A Semi –Detailed Lesson Plan in English VI-EDISON
Maria Del A. Cortez
I. Objectives
A. CONTENT STANDARD
B. PERFORMANCE STANDARD
C. LEARNING COMPETENCIES
II. CONTENT
(Subject Matter)
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting new lesson
QUARTER II
(ANNOTATIONS)
-PPST INDICATORS/KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVE DURING THE CLASSROOM
OBSERVATION
The learner demonstrates command of the conventions of standard
English grammar and usage when writing or speaking
The learner speaks and writes using good command of the conventions
of standard English
Compose clear and coherent Sentences using appropriate grammatical
structures: -Degrees of comparison on regular adjectives
EN6G-IIa-5.5
EN6G-IIa-5.2
Degrees of comparison on regular adjectives
English K to 12 Curriculum Guide page 131
Drill: Spelling Game (Making Giant Steps) KRA 1, OBJECTIVE 5, Maintain learning
1. beautiful environments that promote fairness, respect and
2. bright care to encourage learning
3. great
4. small - I clearly posted the classroom rules
5. wonderful
- Every learner has the opportunity to answer
equally since the activity is done by group
Review:
Underline the adjectives in the following sentences.
 1. Big worms eat the leaves.
2. The trees are tall.
3. It has yellow fruits.
4. Its flowers are beautiful.
5. Little children climb the tree.
B. Establishing a purpose for the Motivation: KRA 1, OBJECTIVE 3, Display proficient use of
lesson Mother Tongue, Filipino and English to Facilitate
Call three girls in the class with different length of hair. learning
Then, ask the pupils to say something about what they have - I let my learner share their thoughts about
observed.
the lesson for the day.

What do you think is our lesson for today?

C. Presenting examples/
instances of the new lesson
Integration of Mathematics and ESP
Our lesson for today is about degrees of comparison on
regular adjectives.
Let us read a conversation between a mother and her
children.
Mila: I hope Mother comes soon. She told me she will
bring home something from the market.
Allan: I know what it will be – my favorite rice cake.
KRA 1, OBJECTIVE 1, Apply knowledge of
content within and across curriculum teaching
areas
- I presented a dialog which is aligned from the
competency needed to achieve
- I integrated Mathematics and ESP as we
talked about fraction and fair sharing.
- Localization took place through connecting
and introducing market and rice cake.

Mila: Here comes Mother. Mother what do you have for

us?

Mother: A rice cake. It’s still hot. Here it is. Divide it

between the two of you.

Mila: I’m older and bigger than you. I should be the one
to divide it.

Allan: But you always get the larger piece.


D. Discussing new concepts and
practicing new skills #1
Mila: I have the right to get the larger piece. I’m older
and bigger than you. My needs are greater than yours.
Mother: What are you talking about?
Allan: I don’t want Mila to divide it.
Mila: But, Mother I’m older than Allan. I should be the
one to do it.
Mother: Yes, you are right. Divide it now, Mila.
(Mila divided the cake into two pieces, one piece is
bigger)
Mother: Now, Allan since you are the younger one, you
have the first choice.
Allan: That is a good decision, Mother.
Mother: This should teach you, Mila to be fair to your
brother all the time.
Mila: I’m sorry Mother.
Answer the following questions from the dialog.
1. Why did Mila think she should be the one to divide the
cake? 2. Did Allan agree to have Mila divide the cake? Why?
3. What did Mother decide to do after the cake was divided?
4. Was it a fair decision? Why?
5. What did Mila learn from her mother?
Read these sentences from the dialog. KRA 1, OBJECTIVE 1, Apply knowledge of
content within and across curriculum teaching
1. Mila is bigger than Allan. areas
2. Allan is younger than Mila.
 3. Mila is older than Allan. - I presented a dialog which is aligned from the
4. Mila takes the larger piece always. competency needed to achieve
- I integrated Mathematics and ESP as we
How many persons are compared in these sentences? talked about fraction and fair sharing.
The adjectives younger and older are used in comparing two
- Localization took place through connecting
persons.
and introducing market and rice cake.
Roy is in the market. He wanted to buy a T- shirt. He looked
at the tag price.
KRA 1, OBJECTIVE 4, Use effective verbal and
non-verbal classroom communication strategies to
Blue T- Shirt – P 145.00 support learner understanding, participation,
White T- Shirt – P 170.00 engagement and achievement
Red T- Shirt – P 180.00 - I let my learner sharer their ideas and the
things they’ve learned during the discussion
Roy said:

“The blue T- shirt is cheap.”

“The red T- shirt is cheaper than the blue shirt.”
“The white T- shirt is the cheapest among the three T-
shirts.”

In the first sentence, there is no comparison made. This is

the positive form of the adjective cheap.

In the second sentence, two objects are compared. This is

called the comparative form.

In the third sentence, there are three objects being

E. Discussing new concepts and
practicing new skills #2
compared. This is called the superlative form.
Fill in the blanks with the correct form of each adjective in
parentheses.
1. The (small) fish in the world is found in the Philippines.
2. Tabios is even (tine) than anchovy or dilis.
3. Is there any place (hot) than Death valley?
4. Libya has the (high) temperature of all.
KRA 2, OBEJECTIVE 6, Maintain learning
environments that promote fairness, respect and care
to encourage learning
- Board work activities
- Every learner has the chance to go to the board.
 F. Developing Mastery Group Activities: KRA 2, OBJECTIVE 5, Establish safe and secure
(Lead to Formative Group 1 learning environment that promote fairness, respect
Assessment) Complete the chart by supplying the missing form of and care to encourage learning.
adjectives. - I posted the group standards and let my learner
Positive Comparative Superlative read each rule.
studious - I explained to the learner the importance of
gentle respect.
Hungrier -
High

Group 2
Decide Which adjective correctly completes each sentence.
Then rewrite the sentence.
1. Our members are the (more fearless, most fearless).
2. The Rockets are (more gracious, most gracious) than us.
3. Roy is (taller, tallest) than Ben and gets more rebounds.
4. Mark is the (more daring, most daring) player on the court.

Group 3
Rewrite using the correct form of the adjectives in
parentheses.
1. He is also the (loyal) player we have.
2. Of all the players, Chris is the (old).
3. We play the (dynamic) team of all.
4. Our basketball team is called the (dangerous) in the
league.

Group 4
Read these sentences carefully. Choose the correct form of
adjectives.
1. Solomon is the _______ king of all.
a. wise b. wiser c. wisest

2. Yogurt is _______ than chocolates.


G. Finding practical application of
concepts and skills in daily living.
H. Making Generalization and
Abstraction about the lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
a. healthy b. healthiest d. healthier
3. Mayon Volcano is the __________ volcano for me.
a. most majestic
b. more majestic
c. majestic
4. My father is an _____ man.
a. industrious
b. more industrious
c. most industrious
Cross out the correct form of adjectives in each of the KRA 4 OBJECTIVE 16, Applied a personal philosophy
following sentences. of teaching that is learner centered.
1. The Ohio River is the (more important, most important) - The teacher allows her learners to share her
waterway of the state. knowledge and the things they’ve learned about
2. Dorothy is the (young, youngest) child of a family of six. the subject matter.
3. Which of these two books is (more interesting, most
interesting)?
4. Mary is the (efficient, most efficient) girl in the class.
What are the three degrees of comparison of adjectives? PPST DOMAIN 1.1.5 Applying a range of teaching
Adjectives have three degrees of comparison namely: strategies to develop critical and creative thinking as
positive, comparative and superlative. well as other higher order thinking skills.
Compose clear and coherent sentences using degrees of PPST DOMAIN 4.4.2, Setting achievable and
comparison on regular adjectives by crossing out the correct appropriate learning outcomes that is aligned with
form of adjectives in each of the following sentences. learning competencies.
1. Of all the members of the team, Michael is the (faster,
fastest) runner.
2. “Beatles” is (more popular, most popular) than the “Bee
Gees”
3. The Amazon is the (larger, largest) river in the world.
4. Judith is the (taller, tallest) of the twins.
There are some adjectives having irregular forms to show The whole lesson:
comparison. The positive form is already given. Supply the KRA 4 OBJECTIVE 16, Applied a personal philosophy
comparative and superlative forms of each adjective. of teaching that is learner centered.
 Observe correct spelling. - Upon planning the lesson the teacher considered
Positive Comparative Superlative her learners to construct knowledge by
1. bad constructing HOTS questions and differentiated
2. good activities that allow them to have fun while
3. much learning rather than passively acquiring knowledge
4. many the whole period.
5. little
IV. REMARKS

EDNA L. GUANZON, MT1

OBSERVER