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Supervisory Form 3

COLLEGE OF ST. JOHN-ROXAS LEARNING PLAN

Name of Teacher Miss Ruthcie Mae D. Late Grade Level: 6 Date: Aug. 29-31 – Sept. 1-2
2022
Week No: 3 (On-site)
Learning Area: English Quarter: 1 Duration: 1.5 hours
Most Essential Learning Competency:
The learners…
Compose clear and coherent sentences using appropriate functions of nouns; and distinguish rhyming words.
(Teacher made competency)
Essential Nouns play as the basic information to learn the English language. This is also used greatly in sentence
Understanding
construction and grammar building.
Essential Why are nouns integral part of the language?
Question
Learning At the end of the lesson, it is expected that I can:
identify different functions of nouns in a sentence and recognize the types of rhyme;
Objectives Knowledge
Skills compose clear and coherent sentences using appropriate functions of nouns; and
Attitudes recognize the importance of using appropriate sentences about a given topic.
21st Century Creativity and Critical Thinking
Literacy

Elements of the Methodology

Learning Plan
Preparations Motivation/ The teacher will present a game called “Pass the message”. The teacher will
- How will I make Introductory say a word such as “hat”. Then pass a bean bag (choose another student to give
the learners ready?
Activity another word that rhymes with the recent example). The student will think of a
- How do I prepare
the learners for the word that rhymes with hat, say the word that rhymes, and then give the bean
new lesson? bag choose another student randomly. The game continues with the pass the
- How will I connect engage
message being passed around to different students until no one can think of
my new lesson with
the past lesson? more rhyming words. That student then gets to say a new word and the game
continues.
-Students will then be asked what they can notice with the given examples
during the game.
Presentation Activity Students will be grouped into four. The teacher will then present a song called
- (How will I (Collaborative) “With Music”
present the new - Students will be asked to answer the following questions.
lesson? 1. What does the poem trying to tell us?
- What 2. How does the speaker feel about meeting the person?
materials will I
explore 3. Why do you think the poem is entitled “With Music”?
use?
- What - Students will be asked to circle the rhyming words found in the song and will
generalization / present their work in class.
concept -The teacher will then introduce the type of rhyme and present examples in class.
/conclusion
/abstraction Analysis - The teacher will then present six sentences and students will be asked to circle
should the (Guided) the nouns that rhyme.
learners arrive - The nouns they have encircled will be used in explaining the next topic about
at?
“Functions of Nouns”.
explore
- The teacher will present to students the five common functions of nouns.
Abstraction - The teacher will provide more example for each functions of noun for better
(Focused) understanding.
Explain -Students will then be asked to answer the activity found on their book on p. 34
(Let’s Practice 1) for checking for understanding.

Practice Application - The teacher will ask the students to answer the given activity found on their
- What practice (Independent/
exercises/applicatio Collaborative) book on page 36 “Let’s Practice 2” activity A.
n activities will I
give to the learners? elaborate - The teacher will ask the students to create their own poem about their friends.
They’ll be asked to use nouns and they must indicate the function of each noun in
their poem. Students will be allowed to incorporate drawings on their output for
creativity. This will be evaluated using a rubric.
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Assessment evaluate Assessment Matrix

Based on DepEd
Memo No. 8, S.O
What will I assess? How will I How will I score?
2015 assess?
Written Work Knowledge Quiz 10
Performance Task Application Poem Writing Rubric
Agreement Reinforcing the day’s lesson Students will be asked to answer the given activity on their book on page 36
Specify asynchronous “Let’s Practice 2” activity B for better retention.
activities here that will
further enhance
understanding
Preparing for the new lesson -Students will be asked to review the next topic in advance.
How will students prepare
for your new lesson

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

Decision
Checked and Approved by:
Revised CSJ-R/ 6-3-16/MRV

Poem Writing Rubric

CATEGORY 5 4 3 2 Score
Focus on The entire poem is Most of the poem is Some of the poem is No attempt has been
Assigned Topic related to the related to the related to the made to relate the
assigned topic and assigned topic. The assigned topic, but a poem to the assigned
allows the reader to poem wanders off at reader does not learn topic.
understand much one point, but the much about the topic.
more about the topic. reader can still learn
something about the
topic.
Creativity The poem contains The poem contains a The poem contains a There is little
many creative details few creative details few creative details evidence of creativity
and/or descriptions and/or descriptions and/or descriptions, in the poem. The
that contribute to the that contribute to the but they distract from author does not seem
reader's enjoyment. reader's enjoyment. the poem. The author to have used much
The author has really The author has used has tried to use his imagination.
used his imagination. his imagination. imagination.
Spelling and There are no spelling There is one spelling There are 2-3 spelling The final draft has
Punctuation or punctuation errors or punctuation error and punctuation more than 3 spelling
in the final draft. in the final draft. errors in the final and punctuation
draft. errors.

Title Title is creative, Title is related to the Title is present, but No title.
sparks interest and is poem and topic. does not appear to be
related to the poem related to the poem
and topic. and topic.

Imagery Many vivid, Some vivid, The reader can figure The reader has
descriptive words are descriptive words are out what to picture in trouble figuring out
used. The reader can used. The reader can the poem, but the what imagery the
picture the imagery in somewhat picture the author didn't supply poem is using and
the poem. imagery in the poem. much detail. what the author
wants him/her to
picture.
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