LESSON PLAN IN ENGLISH GRADE VI

Objectives
at the end of the lesson, 85% of the students are expected to:
a. make an inference on a given scenarios
b. perform the given scenarios and
c. value the importance of making inference by writing a paragraph about it.

SUBJECT MATTER
a. Topic: Making Inferences
b. Materials: Visual aid, pictures, tasks cards
c. References: TG, p. 235- 237
d. Time frame: 45 minutes

LEARNING PROCEDURE
a. preliminary activities
a. Daily routines
● prayer
● classroom

b. Motivation
● Activity: Inference game
● Let the student read the scenario

“It was Ronnie’s graduation day; he had been waiting for his mother to
come. He will be the next to come up on stage and yet he still can't find his
mom.”

c. Analysis
after the activity, ask the following questions to the students:
1. What did you understand about the scenario?
2. Based on the scenario, how do you think Ronnie is feeling? Happy? Sad?
Excited? Nervous?
3. Why do you think so?
4. How did you guess his feelings?

d. Abstraction
● Inference
● An inference is an educated guess.
● Steps to make an inference
(1) Think about the clues given in each sentence.
(2) Think about your own experience or your own prior knowledge.
(3) Now make an inference and predict the outcomes or what happens next.
e. Application
● The teacher will give the following cards to the students.

ACTIVITY: ROLE PLAYING

The boy was riding a bicycle when he found out he left his money at home.
What will happen next?
(Everyone in a group must have role)

ACTIVITY: ROLE PLAYING

The boy came to school very late. The teacher was in the middle of discussion
when he arrived. What will happen next?
(Everyone in a group must have role)

ACTIVITY: ROLE PLAYING

The girl was playing with her playmates in the rain. Her mother saw her and
called her. What will happen next?
(Everyone in a group must have a role)

f. Evaluation
● Let the students observe the following pictures
● Ask them what they can infer and their predictions

g. Assignment
 Why do we need to make an inference or predictions? Write your answer in an
easy form. (1/2 crosswise paper)
 TABLE OF SPECIFICATION

OBJECTIVES No. No. ITEM PLACEMENT T %

of of O OF
days item T ITE
or s A MS
hour L
s R U AP AN E C

Writing as a skill, as a 3 6 1,2 3,4 30 6 15

process or discovery, ,3
and to communicate 1
with others.
The writing process 3 3 36 5,6 3 9
Understanding essay 2 3 26 13,14 3 8
Exposition and 1 4 28,29 15 21 4 9
Definition
Description and 1 4 16,17 37, 4 5
narration 38
Comparison and 1 5 18,19 20,21 39 5 11
contrast
Argumentation/reservat 2 3 11,12 40 3 8
ion
Analogy & 3 5 35 22,23 32 5 13
classification ,24
Cause and effect & 2 3 33,34 25 3 8
Illustration/example
Process analysis 2 2 7,8 2 6
TOTAL 20 40 7 12 4 7 4 6 40 100
%

Legend: R-Remembering U-Understanding AP-Applying AN-

Analyzing E-Evaluating C-Creating
III- Directions: Following the Dos and Don’ts in Test Construction, write at least 5 multiple-item
test questions in literature with choices and distractors using the story below. Provide 1
comprehension question, 2 application questions, and 2 evaluation questions from the
categories in Bloom’s Taxonomy. No question shall be constructed in the Remembering
category. (10 points)

1. What day is the lottery held each year?

a. December 24th
b. June 27th
c. February 9th
d. October 15th

2. What is Old Man Warner’s reaction upon hearing that other towns have either given up
the lottery or are considering doing so?
a. He begins to weep
b. He laughs
c. He says it is a good idea
d. He says it will lead to nothing but trouble.

3. What may be one theme of “The Lottery”?

a. All women must draw first as heads of their households on behalf of their families.
b. Sticks and stones may break my bones, but lotteries will never hurt me.
c. Evil can be cloaked in something that seems to be good.
d. Lotteries are always in the best interests of everyone involved.

4. How does the mood change throughout the story?

a. The author begins with calmness and tranquility, but she ultimately shifts the reader to shock
and confusion.
b. The author begins with mourning and sadness, and then she shifts to happiness and joy.
c. The author begins with shock and horror, and then she shifts to calmness and peacefulness.
d. It does not change.

5. How is the setting significant to the story?

a. The warmth and pleasant setting (summer in a village) ironically contrast with the dark
content.
b. The warmth and pleasant setting (spring in a village) symbolizes new life and rebirth.
c. The unsetting setting (fall in a village) correlates with the topic of the fall and mankind.
d. The unsetting setting (winter in a village) correlates with the dark content.