School: Gonzalo Gatchalian NHS Quarter: FOURTH

DAY 1
Teacher: Shirley Del Rosario Date:
MAY 13-15
6:00 – 7:00 10 – INNOVATION
2:30 - 3:30 Clever
DAILY LESSON PLAN
ENGLISH Courage
Schedule: Creativity
Cooperation
8:00 – 9:00 ENVIRONMENTALIST

Prepared by: Checked by: Noted by: Noted by: Observed by: Observed by:

KARREN P. CASTRO MA. LORENA MARGARET MARISSA C. MRS. ANNABELLE DR. MA. TERESA B.
English Teacher L. DELA ROSA CHELSEA P. AUSTRIA H. NAVA DELOS SANTOS
MT I-FILIPINO GURAY OIC Principal EPS - English PSDS - Cluster II
English Dept. Head

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: South and West Asian literature as an expression of
philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion
in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in
journalistic writing.
B. Performance Standards The learner transfers learning by composing a variety of journalistic texts, the contents of which may
be used in composing and delivering a memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
C. Learning Competency
MELC &Code

II. CONTENT Review

Specific Objectives

III. LEARNING RESOURCES

1. Teacher’s Guide Pages
2. Learner’s Material Pages https://www.evansville.edu/writingcenter/downloads/paragraphs.pdf
https://writing-center.phsc.edu/writing/paragraphs-and-essays/paragraphs/definition-paragraph

3. Additional References from Learning

Resources

IV. PROCEDURES
A. Reviewing previous lesson or Classroom Routine:
presenting the new lesson ● Clean the classroom.
(5 minutes)
● Check the attendance.

● Review of grammatical signals

B. Establishing a purpose for the lesson Charades

(3 minutes) The teacher will divide the students into two groups. Each group will have 1 representative the rest of
the class will be the guesser.
The representative will act, put some gestures and nob-verbal language to act the assign word. The
class will guess the words.

1. I believe you
2. You are my hero
3. This is my time

C. Presenting examples/instances of the The teacher will show an example of a paragraph

new lesson

(5 minutes)
My Worst Trip

My experiences at Miami Airport and during the flight to Chicago on September 29, 2007
were terrible because I could not understand English. I came from Mexico, and that was my first
connecting trip out of my own country. After a long flight from my native country, I arrived at
Miami Airport. I had been so excited walking in an American airport until a uniformed officer
asked me something in English. I felt nervous because I did not speak English and did not know
how to answer her questions. I just shook my head. I was not walking excitedly anymore because I
 realized that I did not speak the language. I

Guide questions
1 Is that paragraph? Why or why not?
2. What is a paragraph?
3. What are the parts of paragraph?

D. Discussing new concepts and

practicing new skill #1 Paragraph Types:
(22 minutes) One may categorize paragraphs based on their structure into four main types. They all have various
features, and they will benefit many parts of your content.

You can use paragraphs in countless ways to depict or illustrate various things. However, it is a must
to have a thorough understanding of the use of the different paragraph types appropriately for any
given purpose.

The different kinds of paragraphs are as follows:

Descriptive Paragraph
Expository Paragraph
Narrative Paragraph
Persuasive Paragraph
Find Grammar, spelling, style, and more writing issues with the Sentence checker.

Descriptive Paragraph:
A “descriptive paragraph” is a piece of writing in which the writer enlightens the reader with details
on a specific topic. Writers often draw inspiration from personal experiences. The author employs
vivid imagery to entice the reader’s senses. It makes it easier for the reader to envision themselves
existing in the environment that the author depicts. In short, descriptive paragraphs do precisely what
their name implies. They provide a thorough account of a particular person, thing, or event.
Expository Paragraph:
This type of paragraph provides an explanation and guidance. It may also explain how to do
something and lead the reader through each step. This kind of paragraph needs a lot of research by
the writer. But they may also rely on their own experience and knowledge.

Narrative Paragraph:
A narrative paragraph contributes to the narrative and ensures that the plot continues to progress.
Paragraphs that tell a story will have action, incidents, and intriguing phrases to describe them.
These paragraphs serve to maintain the reader’s interest in the narrative. A descriptive paragraph
can be both narrative and descriptive at the same time.

A narrative paragraph provides the reader with more background information, such as the events that
led to or triggered the story’s current events. These paragraphs are also critical for fiction authors, as
they let the reader understand the big picture.

E. Discussing new concepts and Guide Questions

practicing new skill #2 1.What is paragraph
(5 minutes) 2. What are the types of paragraphs?
3. Can you differentiate each type of paragraph?
4. What is the easiest type of paragraph? Why or why not?
5. What are the four types of paragraph?

F. Finding practical applications of

concepts and skills in daily living
(5 minutes)

Write a paragraph
Write paragraph about Indigenous people about their rich culture.
Use descriptive paragraph.
 G. Making generalizations and
abstractions about the lesson
(2 minutes)
H. Evaluating Learning
(10 minutes)
I. Agreement / Assignment
V. REMARKS
VI. REFLECTIONS
A. No. of learners that achieved at least 80%
mastery of the lesson in the evaluation
B. No. of learners that needs
additional remediation activities (scored
below 80%)
C. Did the remedial lesson work? What is the
no. of learners that achieved mastery of the
lesson post remediation?
D. No. of learners that needs further
remediation
E. Which of my teaching strategies worked?
Why?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material did I
use which I wish to share with other
teachers?
WHAT’S THE GIST
I have learned that ____________ there are ___________________ of
paragraph____________,___________________-_________________
_______________
1.Which type of paragraph would this topic sentence best go with: My best
friend's freckled face always has a glowing, crooked smile.
A. narrative B. descriptive C. expositor D. percussive
2. Which type of paragraph would this topic sentence best go with: The day I won
first place in the box car derby race was the proudest day of my life.
A. narrative B. descriptive C. expository D. persuasive
3. This paragraph is used to tell a story. There is a logical sequence of events.
A. narrative B. descriptive C. expository D. persuasive
4. Which type of paragraph would this topic sentence best go with:
The Himalayan Mountains are the tallest mountains in the world.
A. narrative B. descriptive C. expository D. persuasive
5. The goal of this type of paragraph is to convince another person to change, or
at least think about changing, their opinion about something
A. narrative B. descriptive C. expository D. persuasive
Lesson was not finished due to time constraint.
# of learners that achieved at least 80% mastery of the lesson ____
10 – Courage: 10-Creativity
10 – Cooperation 10 – Clever
# of learners that needs additional remediation activities ____
10 – Courage: 10-Creativity
10 – Cooperation 10 – Clever
________ Yes ________ No
# of learners that achieved mastery of the lesson after remediation ____
# of learners that needs further remediation ____
___Experiment ___Role Play ___Collaborative Learning
___Lecture ___Discovery Why? ____________________________________
___Complete IMs
___Bullying among pupils ___Pupils’ behavior/attitude
___Colorful/Ms. ___Unavailable technology equipment (AVR/LCD)
___Science/Computer/Internet lab
___Localized videos ___Making big books from views of the locality
___Recycling of plastics for contemporary arts
___Local music composition
 School: Gonzalo Gatchalian NHS Quarter: FOURTH

DAY 2
Teacher: SHIRLEY DEL ROSARIO Date:
MAY 13-15
Courage
Cooperation
DAILY LESSON PLAN Schedule: Clever
ENGLISH Creativity

Prepared by: Checked by: Noted by: Noted by: Observed by: Observed by:

KARREN P. CASTRO MA. LORENA MARGARET MARISSA C. MRS. ANNABELLE DR. MA. TERESA B.
English Teacher L. DELA ROSA CHELSEA P. AUSTRIA H. NAVA DELOS SANTOS
MT I-FILIPINO GURAY OIC Principal EPS - English PSDS - Cluster II
English Dept. Head

VI. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: South and West Asian literature as an expression of
philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion
in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in
journalistic writing.
B. Performance Standards The learner transfers learning by composing a variety of journalistic texts, the contents of which may
be used in composing and delivering a memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
C. Learning Competency
MELC &Code

VII. CONTENT
Specific Objectives Explain narrative in literature text type

VIII. LEARNING RESOURCES

4. Teacher’s Guide Pages
5. Learner’s Material Pages https://depedtambayan.net/wp-content/uploads/2022/05/ENG8-Q4-MOD5.pdf

6. Additional References from Learning https://www.shsd.org/common/pages/DisplayFile.aspx?itemId=67778

Resources

IX. PROCEDURES
J. Reviewing previous lesson or Classroom Routine:
presenting the new lesson ● Clean the classroom.
(5 minutes)
● Check the attendance.

● Review parts of the paragraph

K. Establishing a purpose for the lesson

(3 minutes) https://www.baamboozle.com/

L. Presenting examples/instances of the

new lesson

(5 minutes)

Most of you should be familiar with these questions from primary school. Such questions require
you to quote a word, phrase, or sentence that suggest something that has been identified by the
question. We must thus answer them with the proper quotation conventions below:

The word is “___________________”.

The phrase is “______________________”.
The sentence is “_______________________”.
Students need to have strong vocabulary to identify these words, phrases, or sentences. Importantly,
when quoting these answers, we must make sure we have copied them down accurately. Any
 spelling, grammar, or punctuation errors will lead to a loss of mark.

Here are some examples of quotation questions about the excerpt from earlier:

Which word in Paragraph 1 suggests Jonathan’s hair was very unkempt?

Which phrase in Paragraph 1 suggests that the ocean was frothing with bubbles?
Try to find the answers to these questions from the excerpt!
M. Discussing new concepts and
practicing new skill #1
(22 minutes)

N. Discussing new concepts and 1. What is narrative paragraph?

practicing new skill #2 2. When writing narrative paragraph what are the things that we need to continue?
(6 minutes) 3. How can we apply narrative paragraph in writing a piece of literature?
4. Is narrative is easy to compose why or why not?

O. Developing mastery (Leads to Write two paragraphs about A Day in my life during Asynchronous class.
Formative Assessment)

P. Finding practical applications of

concepts and skills in daily living
(5 minutes)
 Q. Making generalizations and
abstractions about the lesson
(3 minutes)
R. Evaluating Learning
(11 minutes)
S. Additional activities for application
or remediation
(3 minutes)
X. REMARKS
VI. REFLECTIONS
A. No. of learners that achieved at least 80%
mastery of the lesson in the evaluation
B. No. of learners that needs
additional remediation activities (scored
below 80%)
C. Did the remedial lesson work? What is the
no. of learners that achieved mastery of the
lesson post remediation?
D. No. of learners that needs further
remediation
E. Which of my teaching strategies worked?
Why?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material did I
use which I wish to share with other
teachers?
I learned that narrative paragraph is
__________________________________________________________________________________
__________________________________________________________________________________
Write a paragraph about. Things to do on how to stay hydrated during boiling season in the
Philippines.
Lesson was not finished due to time constraint.
# of learners that achieved at least 80% mastery of the lesson ____
10 – Courage: 10 – Cooperation
10 – Creativity: 10 – Clever
# of learners that needs additional remediation activities ____
10 – Courage: 10 – Creativity
10 – Cooperation 10 – Clever
________ Yes ________ No
# of learners that achieved mastery of the lesson after remediation ____
# of learners that needs further remediation ____
___Experiment ___Role Play ___Collaborative Learning
___Lecture ___Discovery Why? ____________________________________
___Complete IMs
___Bullying among pupils ___Pupils’ behavior/attitude
___Colorful/Ms. ___Unavailable technology equipment (AVR/LCD)
___Science/Computer/Internet lab
___Localized videos ___Making big books from views of the locality
___Recycling of plastics for contemporary arts
___Local music composition
 School: Gonzalo Gatchalian NHS Quarter: Third

DAY 3
Teacher: SHIRLEY DEL ROSARIO Date:
MAY 13-15
Courage
Cooperation
DAILY LESSON PLAN Schedule: Clever
ENGLISH Creativity

Prepared by: Checked by: Noted by: Noted by: Observed by: Observed by:

KARREN P. CASTRO MA. LORENA MARGARET MARISSA C. MRS. ANNABELLE DR. MA. TERESA B.
English Teacher L. DELA ROSA CHELSEA P. AUSTRIA H. NAVA DELOS SANTOS
MT I-FILIPINO GURAY OIC Principal EPS - English PSDS - Cluster II
English Dept. Head

XI. OBJECTIVES
D. Content Standards The learner demonstrates understanding of: South and West Asian literature as an expression of
philosophical and religious beliefs; information flow in various text types; reality, fantasy, and opinion
in listening and viewing materials; word decoding strategies; and use of information sources,
active/passive constructions, direct/reported speech, perfect tenses, and logical connectors in
journalistic writing
E. Performance Standards The learner transfers learning by composing a variety of journalistic texts, the contents of which may
be used in composing and delivering a memorized oral speech featuring use of properly acknowledged
information sources, grammatical signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.
F. Learning Competency Expand the content of an outline using notes from primary and secondary sources (EN8WC-IIIc-1.1.6)
MELC &Code

XII. CONTENT Discuss expository text type

Specific Objectives

XIII. LEARNING RESOURCES

7. Teacher’s Guide Pages
8. Learner’s Material Pages https://depedtambayan.net/wp-content/uploads/2022/05/ENG8-Q4-MOD5.pdf

9. Additional References from Learning https://www.shsd.org/common/pages/DisplayFile.aspx?itemId=677784

Resources

XIV. PROCEDURES
T. Reviewing previous lesson or Classroom Routine:
presenting the new lesson ● Clean the classroom.
(5 minutes)
● Check the attendance.

● Review parts of the paragraph

U. Establishing a purpose for the lesson Answer the following Questions

(3 minutes) 1.How to wash your hands?
2.What are the steps in washing your hands?
3. How do we prevent global warming?
V. Presenting examples/instances of the https://www.baamboozle.com/
new lesson (5 minutes)

W. Discussing new concepts and The main aim of an expository paragraph is to provide an effective explanation of a topic. While a
practicing new skill #1 descriptive paragraph strives to describe a subject and a narrative paragraph seeks to show personal
(22 minutes) growth, an expository paragraph tries to explain a topic or situation. Thus, expository paragraphs are
written as if the writer is explaining or clarifying a topic to the reader. Since an expository paragraph
is trying to clarify a topic, it is important that its sentences provide the categories or reasons that
support the clarification of the topic. Moreover, these categories and reasons also provide the
framework for the organization of the paragraph.
 X. Discussing new concepts and Guide Questions.
practicing new skill #2 1.What is expository paragraph?
(7 minutes) 2. What are steps in writing an expository paragraph?
3. Is expository paragraph easy or not? Why or why not?

Y. Developing mastery (Leads to

Formative Assessment) Write 3 paragraphs about Why do we need to respect our teachers and the authorities inside
Z. Finding practical applications of and outside the school?
concepts and skills in daily living
(5 minutes)

AA. Making generalizations and Complete the statements below:

abstractions about the lesson Today, I learned that _______________________________________________.
(4 minutes)
BB. Evaluating Learning Write a paragraph about your favorite food
(12 minutes)

CC. Additional activities for application

or remediation
(3 minutes)
XV. REMARKS Lesson was not finished due to time constraint.
VI. REFLECTIONS
A. No. of learners that achieved at least 80% # of learners that achieved at least 80% mastery of the lesson ____
mastery of the lesson in the evaluation 8 – Clever: 10 – Environmentalist:
8 – Cooperation: 10 – Imaginative:
B. No. of learners that needs # of learners that needs additional remediation activities ____
additional remediation activities (scored 10 – Commitment: 10 – Environmentalist:
below 80%) 10 – Innovation: 10 – Imaginative:
C. Did the remedial lesson work? What is the
no. of learners that achieved mastery of the ________ Yes ________ No
lesson post remediation? # of learners that achieved mastery of the lesson after remediation ____

D. No. of learners that needs further # of learners that needs further remediation ____
remediation
E. Which of my teaching strategies worked? ___Experiment ___Role Play ___Collaborative Learning
Why? ___Lecture ___Discovery Why? ____________________________________
___Complete IMs

F. What difficulties did I encounter which my ___Bullying among pupils ___Pupils’ behavior/attitude
 principal or supervisor can help me solve?
G. What innovation or localized material did I
use which I wish to share with other
teachers?
___Colorful/Ms. ___Unavailable technology equipment (AVR/LCD)
___Science/Computer/Internet lab
___Localized videos ___Making big books from views of the locality
___Recycling of plastics for contemporary arts
___Local music composition