MARCH 22,2023

MODULE BASED LESSON PLAN IN SCIENCE 5

MOST ESENTIAL LEARNING COMPETENCIES (MELCS) BASED
Name of Teacher: DOMINICO TORTOGO Learning areas: ENGLISH
6
Grade and Section: VI- HESTIA Quarter: Quarter 3 – MODULE 2, LESSON3
I.QBJECTIVES
a. Content Standard demonstrates understanding of the health
implications of poor environmental sanitation
b. Performance Standard consistently practices ways to maintain a healthy
environment
c. Learning Competencies you are expected to explain how poor
environmental sanitation can negatively
affect the health of an individual.
CODE: H6EH-IIIb-2

II.CONTENT:
III.LEARNING RESOURCES
a. RESOURCES
1.Teachers guide pages.
2.Learners’ materials pages Quarter 3 –
3.Text book pages Module 1:
4.Additional materials form learning Poor Environmental Sanitation:
resources
Its Impact to One’s Health

b. other learning resources

IV.PROCEDURE

Teachers’ activity Learners’ activity

a. reviewing Good morning class! Good morning, sir!
previous lesson or Today we are going to discuss our new topic, Students well listen carefully to their
presenting new but before that we are going to answer the students.
lesson activity. The learners expected answer are the
Direction: Write True if the following.
statement is correct about the
impact of poor environmental
sanitation to health and False if it
is not. Write your answers in a
separate sheet of paper.
 Very good!
b. Establish a Now we are going to discuss our new topic Learners listen carefully to the teacher.
purpose for the evaluating narratives based on how the
lesson author developed the elements.
But before that we are going to answer the The possible answer of the learners.
following activities in order to understand 1. Setting
our new topic. 2. Conflict
Before evaluating narratives, it is necessary 3. Plot
for you to identify the elements of the 4.Theme
story. 5.Characters
Inside the box are the scrambled letters of
the elements of the story for your
reference in answering the activity.
Read the story, “Mother Knows Best”, and
be able to identify what element does each
situation indicates.

Mother Knows Best

By Rosemary S. Villanueva
1) “Francisco, you’re playing in the dirt
again. You will get germs and get sick!
Come inside now. It’s time to eat!”
2) I heard my mother call me so I ran
back to our house. I sat at the dining
table and waited to eat.
“Look at you. Your clothes are stained
and your hands are dirty. Go wash your
hands with water and with disinfecting
alcohol after,” said my mother. But I was
already hungry so I lazily do what she
told me. I washed my hands with water
and they’re already clean. I don’t
understand why I still have to wash them
with disinfecting alcohol after.
3) While we were eating, we heard the
news anchor on the television.
“Everyone must keep safe against
COVID-19. Always wear a mask,
disinfect, and maintain social distancing
when in public.” “Ma, what’s
happening?” I turned to my mother and
asked her. “There’s a virus, Francisco. It
can make people really sick. That’s why
when we go out of our house, we always
wear a mask. We should also disinfect
 our hands with alcohol to fight the
invisible virus and maintain a distance
from other people when outside,” she
said.
4) I don’t want to get sick, Ma!” I cried to
her. “I know. That’s why we need to
follow these rules and you need to listen
to us always, okay?” “Okay,” I said. I
wiped away my tears. I realized that we
should always stay clean and safe
because we are surrounded by a lot of
invisible germs and virus around us.
From now on, I will listen to my mother
because I know she knows best.
5) How a story is told tells the
_____________________________.
Very good students.

c. Presenting Now lest read and understand the interesting Yes! sir!
examples/instances story. But before reading let’s remember what
of the new lesson are the things we need to do when we are
reading. Students listen to the teacher carefully
Now are you ready students?
The story reads. The learner’s possible answer.
The Dreamer
By Ma. Rita N. Santiana  Yes
“Your team destroyed a turret!”  Yes
Maxine is feeling a rush of excitement.  yes
“Come on! Attack! The opponents are
closing in.”
“Hurry up now! You’ll be late for
school!” said her grandmother.
“Just a minute, Nay,” she replied. “I’m
hit! Ugh! Come on now. Attack!”
 Did you like the story? How did the
author present the main character in the
story? By answering this question, you
have already made an evaluation of the
story! What parts of the story did you
like?

Very good!
d. Discussing new Ok class listen carefully! Learners well listen carefully to their
concept and When you are reading the story, the teacher.
practicing new dreamer did you evaluate it?
skills Ok today we are going to discuss and
understand how to evaluate a story.

Let me share a secret with you. To evaluate

a story is to use a set of criteria. These
criteria are usually found in a rubric.
A rubric is a tool you can use in evaluating
a short story.
Below is an example of a rubric. Rate each
element according to descriptions with
corresponding points, 1, 2, or 3.
 Very good students!
e. Developing Ok class lets go back to the story “The
mastery (lead to Dreamer”, which is found in the section of The learner’s possible answer.
formative this module. Try to evaluate it using the
assessment) rubric presented. Write your
evidences/reasons why you rated each
element 1, 2, or 3 on your answer sheet.
Check () the appropriate column that
corresponds to your rating.

Now, let us discuss your reasons for each

evaluation rating you gave for each
criterion. Fill in the boxes on the second
column with your ratings and in the boxes
on third column, explain why you gave
each rating.
Answer sheet

F. Finding practical Come on! Here is another activity to refine The learner’s possible answer.
application of what you have learned. Always remember The students answer based into their own
concepts and skills that when you are evaluating a story, you ideas.
in daily living. need to know the full details of each
element of the story. If you do, evaluating
stories will be easier.
 Practice Analysis
1. Who is the main character of the story?
2. Where is the setting of the story?
3. Enumerate the important events in the
story.
4. From whose point of view is the story
written?
5. What is the theme of the story?

g. Making Ok student listens carefully! The learners well listen carefully to their
Generalization and Let me share a secret with you. To evaluate teacher.
abstraction about a story is to use a set of criteria. These
the lesson. criteria are usually found in a ______.
A _______ is a tool you can use in
evaluating a short story.
Below is an example of a rubric. Rate each
element according to descriptions with
corresponding points, 1, 2, or 3.

very good students.

h. Evaluating Ok class lets read the story and evaluate it after The learner’s possible answer.
learning. reading.
DIRECTIONS: Using the same rubric,
evaluate the story, “Two Pesos for Better
Life,” based on how the author developed
the elements.
 Wonderful! Now, you are ready to evaluate
the story, “Two Pesos for Better Life”.
Answer sheet

I. Additional DIRECTIONS: Using the same rubric, The learner’s possible answer.
activities for evaluate the story, “I Can Be a Star,” based The answer of the student based on the
application on how the author developed the student ideas.
remediation elements.

Self-Assessment Questions
1) Who is the main character of the story?
Does the main character undergo a great
change? Cite evidences.
 2) Where is the setting? What are the
words that tell where the setting is?
3) Enumerate the important events in the
story. Are the events in the plot properly
sequenced?
4) From whose point of view is the story
written? First person, second person, or
third person point of view?
5) What is the theme of the story? Is it
implicitly or explicitly stated in the story?
6) If given a chance to develop the parts of
the story, “I Can Be a Star”, how would it
be? Why?

V.REMARKS

VI.REFFLECTION

No. of learners who earned 80% on the formative

assessment.
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who ___Yes ___No
have caught up with the lesson. _____of learners who caught up with the lesson.
No. of learners who continue to require remediation. 0 of learners who continue to require remediation.
My teaching strategies
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovative or localized material did I use/
discover which I wish to share with other teacher?