DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner listens critically to get information from text heard, demonstrates independence in using the basic language structure in
oral and written communication, and reads with comprehension.
B. Performance
Standards
C. Learning 1. Identify the homonyms in sentences and texts; Learners will be able to
Competency Code 2. Use homonyms in sentences correctly; and answer the assessment with
3. Find the meaning of homonyms using context 80% accuracy
clues.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Module 1: Module 1: Module 1: Module 1:
From LR Portal HOMONYMS HOMONYMS HOMONYMS HOMONYMS
B. Other Learning Flash cards, charts, TV, Flash cards, charts, TV, PPT Flash cards, charts, TV, Flash cards, charts, TV, PPT Activity sheets
Resources PPT PPT
IV. PROCEDURES
A. Review Activity #1: Review on previous lesson. Review on previous lesson. Review on previous lesson. Activity #7: CLUES IN
USING CORRECT CONTEXT Directions: Read
ABBREVIATIONS the given sentences carefully.
Directions: Rewrite each Look for the meaning of the
sentence by changing the highlighted context clues
underlined words into its used in the sentences. Write
correct abbreviation the correct letter of your
form. Write it in your answer in your activity
activity notebook. notebook.
 B. Establishing ACTIVITY # 2:
Purpose SOUNDY CLUES
Directions: Read the poem
carefully. Then, answer the
questions that follow.
Choose the letter of the
correct
answer. Do this in your
activity notebook.
C. Presenting Examples Comprehension Check:
D. Discussing New Now, you are in for the next
Concepts and predicting activities. Let me ask you first,
new skills Q1 do you have any idea about
Homonyms?

I do not have any idea about

homonyms. Can you tell me
about what homonyms are?
E. Discussing New Homonyms are words with the
Concepts and Predicting same sound but
New Skills Q2/Guided different in spelling and meaning
Practice Examples:
*bear- a large heavy mammal
*bare- not clothed or covered
*whale - a large marine mammal
*wail – high-pitched cry of grief
or pain
Homonyms can also be words
with the same
sound and spelling but different
in meaning
Examples:
*bat - a nocturnal flying mammal
*bat - a wooden or metal
instrument to hit a ball
*wave - a raised line of water
that moves across
the surface of water, especially
the sea
*wave - to raise your hand and
move it from
side to side as a way of greeting
someone
 The next activity will serve as a
warm-up activity about
homonyms. You will take a
closer look at the pictures
presented below and tell the right
words from the given
choices.
ACTIVITY #3: PERFECTLY
MATCHED
Directions: Look and study the
pictures. Choose the right words
inside the box that correspond
the pictures. Write it in
your activity notebook.

F. Developing Mastery ACTIVITY #4: PICTURE

(Leads to Formative CLUES Directions: There are
Assessment) pairs of words at the right
side of the pictures that
sound the same but not
spelled the same. Use the
words as clues to match
the given pictures for each
number with the correct
words. Choose the letter of
the correct answer and
write it in your activity
notebook.

Activity #5: PICK AND

WRITE Directions: Read the
sentences carefully. Look at
the pair of words before
each number. Complete
each sentence by writing
the correct words on the
blanks. Write your answer
in your activity notebook.
G. Finding practical What can you say about
application of concepts homonyms?
and skills in daily living
application
H. Making Activity #6: Look and List Down
generalization and Directions: Read the tongue
Abstraction about the twister carefully. List down all
lesson the homonyms you found in the
sentence. Write
your answer in your activity
notebook.
1. I can see the sea shells in the sea
shores.
2. Let’s read and read the books
that are red.
3. Bleu blew the blue cake.
4. There are three tea trees near the
two-tow truck.
5. Sue saw the box under the saw.
So, Sue sew the shoe
she saw.

Activity #6: Look and List Down

Directions: Read the tongue
twister carefully. List down all
the homonyms you found in the
sentence. Write
your answer in your activity
notebook.
1. I can see the sea shells in the sea
shores.
2. Let’s read and read the books
that are red.
3. Bleu blew the blue cake.
4. There are three tea trees near the
two-tow truck.
5. Sue saw the box under the saw.
So, Sue sew the shoe
she saw.
I. Evaluating Learning
J. Additional activities ACTIVITY #8: CHOOSE AND MIX
for application or Directions: Read the poem
remediation below. There are highlighted
words in the poem. Choose the
right homonyms to complete the
poem. Rewrite the poem using
the correct homonyms. Do this in
your activity notebook. HOW DO
 I KNOW? Look up in the sky! It is
blue/blew. How do I knew/new
That the sky is blue/blew? In the
morning I so/saw/ it/eat
blue/blew. In the evening I
saw/so it/eat black/block.
Look/Luke down the sea/see,
You will/wheel see /sea a
beautiful see/sea. A whale /wail
that whales/wails, A wave that
waves in a calming day.
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up
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?