DETAILED LESSON PLAN IN ENGLISH 6

Quarter 1, Lesson 1
School Year 2022 – 2023

Teacher JOHN MARK PENTINIO Grade Level Grade 6

Teaching Date July 06, 2023 Learning Area English

CONTENT STANDARD: Differentiate real and make-believe images or statements.

PERFORMANCE STANDARD: Tell whether an image or statement is real or make believe.

LEARNING COMPETENCY: Identify real and make-believe images or statements.

I – OBJECTIVES
Most Essential MELC: Identify real or make-believe, fact or non-fact images (EN6VC-IIIa-6.2)
Learning Competency
(MELC) Specific Objectives:
At the end of the lesson, the students are expected to:
a. identify real or make-believe images;
b. appreciates the importance of studying real and make-believe images; and
c. label the images whether it is real or make believe.
II - CONTENT IDENTIFY REAL OR MAKE-BELIEVE, FACT OR NON-FACT IMAGES

III - LEARNING
RESOURCES
A. Reference/s
Learners’ ENGLISH_CG pp.135, English 6 Quarter 1 – Module 1 Identify real or make-believe, fact or
Materials non-fact images (EN6VC-IIIa-6.2)
B. Other Learning
Resources/ Laptop, PowerPoint presentation, activity sheets, instructional materials, and pictures
Materials

IV - PROCEDURES
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. DAILY ROUTINE

Prayer
Please stand. Let us pray. Kindly lead the prayer ________. (In the name of the Father, the Son, and the
Greetings Holy Spirit Amen…)
Good morning class!
Good morning, Sir!
Classroom Management
Before you take your seat, pick up the pieces of trash (The students will pick up the pieces of
under your chairs. Then, arrange your chairs properly. paper.)
Okay, you may now take your seats.
Thank you, Sir.
Checking of Attendance
Ms. Secretary, who are the absentees today?
(The secretary of the classroom will
Thank you! enumerate the name of the absentees)

Additional instruction

Before we begin our class, I would like to present to you

these friendly reminders.
1. Get ready with your English notebook and pen always.
2. Listen attentively.
3. Do what is being asked.
4. Enjoy participating in our class discussion.

Do you understand class? (Yes sir. We’ll always keep those reminders in
our minds)

B. REVIEW / RECALL OF THE PREVIOUS LESSON

Learning Task 1: PUZZLE BUZZ

Strategy: Game-based Learning
Time Allotment: 5 minutes

 Have the learners rearrange the jumbled letters to form a

concept about the data. Goal: Identify students understanding of the
1. It refers to the time and place in which the action of the story previous lesson.
happens. (SETTING) Intervention: Address immediately students’
2. It is defined as an interrelated sequence of events in a story confusion with regards to the previous lesson.
(If any)
where each event affects the other, thus showing the cause-
and-effect relationship. (PLOT)
3. It refers to a person, an object, an animal, or an imaginary
creature personified in the story. (CHARACTER)
(The students will volunteer to answer the
4. It refers to the problem that the main characters have to face.
following questions)
(CONFLICT)
5. This is the angle of narration or the perspective from which
the story is told. It can be classified as first person and third
person. (POINT OF VIEW)
 Assess the student’s responses.
6. It refers to the central idea or message of a story. (THEME)
 C. MOTIVATION

Learning Task 2: Real or Not Real

Strategy: Game-based Learning
Target objectives: a and c (refer to the specific objectives)
Time Allotment: 5 minutes

Instructions: I have prepared a mini game entitled “Real or Not Real”.

In this game, I will post different pictures and you are going to answer
REAL if the image is real, and Not Real if not.

Are you ready? We are ready and excited Sir!

 Here is the first picture.

This is a centaur.

(expected answer)
The answer is not real.

 Very good, next picture. This is a whale shark. It real or not

real?

(expected answer)
The answer is real.
 Good job, for our third picture, we have cupid.

(expected answer)
The answer is not real.

 Very good, next picture we have a camel.

(expected answer)
The answer is real.
 For our last picture, it is a sports car.

(expected answer)
The answer is real.
  Very good! Everyone got all the answers correct. Give G-double O-D-J-O-B, good job, good job.
yourselves a good job clap. G-double O-D-J-O-B, good job, good job,
hey!
 I can say that you have a great reasoning skill.

D. PRESENTATION OF THE LESSON (3 minutes) MELC: Identify real or make-believe, fact or

non-fact images
Present the most essential learning competency and objectives of the
new lesson. At the end of the lesson, the students are
expected to:

a. identify real or make-believe images;

b. appreciates the importance of
studying real and make-believe
images; and
c. label the images whether it is real or
make believe.

E. DISCUSSION
(The class will listen attentively and participate
Strategy: Active and Guided Learning in the discussion)
Target objectives: a, b, and c (refer to specific objectives)
(Note: Encourage the students to participate
 Our lesson for today is about “Real and Make-believe in class discussion by asking their ideas about
Images‟. Looking back at the pictures you have seen, which the terms discussed or through reading the
of these are real? presentation.)

(expected answer)
The real pictures are the whale shark, the
camel, and the car.

(expected answer)
 Why do you think they are called real? They are real because we already saw them
in real life.
 Very good answer! Will you please read the definition of real Real images or statements can be
pictures and statements? experienced, and they are facts that
can be proven. When identifying
statements that express reality, one
should look into things, ideas, and
events based on real-life experience
using the five (5) senses.

 What about the remaining two pictures, why do you think they are (expected answer)
not real?
They are not real because there are no proof
that they exist.

 That is correct, we call them make-believe images. Please Make-believe images or statements
read the meaning of make-believe images? have no existence; they are fictitious,
they are in our imagination; They are
non-fact and difficult to be proven.
 Make-believe images are created in
our minds, they are exaggerated most
of the time that is why they are
unbelievable to happen

Comprehension check
 Let us have a comprehension check

 For you to have a better understanding of our lesson let us

have more examples.

- The horse galloped and ran fast.

• A horse is an example of a real image, everybody read the
sentence.

• This is an example of real image and statement because

many of us seen how fast the horse runs. We usually see it in
farms, and in some provinces, they use it as a means of
transportation.

• Therefore, real images are true and have enough evidence to Yes Sir!
prove their existence. Did you understand?

- The ice cream is sweet.

• Another example, everybody read the sentence.

Yes Sir!
• There is an underlined adjective that describes the ice cream.
Have you tasted an ice cream before?
The ice cream tasted sweet Sir.
• What does an ice cream taste like?

• Very good! Just like what we have learned a while ago, you
can identify the realness of the statement by using our five Yes Sir!
senses, and in this case, you used your sense of taste. Is that
clear?

(expected answers)
 - The giraffe has a long neck. It is real
since I saw one of them in the zoo.
• Give me an example of a true statement and tell me how it
became true? - The sound of thunder is very loud and
sometimes it scares. The statement is true
because I hear thunder whenever there is a
• Great job, another example? typhoon.

- The smell of the durian is stinky; it

makes me want to vomit. This is a fact
because I smell it when I passed by it in the
• That's right! Another example? fruit‟s section of the supermarket

(Answers may vary)

No Sir.

• Great! Do you have any questions regarding real images?

Comprehension check

 Let us have a comprehension check

 Since you understand well what real images or statements

are, let us move to make-believe images and statements.
Kindly read the given example.

- Olaf is a snowman that have life

created by Elsa and Ana.

• This is an example of a make-believe image and statement

since there is no talking snowman in real life. Even if we
haven’t seen one here in the Philippines, there is no scientific
research about it, or it doesn’t have any proof of existence.
Olaf is created just to entertain the children. Yes Sir!
• Are you familiar with the Filipino tv series, Encantadia?

• This tv show is a fantasy drama with main characters that No Sir.

controls the four elements of the Earth. Have you seen a
person controlling the fire, water, and wind?
• That is right, the reason is, it is made from imagination and Yes Sir!
will never happen in real life and that's what makes it a make-
believe image. Is that clear?

• Very good. Let's proceed to another and our last example.

This picture is a unicorn.

(expected answer)
- They are make-believe because there
• How can you say that this unicorn is a make-believe image? is no scientific research about its existence.

• Excellent, unicorns are supernatural horse-like animal that Yes Sir!

has single pointed horn. Since it doesn’t have proof, it is a
make-believe image. Do you understand? (expected answers/answers may vary)
- The cow is talking to the farmer. It is a
• Can you give me an example of a make-believe statement?
make-believe because there is no talking
And tell me why it is a make-believe.
cow.

- They saw a flying lion in the zoo. It is

a make-believe since lion doesn’t have
• Great example! Give me another one.
wings to fly.

- Thor can control the lightning using

his hammer. It is This is not true because no
• Very good! Another example? one can control lightning.

Comprehension check

 Let us have a comprehension check

No sir.

• That’s right! Do you have a question about real and make-

believe images and statements?
 (The students will participate in the
generalization through sharing of their
learning experiences)

Comprehension check

F. APPLICATION

Activity 5: Create and Appreciate

Strategy: Differentiated Task
Somehow confused No longer confused
Target Objectives: b and c (refer to the specific objectives)

 Divide the class into three groups. Give the

instructions to each group. Have them prepare for the
presentation of their expanded outline and the
submission of written paragraph.
 Distribute the rubric for the accomplishment of their
group activity.

Group 1: The Commentors – Make comments on the illustrations

presented by supplying content to the template provided. Come up
with an outline by answering the guide questions. Then, expand your
outline in paragraph form.

Group 2: The Organizers - Read the following report. Organize the

information by expanding the content of an outline.

Group 3: The Expanders – Read the passages below then expand

them using the sources provided. Comprehension check

Group Oral Presentation Rubrics

CRITERIA 10 points 7 points 4 points 2 points

CONTENT The The The The
statement is statement is statement is statement is
 relevant, slightly somewhat not relevant,
appropriate, relevant, relevant, inappropriate,
and clear. appropriate, appropriate, and not clear.
and clear. and clear.

STRUCTURE The sentence The sentence The sentence The sentence

construction construction construction construction
is free from has two (1) has two (2) has more
sentence sentence sentence than three (3)
fragments fragments fragments sentence
and and two (1) and two (2) fragments
misplaced misplaced misplaced and three (3)
modifiers. modifiers. modifiers. misplaced
modifiers.
GRAMMAR There are no There are There are There are
AND errors in two errors in three errors many errors
MECHANICS grammar and grammar and in grammar in grammar
mechanics. mechanics. and and
mechanics. mechanics.
TIMELINESS The group The group The group The group
was present exceeded 1 exceeded 2 exceeded 5
at the given minute on the minutes on minutes and
time. given time. the given more on the
time. given time.
Total
G. EVALUATION

Activity 6: Read and Identify

Strategy: Assessment
Target objectives: a and c (refer to the specific objectives)

Directions: Write real statement if the sentence can happen in real

life, or make-believe statement if not.

___________ 1. Ben can shift into different beast.

___________ 2. Mother baked my favorite strawberry cake.
___________ 3. Mr. Lawrence can stretch his arms up to two feet.
___________ 4. My flowers and I are having a good conversation.
___________ 5. Lolit the bird is dancing to the sound of upbeat music.
___________ 6. The Titanic hit the iceberg that made the ship sink.
___________ 7. Every day, I walk my dog to have some fresh air.
___________ 8. I always like to play piko with my friends.
___________ 9. We threw coins at the wishing well and our wish
happened.
___________ 10. When you inflate a lot of balloons, you can make
your house fly.
 Comprehension check

H. AGREEMENT:

Directions: Write 3 sentences about real and make-believe events told

by someone you know. Write it on your NOTEBOOK. Be ready for its
submission tomorrow.
Example:
Make-believe: When you have an open wound, a priest will come
out of it.
Real: Always turn off the lights when not in use, it consumes a lot
of energy.

Prepared by: Observed by:

_________________________
JOHN MARK PENTINIO
Teacher Applicant