School
GRADES 1 to 12
DETAILED LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives (Write
the LC code for each)
II. CONTENT
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
ADELA ELEMENTARY SCHOOL
Teacher
Teaching Dates / Time:
MONDAY
June 10, 2019
Demonstrate understanding that
words are composed of
different parts to know that
their meaning changes
depending in context
Uses strategies to decode
correctly the meaning of words
in isolation and in context
Infer the meaning of unfamiliar
words (compound) based on
given context clues (synonyms,
antonyms, word parts) and
other strategies
Code: EN5V-Ib-12 and 13
Inferring the meaning of
unfamiliar words (compound)
based on given context clues
(synonyms, antonyms, word
parts) and other strategies
Teachers Manual pp. 4
Joy in Learning English pp. 6-7
Grade Level:
ANGELI A. LIM
June 10-14, 2019
TUESDAY WEDNESDAY
June 11, 2019 June 12, 2019
Demonstrates command of the
conventions of standard English
grammar and usage when
writing or speaking
Uses the correct function of
nouns, pronouns, verbs,
adjectives, and adverbs in
general and their functions in
various discourse (oral and
written)
Compose clear and coherent
sentences using appropriate
grammatical structures:
- Aspects of verbs
(Present Tense Form of
the Verbs)
Code: EN5G-Ia-3.3
Composing clear and coherent
sentences using appropriate
grammatical structures:
- Aspects of verbs
(Present Tense Form of
the Verbs)
Teachers Manual pp. 5
Joy in Learning English pp. 10-11
V
Learning Areas: ENGLISH
Quarter: FIRST
THURSDAY FRIDAY
June 13, 2019 June 14, 2019
Demonstrates command of the Demonstrates understanding of
conventions of standard English different formats to write for a
grammar and usage when writing variety of audiences and purposes
or speaking
Uses the correct function of nouns, Draft texts using appropriate text
pronouns, verbs, adjectives, and types for a variety of audiences
adverbs in general and their and purposes
functions in various discourse (oral
and written)
Compose clear and coherent Plan a two to three paragraph
sentences using appropriate composition using an
grammatical structures: outline/other graphic organizer
- Aspects of verbs (Past and
HOLIDAY Future Tense Form of the Code: EN5WC-Ia1.1.6.1
Verbs)
Code: EN5G-Ia-3.3
Composing clear and coherent Planning a two to three paragraph
sentences using appropriate composition using an
grammatical structures: outline/other graphic organizer
- Aspects of verbs (Past and
Future Tense Form of the
Verbs)
Teachers Manual pp. 5 Teachers Manual pp. 6
Joy in Learning English pp. 11-12 Joy in Learning English pp. 13-14
B. Other Learning Resources Short paragraph, activity sheets, Pictures, metacards Pictures, metacards, activity sheets Pictures, graphic organizers,
pictures outline

IV. PROCEDURES
A. Review previous lesson or 1. Spelling Drill 1. Pronunciation Drill 1. Spelling Drill 1. Spelling Drill
presenting the new lesson
2. Review 2. Review 2. Review 2. Review
Give example of facial What are compound words? What is a present tense? Give What is an outline? What are the
expression. Give examples of the three types examples of present regular form. steps in making an outline?
of compound words.

B. Establishing a purpose for the
lesson
Have you experienced riding a
bus? Did you experience
witnessing a commotion on
your community? What did you
feel?
Show pictures of trees, flowers,
birds, rivers.
Ask: Do you take care of our
environment? What activity do
you usually do to take care of
our environment?
Show the picture. Let the pupils
describe the picture.
Show the picture. Ask: Who is in
the picture? What makes him so
popular around the world? What
characteristic of a Filipino does
he signify? As a Filipino, how do
you show respect to others? To
God?

C. Presenting The pupils will read the Read the following sentences. Read the paragraph below. Answer Analyze the following graphic
examples/instances of the new paragraph. Answer the 1. Without mangroves, the comprehension questions. organizer. Answer the questions
lesson comprehension questions that coastlines erode, and that follow.
follow. villages become prone
to typhoons and
tsunamis.
2. A law calls for
fishponds to have
greenbelts.

D. Discussing new concepts and
practicing new skills #1
Read the following words. How
are the three types of compound
words different from one
another?
Lead the pupils to the different Have the pupils give more Plan a two-paragraph composition
aspects of verb using the examples of verbs. using the details of the semantic
sentences above. Help the pupils web.
study and analyze the sentences.
Give more examples.

E. Discussing new concepts and
practicing new skills #2
Group Activity
Group the pupils into four
working groups. Be able to give
them task to do.
Group Activity Group Activity Group Activity
Each group will be receiving
metacards to write their answers. Group the pupils into four working Group the pupils into four
The teacher will ask a pupil to pick a groups. Be able to give them task working groups. Be able to give
card to be shown in class,each card
has a verb and corresponding tense
to do. them task to do.
of verb written on it. Each group
will compose clear and coherent
sentences using the verb in the tense

F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Box the meaning of the
compound word through
context clues.
Write the compound words that
mean the following.
Compound words or
compounds are words formed
by putting together to form a
new word with a new meaning.
There are three types of
compound words: closed, open,
and hyphenated.
Write each compound word in
the sentence and give its
meaning.
1.The time zone of the
Philippines differs from that of
Japan which is one hour ahead.
2. The golden rule states that
one should do to others what he
or she wants others do to him or
her.
3. There is no place so sweet
and comfortable like one’s own
motherland.
4. Food fests bring out the
asked. Two minutes will be used to
answer each item.
Read the paragraph below. Give
the simple present regular form
of the verbs in parentheses.
Have a pair of pupils ask
questions about the hobbies and
interests of their partner. Then,
have each person introduce their
partner to the rest of the class.
This is a good time to practice
using questions in the present
tense.
 The base form an the -s
form of verbs is used in
the present tense.
 The present tense is
used to state definitions
and explanations and to
show present condition,
habitual action, and
natural law.
Read the paragraphs below.
Copy the verb to be used in each
sentence.
1. Mangrove trees (grow,
growing) in tropical
swamps. Their long
roots (grow, grew) high
above the mud. Roots
(hole, holding) the tree
in place. They (keep,
keeping) the rest of the
tree above the water.
Use the following verbs in
sentences that tell about some
future actions. Add an appropriate
time expression.
Match the vocabulary below to the
pictures and write sentences in the
past tense for each picture.
 The past tense of a verb is
used for events that
happened at a specific time
in the past.
 The forms will + verb and be
+ going to + verb is used in
talking about future actions.
 Will is followed by the base
form of a verb.
 Going to is preceded by a
form of the verb be and
followed by the simple form
of a verb.
Write sentences about the things
you will do at the given time
below. Use the correct future form
of the verb in the sentences.
1. Next month
2. December
3. Tomorrow
Put the verbs into the simple past.
1. Last year I (go) to
England on holiday.
2. I (visit) lots of interesting
Copy the graphic organizer from
the chart on your paper and fill
out the correct answer.
Write a three-paragraph
composition about your daily
routine before you go to school,
while in the school, and during at
night.
 The clustering
graphic organizer
shows and separates
the developed ideas
from other ideas.
 The use of graphic
organizers and
outlines provides the
organization of ideas
easy to understand,
making learning
more enjoyable.
Read the sample composition
below. (Written on the chart.)
Using the suggested chart, plan
your own narrative by listing
down your ideas in it.
 culinary artists in many young 2. The water moccasin (is, places.
people. be) a snake. It (lives,
5. My brother’s mother-in-law living) in some
from Canada has just arrived to swamps. It (eats,
visit her grandchildren. eating) some of the
swamp animals.

J. Additional activities for
application or remediation
Using your own understanding
of the words, define the
following words and compound
words. Use the compound
words in meaningful sentences.
Select the best verb form. Write a short paragraph about the Read the selection, plan a two-
places you went during your paragraph composition using the
1. We ________ to vacation. Use past and future tense following details.
London last year. of the verb.
    (go         will go         went)

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.

B. No. of learners who require

additional activities for
remediation who scored below
80%.

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 used/discover
which I wish to share with other
teachers?