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DAILY LESSON PLAN School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ
MT II/ Mentor
Teacher: ARDITAH T. CAMINOC Noted:
Quarter 1 – Week 3 – Day 2 MATILDE C. DUNGZAL
DATE: June 18, 2019 (Tuesday) 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. Objectives: Infer meaning of idiomatic expression using I. Objective: Realize the importance of our forests by I. Layunin: Nakapagsusuri ng sitwasyon bago magbigay
roots ENGV- Ib- 12.4.2.1 preserving them ng pasya/konklusyon. (EsP6PKP-Ia-i-37)
Value Focus: Show openness to criticism II. Paksang Aralin:
II. Subject Matter: Infer the meaning of unfamiliar words A. Paksa: Pagsusuri ng sitwasyon bago magbigay ng
A. Skill: Inferring meaning of idiomatic expression using (affixed) based on the given context pasya/konklusyon.
roots clues (synonyms, antonyms, word parts) B.P. : Mapanuring Pag-iisip (Critical Thinking)
B. References: vocabulary-games-and-activities.pdf, K.P. : Pananagutang Pansarili
and others strategies
Essential English 6 pp.20-23 Sang. : ELC 1.1.1 EKAWP VI pah. 11, Ang Batang huwaran 6
C. Materials: charts, worksheets II. Subject Matter p. 80
D. Integration: Topic: Inferring the meaning of unfamiliar Kagamitan : Tsart
Numeracy – words based on the given context clues Integrasyon:
Literacy - Materials: Enlarged pictures of boyscout and Numeracy –
III. Instructional Procedure: girlscout,copy of the story Literacy -
A. Preliminary Activities Reference: Curriculum Guide EN5V – Ic – 12 and 13 III. Pamamaraan:
1. Drill: Let the pupils read orally the following http://www.k12reader.com/worksheet/context-clues A. Panimulang Gawain 1. Balik-aral: Paano ipinakita ni
idiomatic expressions and their meanings. Integration: Efren na pantay ang kanyang pagtingin sa
1. Scenes/ painted/ Lowry/ street pagbibigay ng pasya?
Numeracy –
Answer: Lowry painted street scenes. B. Panlinang na Gawain
2. film/ the/ has/ plot/ a/ very/ simple Literacy - 1. Pagganyak
Answer: The film has a very simple plot. III. Learning Activities Naranasan nyo na bang malagay sa alanganin dahil
3. important/ the / play / in / part / plays / my/ sa kaibigan?
an/ friend A. Setting the Stage 2. Pagdevelop ng Pagpapahalaga
Answer: My friend plays an important part (Using picture of Girl Scout and Boy Scout ) Refer * Pangkatin sa dalawa (2) ang klase.
in the play to LM, Think and Tell * Ganyakin ang bawat grupong magkaroon ng
4. the/ received/ bad/ good/ and / film/ reviews/ Ask: Who are in the pictures? How many of you maikling debate tungkol sa paksang:
some/ ones are members of the GSP or the Alin ang higit na mainam, ang maagang pag-aasawa o
Answer: The film received some good BSP? ang pag-aasawa sa edad na tatlumpu
reviews and bad ones. What are the common activities of a girl scout (30) pataas?
5. were/ of/ children/ lots/ audience/ in/ sitting/ and a boy scout? * Sabihin:
the / there a. Bago natin simulant ang pagdedebate, bibigyan ko
B. Explaining the students What to do
Answer: There were lots of children sitting ang bawat grupo ng sampung minute
in the audience.
Today we will infer the meaning of the unfamiliar para pag-aralan ang panig na paninindigan.
words that we will encounter in
 2. Review: the story you are about to read.The story we are b. Suriing mabuti ang sitwasyon bago magbigay ng
For each sentence below, study the one word that's in going to read is about the trip desisyon.
bold print. and the activities of the girl scouts. Make a *Debate ng dalawang grupo
See if you can identify the root word along with any guess of their activities. Read the 3. Pagtatalakay *Ipaebalweyt sa bawat grupo ang mga
prefixes and/or suffixes that are pasya/konklusyon nila tungkol sa
story using Directed Reading Teaching Activity
attached to it. paksa
1. We watched a preview of the new Pixar movie. (DRTA) How to do it. *Itanong: Ano sana ang dapat na ginawa ng mga
Root: ____________ Prefix: ____________ *The learner formulates his own hypothesis about kasapi ng grupo para magtagumpay sa
Value: Show openness to criticism the story based on the title, gawain? Makatarungang makapagbigay ng
2. The dancing cat was seen by more than two-million pictures and others before reading. pasya/konkusyon?
YouTube viewers. *The learner reads the text by parts. C. Paglalahat
Root: ____________ Suffix: ____________ After every part, the learner answers the
3. The teacher handed out paper hearts to the students questions about what might Nakabubuting suriin muna ang sitwasyon bago
who had done extra work. happen next based on the context of the magbigay ng pasya.
Root: ____________ Suffix: ____________ D. Paglalapat
4. The magician made the rabbit disappear. story or as revealed by the author. Ano ang nararapat mong gawin kung ikaw ay
Root: ____________ Prefix: ____________ *Confirmation of the hypothesis as the learners hinihingan ng payo ng iyong kaibigan
5. At the end of his performance, the magician made read the text, allowing for tungkol sa problema niya?
a graceful bow to the audience. correction if hypothesis is incorrect. IV. Pagtataya:
Root: ____________ Suffix: ____________ Sabihin kung nagsuri ka o hindi nagsuri sa sumusunod na
3. Motivation: sitwasyon:
The class will have a game called “Match Me”. C. Modeling 1. Nakita mong may pinagkainang plato sa mesa. Si Lita
Teacher will present different words from box Read the story then answer the questions that ang naabutan mo sa bahay. Sinabi mong
A and box B. The teacher will call a volunteer from the follows. siya ang kumain at hindi nagligpit ng pinagkainan.
class to match words from box A to Ask: Story 2. Umiiyak si Nene. Hawak niya ang binti niya na may
box B to form a new word. Last year, the Girl Scouts in anniversary?
our district celebrated dugo. Tiningnan mo ito. Nakita mong may
Who celebrated their
Box A Box B their anniversary with a journey. Whatanniversary?
do you think hiwa ang binti niya. May sugat si Nene.
Micro micro llogy How did they celebrate their 3. Kumakahol si Brownie. Sinilip mo sa bintana kung ano
is the meaning
What was of journey? The purpose
the purpose of this trip
of their trip?
logy ang kinakahulan niya. Nakita mo na
bio nym was to explore
How can theyou
virgin forestsa of
descrice Palawan.
virgin forest?(What sinisingasingan siya ng pusa. Kinakahulan niya ang
homo ure do you meanWhere by do
virgin?) sincecan
you think theweforests
find aofvirgin
Palawan pusa.
struct have not yet been touched by loggers. Many of the
forest? 4. Nakita moa ng isang ticket sa sine sa bulsa ng
scope Girl ScoutsWhatwho wentdid
value weretheindependent
Girl Scout learngirlsabout
and did
the nilalabhan mong pantalon ni Kuya. Sinabi mo sa
agri ple not need help in doing basic or essential things like
forest? nanay mo na nanood siya ng sine. Pinalo siya ni nanay.
multi cooking
Say:and hiking.
To get the What
meaning do you
of athink
word,isitthe
must be V. Kasunduan:
culture meaning of independent? essential? Magsuri muna ng sitwasyon nago magbigay ng pasya o
used in a context and there is a
port able Learning the meaning of cooperation konklusyon.
aqua rium clue.When we say context clue,helped
it meansto get
make their trip a success.
the meaning of the word as it is (guess the meaning of
contra dict
B. Instructional Activities: used with other words. “Therefore, the words
1. Presentation that precede and follow an
The class will read the new words formed. unfamiliar word will help you get its specific
Microscope Biology Homonym meaning. The word or is a signal
Structure that a meaning for a new word will follow.
agriculture multiple portable D. Guided Practice
aquarium Contradict
Refer to LM, Try and Learn
Say: From the new words, you can now give its meaning.
Let us observe words from box A. Do
E. Independent Practice
these words have meaning without connecting Refer to LM, Learn Some More
words from box B? F. Closure
The answer is yes. Because words from Box A are How can we get the meaning of unfamiliar words?
called root words. IV. Evaluation:
For example, the word bio means life, when the word Read the given sentences, then choose one of the
logy which means study is connected words from below that will best fit
to bio it becomes biology which means study of life. the sentence. After this, underline the word in the
Therefore, root word is a basic word which affixes
sentence that gave you clue to the
are added to form a new word and
meaning. And these root words can be used to infer word you chose.
meaning to an idiomatic expression. 1. Every ________ I have breakfast.
2. Modelling/ Teaching: 2. Turn on the _____________. It is dark in this room.
Teacher will present an example of inferring meaning of Vase this letter to the
3. Bring knocking
post office formailing
_____________.
idiomatic expression using roots. 4. IMorning light
can hear someone _______________ write
at the door.
Example: They say that the old lady living in the house 5. Father brought some flowers which mother put in a
at the end road has an evil eye, if she _____________.
catches you in here gaze, you’ll be
malevolently cursed.
Say: The underlined word is the word with a root word. V. Assignment:
To get the meaning of the idiomatic Write 3 words with an affix then give its meaning.
expression find first the meaning of the root word
of the underlined word. The
underlined word malevolently has a root word
‘’mal” which means bad. Therefore the
meaning of the idiom “evil eye” is “to inflict harm
or misfortune”. From the example given
the children can conclude that a root word will help
them to infer meaning of the
idiomatic expression.
3. Guided Practice:
Activity 1
The teacher will post meanings of an idiomatic
expression.
1. declared in law unable to pay outstanding debts
2. full of the possibility of danger, failure, or loss
3. to refuse to grant a request
The pupils will try to give the meaning of an idiomatic
expression paired with a word with a
root word as their clue.
1. to go to the wall – bankrupt
2. a bit dicey – risky
3. turned down – rejected
The pupils who will answer will explain how he chooses
his answer.
The teacher will guide the pupils in answering and
explaining their answers.
Activity 2
The class will be grouped into four. Each group will be
given 1 (one) idiomatic expression
paired with a word having a root word. The group will
make their own sentences with
idiomatic expression given. The meaning of the root
word will be posted for them to construct
a sentence easily. After constructing, have each group
present theiroutput in front of the
class while other group will give insights on the
answers of other group and must be open for
criticism.
1. Greenhorn – novice
2. One- tracked mind – selfish
3. A pretty nasty wallop- foolish
4. A shambles- deterioration
NOV – a beginner, inexperience
SELF- Pertaining to yourself, your own
FOOL – a state of insanity, madness, act
unwisely
DETER – discourage
4. Generalization:
How did you infer meaning of the idiomatic
expressions? How do roots words help in
getting the meaning of the idiomatic expressions?
IV. Evaluation:
I. Get the meaning of the idiomatic expressions from the
sentences using roots. Meaning of
roots are given in the box to give clue. Encircle the letter
of your answer.
1. “The bank has confirmed the loan agreement, so it’s a
done deal.”
a. untruthful statement
b. everything has been decided
c. something is even worse is going to happen
2. Being in a state of insufferable pain for months is a fate
worse than death itself.
a. a disappointing defeat
b. something unfair
c. too extreme to bear, its intolerable
3. He was a complete novice in foreign affairs. He was a
greenhorn!
a. terrifying event
b. inexperienced in his field or situation
c. inflexible person
4. We need some able-and-ready volunteers who are
capable to set-up chairs in the meeting
hall.
a. a man who is healthy and has the ability to do
anything
b. abnormal
c. someone who flatters and bowl down
5. I would like to excuse myself for my abominable
behavior at the party last week. I am afraid I
lost my temper and said something that is very
offensive.
a. causing someone to feel deeply hurt, upset or angry
b. act performed in order to stop something
c. changing one’s opinion
 Root word Meaning
Agree Consent to do
something that has been suggested
Suffer Experience or be
subjected to something bad or unpleasant
Nov New, beginner
Able Having the skill to do
something
Offense Offense – an illegal act
V. Assignment:
Make a sentence with idiomatic expressions. Identify the
root word you used in your composition.
After each sentence explain the meaning of the idiomatic
expressions you used.
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
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 ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above
learners who have caught up 80% above
with the lesson
D.No. of learners who continue ___ of Learners who require ___ of Learners who require additional activities for ___ of Learners who require additional activities for
to require remediation additional activities for remediation remediation
remediation
E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No
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?
____ 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.
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
____ 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, ___Metacognitive Development: Examples: Self assessments,
note taking and studying techniques, and vocabulary note taking and studying techniques, and vocabulary
assignments. assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and ___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
___Schema-Building: Examples: Compare and contrast, ___Schema-Building: Examples: Compare and contrast, jigsaw
jigsaw learning, peer teaching, and projects. learning, peer teaching, and projects.
___Contextualization:  ___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations, media, manipulatives, repetition,
and local opportunities. and local opportunities.
___Text Representation:  ___Text Representation: 
Examples: Student created drawings, videos, and games. Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly,
modeling the language you want students to use, and modeling the language you want students to use, and
providing samples of student work. providing samples of student work.
Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
 ___ 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

Grade VI Grade V
Grade VI
Saturn Jupiter Ceres Saturn Jupiter Ceres Saturn
PL
Mean
MPS
Ave.
MPS

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