School Sto.

Niño National High School Grade Level ELEVEN

Teacher LESLEY ANNE E. TICARO Learning Area Reading and Writing
LESSON Date APRIL 4, 2023 Quarter 3
PLAN Time 1:00 – 2:00 pm Week 4

Grade Level Standard The learner realizes that information in a written text may be selected and organized to achieve a
particular purpose.
Learning Competency Compare and contrast patterns of written texts across disciplines.
OBJECTIVES
Cognitive Differentiate connotation from denotation;
Psychomotor Construct connotative and denotative meanings of a word;
Affective Manifest cooperation in group discussions to accomplish tasks
SUBJECT MATTER
Topic Connotation and Denotation
Integration Values Education
LEARNING RESOURCES
Reference Self-Learning Module (Quarter 3, Module 2), Patterns of Development
Other Learning Resources Visual aids, Hand-outs, Task Cards,
PROCEDURES ACTIVITIES INDICATOR/S
Morning Prayer (Indicator 7. Planned,
managed and implemented
developmentally
PRELIMINARY Classroom Management sequenced teaching and
ACTIVITIES > Class Reminders learning processes to meet
> Health and safety protocols curriculum requirements
and varied teaching
contexts.)
Checking of Attendance
Review
What do you call the words that are used to provide a striking effect on the
senses of the reader?
 Sensory words/language
What kind of paragraph can you develop using sensory words?
 Descriptive Paragraph
The teacher will let the students guess series of photos and what does it (Indicator 2. Used a range
of teaching strategies that
mean to them: enhance learner
MOTIVATIONAL achievement in literacy
ACTIVITY and numeracy skills.)

(Indicator 1. Applied
knowledge of content
within and across
curriculum teaching
areas.)

PRESENTATION OF The teacher will call a student to read the objectives of the lesson.
OBJECTIVES
LESSON PROPER
 Divide the class into 5 groups, the students will be divided using a group (Indicator 1. Applies
knowledge of content
ACTIVITY randomizer. within and across
curriculum teaching
The teacher will post group of words and have each group categorize words areas.)
and phrases as positive connotation, denotation or negative connotation.
The first group to finish the activity will be rewarded with a gift certificate (Indicator 2. Used a range
of teaching strategies that
which the group can use to buy snacks at the canteen. The winning group enhance learner
shall also be given 10 points and the rest of the groups who finished the achievement in literacy
activity will be given 5 points respectively. and numeracy skills.)
(10 minutes)
(Indicator 4. Managed
classroom structure to
1. delayed, tardy, on time engage learners,
2. ask of someone, demand, request individually or in groups,
3. gathering, a large group, mob in meaningful exploration.
4. observe, watch, spy Discovery and hands-on
activities with a range of
5. extravagance, generosity, giving much physical learning
environments.)
Positive Connotation Denotation Negative Connotation
1.delayed On time tardy (Indicator 6. Used
differentiated,
2.request Ask of someone demand
developmentally
3.gathering A large group Mob appropriate learning
4. observe watch spy experiences to address
5. generosity Giving much extravagance learners’ gender, needs,
strengths, interests, and
experiences.)

The teacher will ask the following questions to the students in relation to the (Indicator 3. Applied a
range of teaching
ANALYSIS activity they worked on as a group: strategies to develop
 How was the activity? Did you finish it in a given time? critical and creative
 How did you come up with the answers in each items? thinking, as well as other
higher-order thinking
 When do we use a dictionary?
skills.)
 When was the last time you consulted a dictionary?
 How did you categorized each words?
(Indicator 8. Selected,
developed, organized and
ABSTRACTION The teacher will ask the students these questions to generate ideas: used appropriate teaching
and learning resources,
1. How are you going to differentiate connotation from denotation based on including ICT, to address
the group activity? learning goals.)
2. How would you define positive connotation and negative connotation?
3. How important it is to know the definition of a word? (Indicator 3. Applied a
4. How do the meaning of the word change our understanding of a text? range of teaching
strategies to develop
5. Do you think people would have the same understanding of a word? critical and creative
Why or why not? thinking, as well as other
higher-order thinking
skills.)
(Indicator 6. Used
differentiated,
APPLICATION Direction: Fill in the table below with the denotative and connotative developmentally
appropriate learning
definition of the following words. Identify the given connotation of the word experiences to address
is positive or negative connotation. Write your answers on your notebook. learners’ gender, needs,
strengths, interests and
Word Denotation Connotation Positive/ experiences.)
Negative
Dog (Indicator 1. Applies
knowledge of content
Fire within and across
curriculum teaching
areas.)

Two-part quiz (Indicator 9. Designed,

selected, organized and
EVALUATION/ DIRECTIONS: For items 1-5, write D if the given word is a denotation and used diagnostic, formative
ASSESSMENT C if the word is connotation. For items 6-10, write PC if the given word is a and summative assessment
positive connotation and NC if it is a negative connotation. strategies consistent with
curriculum requirements.)
1. nosy- C
 2. a large group- D
3. fairly prized- D
4. stare- C
5. immature- C
6. snoop around- NC
7. find- PC
8. debate- PC
9. argue- NC
10. inexpensive- PC

Individual Work: Look Up! (Indicator 9. Designed,

selected, organized and
ASSIGNMENT/ Directions: Choose any three words; write a sentence in which the used diagnostic, formative
AGREEMENT word appears, the word’s part of speech, its denotation, and positive and summative assessment
or negative connotations associated with it. An example is given strategies consistent with
curriculum requirements.)
below.
1.Word: fragrance
Sentence using the word: The candlemaker chose a pleasing, spicy
fragrance for her old friend-s candle.
Part of Speech: noun
Denotation: a smell sensed by the olfactory nerve
Connotation: fragrance (positive)
Odor (negative)
CONCLUDING ACTIVITY Have the students erase the writings on the board, pick up the pieces of
paper and arrange their chairs for the next subject schedule.
REMARKS Throughout the lesson, positive and non-violent discipline and (Indicator 5. Managed
learner behavior
communication is established. constructively by applying
positive and non-violent
The teacher plans and adapts 4As lesson plan to deliver the lesson in varied discipline to ensure
teaching contexts. learning-focused
environments.)

Prepared by: Reviewed/Checked by:

LESLEY ANNE E. TICARO MARJORIE JOY N. ANINO

Teacher I Master Teacher-I