Republic of the Philippines
Department of Education
Schools Division of _______________
_________________________________
_____________________________________________
LESSON PLAN for CLASSROOM OBSERVATION in
I. Objective
A. Content Standards
B. Performance Standards
C. Learning Competencies)
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 Resources
(LR) Portal
B.Other Learning Resources
IV.Procedures
A.Review Previous Lessons
Region ______
District of ______
English 6
The learner listens critically; communicates feelings and ideas orally and
in writing with a high level of proficiency; and reads various text types
materials to serve learning needs in meeting a wide range of life’s
purposes.
Make connections between information viewed and personal
experiences.
EN6VC-IVd-1.4
Making Connections
Integration:
 EDUKASYON SA PAGPAPAKATAO
 HEALTH-CURRENT EVENTS/PANDEMIC
 ARTS
 MUSIC
 HEALTH
Valuing:
 Unity
 Cooperation
 Observance of Health and Safety Protocols during Pandemic
Strategies:
 Game-based Learning
 Explicit Teaching
 Discovery Learning
 Cooperative Learning
Most Essential Learning Competencies (MELCs) p. 136
pp.
Use of Game “Let’s Identify!”
Directions: Identify the correct tense of verb that will complete each
sentence. Write your answer on a separate sheet of paper.
1. The pupils (learned, learn, will learn) to avoid junk foods after their

B. Establishing purpose for
the Lesson
C. Presenting examples
/instances of the new
lessons
D. Discussing new concepts Discovery Learning
and practicing new skills #1. Use of Game “Unscramble the Letters!”
symposium last week.
2. The news reporter (delivered, delivers, will deliver) the news
clearly every morning.
3. Many (shouted, shout, will shout) in applause after hearing the
voices of the Filipino singers last Sunday.
4. My brother and I (visited, visit, will visit) our farm next month.
5. Maria and Anna (prepared, prepare, will prepare) native
delicacies tomorrow.
Use of ICT
Localization and Contextualization
Video Presentation
https://www.youtube.com/watch?v=79YdC1Zc_ig
Ask:
- What was the video presentation all about?
- Have you experience connecting text to text? Self? World?
Poem Presentation
Make CONNECTIONS
I read and I connect it to my life
I read and I connect it to what I read
I read and I connect it to the world
I learn when I connect
I enjoy when I connect
Life is to make connections
Ask:
- What was meant by the poem?
- When do you make connections?
- When you view or read something, do you still make
connections?
Free-discussion
IGNMA CECONNNSIOT
- Is a strategy that can assist you in making meaning from a text;
something you have seen on TV, about how the information you are
reading connects to other familiar text and the world works that goes far
beyond your own personal experiences.
- You can connect your background knowledge to the text you are
viewing. You can comprehend better when you actively think about and
apply your knowledge of the book’s topic, your experiences, and the
world around you.
E. Discussing new concepts Use of Game “I Connect” “I Cannot Connect”
& practicing new skills #2 Directions: Make connections with the information in the picture from
your own personal experience. If you can recall anything as you view
write I connect, but if you cannot recall anything write I cannot
connect.

Use of Game “Text-to-Text” “Text-to-Self” “Text-to-World”

Directions: Write whether the sentence is an example of a text-to-text,
text-to-self, or text-to-world.
1. This storm makes me think of when we had a tropical storm a few
weeks ago. TEXT-TO-WORLD
2. The setting in the story Mowgli is the same as the setting in the movie
Winnie the Pooh. TEXT-TO-TEXT
3. I remember when I was a little girl and I was scared to learn to ride a
bike too! TEXT-TO-SELF

F. Leads to Formative Differentiated Instruction

Assessment 3) Group Activity

GROUP 1 TEAM ARTS

Directions: Draw atleast 1 example for each on how to use the different
connections.

GROUP 2 TEAM MUSIC

Directions: Compose a song showing the different use of making
connections.

GROUP 3 TEAM DRAMA

Directions: Make a role play showing the different use of making
connections.

*Integration of Edukasyon sa Pagpapakatao

*Infusion of Higher Order Thinking Skills

Valuing: (UNITY AND COOPERATION)


G. Finding Practical
Applications of concepts
and skills in daily living
H. Making Generalizations
& Abstractions about the
lessons
I. Evaluating Learning
J. Additional activities for
application or remediation
• Do you like our activity?
• Is our group activity easy?
• Why it became so easy?*HOTS
*Integration to Mathematics
- How many connections were discussed during the lesson?
Integration to Current Events/Pandemic
Ask:
- What is the importance of social connection and well-being
during the pandemic? (Elaborate to text, self and to world)
Use of Game “THUMBS UP” “THUMBS DOWN”
Directions: THUMBS UP if the statement is correct and THUMBS
DOWN if wrong.
1. Text-to-text is a connection between texts. Sometimes when reading,
readers are reminded of other things that they have read, other books by
the same author, stories from a similar genre, or perhaps on the same
topic. THUMBS UP
2. Text-to-world connections are highly personal connections that a
reader makes between a piece of reading material and the reader’s own
experiences or life. THUMBS DOWN
3. Text-to-world connections are the larger connections that a reader
brings to a reading situation. THUMBS UP
4. An example of a text-to-text connection would be when a reader says,
"I saw a program on television that talked about things described in this
article." THUMBS DOWN
5. An example of a text-to-self connection might be, "This story reminds
me of a vacation we took to my grandfather’s farm."
THUMBS UP
What have you learned today?
Directions: Make Connections by identifying if the lines from the
different short stories and clips from the news is text-to-self, text-to-text
or text-to-world.
1. The couple had a son named Bayabas whose task was to take good
care of their three fat carabaos.
2. Once there was a boy who was so lazy, and his name was Juan
Tamad.
3. ILOILO took its name from Irong-Irong, the old name of the city of
Iloilo, a tongue of land that sticks out like a nose on the south of Iloilo
River.
4. The world was confronted with several pandemics before. This is the
first caused by a coronavirus.
5. Barangay officials strictly prohibit residents to go out from their
homes during Enhanced Community Quarantine.
Directions: Enjoy recalling the news clips, articles, stories, and poems
you have read. Then you can fill in the chart.
Have fun in making connections.
V.Remarks
VI. Reflection
A .No.of learners who earned
80% in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No.of learners who caught
up with the lessons
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?)
F. What difficulties did I
encounter which my
principal/supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

______________________
Ratee
Noted:

_______________________
Principal ____
Rater