School LAWANG BATO E/S Grade level 6

Teacher CARLA ANNABELLE S. TOLENTINO Learning Area ENGLISH

7:50 – 8:40 (Section E)
Teaching Date and AUGUST 16, 10:20 – 11:10 (Section G)
11:10 – 12:00 (Section F) Quarter SECOND
Time 2019
FRIDAY

I.OBJECTIVES
READING COMPREHENSION
The learner
- uses linguistic cues to appropriately construct meaning from a
variety of texts for a variety of purposes
- uses knowledge of text types to correctly distinguish literary
from informational texts
- uses diction (choice of words) to accurately analyze author’s
tone, mood, and point of view
- uses literal information from texts to aptly infer and predict
outcomes

FLUENCY
The learner
- reads with sufficient accuracy and fluency to support
A. Content Standards comprehension
- uses knowledge of stress and intonation of speech to
appropriately evaluate the speaker’s intention, purpose and
meaning

ATTITUDE
The learner
- applies knowledge of non-verbal skills to respectfully give the
speaker undivided attention and acknowledge the message
- uses paralanguage and non-verbal cues to respond
appropriately
- uses a variety of strategies to provide appropriate feedback
- demonstrates understanding of word meaning for correct
usage

The learner
- demonstrates understanding of various linguistics nodes to
comprehend various texts
- demonstrates understanding of text elements to comprehend
various texts
- demonstrated understanding of writing styles to comprehend
the author’s message
- demonstrates understanding that reading a wide range of
texts provides pleasure and avenue for self-expression and
personal development

A. Performance Standards The learner

- demonstrates understanding that English language is stress
timed to support comprehension
- demonstrates understanding that a change in stress entails a
change of meaning to evaluate the speaker’s/ author’s purpose
and meaning

B. Learning Competencies/
Objectives
The learner
- demonstrates understanding of non-verbal communication to
communicate with others
- demonstrates understanding of verbal and non-verbal
elements of communication to respond back
1. Respond appropriately to the messages of the different
authentic texts
 Write the LC code for each 2. Self-correct when reading
3. Show tactfulness when communicating with others
EN6RC-IIa-5.5
EN6F-IIa-2.9
EN6A-IIa-17
II.CONTENT DIFFERENT AUTHENTIC TEXTS
III.LEARNING RESOURCES
A. References
Curriculum Guide in English 6
1. Teacher’s Guide pages
Unpacked CG Week 1 – SECOND QUARTER
Learner Material Week 1 QUARTER 2
2. Learner’s Materials pages
Week 1 – DAY 1
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson Ask pupils on previous lesson
or presenting the new
lesson
B. Establishing a purpose for Ask pupils on the different headlines we have today.
the lesson Write their answers on the board.

Show pupils a sample of a newspaper.

C. Presenting examples/
instances of the new lesson
Ask if they are familiar with it.
Focus on the editorial part.
Using semantic web, grab ideas from pupils
about what they know on editorial page of
a newspaper.
Tell pupils:
Read the first two paragraphs of the editorial text. As you read it,
list down words that are not familiar to you. For the second time
that you read it, figure out the message of the first two
paragraphs. For the last time that you read it, state your reaction
or response on the message of the paragraphs.

D. Discussing new concepts

and practicing new skills #
1

E. Discussing new concepts
and practicing new skills #
2 Authentic text refers to texts which provide real-life examples of
Comprehension Questions:
1. Who had a meeting with the local officials of Davao del Sur?
2. Where did the meeting happen?
3. What did President Duterte show in the meeting?
4. What did President Duterte say about the pictures in his
mobile phone?
5. Who was President Duterte addressing in his statement?
6. What do you think President Duterte meant when he said:
“I will eat your liver if you want me to. Give me salt and vinegar
and I will eat it in front of you,” Duterte said, addressing the Abu
Sayyaf. “I eat everything. I am not picky. I eat even what cannot
be swallowed.”
Discuss:
language used in everyday situations. An editorial text is an
example of an authentic text. An editorial text is an article that
expresses the writer’s opinions about a current issue.
There are four steps on how to read an editorial text.
1. Know the meaning of unfamiliar words. Highlight or copy the
words that you are not familiar with. Know their meanings and
re-read the paragraph/s where they are found. This will help you
understand the meaning of every paragraph.
2. Read for the message of the text.
 3. Determine the writer’s opinion.
4. Express your own reaction about the writer’s opinion.
An editorial text has a caricature. A caricature symbolically
pictures the writer’s opinions about an issue. Study the
caricature in the editorial “Go ahead, eat them”.

Remember that:
- each figure stands for a concept or a character (person,
agency, country, and the like relevant to the issue being
discussed).
- the sizes of the figures/images signal the degree of power or
authority.
- each figure must be interpreted as a symbol of something else.
It must not be interpreted literally.

F. Developing Mastery
(Leads to Formative
Assessment 3)

G. Finding practical Ask the pupils on the importance of understanding authentic

applications of concepts texts in improving ones knowledge and abilty.
and skills in daily living
What is an authentic text?
How to respond appropriately to the messages of the different
H. Making generalizations and
authentic texts?
abstractions about the
lesson
Authentic text refers to texts which provide real-life examples of
language used in everyday situations
This time, continue reading the fourth paragraph of the editorial
text. Be sure to follow the four steps in reading an editorial text.
Fill in the outline with the correct details.
I. Evaluating learning I. Paragraph’s meaning:
_______________________________________
II. Writer’s opinion: ___________________________________________
III. My reaction to the author’s opinion:______________________

J. Additional activities for

application or remediation

Wasn’t able to teach the lesson.

Checking of Test Papers, Recording of Scores,
V.REMARKS
Item Analysis and Test Result
VI.REFLECTION August 16, 2019 - FRIDAY
E __________________
A. No. Of learners who earned
F __________________
80% in the evaluation
G __________________
B. No. Of learners who require
E __________________
additional activities for
F __________________
remediation who scored
G __________________
below 80%
C. Did the remedial work? No.
___Yes ___No
Of learners who have caught
____ of Learners who caught up the lesson
up with the lesson.
D. No. Of learners who continue
_____ of learners who continue to require remediation
to require remediation
Strategies used that work well:
___Group collaboration
___Solving Puzzles/Jigsaw
___Answering activities/exercises
___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction
E. Which of my teaching
___ Role Playing/Drama
strategies worked well? Why
___ Discovery Method
did these work?
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Cooperation
F. What difficulties did I
__ Pupils’ behavior/attitude
encounter which my
__ Unavailable Tech. Equip.
principal or supervisor can
__ Science/ Computer/ Internet
help me solve?
Planned Innovations:
__ Localized Videos
G. What innovation or localized
__ Making big books from
materials did I use/ discover
views of the locality
which I wish to share with
__ Recycling of plastics to be used as Instructional Materials
other teachers?
__ local poetical composition