a ghost. I didn’t stay to find out. I just ran D. Closure
home. Differentiate the sound devices learned
1. How did you feel while reading the story? After
today. ( onomatopoeia, alliteration,
reading the story?
2. What words/expressions made you feel this way? assonance )
Cite instances when you feel that IV. Evaluation Directions: Read and analyze the
way. sound devices used in the sentences (
3. What is the general mood of the story? onomatopoeia, alliteration, assonance ).
F. Generalization
What is mood? 1. The early bird catches the worm.
What are some examples of mood? 2. The squeaky wheel gets the grease.
How do you infer the mood in a sentence? Story? 3. Go and mow the lawn.
IV. ASSESSMENT: 4. Johnny went here and there and
Infer the mood of the following sentences. Choose everywhere.
the answer from the box. 5. The engineer held the steering to steer
1. William Tell lifted the bow and aimed at the apple. the vehicle
His heart beats fast. He closed his
eyes an instant and prayed, “Help me, Lord.” He
opened his eyes, took a deep breath,
and released the arrow. William Tell felt
______________. (angry, calm, tense)
2. The people saw the arrow speed to the people and
bury itself in the center. The apple
fell to the ground and a great shout arose from the
onlookers. The little boy ran
forward to his father’s arms and William Tell
hugged him. Everyone felt __________.
(joyful, disgraced, flattered)
3. The Swiss disliked the Austrian soldiers who
strutted around and ordered the citizens
to bow to. They kicked Adeline because she did not
mind them. The soldiers were
__________ . (arrogant, pious, impolite)
4. The guerrilla leader’s voice was low but
determined. “We must be brave and fight for
our freedom. We cannot allow invaders to trample
on these sacred shores. We shall
fight them to the last drop of our blood. Men, are
you with me?” The leader was
_____________. (indifferent, determined,
discouraged)
5. The tortured prisoner was moaning softly. She was
tied to her bed, her flesh streaked
with blood where the whips had bitten into it. She
closed her eyes and whispered,
“Mother of God, help me. I must not give in. Help me
keep my mouth shut. They must not
get names from my lips. ” The prisoner was
_____________. (desperate, courageous,
coward)
V. ASSIGNMENT:
Copy a short paragraph from varied sources. Infer the
mood of the writer
V.REMARKS
VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
80% in the evaluation to the next 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 ___Pupils did not find ___Pupils did not find difficulties in answering their lesson. ___Pupils did not find difficulties in answering their lesson.
additional activities for difficulties in answering their ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in answering their lesson.
remediation lesson. ___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the lesson because of lack of
___Pupils found difficulties in knowledge, skills and interest about the lesson. knowledge, skills and interest about the lesson.
answering their lesson. ___Pupils were interested on the lesson, despite of some ___Pupils were interested on the lesson, despite of some
___Pupils did not enjoy the difficulties encountered in answering the questions asked by difficulties encountered in answering the questions asked by
lesson because of lack of the teacher. the teacher.
knowledge, skills and interest ___Pupils mastered the lesson despite of limited resources ___Pupils mastered the lesson despite of limited resources
about the lesson. used by the teacher. used by the teacher.
___Pupils were interested on ___Majority of the pupils finished their work on time. ___Majority of the pupils finished their work on time.
the lesson, despite of some ___Some pupils did not finish their work on time due to ___Some pupils did not finish their work on time due to
difficulties encountered in unnecessary behavior. 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

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 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?
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___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:  ___Modeling: Examples: Speaking slowly and clearly,
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:  ___ Group collaboration
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.
___ of Learners who earned 80% above
___ of Learners who require additional activities for
remediation
___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:  ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition,
and local opportunities.
___Text Representation:  ___Text Representation:
Examples: Student created drawings, videos, and games.
modeling the language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ of Learners who earned 80% above
___ of Learners who require additional activities for
remediation
___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.
 
Examples: Demonstrations, media, manipulatives, repetition,
and local opportunities.
 
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 ___ Lecture Method
Other Techniques and Why? Why?
Strategies used: ___ Complete IMs ___ Complete IMs
___ Explicit Teaching ___ Availability of Materials ___ Availability of Materials
___ Group collaboration ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___Gamification/Learning ___ Group member’s ___ Group member’s
throuh play collaboration/cooperation collaboration/cooperation
___ Answering preliminary in doing their tasks in doing their tasks
activities/exercises ___ Audio Visual Presentation ___ Audio Visual Presentation
___ Carousel of the lesson of the lesson
___ 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

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