DAILY LESSON PLAN IN ENGLISH

MONDAY – November ___, 2017 6 – GALILEI 7:50 – 8:40

6- PASCAL 11:40 – 12:30

I. Objectives:
The learners should be able to:
 Note significant details by identifying the plot of a story, poem, short plays
 Write/record significant details of selections read
 Observe politeness at all times

II. Content
Subject Matter: Noting Significant Details
Sources: EN6LC-III-a-2.2; EN6A-IIIa-17; Essential English pages 188-198
Materials: PowerPoint presentation, Meta cards
III. Procedure:
A. Drill: Spelling Words
B. Review: What is subordinating and coordinating conjunctions?
C. Motivation: Have you done something without thinking of the consequence? Cite examples
as the following:
Crossing the street without first looking right or left.
Swimming in deep river.
Playing with a sharp object.

Have the pupils relate their experiences

D. Unlocking of difficulties:
Identify the meaning of the words/phrases through body language.

Hind legs Forelegs leap

E. Presentation:
Observe politeness with each other by being quiet when you have done reading the
selection/story.

Reading of the Story

THE FOX IN THE WELL

A fox once fell into the well. He tried to jump out but each time he did, he fell back
down.
By and by a goat passed by. Looking into the well, he saw the fox. “Hello,” he called.
What are you doing down there?”
Drinking some water, of course!” replied the fox. Is it good?” asked the goat.
“Good? It’s the best water I ever tasted in my whole life,” answered the fox, drinking a
gulp of water.
Without a second thought, the goat jumped in. After drinking some water, he looked
about for a way to get out of the well. “How do we get out of here?” he asked the fox.
“I know what we can do,” said the fox, looking at the goat from the corner of his eye.
“Stand on your hind legs. Plant your forelegs firmly against the side of the well. I’ll climb on
your back, and I’ll step on your horns. Then I can get out. When I’m out, I’ll help you get out,
too.”
“That’s a good idea!” said the goat happily as he did what the fox told him to do.
 The fox climbed on the goat’s back and horns. Then he jumped out of the well and
started on his way.
“Hey!” shouted the goat. “Help me out of here. You promised to help me.”
“You silly goat,” said the fox. You should have thought of that before you jumped in.
Next time, look before you leap.”

Answer these questions:

1. Where did the story happen?

2. Who fell into the well? Who jumped into the well?
3. Why do you think the goat believed the fox? Explain.
4. Whom do you like most, the goat or the fox? Why?
5. How did the fox get out of the well?
6. Why did the goat decide to jump into the well?
7. If you were the fox, would you do the same? Why? If you were the goat, would you do
the same? Why?

[The teacher list down the answers of the pupils on the board in proper grouping as:
setting-characters-conflict-events-climax-conclusion (restoration) all of these is plot of
the story.

Elements of the Story

• Plot-the sequence of events that take place in the story.
• Setting-the time and place in which the events in the story take place.
• Characters-
• Atmosphere-the general mood or feeling of a story.
• Point of View-who is narrating the story.
• Conflict-the central problem that drives the action of the story.

F. Practice Exercise:
Fill up the Story Map with significant details of “The Fox in The Well”

Story Map

Title: ________________________ Author: _____________

Characters: Main: ___________________________

Secondary:_______________________
Setting: Place: ______________________________
Time: ______________________________

Conflict/Problem: ____________________________________

Goal: _____________________________________

Events:
1. _________________________
2. _________________________
3. _________________________

Climax (turning point):

_________________________

Resolution (conclusion):
__________________________

G. Concept development:
When you read a selection, look for important and specific details. These details give
complete picture of the story.
 H. Application:
Direction: Read the “The Tame Bird and the Free Bird” on the next page. After reading, fill
up the Story Tree

1. Name of the characters

2. Write 2 words that describe the characters
3. Write 3 words that tell where story takes place
4. Write 4 words that tell what the main character wanted to do
5.Write 5 words that tell what happened that prevented the main character to do what he
wanted to do
6. Write 6 words that describe the best part of the poem
7. Write 7 words that tell why you like or don’t like the poem

The Tame Bird and the Free Bird

The tame bird was in a cage; the free bird was in the forest,
They met when the time came; it was a decree of fate,
The free bird cried, ”Oh my love let us fly to the worlds,”
The caged bird whispered, “Come here! Let us both live in the cage,”
Said the free birds, “Among bars, where is the room to spread one’s wings?”
“Alas”, said the cage bird, “I should not know where to sit, perched in the sky”
The free bird cried, “My darling, sing the song of the woodlands.”
The cage bird said, “Sit by my side; I’ll teach you the speech of the learned”
The free bird cried, “No oh no! Songs can never be taught!”
The cage bird said, “Alas for me!” I know not the songs of the woodlands!”
Their love was intense with longing, but they never could fly wing to wing,
Through the bars, of the cage they looked and vain was their wish to know each other,
They fluttered their wings in yearning and sang, “Come Closer My Love!”
The free bird cried, “It cannot be, I feel the closed doors of the cage!”
The caged bird whispered, “Alas, my wings are powerless and dead!”

I. Evaluation:
Fill up the following story map with significant details of the dialogue Golden Keys.
Setting Plot

Place: Situation:
Time: Problem/Conflict:
Characters: Turning Point:
Conclusion:

Theme:

-Golden Keys-

Celia and Shelley were old acquaintances who happened to see other one afternoon in a mall.

Celia: Excuse me Miss, but you are moving around so much that you’ve soiled my sandals.
Shelley: I’m terribly sorry, but someone from the back pushed me, too.
Celia: Oh! It’s you Shelley! Surely you remember me.
Shelley: Well, now I remember you. You know it would have been really acceptable if you could
have breathed deeply before shouting at me.
Celia: Oh no! I must have been awful. You know, I saw that you really were pushed.
Shelley: Thanks for shifting your anger to concern. By the way, who’s with you?
Celia, Sam and Sheen! They’re shopping for shoes at Sally’s Shoes Store
Shelley: I suppose you don’t have time to sit and sip some cold juice at Sears.
Celia: Well. You’re right in a way, but I sincerely wish I could do so we can share stories seen
we haven’t seen each other for so long.
 Shelley: Well, that’s a good idea, but I’m afraid I’ll have to see you some other time. Several
important occasions are coming and we can organize a get together party with other
friends.
Celia: That would surely be great. We’ll be keeping in touch then.
Shelley: Sure! And see you next time.

IV. Assignment:
Bring tomorrow a dictionary and a thesaurus.
 DAILY LESSON PLAN IN ENGLISH

WEDNESDAY – November ____, 2017 6 – Galilei 7:50 – 8:40

6 – Pascal 11:40 – 12:30

I. Objectives:
The learners should be able to:
 Clarify meaning of words using dictionaries and thesaurus
 Correct oneself when reading
 Observe politeness at all times
II. Content
Subject Matter: Using of Dictionary and Thesaurus
Sources: EN6V-IIIa-8.1; EN6V-IIIa-8.2 EN6F-IIIa-2.9; EN6A-IIIa-16; Essential English pages 188-198
Materials: copy of the story, dictionary, thesaurus
III. Procedure:
A. Drill: Spelling Words
B. Review: What are the elements of the story? Describe.
C. Motivation:
Guessing Game: I am like a book. I have many words and I give their meanings. The
words are written alphabetically. Who am I?
D. Presentation:
Let the learners answer. Then, show them a real dictionary and a thesaurus.
A dictionary, sometimes known as a wordbook, is a collection of words in one or more
specific languages, often arranged alphabetically (or by radical and stroke for ideographic
languages), which may include information on definitions, usage, etymologies, phonetics,
pronunciations, translation, etc. or a book of words.
A thesaurus is a reference work that lists words grouped together according to similarity
of meaning (containing synonyms and sometimes antonyms), in contrast to a dictionary,
which provides definitions for words, and generally lists them in alphabetical order.

Ask pupils to define the following words using the dictionary:

1. bother
2. insure
3. sophomore
4. yawn
5. infect

Ask pupils to give the synonyms of the following words:

1. cadaver
2. abode
3. ethics
4. retrieve
5. perimeter
E. Practice exercise:
. Look for the meaning of the underlined words using the dictionary
1. I spread butter on my bread.
2. The decision was so abrupt that the people were surprised.
3. Do not insult somebody.
4. I will mix the ingredients now.
5. Shake your body when dancing.

F. Concept development:
Two of the most common reference materials are the dictionary and thesaurus..
G. Application:
 Put a check mark on the blank line if the reference provides the information given; leave it
blank if it does not.

Word Dictionary Thesaurus

infant ______ meaning ______ meaning

______ transcription/pronunciation ______ transcription/pronunciation
______ synonyms, antonyms ______ synonyms, antonyms
______ etymology ______ etymology
______ word class ______ word class
______ sample sentences ______ sample sentences

H. Evaluation:
. Define the words below then write a sentence.
1. decade
2. rush
3. cross
4. admit
5. interest

IV. Assignment:
Write the synonyms of the words below:
1. cure
2. happy
3. mistake
4. rub
5. wreck

DAILY LESSON PLAN IN ENGLISH

TUESDAY – November ____, 2017 6 – Galilei 7:50 – 8:40
6 – Pascal 11:40 – 12:30

I. Objectives:
The learners should be able to:
 Note details in selections listened to
 Answer who, what, when, where questions
II. Content
Subject Matter: Noting Details of Selections Listened to
Sources: EN6LC-III-A-2.2
Materials: copy of the story, meta cards
III. Procedure:
A. Drill: Spelling Words
B. Review: What are the elements of the story? Describe.
C. Motivation:
Ask some pupils to taste some food displayed in class. (vinegar, honey, soy sauce)
Let them describe how each one tastes.
Ask: Which do you like best?
D. Presentation:
Show pictures of a crow, honeybees, and honey.
Show the bear stuffed toy as the main character in the story.
Have the pupils listen attentively as the teacher reads or narrates the story “Little Black
Bear’s Breakfast.”
Let the pupils answer the questions by encircling the letter of the best answer.

Little Black Bear’s Breakfast

Little Black Bear was crying because he couldn’t find his mother and he was hungry.
There wasn’t a thing in the house for breakfast, and he didn’t know what to do.
Crow flew by and saw Little Black Bear crying. “Dry your eyes with your paws”, said
Crow, “and come with me. I will find some breakfast for you.”
They went to an old tree. “Can you climb?” asked Crow.
“I’ll try,” said Little Black Bear. He hugged the tree with his front paws and pushed
himself up with his hind paws. He put a paw into a hole in the tree.
What do you think he saw? Honey!

Questions:
1. What did the Little Black Bear have for breakfast?
a. vinegar c. sugar
b. honey d. milk
2. Who was crying?
a. Little Black Bear c. Crow
b. Mother Bear d. Bee
3. Who flew by and saw him?
a. Crow c. Bear
b. Bee d. Duck
4. What did Little Bear climb?
a. a hole c. a tree
b. a pole d. a roof
5. How did he climb?
a. Crow helped him.
b. hugged the tree with his front paw
c. used a ladder
d. rolled up

6. Where did Little Bear find his breakfast?

 a. in a hole c. in the branches
b. in the leaves d. in the roots

E. Practice exercise:
. Listen carefully to a story. Be able to answer the questions about it.

Last summer my family and I went to Albay. Albay is quite far from Manila. We traveled the
fastest way which is by plane. I enjoyed visiting the old churches. Some are the oldest in the country. I
also saw Mayon Volcano, the perfect cone in the world.

Who went on a vacation?

When did the family go?
Where did they go?
What did they do in Albay?
How did they travel?
Why do you think Mayon Volcano became a tourist spot?

F. Concept development:
To listen attentively/carefully is an important skill in getting the details of a story. This will
help you in answering the wh-questions (who, what, where, and when) in a selection
G. Application:
Direction: Box the letter of the correct answer after listening to the teacher’s
story.

The Frozen Sparrows

Marta lived in a cold country where winters were long and dark. When the
first snow fell, all the birds flew south.
One morning, Marta woke up and saw the snow falling. She ran outdoors.
There on the ground lay ten little sparrows. They were frozen.
Marta gathered the poor little birds into her apron. She carried them into
the kitchen and laid them near the warm oven of the big stove. Marta watched
the sparrow until they began to move. Their wings fluttered and they flew out of
the oven. Marta, then, fed them bread and water. When the snow stopped, she
opened the door and let the sparrows fly away.

1. Where did Marta live?

a. in a cold country c. under a tree
b. outdoor d. in the yard

2. What did she see in the snow?

a. apron c. sparrows
b. bread d. stove

3. Where did she put them?

a. near the oven c. outdoor
b. under the stove d. by the doorstep

4. What did she feed them?

a. worms c. bread and water
b. snow d. ice

5. What did she do when the snow stopped?

a. let the birds go c. made them a cage
b. get more birds d. fed them again

H. Evaluation:
. Direction: Listen to the story “Young Jose.” Answer the questions that
follow by writing the letter of the correct answer on the blank.

Young Jose

Young Jose and his mother went to Antipolo one day. They took a banca to go
there. One of Jose’s slippers fell into the water. Doña Teodora wanted the boatman
to get it. But it was already floating away. To her surprise, Jose threw the
remaining one towards the one floating away.
“Another little boy can make use of the slippers,” Jose said.

______ 1. Who is the boy in the story?

a. Jose Rizal c. Jose Palma

b. Andres Bonifacio d. Apolinario Mabini

______ 2. Where were Jose and his mother going?

a. Laguna c. Marikina
b. Antipolo d. Ilocos

______ 3. Who was Doña Teodora?

a. Andres’ mother c. Apolinario’s mother

b. Jose’s mother d. Palma’s mother

______ 4. What happened to one of Jose’s slippers?

a. It sank in the mud.

b. it was destroyed.
c. The shark ate it.
d. It fell into the water.

______ 5. When did Jose throw the remaining slipper?

a. when his mother told him
b. when the other one was floating away
c. when the boat started sinking
d. when the boatman told him to get it

IV. Assignment:
Get a partner/classmate. Take turns in talking about yourselves. Tell your address, birthday,
parents, favorite toy and what you want to be someday. Listen carefully and answer these
questions about your partner/classmate.

1. What is his/her name?

__________________________________________________
2. Where does he/she live?
__________________________________________________
3. When is his/her birthday?
__________________________________________________
4. Who are his/her parents?
__________________________________________________
5. What does he/she want to be someday?
__________________________________________________

DAILY LESSON PLAN IN ENGLISH

THURSDAY – November ____, 2017 6 – Galilei 7:50 – 8:40
6 – Pascal 11:40 – 12:30

I. Objectives:
The learners should be able to:
 Distinguish text-types according to purpose and language features- Enumeration
 Identify real or make-believe, fact or non-fact images
 Show tactfulness when communicating with others
II. Content:
Subject Matter: Text-types according to Purpose and Language Features- Enumeration
Sources: EN6RC-IIIa-3.2.8; EN6VC-IIIa-6.1; EN6VC-IIIa-6.1 EN6A-IIIa-17; Essential English pages 188-198
Materials: meta cards, photo copy of the story
III. Procedure:
A. Drill: Spelling Words
B. Review: What is a dictionary? a thesaurus?
C. Motivation:
Have you wished for something? Did it happen?
D. Presentation:
Read the story, “The Stonecutter”
Once upon a time there lived a stone cutter ,in a small village. All day long he worked hard,
cutting the hard stones and making the shape which were needed by his customers. His hands
were hard and his clothes were dirty.
One day he went out to work on a big stone. It was very hard to work and the sun was very hot.
After spending several hours cutting the stone, he sat down in the shade and soon fell asleep.
After sometime, he heard sound of somebody coming. Walking up he saw a long procession of
people. There were many soldiers and attendants and in the middle, in a palanquin, carried by
strong people at the king .
How wonderful it must be to be the great king thought the stone cutter . How happy I would be if i
were the king instead of a poor stone cutter.
As he said these words, a strange thing happened. The stone cutter found himself dressed in silk
clothes and shining jewels. His hands were soft and he was sitting in a comfortable palanquin.
He looked through the curtains and thought, How easy it is to be a king, these people are here to
serve me.
The procession moved on and the sun grew hot. The stone cutter ,now the king ,became too
warm for comfort. He asked the procession to stop so that he could rest for some time .
At once the chief of the soldiers bent before the king and said Your Majesty, only this morning you
swore to have me hanged to death if we did not reach the palace before the sun set.
The stone cutter felt sorry for him and ordered the procession to go on its way again.
As the afternoon wore on, the sun grew hotter, and the king became more and more
uncomfortable.
I am powerful, it is true, but how more powerful the sun is, he thought I would rather be the sun
than a king .
At once, he became the sun ,shining down on the earth.
His new power was hard to control.
He shone too strongly, he burned up the fields with his rays and turned the ocean into vapour and
formed a great cloud which covered the land.
But no matter how hard he shone, he could not see through the clouds.
It is obvious that the clouds are even stronger and more powerful than sun said the stone cutter,
now the sun, I would rather be a cloud.
Suddenly he found himself turned into a huge dark cloud.
He started using his new power. He poured rain down on the fields and caused floods. All the
trees and houses were swept away but a boulder, which once he had been cutting when he was a
stone cutter was unmoved and unchanged.
 However much he poured down on the stone it did not move.
Why that rock is more powerful than I am said the stone cutter now a cloud. Only a stone cutter
could change the rock by his skill. How I wish I were a stonecutter.
No sooner he said the words that he found himself sitting on a stone with hard and rough hands.
He picked up his tools and set to work on a boulder, happily.
(http://www.kidsgen.com/short_stories/stone_cutter.htm#p594ROf27VwKHCtJ.99)

Answer the questions below:

1. What is the selection mainly about?
2. How will you describe the character?
3. Why did he wish to be different?
4. What surprised him every time he changed form?
5. What did he realize after going through several changes?
6. Do you think the story is happening in real life?

E. Practice exercise:
Part of the selection’s purpose and language feature is enumeration. Browse the selection
again and enumerate the things being asked below.

Things the Stonecutter saw through the Things the Character envied about the High
Merchant’s Gateway? Official
_____________________________________ ______________________________________
_____________________________________ ______________________________________
Things the Character did upon Changing into a Wind
Forms the Character Changed into _____________________________________
_____________________________________
_____________________________________ ________________________________________

What are the real and make-believe images in the story?

F. Concept development:
Text-types according to Purpose and Language Features is Enumeration
G. Application:
Groupings: Think of a story you all know, draw all the significant fact and non-fact images from
your story.
Story Title: ___________________________________________________
Real/fact Images Make-believe/ non-fact images

H. Evaluation/Rubrics/Checklist:
Were you able to do these tasks? Check the space that shows your answer.
With Easily Very Well
difficulty
1. Note significant details.
2. Clarify the meaning of words using dictionaries
and thesaurus.
3. Distinguish text-types according to purpose
and language features: Enumeration.
4. Self-correct when reading
5. Identify real or make-believe, fact or non-fact
images.

IV. Assignment:
Know in advance. What are primary sources? What are secondary sources?
DAILY LESSON PLAN IN ENGLISH

FRIDAY – November ____, 2017 6 – Galilei 7:50 – 8:40

 6 – Pascal 11:40 – 12:30

I. Objectives:
The learners should be able to:
 Organize information from secondary sources in preparation for writing, reporting and similar
academic tasks in collaboration with others.
II. Content:
Subject Matter: Primary Sources and Secondary Sources
Sources: EN6SS-IIIa-4
Materials: meta cards
III. Procedure:
A. Drill: Spelling Words
B. Review: What is a dictionary? a thesaurus?
C. Motivation:
Show some pictures of interviews, clothing tools, letters, textbooks, encyclopedia, journals,
and reports
D. Presentation:
We use sources of information to be able to present reports and other academic tasks. We could
use either primary or secondary sources.
Primary Sources are original or authentic accounts or recounts written, compiled, or captured by
actual witnesses of an event.
Secondary Sources are written materials, narratives, photographs or memorabilia about an event
written, compiled or captured by someone who used the primary sources for their information.
E. Practice exercise:
Read the following scenarios. Write P on each box if it implies primary source and S if it is
secondary.
1. I was watching a sports channel and one of the reporters said he had heard good reviews
about a new sports movie. When he talks about the movie, what is he?
2. My cousins and I found an old wedding dress in our attic. Dad said it belonged to my
grandmother. What is the dress?
3. My Aunt has CDs of my great grandparents telling stories about when they were kids. We love
to listen to theses at family reunions. What are we listening to?
F. Concept development:

Primary Sources Secondary Sources

oral histories, photos, films, statistics, letters,

interviews, music clothing, tools textbooks encyclopedia, reports
lectures, texts
journals

G. Application:
Read the following scenarios. Write P on each box if it implies primary source and S if it is
secondary.

1. My sister has modified mom’s mango float recipe. Last Saturday, both my mom and my sister
prepared the dessert and asked for the family’s verdict. It was fun! What is my sister’s
modified recipe?
2. Adelle likes to read magazine. She looks forward to articles written by others about K-Pop
stars. What is Adelle reading?
 H. Evaluation:
Write P on each box if it implies primary source and S if it is secondary.
1. letters by Martin Luther
2. Essential English 6
3. Interview of the reporter to Pres. Duterte
4. Manyuskrip Journal
5. Encyclopedia

IV. Assignment:
Write other sources of information.
 DAILY LESSON PLAN IN ENGLISH

THURSDAY – October 5, 2017 6 – Galilei 7:50 – 8:30

6 – Pascal 11:40 – 12:30

I. Objective:
 Compose clear and coherent sentences using appropriate
grammatical structure:
-Adverbs of manner
II. Subject Matter: Adverbs of Manner
Sources: EN6G-IIe-6.8
Materials: Essential English 6 p. 140; AS-EN6-Q2-W5-D3

III.Procedure:
A. Drill:
B. Review/Vocabulary:
C. Motivation:
D. Presentation/Discussion /Abstraction/Comparison or Contrast:
E. Practice exercise (modelling)
F. Generalization:
G. Application:
H. Evaluation:
IV. Assignment: