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DAILY LESSON PLAN School: SAN JOSE CENTRAL SCHOOL RICARDO C. GOMEZ
MT II/ Mentor
Q2 – W5 – D2
Teacher: ARDITAH T. CAMINOC Noted:
MATILDE C. DUNGZAL
DATE: Central Principal

FORENOON AFTERNOON
TIME MIN. SUBJECT AREAS GRADE & SECTION TIME MIN. SUBJECT AREAS GRADE & SECTION
7.30 - 7:45 15 FLAG CEREMONY 1:00 - 1:30 30 SYNCHRONIZED READING TIME/HANDWASHING/TOOTH BRUSHING VI - SATURN
7:45 - 7:55 10 WASH WinS/Tooth Brushin 1:30 - 2:20 50 ENGLISH V - JUPITER
7:55 - 8:45 50 ENGLISH VI - SATURN 2:30 - 3:10 50 ENGLISH V - CERES
8:45 - 9:35 50 ENGLISH VI - JUPITER 3:10 - 4:00 50 ENGLISH V - SATURN
9:35 - 9:45 10 Remedial Reading/Checking of Pupils’ Outputs/Handwashing 4:00 - 4:30 30 EsP VI - SATURN
9:45 - 10:00 15 SUPERVISED RECESS 4:30 - 4:50 20 CLASS PREPARATION
10:00 - 10:50 50 ENGLISH VI - CERES 4:50 - 5:00 10 LOWERING OF FLAG
10:50 - 12:00 70 Classroom Preparation/Checking of Pupils’ Outputs/Remedial Reading/Mentoring

ENGLISH 6 ENGLISH 5 EsP 6

I. OBJECTIVE/S
A. Content Demonstrates understanding of text elements to comprehend various texts Naipamamalas ang pag-unawa sa kahalagan ng
Standards
The learner demonstrates… pakikipagkapwa-tao na may kaakibat na paggalang at
 understanding of the oral standards of English in responsibilidad
order to participate in various oral communication
demands (situation, purpose, and audience)
 understanding that English language is stress-timed
to support comprehension
 understanding of text types to listen for different
purposes from a variety of texts
 understanding that words are composed of different
parts to know that their meaning changes depending
in context
 understanding that reading a wide range of texts
provides pleasure and avenue for self-expression
and personal development
 understanding of different formats to write for a
variety of audiences and purposes
 command of the conventions of standard English
grammar and usage when writing or speaking
 understanding of library skills to research a variety
of topics
understanding of the various forms and conventions
materials to critically analyze the meaning
constructed in print, non-print, and digital materials
B. Performance Uses knowledge of text types to correctly distinguish literary from Naisasabuhay ang pagkakaroon ng bukas na isipan at
Standards informational texts
The learner… kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at
  prepares for and participates effectively in a range of kapwa
conversations and collaboration with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively
 uses knowledge of stress and intonation of speech
to appropriately evaluate the speaker’s intention,
purpose, and meaning
 uses literal information from texts heard to
construct an appropriate feedback
 uses strategies to decode correctly the meaning of
words in isolation and in context
 uses knowledge of text types to correctly distinguish
literary from informational texts
 drafts texts using appropriate text types for a variety
of audiences and purposes
 uses the correct function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in various discourse (oral and written)
 applies knowledge of non-verbal skills to respectfully
give the speaker undivided attention and
acknowledge the message
 utilizes discrete techniques (general or specific) and
applies them appropriately to all or most fields of
study
 evaluates effectively the message constructed and
conveyed in various viewing texts
C. Learning 1.Distinguish text – types according to purpose Nakapagpapakita ng paggalang sa ideya o suhestyon ng
2.To recall a series of events / information
EN6OL-IIf-5 3.Read with automaticity grade level frequently occurring content area kapwa
Competencies
Share brief impromptu remarks about topics of interest words Code: EsP6PPP-IId-i-31
EN6F-IIf-2.9 EN5RC-IIe-3.2.2/EN5F-IIe-1.8.1
Self-correct when reading
D. Code Self-Correct in Reading Recalling Series of Events / Information Pagkamahabagin

II. CONTENT
III. LEARNING EsP - K to 12 Curriculum Guide d. 32
RESOURCES
A. References Activity Sheet in English 6 TG/Week 5
(Quarter 2: Week 5)
1. Teacher’s LM/Week
Guide pages
2. Learner’s Developing Reading Power 5 p.77-79
Read the selection in “Let’s Learn This”
Material
pages Activity Sheet in English 6 (Quarter 2: Week 5-Day 2, p. 1)
3. Textbook Do “Let’s Try This”
pages
Task 1
 Activity Sheet in English 6 (Quarter 2: Week 5-Day 2, p. 1)
4. Additional Go to “Let’s Study This”
Materials
from
Activity Sheet in English 6 (Quarter 2: Week 5-Day 2, pp. 1-2)
Learning
Resources
(LR)
portal
B. Other Do the self-assessment on “Let’s Do This”
Learning
Resources
Task 2
Activity Sheet in English 6 (Quarter 2: Week 5-Day 2,p p. 2-3)
IV. Do”Let’s Do More” Task 3 Recall fact and opinion
PROCEDURES
Activity Sheet in English 6 (Quarter 2: Week 5-Day 2, p.3)
A. Reviewing
previous
lesson or
presenting
the new Class look at the picture. Do you have pets at home? Who
lesson among you have a pet cow at home? Can you describe your pet?
B. Establishing Ask: How can you apply your knowledge in self-correcting in Today we are going to read information about The Cow’s Four Stomachs.
a After I was read the story you are going to recall a series of events
purpose for
reading? /information .
the •Events arranged in order help us in different ways. It is easier to
lesson understand a story remember it and tell it again if it is in order. The order in
which things happen is what we call a sequence. Seeing ideas in
sequence can help us remember things more easily.
C. Presenting Generalize lesson on “ Let’s Remember This” Teachers read the information .
examples/ The Cow’s Four Stomachs
instances of
Activity Sheet in English 6 (Quarter 2: Week 5-Day 2, p.5)
the new
lesson
D. Discussing Do”Let’s Test Ourselves” Task 4 Which is the first stage in digesting the cow’s food?
new What does the cow do with the cud in its mouth ?
concepts and
Activity Sheet in English 6 (Quarter 2: Week 5-Day 2, pp. 4-5) What happens to the undigested food in the omasum ?
practicing What happens to the digested food in the abomasum ?
mew skills Why Is any undigested food sent back to the rumen
#1
E. Discussing Do. “Let’s Enrich Ourselves” Number in order the stages in digesting the cow’s food.
new concepts __ a. The cow chews the cud into pulp with its back teeth and re-swallow
and practicing
Task 5 it.
new skill Activity Sheet in English 6 (Quarter 2: Week 5 -Day 2, p. 5) __b. The reticulum takes out any non-food matter in the pulp.
#2 __c. The unchewed grass is broken up by the digestive juices into a cud
here.
F. Developing Group Activity
Mastery Group 1
Read the information below. Sequence the events by writing numbers1-4
on the lines according to how they happened in the story.
G. Finding What have you learned from today’s lesson?
practical
applications •Events arranged in order help us in different ways. It is easier to
of concepts understand a story remember it and tell it again if it is in order.The order in
and skills in which things happenis what we call a sequence. Seeing ideas in sequence
daily living can help us remember things more easily.
H. Making Read the short stories below. Sequence the events by writing 1-5 on the
generalization lines.
 and Pia got off te train. Tita Susan ran over and gave her a big hug. “ I’m so
abstractions glad you could spend the day with me here in Manila, “ Tita Susan said,
about smiling. Pia and Tita Susan left the train station and walked to the
the lesson aquarium. After looking at all the sea creatures and watching the dolphin
lion show, they headed to the mall for lunch and shopping. By five o’clock it
was time for Pia’s two-hour train ride home. “ I had great fun. Thanks for
spending the day with me, “said Pia as she got on the train.
I. Evaluating Read a story. List the different details or events from the story. Write them
learning in sequence.
J. Additional
activities for
application or
remediation
SATURN JUPITER CERES SATURN JUPITER CERES 6 - SSATURN
PL : PL : PL : PL : PL : PL : PL :
MPS: MPS: MPS: MPS: MPS: MPS: MPS:
5- 5- 5- 5- 5- 5- 5-
4- 4- 4- 4- 4- 4- 4-
V.REMARKS 3- 3- 3- 3- 3- 3- 3-
2- 2- 2- 2- 2- 2- 2-
1– 1– 1– 1– 1– 1– 1–
0– 0– 0– 0– 0– 0– 0–

VI.REFLECTION
A. No. of ___Lesson ___Lesson ___Lesson ___Lesson ___Lesson ___Lesson ___Lesson carried. Move on to the next
learners who carried. Move carried. Move carried. Move carried. Move carried. Move carried. Move objective.
earned 80% in on to the next on to the next on to the next on to the next on to the next on to the next ___Lesson not carried.
the evaluation objective. objective. objective. objective. objective. objective. _____% of the pupils got 80% mastery
___Lesson not ___Lesson not ___Lesson not ___Lesson not ___Lesson not ___Lesson not
carried. carried. carried. carried. carried. carried.
_____% of the _____% of the _____% of the _____% of the _____% of the _____% of the
pupils got pupils got 80% pupils got pupils got 80% pupils got 80% pupils got 80%
80% mastery mastery 80% mastery mastery mastery mastery
B. No. of ___Pupils did ___Pupils did ___Pupils did ___Pupils did ___Pupils did ___Pupils did ___Pupils did not find difficulties in answering
learners who not find not find not find not find not find not find their lesson.
require difficulties in difficulties in difficulties in difficulties in difficulties in difficulties in ___Pupils found difficulties in answering their
additional answering answering their answering answering their answering their answering their lesson.
activities for
remediation
their lesson. lesson. their lesson. lesson. lesson. lesson. ___Pupils did not enjoy the lesson because of
___Pupils ___Pupils found ___Pupils ___Pupils found ___Pupils found ___Pupils found lack of knowledge, skills and interest about the
found difficulties in found difficulties in difficulties in difficulties in lesson.
difficulties in answering their difficulties in answering their answering their answering their ___Pupils were interested on the lesson, despite
answering lesson. answering lesson. lesson. lesson. of some difficulties encountered in answering
their lesson. ___Pupils did their lesson. ___Pupils did ___Pupils did ___Pupils did the questions asked by the teacher.
___Pupils did not enjoy the ___Pupils did not enjoy the not enjoy the not enjoy the ___Pupils mastered the lesson despite of limited
not enjoy the lesson because not enjoy the lesson because lesson because lesson because resources used by the teacher.
lesson of lack of lesson of lack of of lack of of lack of ___Majority of the pupils finished their work on
because of knowledge, because of knowledge, knowledge, knowledge, time.
lack of skills and lack of skills and skills and skills and ___Some pupils did not finish their work on time
 knowledge, interest about knowledge, interest about interest about interest about due to unnecessary behavior.
skills and the lesson. skills and the lesson. the lesson. the lesson.
interest about ___Pupils were interest about ___Pupils were ___Pupils were ___Pupils were
the lesson. interested on the lesson. interested on interested on interested on
___Pupils were the lesson, ___Pupils were the lesson, the lesson, the lesson,
interested on despite of some interested on despite of some despite of some despite of some
the lesson, difficulties the lesson, difficulties difficulties difficulties
despite of encountered in despite of encountered in encountered in encountered in
some answering the some answering the answering the answering the
difficulties questions asked difficulties questions asked questions asked questions
encountered by the teacher. encountered by the teacher. by the teacher. asked by the
in answering ___Pupils in answering ___Pupils ___Pupils teacher.
the questions mastered the the questions mastered the mastered the ___Pupils
asked by the lesson despite asked by the lesson despite lesson despite mastered the
teacher. of limited teacher. of limited of limited lesson despite
___Pupils resources used ___Pupils resources used resources used of limited
mastered the by the teacher. mastered the by the teacher. by the teacher. resources used
lesson despite ___Majority of lesson despite ___Majority of ___Majority of by the teacher.
of limited the pupils of limited the pupils the pupils ___Majority of
resources finished their resources finished their finished their the pupils
used by the work on time. used by the work on time. work on time. finished their
teacher. ___Some pupils teacher. ___Some pupils ___Some pupils work on time.
___Majority of did not finish ___Majority of did not finish did not finish ___Some pupils
the pupils their work on the pupils their work on their work on did not finish
finished their time due to finished their time due to time due to their work on
work on time. unnecessary work on time. unnecessary unnecessary time due to
___Some behavior. ___Some behavior. behavior. unnecessary
pupils did not pupils did not behavior.
finish their finish their
work on time work on time
due to due to
unnecessary unnecessary
behavior. behavior.

C. Did the ___ of ___ of Learners ___ of ___ of Learners ___ of Learners ___ of Learners ___ of Learners who earned 80% above
remedial work? Learners who who earned Learners who who earned who earned who earned
No. of learners earned 80% 80% above earned 80% 80% above 80% above 80% above
who have above above
caught up with
the lesson
D. No. of ___ of ___ of Learners ___ of ___ of Learners ___ of Learners ___ of Learners ___ of Learners who require additional activities
learners who Learners who who require Learners who who require who require who require for remediation
continue to require additional require additional additional additional
require additional activities for additional activities for activities for activities for
remediation
activities for remediation activities for remediation remediation remediation
remediation remediation
E. Which of my ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
teaching ____ of ____ of Learners ____ of ____ of Learners ____ of Learners ____ of Learners ____ of Learners who caught up the lesson
strategies Learners who who caught up Learners who who caught up who caught up who caught up
worked well? caught up the the lesson caught up the the lesson the lesson the lesson
Why did this
lesson lesson
work?
F. What ___ of ___ of Learners ___ of ___ of Learners ___ of Learners ___ of Learners ___ of Learners who continue to require
difficulties did I Learners who who continue to Learners who who continue to who continue to who continue to remediation
encounter continue to require continue to require require require
which my require remediation require remediation remediation remediation
principal or
remediation remediation
supervisor can
help me solve?
G. What Strategies Strategies used Strategies Strategies used Strategies used Strategies used Strategies used that work well:
innovation or used that that work well: used that that work well: that work well: that work well: ___Metacognitive Development:
localized work well: work well:
materials did
___Metac ___Metac ___Metac ___Metac Examples: Self assessments, note taking and
used/discover ___Meta ognitive ___Meta ognitive ognitive ognitive studying techniques, and vocabulary
which I wish to cognitive Development: cognitive Development: Development: Development: assignments.
share with other Development: Examples: Self Development: Examples: Self Examples: Self Examples: Self
teachers? Examples: assessments, Examples: assessments, assessments, assessments, ___Bridging: Examples: Think-pair-
Self note taking and Self note taking and note taking and note taking and share, quick-writes, and anticipatory charts.
assessments, studying assessments, studying studying studying
___Schema-Building: Examples:
note taking and techniques, and note taking and techniques, and techniques, and techniques, and
Compare and contrast, jigsaw learning, peer
studying vocabulary studying vocabulary vocabulary vocabulary
teaching, and projects.
techniques, assignments. techniques, assignments. assignments. assignments.
and vocabulary and vocabulary ___Contextualization: 
assignments. ___Bridg assignments. ___Bridg ___Bridg ___Brid
ing: ing: ing: ging: Examples: Demonstrations, media,
___Brid Examples: ___Brid Examples: Examples: Examples: manipulatives, repetition, and local
ging: Think-pair- ging: Think-pair- Think-pair- Think-pair- opportunities.
Examples: share, quick- Examples: share, quick- share, quick- share, quick-
Think-pair- writes, and Think-pair- writes, and writes, and writes, and ___Text Representation: 
share, quick- anticipatory share, quick- anticipatory anticipatory anticipatory
writes, and charts. writes, and charts. charts. charts. Examples: Student created drawings,
anticipatory anticipatory videos, and games.
charts. ___Sche charts. ___Sche ___Sche ___Sche
ma-Building: ma-Building: ma-Building: ma-Building: ___Modeling: Examples: Speaking
___Sch Examples: ___Sch Examples: Examples: Examples: slowly and clearly, modeling the language you
ema- Compare and ema- Compare and Compare and Compare and want students to use, and providing samples of
Building: contrast, jigsaw Building: contrast, jigsaw contrast, jigsaw contrast, jigsaw student work.
Examples: learning, peer Examples: learning, peer learning, peer learning, peer
Compare and teaching, and Compare and teaching, and teaching, and teaching, and
Other Techniques and Strategies used:
contrast, projects. contrast, projects. projects. projects.
___ Explicit Teaching
jigsaw jigsaw
___Cont ___Cont ___Cont ___Cont ___ Group collaboration
learning, peer learning, peer
extualization:  extualization:  extualization:  extualization:  ___Gamification/Learning throuh play
teaching, and teaching, and
___ Answering preliminary
projects. projects.
Exampl Exampl Exampl Exampl activities/exercises
 ___Con es: ___Con es: es: es: ___ Carousel
textualizatio Demonstrations textualizatio Demonstrations Demonstrations Demonstrations ___ Diads
n:  , media, n:  , media, , media, , media, __ Differentiated Instruction
manipulatives, manipulatives, manipulatives, manipulatives, ___ Role Playing/Drama
Examp repetition, and Examp repetition, and repetition, and repetition, and ___ Discovery Method
les: local les: local local local ___ Lecture Method
Demonstratio opportunities. Demonstratio opportunities. opportunities. opportunities. Why?
ns, media, ns, media, ___ Complete IMs
manipulatives, ___Text manipulatives, ___Text ___Text ___Text ___ Availability of Materials
repetition, and Representatio repetition, and Representatio Representatio Representatio ___ Pupils’ eagerness to learn
local n:  local n:  n:  n:  ___ Group member’s
opportunities. opportunities. collaboration/cooperation
Exampl Exampl Exampl Exampl in doing their tasks
___Tex es: Student ___Tex es: Student es: Student es: Student ___ Audio Visual Presentation
t created t created created created of the lesson
Representati drawings, Representati drawings, drawings, drawings,
on:  videos, and on:  videos, and videos, and videos, and
games. games. games. games.
Examp Examp
les: Student ___Mod les: Student ___Mod ___Mod ___Mod
created eling: Exampl created eling: Exampl eling: Exampl eling: Exampl
drawings, es: Speaking drawings, es: Speaking es: Speaking es: Speaking
videos, and slowly and videos, and slowly and slowly and slowly and
games. clearly, games. clearly, clearly, clearly,
modeling the modeling the modeling the modeling the
___Mo language you ___Mo language you language you language you
deling: Exam want students deling: Exam want students want students want students
ples: to use, and ples: to use, and to use, and to use, and
Speaking providing Speaking providing providing providing
slowly and samples of slowly and samples of samples of samples of
clearly, student work. clearly, student work. student work. student work.
modeling the modeling the
language you language you
want students Other want students Other Other Other
to use, and Techniques to use, and Techniques Techniques Techniques
providing and providing and and and
samples of Strategies samples of Strategies Strategies Strategies
student work. used: student work. used: used: used:
___ Explicit ___ Explicit ___ Explicit ___ Explicit
Teaching Teaching Teaching Teaching
Other ___ Group Other ___ Group ___ Group ___ Group
Techniques collaboration Techniques collaboration collaboration collaboration
and ___Gamification and ___Gamification ___Gamification ___Gamification
Strategies /Learning Strategies /Learning /Learning /Learning
used: throuh play used: throuh play throuh play throuh play
___ Explicit ___ Answering ___ Explicit ___ Answering ___ Answering ___ Answering
Teaching preliminary Teaching preliminary preliminary preliminary
 ___ Group activities/exercis ___ Group activities/exercis activities/exercis activities/exercis
collaboration es collaboration es es es
___Gamificatio ___ Carousel ___Gamificatio ___ Carousel ___ Carousel ___ Carousel
n/Learning ___ Diads n/Learning ___ Diads ___ Diads ___ Diads
throuh play __ throuh play __ __ __
___ Answering Differentiated ___ Answering Differentiated Differentiated Differentiated
preliminary Instruction preliminary Instruction Instruction Instruction
activities/exerci ___ Role activities/exerci ___ Role ___ Role ___ Role
ses Playing/Drama ses Playing/Drama Playing/Drama Playing/Drama
___ Carousel ___ Discovery ___ Carousel ___ Discovery ___ Discovery ___ Discovery
___ Diads Method ___ Diads Method Method Method
__ ___ Lecture __ ___ Lecture ___ Lecture ___ Lecture
Differentiated Method Differentiated Method Method Method
Instruction Why? Instruction Why? Why? Why?
___ Role ___ Complete ___ Role ___ Complete ___ Complete ___ Complete
Playing/Drama IMs Playing/Drama IMs IMs IMs
___ Discovery ___ Availability ___ Discovery ___ Availability ___ Availability ___ Availability
Method of Materials Method of Materials of Materials of Materials
___ Lecture ___ Pupils’ ___ Lecture ___ Pupils’ ___ Pupils’ ___ Pupils’
Method eagerness to Method eagerness to eagerness to eagerness to
Why? learn Why? learn learn learn
___ Complete ___ Group ___ Complete ___ Group ___ Group ___ Group
IMs member’s IMs member’s member’s member’s
___ Availability collaboration/co ___ Availability collaboration/co collaboration/co collaboration/co
of Materials operation of Materials operation operation operation
___ Pupils’ in doing ___ Pupils’ in doing in doing in doing
eagerness to their tasks eagerness to their tasks their tasks their tasks
learn ___ Audio Visual learn ___ Audio Visual ___ Audio Visual ___ Audio Visual
___ Group Presentation ___ Group Presentation Presentation Presentation
member’s of the member’s of the of the of the
collaboration/c lesson collaboration/c lesson lesson lesson
ooperation ooperation
in doing in doing
their tasks their tasks
___ Audio ___ Audio
Visual Visual
Presentation Presentation
of the of the
lesson lesson

Proficiency Level = Number of Pupils with Passing Score ÷ Number of Pupils Who Took the Test x 100
Mean = Total Product of Pupils Scores ÷ Number of Pupils Who Took the Test
MPS = Mean ÷ Number of Items x 100