1

Supervisory Form 3

COLLEGE OF ST. JOHN-ROXAS LEARNING PLAN

Name of Teacher MISS RUTHCIE MAE D. LATE Grade Level: 6 Date: Sept. 5-9, 2022
Week No: 4
Learning Area: English Quarter: 1st Duration: 1.5 hours
Most Essential Learning Competency:
The learners…
Identify real or make-believe, fact or non-fact images.
EN6VC-IIIa-6.2

Essential Identifying real and make – believe image is a skill that can help become a better reader, viewer and story
Understanding
teller. Through this one can improve his comprehension and study habits.
Essential Why is identifying real and make-believe image important in distinguishing what is real or not?
Question
Learning At the end of the lesson, it is expected that I can:
differentiate real from make-believe; factual from non-factual events through writing and identify
Objectives Knowledge figures of speech in sentences;
Skills draw images or events that are real or make-believe; factual or non-factual; and
Attitudes value the importance of knowing what is real or not.
st
21 Century
Literacy creativity and critical thinking

Elements of the Methodology

Learning Plan
Preparations Motivation/ - The teacher will show the following pictures to students. Students will be asked
- How will I make Introductory to show thumbs up if the picture could be seen in real life and show an X sign
the learners ready? using their hands if the picture could be seen on their imagination.
- How do I prepare Activity
the learners for the
new lesson?
- How will I connect engage
my new lesson with
the past lesson?

-Students will be asked a question why they think the

pictures are real or not.
Presentation Activity - The teacher will then present a short story entitled “Paul the Policeman”.
- (How will I (Collaborative)
present the new Paul the Policeman
lesson?
- What One sunny day, Paul the Policeman was eating his lunch in the city park.
materials will I Suddenly, he looked up and saw a duck stealing a big bag of grapes from the
use? explore
- What nearby fruit shop. Paul the Policeman threw down his sandwich and ran after
generalization / the cheeky duck, calling his other police friends on the radio for backup. Soon,
concept the duck was surrounded by Paul the Policeman and his other police friends.
/conclusion It had nowhere to hide. Paul then discovered that the duck was actually the
/abstraction
should the famous Fruit Shop Bandit who had been stealing fruit from shops all over the
learners arrive city. Paul the Policeman put the duck in his police car. He turned on the sirens
at? so that he could quickly rush the duck down to the police station for
questioning. Later that week, the chief police officer gave Paul the Policeman
a special award for his great work. Thank goodness he had captured the Fruit
Shop Bandit... the city was safe, at last!

-Student will be asked by the following questions to infer whether the following
events or scenes in the story could happen in real life or not:
1. Which of the following sentences could really happen?
a) A Policeman eating his lunch in the city park.
 2

b) A policeman arresting a duck.

2. Which of the following statements could not really happen?
a) A policeman calling his other police friends on the radio for backup.
b) A duck being arrested by stealing grapes.
3. While a policeman calling his other police friends for backup at work so this
statement is real. Which of the following statements could not really happen?
a) A policeman chasing a duck. b) A policeman interrogating a duck.
4. Which of the following statements could not really happen?
a) A policeman receiving an award. b) A duck being a criminal.
Analysis - The teacher then will present these sentences, then students will be asked to
(Guided) identify if the events could happen in real life or not.
1. The plants in her house silently begged to be watered.
2. It is raining cats and dogs.
3. He can swim like a fish.
explore 4. Timmy is as light as a feather.
5. She sells sea shells on the sea shore.
6. He passed away in his sleep.
7. The opportunity knocked at his door.
8. SM has good facilities for differently-abled people.
9. RD is as brave as a lion
10. Sean is the star of our class.
- The teacher will then ask questions why certain events could be real or not.
- The teacher will then elaborate further why the given circumstances could be real
or not.
- The teacher will then present the different figures of speech using the sentences from the previous
activity.
Abstraction - They teacher will further discuss the meaning and functions of each Figure of Speech.
(Focused) - Students will be asked to identify figures of speech found in the story (Paul Policeman) that was
Explain presented in the previous activity.
- Students will be tasked to answer the activity found on their book on p. 53 (Let’s Practice 1).
- The teacher will present another set of pictures, then students will be asked to mark the image (✓)
if the scene is real and an (✘) if not. Students will be asked to write one sentence for each image
justifying their answer.

Practice Application
- What practice (Independent/
exercises/applicatio Collaborative) -Students will be asked to draw an image that are real and not.
n activities will I Students will be asked to make a two paragraph essay about the image they draw.
give to the elaborate This will be evaluated through rubric.
learners?

Assessment evaluate Assessment Matrix

Based on DepEd What will I assess? How will I How will I score?
Memo No. 8, S.O
2015
assess?
Written Work Knowledge Quiz 10
Performance Task Application Essay Rubric
Agreement Reinforcing the day’s lesson Students will be asked the given activity on their book on page 54 (Let’s Practice 2).
Specify asynchronous
activities here that will
further enhance
understanding
Preparing for the new lesson Students will be asked to study the pronouns in advance.
How will students prepare
for your new lesson

Instructional Re-teach Modify some aspects/processes Proceed to the next

Decision
 3

Checked and Approved by:

Revised CSJ-R/ 6-3-16/MRV

Rubric for the Essay

Criteria 5 4 3 2

Focus & Details There is one clear, well There is one clear, well There is one topic. The topic and main ideas
focused topic. Main ideas focused topic. Main Main ideas are are not clear.
are clear and are well ideas are clear but are somewhat clear.
supported by detailed not well supported by
and accurate information. detailed information.

Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction, structure, or
topic, and provides an provides an overview conclusion is included conclusion
overview of the paper. of the paper. A
Information is relevant conclusion is included
and presented in a logical
order. The conclusion is
strong.

Sentence All sentences are well Most sentences are Most sentences are Sentences sound
Structure, constructed and have well constructed and well constructed, but awkward, are
Grammar, varied structure and have varied structure they have a similar distractingly repetitive, or
Mechanics, & length. The author makes and length. The author structure and/or are difficult to
Spelling no errors in grammar, makes a few errors in length. The author understand. The author
mechanics, and/or grammar, mechanics, makes several errors in makes numerous errors
spelling. and/or spelling, but grammar, mechanics, in grammar, mechanics,
they do not interfere and/or spelling that and/or spelling that
with understanding. interfere with interfere with
understanding. understanding.
4