School Grade Level VI

GRADE 6 MACABALAN ELEMENTARY SCHOOL

Teacher Learning ENGLISH

SITTIE HALILA S. ABDULLAH
Area
DAILY LESSON Teaching
PLAN FEBRUARY 4, 2020 (WEEK 4) Quarter 4TH
Date and QUARTER
Time
I. OBJECTIVES At the end of the 50- minute period, the pupils are (ANNOTATIONS)
expected to: -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC
 Identify prefixes and words that contain prefixes INDICATORS TO BE OBSERVED
 Determine the meaning of words with prefixes DURING THE CLASSROOM
 Use them as part of the context clue to fully OBSERVATION
appreciate their usage KRA 3:
A. Content Standards  Demonstrates understanding that words are Curriculum and Planning
composed of different parts to know that their
OBJECTIVE # 7
meaning changes depending in context
-Plan, manage and implement
B. Performance  Uses strategies to decode correctly the meaning of developmentally sequenced
Standards words in isolation and in context teaching strategies to meet
C. Learning  Summarize the information from a text heard curriculum requirements
Competencies/ through various teaching
 Inferring meaning of borrowed word using
Objectives contexts.
-prefix
Write LC code for each EN6LC-IVd-2.23 MOV 1- Planning is everything.
EN6V-Id-12.4.2.3 The aspect of teaching is very
II. CONTENT Clarifying meaning of text heard important that it can alone
Inferring meaning of borrowed word determine the failure or success
PREFIX of a teacher.
III. LEARNING MOV 2- Subject matter area is
taught and learned in the K-12
RESOURCES
Curriculum.
A. References
MOV 3- Developmentally
1. Teacher’s English Curriculum Guide
sequenced teaching and learning
Guide/Pages processes can be observed since
2. Learner’s Materials ESSENTIAL ENGLISH this refer to the order of
Pages activities that keep learners
3. Textbook Pages Pages 335-336 engaged in the content and
4. Additional Materials English DLP Module 5 purposely scaffolds learners
from Learning Resource Words With Affixes – Prefixes pages 48-58 towards achieving the lesson’s
(LR) portal objectives by maximizing allotted
time.
B. Other Learning TV, Notebook computer, Meta strips, piece of the story KRA 3:
Resources  https://www.youtube.com/watch?v=Gey0Yr6bl9I Curriculum and Planning
 https://www.youtube.com/watch?v=LrTIwTr35ss
OBJECTIVE # 9
 https://www.education.com/lesson-plan/perfect- -Selects, develops, organizes
prefixes/ and uses appropriate teaching
 https://www.education.com/download/lesson- and learning resources,
plan/prefixes/prefixes.pdf including ICT, to address
 https://www.education.com/download/lesson- learning goals.
plan/perfect-prefixes/perfect-prefixes.pdf MOV- The teacher utilizes online
 https://educators.brainpop.com/lesson-plan/3-2-3- platform to download related
prefixes-lesson-plan/ materials aligned to the learning
 http://www.lessonsnips.com/lesson/prefixes goals. The use of ICT in the
classroom is to ensure learner’s
 https://www.youtube.com/watch?v=OasbYWF4_S8
active participation during the
 https://www.factmonster.com/math-
class discussion.
science/mathematics/numerical-prefixes
 https://www.really-learn-english.com/prefixes-and-
suffixes-worksheets.html
IV. PROCEDURES
A. Reviewing Let the pupils watch the video clip about the 3 Rs that is KRA 1:
previous lesson or timely trending and highly needed to have a better Content Knowledge and
presenting the new environment. Pedagogy
lesson
 OBJECTIVE # 1
-Applies knowledge of content
within and across curriculum
teaching areas.

Have recall previous knowledge about prefixes and root MOV- The lesson in Health and
words. Science here is integrated since
it discusses on how to take good
Write this list of words on the board: refill, rewind, reenter, care of the Mother Earth.
redo. Ask the pupils to describe what they notice about these
words. Pupils will most like say that words all begin with “re.”
B. Establishing a Explain to the pupils that there is a prefix on each of the
purpose for the words, and that the prefix changes the meaning of the
lesson
root or base word. Tell pupils that today we will learn
about several different prefixes.

Explain to pupils that a prefix is a group of letters that

come before a root or base word. The prefix is a
special group of letters because it changes the meaning
of the root word and makes an entirely new word.

Emphasize that the root word is a word on its own. A

prefix is a group of letters and not a word that can stand
on its own.

Hold up the prefix “un.” Tell pupils that “un” is an KRA 1:

example of prefix. Explain that by adding “un” to the Content Knowledge and
beginning of this word, we can change its meaning. Pedagogy

“Un” usually means “not” or “opposite of.” Whenever we

see the letters “un” together at the beginning of the OBJECTIVE # 2
word, we know it means “not” or the “opposite of” the -Applies a range of teaching
root word. strategies that enhance learner
achievement in literacy and
Now show pupils the word “uncle”. Tell pupils that the numeracy skills.
letters “u” and “n” are present at the beginning of
MOV- Literacy instruction is
“uncle.”
embedded in all learning areas.
The ultimate goal of literacy
Refer back to the definition of a prefix. Point out that if instruction is to build learner’s
we remove the “un” from the word uncle, “cle” cannot comprehension. Through the use
stand on its own as a root word. Therefore, this is not a of pictures, charts, graphics
word that includes a true prefix. organizers, etc., learners
enhance their visual literacy
Study the table below. They are frequently used in skills, the ability to interpret,
Scientifical and Mathematical terms. negotiate, and make meaning
Prefix Meaning Examples from information presented in
Number Mono- One Monotone the form of image, chart, etc.
Bi- Two Bicycle
Tri- Three Triangle The ability to interpret graphs
Multi- Many Multiply and charts can enhance learner
Poly- Many Polygon achievement in literacy and
Quantity Super- Great Superstar numeracy.
Mega- Huge Megaphone
Macro- Whole, big Macromedia
Micro- Tiny Microphone
Mini- Small Miniskirt

Time Ante- Before Anteroom

Pre- Before Preview
Post- After Posttest
Ex- Former Ex-mayor
Retro- Back Retrograde

Showing a graphic organizer that can help them

 visualize the usage of prefix.

C. Presenting The teacher will let the pupils to watch another video clip in
examples/instances class while pupils are encouraged to listen attentively.
of the new lesson

KRA 2:
Learning Environment and
Diversity of Learners

OBJECTIVE # 5
-Manages learner behaviour
constructively by applying
positive and non-violent
discipline to ensure learning-
focused environment.

MOV- To avoid and prevent

misbehaviour, class house rules/
standards/guidelines is set to be
*Giving of Classroom Rules
reminders of their duties while
* The 5 P’s:
the class is going on.
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared KRA 1:
Content Knowledge and
5. Be Peaceful
Pedagogy
1. Be an active learner and be a good listener.
2. Don’t speak any bad words or offensive. OBJECTIVE # 3
3. Be kind, polite and courteous to others. -Applies range of teaching
4. Keep your hands and feet to yourself.
strategies to develop critical and
creative thinking as well as other
5. Be respectful to your classmates, teachers and
higher- order thinking skills.
property.
6. Listen to the teacher and classmates, and follow MOV- Development through
directions. modeling is used here. This is to
develop critical and critical since
7. Work hard and always do your best. the teacher is doing the explicit
8. Be safe. Don’t cause trouble to anyone. Be a peace- instruction.
maker at all times.
9. Raise your hand when you would like to speak in
class or if you need to leave the classroom for any KRA 3:
Curriculum and Planning
reason. OBJECTIVE # 7
 -Plan, manage and implement
Demonstrate putting the two cards together. Tell developmentally sequenced
students that now you have a new word, “unwrapped.” teaching strategies to meet
curriculum requirements
Discuss the meaning of this new word: the opposite of through various teaching
covered completely by something. contexts

Tell pupils that if you take the prefix and the root word apart, MOV- Scaffolding is everything
the word “wrapped” can still stand by itself and have since it refers to concretize
meaning. Emphasize that a prefix cannot stand on its own or things that learners need to be
be substituted in a sentence for a word with similar meaning. guided using simple, basic
activities at the beginning,
Show pupils the word “cooked” on a card, and discuss the leading to more complex
meaning of “cooked.” Tell students that once again, we can learning encounters as to reach
use our prefix card with “un” to change the meaning of the to the point where learners are
word. able to master a specific
learning competency.
When we put the prefix and root word together, we create a
new word with a new meaning. We have the word
“uncooked,” meaning not cooked.
D. Discussing new Introduce pupils to the most common prefixes and
concepts and teach their meanings: re, in, im, dis, pre, mis.
practicing new skill #1

Repeat several examples using the steps above, making

sure to include a discussion about the meaning of the
new word formed when a prefix is added. Make sure to
include non-examples.

De-is a prefix of Latin origin which has several

meanings. It means “down” as in descend or to go
down or move away from as in depart.

Fill in the blanks with the appropriate words from the

box.

Despise deducted delegate

Decline delete Deteriorating detour

Depressed derailed

1. When you turn down an invitation, you _____it.

2. The peace-and order situation in the country is said to be
going down from bad to worse. We can say that it
is______________.
3. When a person’s spirit is low, we could infer that she/he
is____________.
4. When we look down on someone with disfavor or
contempt, we may be said to _______________.
5. While driving, you are forced to leave the highway because
of road repairs. Therefore turned away on a
_________________.
6. But when a train jumps away from the rails, we say that it
KRA 2:
is_____________.
Learning Environment and
7. When we take out a word from a message, Diversity of Learners
we_____________ it. OBJECTIVE # 4
8. Certain amounts can be taken away or _________from -Manages classroom structure to
someone else’s income or salary. engage learners, individually or
9. A person who is sent to attend a conference as a
in groups, in meaningful
exploration, discovery and
representative is called a _______________.
hands-on activities within a
 Teacher Rubric for Group Work range of physical learning
environments
This rubric will be used to evaluate your group's work
as a team. MOV 1- Classroom Structure-
this refers to the physical set-up
Team members: of the learning environment,
___________________________________________ which generally includes the
Let the pupils to be tiered by arrangement of chairs in the
 Criteria Beginning Developing Accomplished Exemplary
the flexible grouping classroom designed to maximize
       
3 points learning.
1 point 2 points 4 points Group 1: The Red Team will
 
do the Activity A MOV 2 -Pupils are grouped
One or more All members All All members
members do contribute, but members contribute Group 2: The Yellow Team together so that they can have
Contribution 

not some contribute equally, and meaningful hands-on learning by

will do the Activity B
contribute. contribute more equally. some even working as a team that require
than others.  contribute Group 3: The Blue Team will physical participation of learners
more than do the Activity C.
was to construct, consolidate or
required. All teams will be graded with explain concepts that leads to
Teacher Members work Members All members the use of rubrics. learners’ full understanding of
intervention well together work well work well concepts and how they relate to
Cooperation 

needed often some of the together together all

to help group time. Some most of the of the time;
other concepts.
cooperate. teacher time. assist others
  intervention   when
needed. needed.
MOV 3 -They can have
  discovery learning activities that
Team needs Team is on task Team is on Team is on require learners to draw on their
frequent some of the task most task all of past and existing knowledge to
On task 

teacher time. Needs of the time. the time. discover facts, relationships, and
reminders to teacher Does not Does not
get on task. reminders. need any need any new knowledge to be learned.
    teacher teacher
reminders. reminders. KRA 2:
Members Members need All Each Learning Environment and
need frequent some teacher members member
teacher intervention to listen to listens well Diversity of Learners
Communication 

intervention be able to listen each other to other

to listen to to each other and speak members. OBJECTIVE # 6
each other and speak to to each Each -Uses differentiated,
and speak to each other other in member
each other appropriately. equal speaks in developmentally appropriate
appropriately.  amounts. friendly and learning experiences to address
encouraging
tones.
learners’ gender, needs,
strengths, interests and
experiences.

MOV 1- The learners are

given differentiated activities
according to their strengths
and interests.

MOV2- By applying
differentiated activities with
rubrics, the learners are
encouraged to have active
participation.

E. Discussing new Numerical Prefixes

concepts and A numerical prefix lets you know how many there are of a
practicing new skill #2 particular thing. Here are some common numerical prefixes. KRA 1:
Prefix Prefix Sample words Content Knowledge and
meani Pedagogy
ng
uni- 1 unicorn: mythical creature with one horn
OBJECTIVE # 2
mono 1 monorail: train that runs on one track
-Applies a range of teaching
 - strategies that enhance learner
bi- 2 bicycle: two-wheeled vehicle achievement in literacy and
tri- 3 triceratops: three-horned dinosaur numeracy skills.
quadr 4 quadruped: four-footed animal
- MOV 1- Numeracy can be
quint- 5 quintuplets: five babies born at a single birth taught across the curriculum. It
penta 5 pentagon: figure with five sides doesn’t need to be taught only
-
by a Mathematics teacher.
hex- 6 hexapod: having six legs, an insect, for
example
sex- It can be observed here that
6 sextet: group of six musicians
hept- 7 heptathlon: athletic contest with seven some mathematical concepts
events here are discussed through
sept- 7 septuplets: seven babies at a single birth prefix and its meaning.
octo- 8 octopus: sea creature with eight arms
nove 9 novena: prayers said over nine days MOV 2- Numeracy is more than
m- counting numbers. It should
deka- 10 decade: a period of 10 years promote development of
or
vocabulary
deca-
cent- 100 century: a period of 100 years
hecto 100 hectogram: 100 grams
-
milli- 1000 millennium: a period of 1,000 years
kilo- 1000 kilogram: 1,000 grams
mega- million megaton: one million tons
giga- billion gigawatt: one billion watts

De-is also used to give the idea of reversing or undoing.

Example:
Decode deflate decrease
Before a coded message can be understood, we must
undo or decode it.

De also means completely or entirely.

Example:
A forest is said to be deforested if it is entirely stripped
of trees and other plants.
When old buildings are torn down completely, we use
the word demolished.
F. Developing mastery Match words with prefix de with its meaning.
(Leads to Formative
Assessment)
A B

1. Decay a. To send out of the country

2. Declined b. To press down
3. Decode c. Feeling down or sad
4. Decrease d. To take out or to remove
5. Deduct e. To lower or break down into
small amount
6. Dejected f. To break down words
7. Depress g. To go down or to drop
8. Deport h. To break down

G. Finding practical In what instances do you think that knowing prefixes is .

applications of important?
concepts and skills in Did you find it easy to understand the new word form by
daily living
knowing the meaning of the prefixes?
H. Making Let’s remember this.
generalizations and
abstractions about the A prefix is a syllable or syllables placed at the beginning of a
lesson
root word.

A root word is a word that can stand on its own. It cannot be

divided into smaller parts and still retain its meaning.
 The meaning of a word can be figured out by putting
together the meaning of its prefix and the root word.
I. Evaluating learning Prefixes
Complete the sentences by writing the correct prefix in the KRA 4
blank space. You can use a dictionary to help you. Assessment and Reporting

dis- -in mis- re- un- under- OBJECTIVE # 10

-Designs, selects, organizes and
1. I just can't believe it! The story is _____believable! uses diagnostic, formative and
summative assessment strategies
2. No, that answer is _____correct. It is wrong.
consistent with curriculum
requirements.
MOV- The use of formative
3. Let's look at this information again. We should _____view
assessment consistent with
it before the test.
curriculum requirements is
followed in order to interpret
4. I saw Allison just a moment ago, but now I can't find her!
the result of the learners’
It seems that she _____appeared! progress.

5. Oh, I'm sorry, I didn't hear you correctly. I

_____understood you.

6. The subway does not go over the land like a normal train.
It moves _____ground.
J. Additional activities Study some common adjective suffixes, their
for application or meaning, and an example word.
remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons 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 help
me solve?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?

Time Observed: 9:00-9:50

Date Observed: February 4. 2020

Observed by:

MS. ADELINA F. ENCABO

School Principal II