DEMONSTRATION TEACHING SEMI-DETAILED LESSON PLAN

GRADE 6 School/Division SCHOOLS DIVISION OFFICE OF Grade

DAILY : ALAMINOS CITY Level: VI
LESSON Learning
PLAN Teacher: JOMAR PADLAN ALLAM Area: ENGLISH
Teaching Dates FEBRUARY 12, 2023 MID-YEAR
and Time: 8:00AM-5:00PM Quarter: TRAINING

I. OBJECTIVE
A. Content Standards • Demonstrates an understanding of text elements to comprehend various
texts
• Demonstrates a command of the conventions of standard English grammar
and usage when writing or speaking
• Demonstrates an understanding that word meaning changes depending on
context
B. Performance Standards The learner…
• Orally communicates information, opinions, and ideas effectively to different
audiences using a variety of creative activities
• Prepares for and participates effectively in a range of conversations and
collaboration with diverse partners, building on others’ ideas and expressing
their own ideas clearly and persuasively
• Analyzes text types to effectively understand information/messages
• Uses strategies to correctly decode the meaning of words in isolation or in
context
C. Learning • Infer meaning of content specific terms using context clues (EN6V-IIc-
Competencies/Objectives 12.3.3)
• Identify facts about the history and characteristics of plastics and recycling
from Informational: expository article.
• Use different graphic organizers to relate concepts about plastics.
• Observe politeness during pair work and group discussions
II. CONTENT
Plastics and Recycling (Informational: Expository Article) by Pokapū Akoranga
Pūtaiao
III. LEARNING
RESOURCES
A. References Science Learning Hub – Pokapū Akoranga Pūtaiao. (2017). Plastics and
Recycling.
Retrieved from https:www.sciencelearn.org.nz/resources/2516-plastics-and-
recycling
B. Other Learning • Cardboard, Chalk
Resources • Slides Presentation
• Picture of plastic products
• Copies of the text
• Tarpapel and Marking pens
IV. PROCEDURES
A. Reviewing previous  Prayer
lesson or presenting the  Attendance
new lesson  Review

Group Activity. Directions. Choose the letter of the correct answer inside the
box what is being described in the sentence. Write your answer on the
cardboard.
A. Sequence/Procedural D. Informational

B. Comparison and Contrast E. Problem and Solution

C. Description F. Cause and Effect

 1. It describes or gives characteristics of a person, place or thing.
2. It gives events that happened in a certain order or gives step-by-step
process.
3. It gives details on what happened and why did an event happened and
its cause.
4. It gives the similarities and differences of two or more things, idea, or
people.
5. It describes a problem that arises and then offers a solution.

B. Establishing a purpose Unlocking of Difficulties: Remind first the different types of context clues.
for the lesson
Remind students that context clues may be in the form of a word’s
definition, its example, synonym, antonym, a restatement, or its description.

Say: Work with your group. Read the following sentences carefully. Define
each italicized term using the context clues found in each sentence. For some
help, picture will be flashed before the sentence. Write the words or phrases
on the cardboard that serve as context clues in the sentence.

1. Many lunchboxes are made from cellulose, a natural product

from plants and trees.
2. My mother uses a plastic food wrap, Saran, for my school
lunch.
3. For our science project, we used a material that is moldable
when heated but kept its shape when cooled.
4. We went to a recycling depot, a place where plastics, glass and
paper are stored before they are recycled into new products.
5. I’m allergic to synthetic materials like plastic, artificial leather,
and nylon.

Your objectives for today are:

• Infer meaning of content specific terms using context clues

• Identify facts about the history and characteristics of plastics and recycling
from Informational: expository article.
• Use different graphic organizers to related concepts about plastics.
• Observe politeness during pair work and group discussions

C. Presenting Examples/ Motivation Question

instances of the new lesson
•Imagining yourself as a scientist, what will you create or invent and why?

Show pictures of plastic containers and ask the following questions to provide
students with a purpose for reading the text.

• Study the picture.

• Which plastic products do you use at home?

• Do you consider plastics an amazing material and greatest invention of all?
Why?
• Look around you. How much plastic do you see around you?
• How long do you think plastic products stay in the environment?
D. Discussing new concepts Directed Reading-Thinking Activity (DRTA)
and practicing new skills #1
Show the picture below as they make predictions about the article.

Ask: By looking at the picture, what do you think will the article tells us?
What makes you think of that?

After, present the Informational (Expository Article) entitled Plastics and

Recycle by Pokapū Akoranga Pūtaiao to the pupils and tell them what an
informational text gives to the readers. Also present the guide questions
before proceeding to the article. Let them work in group (3 Members)

Guide Questions

a. What makes the plastics versatile material?

b. Where did plastics come from?
c. Despite the benefits of plastics, why there still problems on it?
d. Should we lessen the production of plastics? Why?
e. What are the steps of Kiwis in recycling?
f. How does the plastic problem in New Zealand compare with the plastic
problem in the Philippines?
g. What do you think should be done to address the problem?
h. What is the purpose of the article? Explain.
i. Do you think the article achieved its purpose? Why yes? Why no?

PLASTICS and RECYCLING by: Pokapū Akoranga Pūtaiao

Plastic is an amazing material. It has changed the way we store and carry
food, drinks, and other items. Plastic is lightweight and resists breaking when
dropped.

What is a lightweight and can resist from breaking when dropped?

Older people may remember when shampoo came in glass bottles – and what
happened when the bottle slipped out of soapy fingers while in the bath!

Plastic: a versatile material This range of everyday plastic products highlights

how reliant we have become on this versatile material in our everyday
activities.

What makes the plastics called versatile material?

Lightweight, unbreakable plastic packaging also reduces production and

transportation costs. Plastics have given us durable, weather-resistant building
products.

Plastic pipes resist mildew, mold, and insects – and a lot of our outdoor
clothing, from polar fleece to puffer jackets, is made from plastic!

Can you give some works of plastic and plastic materials?

Plastic packaging – a short history

 The first plastic products were made from cellulose – a natural product from
plants and trees – in the 1860s. Named ‘Parkesine’ after its inventor, the
material was moldable when heated but kept its shape when it cooled down.

What Parkesine made of?

The first totally synthetic plastic was called Bakelite. It became known as the
material of a thousand uses. Most New Zealanders would have had at least
one Bakelite item in their homes – their telephones.

Do you think there are more types of plastics?

Plastic food wrap – known as Saran – was produced in 1933. Although it was
first used to protect military equipment, people saw how well it could cling to
items like bowls.

A decade later, Tupperware was invented. These airtight food containers

changed the way we stored food. Another milestone came in 1978 when Coca-
Cola introduced the world to the 2L PET bottle. Much of the world had been
buying milk in plastic bottles since the 1970s, but New Zealand held on to
reusable glass bottles until they were phased out in 1989.
Can you give some products that are made of Tupperware?
Can you tell the similarities and differences between Bakelite and
Tupperware?

Nature of science

Plastics are a product that has changed the way we live. Foods stay fresher,
babies and toddlers can safely carry their drink bottles and packaging means
items remain undamaged.

Imagine a world without plastics, do you think people can still live? Why?

Science has created a product that is integral to our everyday lives but has
also created a socio-scientific issue with the enormous amount of waste it
creates.

With a lot the benefits of the plastics, why there still problems on it?
Should we lessen the production of plastics? Why?

Too much of a good thing

Plastic products and packaging became so popular that the amount buried in
landfills was of concern to many New Zealanders. Towns and cities
established recycling depots and curbside collection recycling schemes for
some plastics, glass, and paper.

What are the steps of Kiwis in recycling?

Can you cite some programs of our country or city about recycling
process? How is it being implemented in your barangay?

By 2006, nearly 75% of Kiwis could have their recycling picked up from their
homes. Today, most New Zealanders have access to recycling schemes. The
Ministry for the Environment reports that, in 2010, 94% of households
participated in recycling, with three-quarters of people recycling all or most of
the items they know can be recycled.

E. Discussing new concepts Comprehension Check: Picture Analysis

and practicing new skills #2 Conduct a whole-class discussion on the following questions using pictures:

a. Why are plastics considered versatile materials?

b. How was plastic invented?
c. Despite the many benefits of plastic, why has it become a socio-scientific
issue according to the article?
d. Should the amount of plastic use really be an environmental concern? Why

F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding Practical
application of concepts and
skills in daily living
H. Making generalization
and abstractions about the
lesson
I. Evaluating learning
yes? Why no?
e. How has New Zealand addressed the problem on plastic waste disposal?
f. How does the plastic problem in New Zealand compare with the plastic
problem in the Philippines?
g. What do you think should be done to address the problem? Here in our
City of Alaminos, can you give any projects of LGU concerning on the recycling
of plastics?
h. What do you think is the purpose of the article? Explain.
i. Do you think the article achieved its purpose? Why yes? Why no?
Group the class into four (4) groups and do the following activities using the
different graphic organizers.
Group 1. Prepare a diagram showing the plastic and plastic products used at
home, in school and in the community.
HOTS Question:
From the listed plastic products at home,
which one do you think is the useful?
Imagine that product is not invented, how will
you handle the situation/life without it?
Group 2. List the many beneficial uses of plastic and plastic products.
HOTS Question:
Among the listed benefits of plastic, which
one will you rank the first? Why?
Group 3. Use the fishbone graph to show the causes and negative effects of
using plastics and plastic products.
HOTS Question:
From the identified negative effects, how
will you solve the problem?
Group 4. List ways you reuse or recycle plastic products at home.
HOTS Question:
Which among the ways you always do and
why?
In RA 9003: Ecological Solid Waste Management Act, Section 10 states that
The barangay is responsible for the collection of the segregated
biodegradable and recyclable wastes while the city or municipality is
responsible for the collection of non-recyclable and special wastes. In your
barangay, how will you help the said law as you contribute saving our mother
earth?
How did contextual clues help you determining the meaning of unfamiliar
words and understand the article?
How the graphic organizers help you in noting details about an article?
What makes recycling important in saving the future generations?
Read and analyze each questions carefully. Choose the letter of your answer
and shade it properly.
1. What is the first plastic product that was made from
cellulose?
A. Bakelite C. Saran
 B. Parkesine D. Tupperware
2. Which of the following statements gives usage of plastic
and plastic product?
A. It is versatile material.
B. It started from cellulose to Tupperware.
C. It is lightweight and resists breaking when dropped.
D. It has changed the way we store and carry food and
drinks.

3. Which of the following is NOT a recycling process?

A. Bricks with a mixture of shredded plastic wraps.
B. Plant vase made of empty mineral bottles.
C. Chairs made of molded plastic bottles.
D. Old shoes donated to charities.
4. Thinking of yourself as the City Mayor, which of the
following is NOT a good step to encourage citizens to do
recycling of plastics?
A. Conduct a quarterly seminar-workshop about
recycling of plastic waste as part of “Pangkabuhayan
Program”.
B. Give incentives to the barangays who implements
the program.
C. Conduct a contest that utilizes plastic wastes in
creating new products.
D. Make ordinances that emphasize recycling with
minimal supervision.
5. What idea is being presented in this statement, “Science
has created a product that is integral to our everyday
lives but also created a socio-scientific issue with
enormous of waste it creates?”
A. Science has its limitations.
B. Science is dynamic in nature.
C. Science is upgrading over a period.
D. Science has both advantages and disadvantages.

J. Additional activities for Across the Curriculum Connections

application or remediation
The following activities train students to draw connections between the topic
and other content areas in their curriculum. Encourage students to reflect on
the importance of integrating their insights into other subject areas.

Directions. Choose only one topic to be done. Write your answer in your
notebook.

• Social Studies. The government needs to enact laws that will ensure the
limited use of plastic products and the recycling of plastics. Research on the
Philippine laws related to the responsible use of plastics and other waste
products. List the law code or number and the proponent.

• Science. Research on what happens to plastic products when they are

recycled. Prepare a cycle map to show the recycling process.

• Mathematics. Conduct a small survey among 10 members of your class.

Ask them which plastic products they use in their kitchen alone. Prepare a
table showing plastic products and their number based on the results of your
survey.
Plastic Products in the Kitchen Classmates Total
1 2 3 4 5 6 7 8 9 10
a. Bottles
b. Sachets for vinegar, soy sauce
and/or ketchup
c. Canisters & tumblers
d. Spoon and fork
 e. Plates
f. Cups
g. Trays
h. Boxes
i. Tables & chairs
j. Cabinets
Criteria:
Connectedness of Output to the Task Given: 5 points
Followed Instructions given: 3 points
Cleanliness and timeliness of submission: 2 points
Total: 10 points
V. REMARKS

VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the next objective.
earned 80% in the ___Lesson not carried.
evaluation ___% of the pupils got 80% mastery
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.

B. No. of learners who ___ of Learners who earned 80% above

require additional activities
for remediation
C. Did the remedial lessons ___ of Learners who require additional activities for remediation
work? No. of learners who
have caught up with the
lesson
D. No. of learners who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation
E. Which of my teaching ___ of Learners who continue to require remediation
strategies worked well?
Why did these work?
F. What difficulties did I Strategies used that work well:
encounter which my ___Metacognitive Development: Examples: Self assessments, note
principal or supervisor can taking and studying techniques, and vocabulary assignments.
help me solve? ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning,

peer teaching, and projects.

___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.

___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

Prepared by:

JOMAR PADLAN ALLAM

Demonstration Teacher/
Teacher III

Rater:

______________________

Approved:

_______________________