Detailed Lesson Plan

School San Ramon Elem. School Grade Level Four

Teacher Hanie Grace Reodava- Learning Areas English

Torre
Date Quarter Three
Week 1
Objective Content Demonstrates a command of the conventions of standard
Standard English grammar and usage when speaking and writing.
Performance Speaks and writes using good command of the conventions
Standard of English.
Developmental Grammar
Domain
Learning EN54G-IIIa-13
Competency
Code
Content Adjectives
References: K to 12 Curriculum Guide pg.92, Teacher’s Manual, pp 218-219,
Learner’s Material, pp 226-228
Materials: metacards, pictures, charts, projector, laptop
Value Focus: Love of Pets
Procedure 1. Review
-Ask the pupils to differentiate the noun from the pronoun. Say Hephep
if the word is a noun and say Hooray if it is a pronoun.
a. market f. he
b. they g. slippers
c. we h. cat
d. Clarissa i. dog
e. birthday j. you
2. Motivation
-Give the pupils a puzzle to form.
-Let them describe the picture formed.
3. Presentation (Explicit Teaching)
-Present the lesson objective to the class.
-The pupils will reread the poem “Kabang, a True Hero”.
-Teacher asks the main idea of the poem and how to take care of their
pets.
A. Teaching/Modelling (I Do)
-Present the following sentences taken from the poem.
1. Kabang is a true hero.
2. The two girls were saved.
3. The red motorcycle bumped Kabang.
4. The motorcycle has round wheels.
5. The little girls were smiling.
-In sentence number one, the underlined is true. The word true describes
 the word hero. Hero is a noun to which the word true describes. True is
an adjective that tells its kind.
-In sentence number two, the underlined word is two. The word two
describes the word girls. Girls is a noun which the word two describes.
Two is an adjective that tells number.
-In sentence number three, the underlined word is red. The word red
describes the word motorcycle. Motorcycle us a noun to which the word
red describes. Red is an adjective that tells color.
-In sentence number four, the underlined word is round. The word round
describes the word wheels. Wheels is a noun to which the word round
describes. Round is an adjective that tells shape.
-In sentence number five, the underlined word is little. The word little
describes the word girls. Girls is a noun to which the word little
describes. Little is an adjective that tells size.
-Adjectives are words that describes nouns or pronouns. They tell about
the kind, color, size, shape or number of a noun.
-Present other sentences.
1. The balloons are colourful.
2. SM City Iloilo is very wide.
3. My mother loves pink dresses.

B. Guided Practice (We Do)

a. Group Activity
-Group the class into four groups.
-Each group will be given a task card. They will form a semantic map
using the adjectives that best describe the picture. (words written on the
metacards will be provided)
-Group Presentation
b. Guessing Game
-Ask the pupils to describe a certain object inside the classroom.
Mentions its shape, color and kind. Call a volunteer to guess the object
that is being described. The pupil who is able to give the correct answer
takes his turn in asking his classmates.
C. Independent Practice (You Do)
a. Which adjective best describes the picture? (Refer to LM p.227)
b. Identify the adjective used in each sentence. Write it on your paper.
1. Mr. Cruz owns a green car.
2. The doctor cures the sick boy.
3. The big lion roars.
4. The lady wears a long gown.
5. There are fifty-six books in the shelf.
c. Make a sentence using adjectives based on the picture.

Evaluation A. Identify the adjective in the sentence by underlining it.

 1. Andrew’s cat has a long tail.
2. My hair is blonde.
3. The cat sleeps on the soft chair.
B. Use the following adjective in a sentence.
(tall) 1. ______________________________________________
(wide) 2. _____________________________________________

Assignment On a short bond paper, draw your pet and write at least three sentences about it
using adjectives. Encircle the adjectives that you used.

Reflection

Prepared by: Approved by:

HANIE GRACE REODAVA-TORRE MARLON BRIAN B. IGHAN

Teacher II Head Teacher I

Detailed Lesson Plan

 School San Ramon Elem. School Grade Level Six

Teacher Hanie Grace R. Torre Learning Areas English

Date March 9, 2020 Quarter Four

Week Eight
Objective Content Demonstrates understanding of verbal and non-verbal
Standard elements of communication to respond back.
Performance Uses a variety of strategies to provide appropriate feedback.
Standard
Developmental Grammar
Domain
Learning EN6SS-IVg-1.10
Competency
Code
Content Compound-Complex Sentence
References: Curriculum Guide pp 138 of 227, English For You and Me pp. 61-
65
Materials: emoji sticks, manila paper, pentel pen, projector, laptop, speaker
Procedure 1. Review
- Recall what is the difference between a compound sentence to a
complex sentence.
Use the emoji sticks to identify if it’s a compound or complex sentence.
Raise the smile emoji  if it’s a compound sentence and sad emoji  if
it’s a complex sentence.
1. The spaceship landed and a strange creature got out.
2. If you can come ahead of me, please wait for me.
3. Come on time and I’ll be there.
4. The children were standing at the corner while I walked straight
ahead.
5. As soon as you arrive, call me up.
6. Lightning flashed all night but it didn’t rain.
7. Volleyball is fun and it is a good exercise.
8. They want to rest before they eat their supper.
9. The mouse saw the cat but the cat didn’t see her.
10. Father goes fishing often but he doesn’t like to eat fish.
2. Motivation
-Pupils will identify the coordinating conjunction and subordinating
conjunction that are given to them as metacards by pasting it on the
graphic organizer.

Study the following sentences.

1. Their parents disapproved of their relationship and tried to separate
them, though forbidden love would always find a way.
2. When the night came, Thisbe secretly slipped out of the house to meet
Pyramus even if it was forbidden.

Identify what type of sentence are they, and why. And what are the
conjunctions used.

A COMPOUND-COMPLEX SENTENCE has two independent clauses

joined to one or more dependent clauses.

Show a video about compound-complex sentence.

3.Presentation (Explicit Teaching)

Use a coordinating conjunction to join each pair of the independent
clause into a compound sentence.
1. Mathematics seems hard for many pupils. There are techniques for
improving one’s mathematical skills.
2. Zachary is an excellent student. He received a medal.
3. The library is quiet place to study. We prefer to study at home.
4. Some animals are endangered. Many people are working to protect
them.
5. Fasten your seatbelt. You might be injured.

A. Teaching/Modelling (I Do)
Use subordinating (though, if, when, because etc.) to connect the
sentences into one complex sentence.
1. Deanne needs to learn English. Gianah will teach her.
2. It was drizzling outside. They went for a walk.
3. Kyla needs to ask me. I will buy it for her.
4. Keith played football extremely well. He was very young.
5. Erik wants to get a new job. He is preparing for job interviews.

B. Guided Practice (We Do)

Group Activity
Using the following dependent clause make a compound –complex
sentence.
1. though you know the answer
2. although he agrees with me
3. how he found out
4. while you work on the cake
 5. unless you can tell me

C. Independent Practice (You Do)

Match the dependent clause with the right independent clause to form
the compound –complex sentence. Then rewrite again the sentence.

Dependent clause
1.when the teacher asked him for it
2.because his cousin is allergic to poultry
3.after I swept the garage

Independent clause
a. I love eating turkey at Thanksgiving but my friend’s family eats
lasagna
b. I asked my dad for my allowance but he only laughed at my request
c. Tom knew my name, but he forgot it

Evaluation Direction. Choose the correct conjunction to complete the compound-complex

sentence.
1. I hate writing essays, ____I hate writing poetry, ______I love giving
speeches.
a. but, because
b. b.so, when
c. for, before
d. and ,though
2. ______Bob got his license, he drove to school everyday____he picked
me up.
a. after, and
b. before, because
c. while, though
d. unless, and
3.____you find a job, you should work during the summer,______
you should cut back on your hours during the school year.
a. while, because
b. if, but
c. before, so
d. that, and
4. Ron is running for student council president,______ he will not win
_____ he does not get the seniors’ vote.
a. yet, while
b. for, before
c. but , if
d. and when
5._____my parents were at dinner, I cleaned the house_____my sister
did the ironing.
a. before, so
b. after, if
 c. although, for
d. while , and

Assignment Do you dream at night? Write five compound-complex sentences about your
dream on your notebook. Then draw an object that represents it.

Reflection

Prepared by:

HANIE GRACE R. TORRE

Teacher II

Approved by:

MARLON BRIAN B. IGHAN

Head Teacher I

Detailed Lesson Plan

School San Ramon Elem. School Grade Level Five

Teacher Hanie Grace R. Torre Learning Areas English

Date March 9, 2020 Quarter Four

Week Eight
Objective Content Revise writing for clarity- appropriate punctuation marks;
Standard transition/signal words.
Performance Clarity- appropriate punctuation marks; transition/signal
 Standard words.
Developmental Listening Comprehension
Domain
Learning EN5WC-IIIg-1.8.1/1.8.3
Competency
Code
Content Punctuation marks; transition/signal words
References: Curriculum Guide
Materials: pictures, manila paper, activity sheets

Procedure 1. Review
- Can you tell when to use these punctuation marks?

2. Motivation
Let us read a poem on the usage of punctuation marks.

a. Ask: In what kind of sentences do we use the following:

Period
Question mark
Exclamation point
b. What punctuation mark should be used to write what a speaker
exactly/directly said?
c. When do we use the ellipsis mark?
3.Presentation (Explicit Teaching)
At the end of this lesson you will be able to revise writing for clarity by
using appropriate punctuation marks and transition/signal words.

A. Teaching/Modelling (I Do)
Explaining to the students what to do
Present the chart below. Let the pupils read the punctuation rules.

In addition to the punctuation marks which help in the clarity of writing

sentences, there are also transition/signal words that are used.
Signal or Transition Words
(Chronological Sequence)

first, second next not long after

initially then before following when
finally preceding after on (date)

Signal or Transition Words

(Description/Enumeration)
for instance for example to illustrate
such as in addition also
another furthermore
to begin with most importantly

Signal or Transition Words

(Compare and contrast)
different from same as similar to
as opposed to instead of
although compared with however as well as
either or unless but
 Read the following sentences correctly.
1. The accessibility of the computer has increased tremendously over
the past several years.
2. What has humanity done about the growing concern regarding
global warming?
3. You scared me!
4. The computer store was filled with video games, computer hardware
and other electronic paraphernalia.

B. Guided Practice (We Do)

Group Activity
The teacher shows other examples of sentences using different
punctuation marks and signal words. Ask the pupils to identify the
punctuation marks used as well as the signal words.
1. Ben’s children love sports. They like outdoor sports such as track and
field, football, baseball and javelin throw.
2. Lorna enjoys putting accessories whenever she goes out compared
with Alda who goes around with simple t-shirt and maong pants.
3. How will you keep yourself busy after the school year ends?

C. Independent Practice (You Do)

Copy each sentence and punctuate properly.
1.Gener said I disagree with Melvin
___________________________
2.My sister Jane wanted to know if Kitty my friend is visiting us for the
holiday
____________________________
3.Lito can not climb mountains he is too ill
____________________________
4.I told Ricky that we are going home early
_________________________________
5.Let prepare delicious snacks Jannet
_________________________________

Evaluation Copy and punctuate the paragraph.

David asked what have you dreamt last night It was a fantastic
dream narrated Ben but it was so short Anyway I had a toy soldier
named Phil What can your toy soldier do asked David My toy soldier
can walk and talk Imagine it can also turn right and left on command
To my surprise Phil even recited a poem about it

Assignment

Reflection
Prepared by:

HANIE GRACE R. TORRE

Teacher II

Approved by:
MARLON BRIAN B. IGHAN
Head Teacher I