School Grade Level VI

GRADE 6 MACABALAN ELEMENTARY SCHOOL

Teacher Learning ENGLISH

SITTIE HALILA S. ABDULLAH
Area
DAILY LESSON Teaching
PLAN NOVEMBER 18, 2019 (WEEK 4) Quarter 3RD
Date and QUARTER
Time
(ANNOTATIONS)
-PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS
TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
I. OBJECTIVES  To sequence the events in chronological order KRA 3:
 To appreciate the orderliness Curriculum and Planning
 To follow instructions
A. Content Standards  Demonstrates understanding of various verbal OBJECTIVE # 7
elements in orally communicating information. -Plan, manage and implement
B. Performance  Prepares for and participates effectively in a range of developmentally sequenced
Standards conversation and collaboration with diverse partners,
teaching strategies to meet
building on others’ ideas and expressing their own
clearly and persuasively
curriculum requirements through
 Edits text using appropriate text types for a variety of various teaching contexts.
audiences and purposes
C. Learning Oral Language MOV 1- Planning is everything. The
Competencies/ Use an appropriate strategies to keep a discussion going aspect of teaching is very important
Objectives that it can alone determine the
Write LC code for each EN6OL-IIId-3.7 failure or success of a teacher.
MOV 2- Subject matter area is
II. CONTENT Making A Stand In Every Decisions Made
taught and learned in the K-12
III. LEARNING Curriculum.
RESOURCES MOV 3- Developmentally
A. References sequenced teaching and learning
1. Teacher’s English Curriculum Guide processes can be observed since
Guide/Pages these refer to the order of activities
2. Learner’s Materials ESSENTIAL ENGLISH that keep learners engaged in the
Pages content and purposely scaffolds
3. Textbook Pages Pages 257-264 learners towards achieving the
lesson’s objectives by maximizing
4. Additional English DLP
allotted time.
Materials from
Learning Resource
(LR) portal
B. Other Learning TV, Notebook computer, Meta strips, piece of the story KRA 3:
Resources https://www.youtube.com/watch?v=8rvGUevGxDk Curriculum and Planning
https://en.wikipedia.org/wiki/Visual_literacy OBJECTIVE # 9
-Selects, develops, organizes and
https://nrich.maths.org/1132
uses appropriate teaching and
http://mathworld.wolfram.com/LatticeMethod.html learning resources, including ICT,
http://explore.museumca.org/goldrush/curriculum/we_a to address learning goals.
ccuse/tgrouprubric.html
MOV- The teacher utilizes online
https://www.helpteaching.com/questions/Sequencing_of
platform to download related
_Events/Grade_3 materials aligned to the learning
goals. The use of ICT in the
classroom is to ensure learner’s
active participation during the class
discussion.
IV. PROCEDURES
A. Reviewing Let the pupils watch the Life Cycle of a Butterfly KRA 1:
previous lesson or https://www.youtube.com/watch?v=8rvGUevGxDk Content Knowledge and
presenting the new Pedagogy
lesson
OBJECTIVE # 1
-Applies knowledge of content
within and across curriculum
teaching areas.
MOV- The lesson in Science is
integrated through the use of
sequencing events and that is called
 chronological order sequence.
B. Establishing a Let the pupils read and watch the story of The Very
purpose for the Hungry Caterpillar
lesson
The Very Hungry Caterpillar by Eric Carle KRA 1:
Content Knowledge and
Pedagogy

In the light of the moon a little OBJECTIVE # 2

-Applies a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills.
egg lays on a leaf .
MOV- Literacy instruction is
embedded in all learning areas. The
ultimate goal of literacy instruction
is to build learner’s comprehension.
One Sunday morning the warm Through the use of pictures,
sun comes up and – pop! – out of the egg comes learners enhance their visual
a tiny and very hungry caterpillar . literacy skills, the ability to
interpret, negotiate, and make
meaning from information
presented in the form of an image,
extending the meaning of literacy,
which commonly signifies
interpretation of a written or printed
He starts to look for some food. text. Visual literacy is based on the
idea that pictures can be "read" and
that meaning can be through a
On Monday he eats one apple, but he is process of reading.

still hungry.

On Tuesday he eats two pears, but he

is still hungry.

On Wednesday he eats three

plums, but he is still hungry.

On Thursday he eats four

strawberries, but he is still hungry.

On Friday he eats five

oranges, but he is still hungry.

On Saturday he eats one piece of chocolate

cake , one ice cream , one

pickle ,

one slice of cheese , one slice of salami

,
 one lollipop , one piece of cherry pie

, one sausage ,

one cupcake , and one slice of

watermelon .

That night he has stomachache !

On Sunday the caterpillar eats one nice green

leaf , and he feels much better.

Now he isn’t hungry– and he isn’t a little
caterpillar. He is a big fat caterpillar.

He builds a small house, called a cocoon

.

He stays in the cocoon more than

two weeks. Then he comes out………

and…...
………..he is a beautiful butterfly

!
C. Presenting The teacher will let the pupils to watch the story in class
examples/instances while pupils are encouraged to listen attentively. KRA 2:
of the new lesson *Giving of Classroom Rules (tacked on the board) Learning Environment and
* The 5 P’s: Diversity of Learners
1. Be Positive
2. Be Productive OBJECTIVE # 5
3. Be Polite -Manages learner behaviour
4. Be Prepared constructively by applying positive
5. Be Peaceful
1. Be an active learner and be a good listener. and non-violent discipline to ensure
2. Don’t speak any bad words or offensive. learning-focused environment.
3. Be kind, polite and courteous to others.
4. Keep your hands and feet to yourself. MOV- To avoid and prevent
5. Be respectful to your classmates, teachers and misbehaviour, class house rules/
property. standards/guidelines is set to be
6. Listen to the teacher and classmates, and follow
directions. reminders of their duties while the
7. Work hard and always do your best. class is going on.
8. Be safe. Don’t cause trouble to anyone. Be a
peace-maker at all times.
9. Raise your hand when you would like to speak in
class or if you need to leave the classroom for any
reason.

“The King and the Singing Bird”

 Once upon a time, there was a bird that had a
beautiful voice. The bird lived at the top of the tallest tree
in the forest. Every morning, the bird sang so beautifully
that all the animals in the forest felt glad to be alive.
One day, the bird far-away sang so loudly and
happily that the king in his castle heard the beautiful KRA 1:
melody. “I want that bird,” shouted the king, who was Content Knowledge and
used to getting his own way. Hunters brought the bird in Pedagogy
a cage to the king.
“Sing for me,” announced the king. OBJECTIVE # 3
The bird refused.
“Then I’ll eat you for dinner,” said the king.
-Applies range of teaching
The cook was afraid but the bird told her not to
strategies to develop critical and
worry. “Even a king cannot destroy a beautiful idea,” the
bird said.
creative thinking as well as other
The cook gently stroked the bird before putting it higher- order thinking skills.
into the pot. At dinner, the king ate the bird. The king
started to swell up. He got the wickedness of his life MOV- Development through
poured out to him from all over the land. Effective Questioning Strategies is
followed after the pupils watch the
Then, the people in the kingdom heard a song more
story through video clip.
beautifully than any they have ever heard before. Questions 1-4 require the learners
- adapted to recall the information from the
Let us understand the story well by answering some text watched. These call for low-
questions. order thinking skills like
remembering. These questions can
be answered by single response,
1. What is fascinating about the bird?
are called convergent questions.
2. What did the king want from the bird? Questions 5- 7 require learners to
3. Did the bird sing for the king? answer by analyzing, synthesizing,
4. When the bird refused to sing, what did the king say? and evaluating. These questions are
5. How did the cook feel about the bird? divergent, open-ended questions
6. What happened to the king after eating the bird? and may have multiple answers.
7. Finally, what happened in the kingdom?

D. Discussing new The teacher will show the chain of events. Use these
concepts and guide questions to sequence the events in the story. KRA 3:
practicing new skill #1 Curriculum and Planning
CHAIN OF EVENTS OBJECTIVE # 7
Beginning -Plan, manage and implement
developmentally sequenced
1. What is the first event? teaching strategies to meet
First Event curriculum requirements through
2. What is the second event? various teaching contexts
Second Event

3. What is the third event? MOV- Scaffolding is everything

4. What is the fourth event?
5. What is the fifth event?
6. What is the sixth event?
7. What is the seventh event?
Third Event since it refers to concretize things
Fourth Event
that learners need to be guided
using simple, basic activities at the
beginning, leading to more
Fifth Event
complex learning encounters as to
Sixth Event reach to the point where learners
are able to master a specific
Seventh Event
learning competency.

Guided Practice KRA 2:

Pupils will be divided into 3 groups.
Each group will be given an event from the story to
illustrate. They will work together to delegate
responsibilities and roles.
After the pupils illustrate their scene, we will gather
together on the rug.
Pupils will put the events in order.
They will use a bold marker to add the words first,
second, next, then, and finally to each drawing.
As a class, they will go over their work, as they order
Learning Environment and
Diversity of Learners
OBJECTIVE # 4
-Manages classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
 the events by using the sequencing words (first, environments
second, next, then, last).
MOV 1- Classroom Structure- this
Teacher Rubric for Group Work refers to the physical set-up of the
learning environment, which
This rubric will be used to evaluate your group's generally includes the arrangement
work as a team. of chairs in the classroom designed
to maximize learning.
Team members: MOV 2 -Pupils are grouped
___________________________________________ together so that they can have
meaningful hands-on learning by
Let the pupils to be working as a team that require
Accom- Exemplary
Beginning Developing
plished   tiered by the flexible physical participation of learners to
 Criteria    
  4 points construct, consolidate or explain
1 point 2 points
3 points   grouping
concepts that leads to learners’ full
Group 1: The Red
One or more All members All All members understanding of concepts and how
Contribution 

members do contribute, but members contribute Team will form a they relate to other concepts.
not contribute. some contribute contribute equally, and
more than others.  equally. some even train with the correct
contribute more
than was order of events. MOV 3 -They can have discovery
Teacher Members work well Members Allrequired.
members Group 2: The Yellow learning activities that require
Cooperation 

intervention together some of work well work well

needed often to the time. Some together together all of Team will form a learners to draw on their past and
help group teacher intervention most of the the time; assist caterpillar with the existing knowledge to discover
cooperate. needed. time. others when
    needed. correct order of facts, relationships, and new
 
events. knowledge to be learned.
Team needs Team is on task Team is on Team is on task
frequent some of the time. task most all of the time. Group 3: The Blue
On task 

teacher Needs teacher of the time. Does not need

reminders to reminders. Does not any teacher Team will form a
get on task.   need any reminders.
  teacher stairway with the
reminders. correct order of
 
Members need Members need All Each member
frequent some teacher members listens well to events.
Communication 

teacher intervention to be listen to other members. All teams will be

intervention to able to listen to each other Each member
listen to each each other and and speak speaks in graded with the use of
other and speak speak to each other to each friendly and
to each other appropriately. other in encouraging rubrics.
appropriately.   equal tones. KRA 2:
  amounts.  
  Learning Environment and
Use the transitional marker First, Next, Then, After, Diversity of Learners
and Finally to form a short story.
OBJECTIVE # 6
Going Fishing -Uses differentiated,
_________They go the garden and look for worms. developmentally appropriate
_________They throw their fishing rods into the river. learning experiences to address
_________They go fishing. learners’ gender, needs, strengths,
_________They get their fishing rods. interests and experiences.
_________They get an empty can
MOV 1- The learners are given
Going to Market differentiated activities
_________At the market, she goes from stall to stall.
according to their strengths and
_________Mother gets her market basket and her market
list, too. interests.
_________She looks for fish, meat, and vegetables to
buy. MOV2- By applying
_________Mother goes home happily. differentiated activities with
_________Soon her basket is full. rubrics, learners are encouraged
to have active participation..
Cooking with Father
_________Father washes the fish.
_________He cuts the fish into pieces.
_________He fries the pieces of fish.
_________He puts salt on the pieces of fish.
_________He puts the cooked pieces of fish in a platter.
E. Discussing new The teacher will show the other tricks in multiplications
concepts and and they can do that by following instructions clearly.
practicing new skill #2 1. 3x15=N KRA 1:
1 5 Content Knowledge and
Pedagogy
3 0 1
3 5 OBJECTIVE # 2
N= 45 4 -Applies a range of teaching
5 strategies that enhance learner
 achievement in literacy and
2 3 numeracy skills.

MOV 1- Numeracy can be taught

2. 23x16=N 1 across curriculum. It doesn’t need
to be taught only by a Mathematics
6 teacher.
It can be observed here that the
teacher is still with her lesson
N= 368 3 6 8 because she has just shown the
0 0 3. 214x31=N
importance of sequencing skills in
order to come up with the correct
2 3 2 1 4
answer. The pupils just need to
1 1 follow the instructions.

2 8 0 0 1
3 6 3 2
MOV 2- Numeracy is more than
counting numbers. It should
0 0 0
promote development of problem-

1 2 1
solving capabilities.
4

6 6 3 4

N= 6634

First, draw a square depending on your factors.

For example, for the following factor that you have two
digits by one digit. So, you have to draw two squares. If it
is two by two digits, you have two draw four squares. If it
is three digits by two digits, then you have to draw six
squares.
Second, put your greatest factor at the top. And put the
least factor at the right sides.
Third, draw a diagonal line for every square.
Next, do the Multiplication. Put zero for single digit
product.
Then, add the numbers together diagonally.
Finally, put together the answer by left to right. And that
is the product of the two factors.
F. Developing mastery How did you arrange the events?
(Leads to Formative What guided you to arrange the events?
Assessment) What words in the guide questions were used to help
you note the order of events?
G. Finding practical In what instances do you show your concern for God’s .
applications of creations?
concepts and skills in How should we regard God’s creation?
daily living
H. Making To sequence ideas is to arrange them in successive and
generalizations and logical order.
abstractions about the
lesson
There are several ways of sequencing ideas.
1. Chronological order – where the sequence is based on
time or when the events happened.

2. Processes or Instructions on how to do things

I. Evaluating learning Read all the sentences. Decide which sentence should
come first. Then, arrange the rest of the sentences in KRA 4
proper order. Use numbers to show the sequence. Copy Assessment and Reporting
the correctly arranged sentences to form a paragraph.
OBJECTIVE # 10
Matt wrote about how to make a sandwich. What is the -Designs, selects, organizes and
correct sequence for his sentences? uses diagnostic, formative and
1 Finally, put your bread together and take a bite!
summative assessment strategies
consistent with curriculum
 2 Next, peanut butter needs to be smoothly spread on the requirements.
bread. MOV- The use of formative
3 First, you need to get out two slices of bread. assessment consistent with
4 Do you want to know how to make a peanut butter and curriculum requirements is
jelly sandwich? followed in order to interpret the
5 Then, spoon some jelly on top of your peanut butter. result of the learners’ progress.
a) 3, 2, 5, 1, 4
b) 1, 5, 2, 3, 4
c) 3, 2, 5, 4, 1
d) 4, 3, 2, 5, 1
J. Additional activities Think of one of the most unforgettable decision that you
for application or have made without regret. Write in 3 paragraphs with 3-5
remediation sentences.
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Time Observed: 9:00-9:50

Observed by:
MRS. LILANI L. ALCALA
Master Teacher 1