Republic of the Philippines

Department of Education
Region X
DIVISION OF LANAO DEL NORTE
Kapatagan West District
CARUSA INTEGRATED SCHOOL
LESSON PLAN IN PRACTICAL RESEARCH 1

The learner demonstrates understanding on drawing out patterns

A. Content Standards and themes from data- Presentation and discussion of data
I. OBJECTIVE

B. Performance The learner analyzes and draw out patterns and themes with
Standards intellectual honesty.
C. Learning Relates the findings with pertinent literature.
Competencies/
Objectives
II. CONTENT Presentation and discussion of data
(Subject Matter/Lesson)
1.Teacher’s Guide
A. REFERENCES

pages
Teacher’s Guide
III. LEARNING
RESOURCES

K12
2.Textbook pages
3. Additional Materials http://libguides.usc.edu/writingguide/title
from Learning Resource http://lifestyle.iloveindia.com/lounge/importance-of-research-
portal
10978.html
D. Other Learning
Resources
Power point presentation, activity sheets,
Before the lesson

A. Prayer, greetings,
checking of attendance

B. Reviewing previous
lesson or presenting the new
lesson

B. Establishing a purpose 1. At the end of the lesson, you will learn to produce paragraphs to present
for the lesson the gathered data and relate or supported with literature.
IV. PROCEDURES

During the lesson

Coordinate with the group and determine the task given by

the leader. Produce first draft of the discussion presenting the data
C. Development Activities gathered
1. Activity: Organizing
Pieces

Guide questions:
2. Analysis What paragraph development is appropriate in organizing
your details?
How will you expound your discussion?
How will you make your data reliable and substantial?

D. Abstraction

Discussion of organizing the details of the discussion

 Reread the constructed paragraph to ensure that the entire
materials were utilized
F. Application
- Lead the pupils generalize the lesson by answering the
following questions.

G. Making generalizations 1. What is a cause?

and abstractions about the
2. What is effect?
lesson.

H. Finding practical
applications of concepts
Identify the causes and effects in the following stories.
and skills in daily living.

Write the cause and effect for each sentence.

1. Tim forgot his math book, so he unable to complete his
homework.
Cause:_______________________________
Effect:_______________________________
2. Keegan was hungry because he skipped lunch.
Cause:_______________________________
Effect:_______________________________
3. Erin’s car had a flat tire, so he called a tow truck.
I. Evaluating learning Cause: _______________________________
Effect: ________________________________
4. Gina couldn’t find the cookies because Papa hid them in the
cupboard.
Cause: _______________________________
Effect: ________________________________
5. Kelly studied her spelling words and she got an A on the
test.
Cause: _______________________________
Effect: _______________________________
Match up each cause with its effect. Then write a sentence for each
pair that includes both the cause and the effect.

A B
1. The ceiling in the kitchen a. He asked for a
discount.
A. Additional activities for
application or remediation
leaked.
2. Janet got straight A’s. b. She studies every
3. He got a good deal. evening.
4. She caught her cold. c. Kim drank from
Laura’s
glass.
d. It rained all night.
V. REMARKS

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who

require additional activities for
remediation
C. Did the lesson work?
VI. REFLECTION

No. of learners who have

caught up w/ the lesson
D. No. of learners who
continue to require
remediation
E.Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
 G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

FLORIFE V. JARIOL
Teacher - 3

PANTALEON C. VELASQUEZ AMELITA S. BAGOL, Ed. D.

Asst. Principal Principal - 2

Republic of the Philippines

Department of Education
Region X
DIVISION OF LANAO DEL NORTE
Tubod West District

TUBOD CENTRAL ELEMENTARY SCHOOL

LESSON PLAN IN ENGLISH 6

Name of Teacher Florife V. Jariol Section VI-ADELFA

Leaning Area ENGLISH Time: 10:00 – 10:50
Grade Level SIX Date 2/28/19

The learner demonstrate understanding of compound-complex

OBJE

A. Content Standards sentences for effective communication of information/ideas

I.
 The learner construct with sufficient accuracy compound-complex
B. Performance sentences
CTIVE Standards for effective communication of information/ideas
C. Learning Use various types and kinds of sentences for effective communication
Competencies/ of information/ideas (compound-complex sentences)
Objectives
II. CONTENT
(Subject Matter/Lesson) Use compound-complex sentence
4.Teacher’s Guide
A. REFERENCES

pages Curriculum Guide pp 138 of227

Teacher’s Guide
III. LEARNING
RESOURCES

K12
EN6G-IVb-1.9
*English for You and Me 6 (Language). 2011. pp 65-67.
5.Textbook pages
*Essential’s English 6 pp 378 - 379
6. Additional Materials
from Learning
Resource portal
D. Other Learning
Resources
Power point presentation, activity sheets
Before the lesson
- Present the activity below to initially assess their prior knowledge about
compound sentence.

. Choose the most appropriate conjunction to go in the blank

1. It was raining very hard, ____ we still finished playing the football
game.
a. yet b. for c. so
2. On the first day of school, we had a flat tire, _____ I was late getting
to class.
a. yet b. and c. nor
A. Reviewing previous 3. There are two pieces of cake left, _____ they are saved for Mom
lesson or presenting the and Dad.
new lesson a. but b. nor c. or
4. I cannot go with you to the store, _____ I have to clean my room.
a. and b. for c. but
5. I thought I had some extra folders in this drawer, _____ they are not
here.
a. so b. nor c. but
IV. PROCEDURES

B. Establishing a
purpose for the lesson At the end of the lesson you will learn about complex sentence .

During the lesson

C. Presenting Read and study the following sentences :
examples/instances of
the new lesson *Sometimes I take care of eggplants and tomatoes when my pechay plants
are harvested.

*Water is the greatest gift of nature because it covers 70% of the Earth’s
surface and makes up over 60% of the human body.
D. Discussing new -What do you call the underlined words?
concepts and practicing
- Can you identify the independent clause in sentence number one?
new skills #1
-How about sentence #2?
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
G. Making
generalizations and
abstractions about the
lesson.
H. Finding practical
applications of concepts
and skills in daily living.
I. Evaluating learning
Group activity. Each group will be given activity sheet.
Group I
- Combine the ideas in this paragraph. Use appropriate conjunctions to
form complex sentences. Choose among because, when, so,
although, unless, if,
so that, before, after, where, since. Do this in a piece of paper.
Group II
Underline the dependent clause in each complex sentence
Group III
- Choose which subordinating conjunction works best to join the
clauses together to make a complex sentence. (unless, that, which,
when, while)
Group IV
Underline the independent clause that can stand alone as a sentence.
Group V
- Box “Independent Clause” underline “Dependent Clause” then circle
the subordinating conjunction.
- Lead the pupils generalize the lesson by answering the
following questions.
3. What is a complex sentence?
4. What is an independent clause?
5. What is a dependent clause?
6. What are examples most commonly used subordinating
conjunction?
Connect the correct independent clause using the correct
subordinating conjunctions (because, while, that,)
A. B.
1. I won’t to go to bed early A. You lost yesterday
2. We played games B. He is playing football
3. I did not see Scott today C. I am going to holiday tomorrow
4. Here is the basketball D. The adults sat and talked
Choose the letter of the correct answer.
1.Which sentence is complex?
A. Before scientists invented telescopes, the moon was a
mystery.
B. The viewer looked into the special machine.
C. Trained bears were the star of the film.
D. People in earlier days wrote letters or sent telegrams.
2.Which sentence is complex?
A. Paris is an old city but Rome is even more ancient.
B. You can see paintings or go to the opera.
C. The Navajo and the Iroquois are Native Americans.
D. It is possible to see the earth rise over the horizon if you are
standing on the moon.
 3.Which is the BEST way to combine the following sentences?
Chandra bought the puzzle. She wrapped the puzzle.
A. Chandra bought the puzzle and wrapped the puzzle.
B. Chandra bought and wrapped the puzzle.
C. Chandra wrapped the puzzle after she bought the puzzle.
D. Wrapping the puzzle, Chandra bought it.
4. What is the DEPENDENT CLAUSE in the following sentence?
Although Bill was sick, he still went to work.
A. Although
B. he was still sick
C. was sick
D. Although Bill was sick
5. What part of the following sentence is an INDEPENDENT
CLAUSE?
Until you eat your supper, there will be no dessert for you!
A. there will be no dessert for you
B. until you eat your supper
C. until you eat
D. there will be no

Use the following subordinating conjunctions in a sentence

1. After
A. Additional activities 2. Because
for application or 3. Before
remediation 4. If
5. whenever

V. REMARKS
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who require
additional activities for
remediation
J. Did the lesson work? No. of
learners who have caught
up w/ the lesson
VI. REFLECTION

K. No. of learners who

continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

FLORIFE V. JARIOL
Teacher - 3

PANTALEON C. VELASQUEZ AMELITA S. BAGOL,Ed.D.

Asst. Principal Principal - 2