Detailed Lesson Plan in English K2

I. Objectives: At the end of the lesson, the students will be able to:

1. Identify the beginning letter of the name of each picture

2. Appreciate the alphabets of English and associate to phonemes
4. Demonstrate understanding of the alphabets in English

II. Subject Matter: Phonemes and Alphabets

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: Environmental awareness

Developmental
Domain: Cognitive Domain

Learning
Competency Code: EN2AK-IIa-e-3

III. Procedure:
Learning Activities
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
-Roll 2 the letter blocks and give a word that start on the letter.
3. Presentation (Explicit Teaching)
-Present the lesson objective to the class.
-Recognize sounds of each word first, medial, and final.
A. Teaching/Modelling (I Do)
-Show a picture and let the student guess the letter and its sounds.
 B. Guided Practice (We Do) a. Group Activity
-Group the class into 3 groups.
-Each group will be given a manila paper to site two words that has
similar beginning letter base on the letter block. They will present
what they have written on the front and to compare each students
answer.
- The group who has less similar answer to the others will win.
Evaluation 1. Missing letters. look at the image and identify the correct letter
to form the word.

1.____un (s/l/j/)
2.____an (w/f/x)
3.____ug (l/c/m)
4.____oll (g/f/d)
5.____lass (h/g/p)

2. Write the name of the picture

1. 2. 3. 4. 5.

Assignment On a short bond paper, draw things that you can see at home, school and
community. Write the name of each of your drawings.

Reflection

Prepared by:

PAULINE S. TEMPLADO
BEED-3
 Detailed Lesson Plan
School San Ramon Elem. School Grade Level Six

Teacher Hanie Grace Reodava- Learning Areas Health

Torre
Date Quarter One
Week 1
Objective Content Demonstrate self-management skills.
Standard
Learning H6PH-Iab-a9
Competency
Code
Content Proper Hygiene
References: K to 12 Curriculum Guide pg., The New Science Links 5, pg 117-
118
Materials: metacards, pictures, projector, laptop
Value Focus:
Procedure 1. Review: Proper Nutrition
-Shows words in the picture and let pupils analyze it.

2. Motivation: Picture Puzzle

3. Presentation (Explicit Teaching)

-Video viewing about a kid’s hygiene. Discuss with the pupils what they
have learned from the habits of the boy in the video. Ask them if they
can also relate experiences to the boy.

A. Teaching/Modelling (I Do)
-Teacher also shares her experiences.

B. Guided Practice (We Do)

-Group pupils into four groups and ask them to answer the word puzzle
as fast as they can.
Group Work: Word Puzzle
 C. Independent Practice (I Do)

- How can you impart the learning that you have learned today?

Evaluation Check the column that tells how often you practice good hygiene.

Health Habit Always Seldom Never

1. Take a full bath.
2. Wear a clean set of clothes and
underwear.
3. Wash hands before and after
eating.
4. Cut nails regularly.
5. Brush teeth at least twice a day.

Assignment Make your own self plan on how you practice proper hygiene.

Reflection

Prepared by:
HANIE GRACE REODAVA-TORRE
Teacher II

Approved by:

MARLON BRIAN B. IGHAN

Head Teacher I

Detailed Lesson Plan

School San Ramon Elem. School Grade Level Six

Teacher Hanie Grace R. Torre Learning Areas English

Date 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 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

Detailed Lesson Plan

School San Ramon Elem. School Grade Level Four

Teacher Hanie Grace R. Torre Learning Areas English

Date Quarter Four

Week Eight
Objective Content The learner demonstrates an understanding of library skills to
Standard research on a variety of topics.
Performance The learner uses library skills to gather appropriate and
Standard relevant information.
Developmental
Domain
Learning EN4G-IVh-21
Competency
Code
Content Using a Glossary to Get the Meaning of Words
References: Curriculum Guide, LM p.274, 361 - 365
Materials: Pictures, Chart, PPTx, foldables, dictionary or book with glossary

Procedure 1. Review
Do you know what a glossary is? Where can you find a glossary? In
what part of the book?
A glossary is a small dictionary usually found at the back of the book. It
gives the meaning and pronunciation of words used in the selection.
These are entry words which are alphabetically arranged.

2. Motivation
Present a glossary to pupils.
advertisement(ad’ver tiz mant)- a public notice to call
attention to a product
aft(aft)- the rear of a ship
aspen (as,pen)- a type of popular tree
audience (o,deans)- a formal meeting with people
 3.Presentation (Explicit Teaching)

A. Teaching/Modelling (I Do)

fax- n. facsimile; a machine used to send or receive facsimile

communication
fierce –adj. Violently hostile or aggressive in temperament,
given to fighting or killing
fossil- n. Remnants; traces or remains of organisms in the
past
glisten- v. To give off sparkling reaction
What term refers to the remains in the past?
What do you mean by fierce?
What is used to receive facsimile?

B. Guided Practice (We Do)

Group Activity
The teacher shows other examples of sentences using different Let the
group do the following.
Group I – Do Find Out and Learn on LM p. 361
Group II – Do Try and Learn. Refer to LM p. 362 ( 1 – 5 ).
Group III- Refer to LM pp. 364 – 365 ( 1 – 10 )

C. Independent Practice (You Do)

This is a glossary. Answer the questions afterwards.

Which word will produce heat and fire?

What do you mean by echo?
What is a fertilized egg?
What is a cloud that lie near the ground?
Evaluation Directions: Read the glossary entry. Answer the questions that follow.
attendant-n. waiter; servant
brigade- n. subdivision of army
exile – v. expel; deport
implement- v. carry out
limb- n. a large branch of a tree

1. What is the first word in the list?

2. How many definitions were given for the word exile?
3. What does implement mean?
4. What word means a large branch of a tree?
5. How many syllables are there in the word “limb”?
Assignment
 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 Four

Teacher Hanie Grace R. Torre Learning Areas English

Date March 10, 2020 Quarter Four

Week Eight
Objective Content The learner demonstrates a command of the conventions of
Standard standard English grammar and usage when writing or
speaking.
Performance The learner speaks and writes using good command of the
Standard conventions of standard
Developmental Grammar
Domain
Learning EN4G-IVh-24
Competency
Code
Content Using Simple Sentence
References: Curriculum Guide, LM pp. 417
Materials: Chart, PPTx, foldables

Procedure 1. Review
Recall about simple sentences with simple subject and simple predicate.
Let the pupils make their own sentences with compound subjects and
simple predicate.

2. Motivation
Show pictures to class. Ask: Can you make sentences using simple
subject and compound predicate?
 3. Presentation (Explicit Teaching)

A. Teaching/Modelling (I Do)
Present sentences to class.
The pupils are dancing and singing in the program.
Which is the simple subject?
Which is the compound predicate?

Discussion about simple sentences with simple subject and

compound predicate.
B. Guided Practice (We Do)
Group Activity
Each group will write a paragraph using simple sentences with simple
subjects and compound predicate.
Group I – write about your favorite pet
Group II – your unforgettable trip
Group III – your precious gift from a friend
Group IV – your hobbies
B. Independent Practice (You Do)
Let the pupils do Learn Some More on LM p. 417. Use simple
sentences with simple subject and compound predicate.
Evaluation Directions: Look at the pictures below. Use simple subject and a compound
predicate for the pictures.

Assignment Make a paragraph using simple subject and compound predicate about any
topic you like.
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 Six

Teacher Hanie Grace Reodava- Learning Areas English

Torre
Date Quarter Two
Week Three
Objective Content The learner demonstrates an understanding that reading a
Standard wide range of texts provides.
Performance The learner uses knowledge of text types to correctly
Standard distinguish literary from informational texts.
Developmental
Domain
Learning EN6SS-IIc-1.4.2
Competency EN6SS-IIc-1.4.3
Code
Content Gather relevant information from various sources (Almanac and Encyclopedia)
References: Curriculum Guide
Materials: Pictures, Flash Cards
 Procedure 1. Review
Write down 5 health terminologies that we studied yesterday.

2. Presenting the New Lesson

Look at the following sources of information. Can you name them?

3. Developing Mastery
Read the following and identify if it can be seen in Almanac or Encyclopedia.
Write AL or EN

_______1.Sea games medalist

_______2. Microscope
_______3.Best basketball player
_______4.Microorganism
_______5.Presidents of America
_______6.Ballroom dancer
_______7. Earth’s crust
_______8.Astronaut
_______9.Farmer’s planting date
_______10. Skeletal System

4. Finding practical application of concepts and skills in daily living

What is the importance of using almanac and encyclopedia in real life
situations?
5. Making generalizations
Differentiate almanac and encyclopedia?
Evaluation Directions: Read the definition identify if it is Almanac or Encyclopedia.

An ______ is a wide-ranging collection of information that can either cover

subjects across many disciplines or focus on a specific field.
An _______ is an annual compilation of information concerning socio-
historical, geographical, astronomical, economic, and environmental
development occurring in a specific year.
The _____ has the most extensive collection of information of all reference
materials
An _____, usually arranged in a set of volumes
An _____ entry always considers four key elements: the scope, the method of
organization, production, and – most importantly – the subject matter.
_____ discusses a subject only within the context of a particular year.
______ are commonly produced in reference to specific countries.
Assignment Give an example of Encyclopedia.(book title)

Reflection

Prepared by:

HANIE GRACE REODAVA-TORRE

Teacher II
Approved by:

MARLON BRIAN B. IGHAN

Head Teacher I

Detailed Lesson Plan

School San Ramon Elem. School Grade Level Six

Teacher Hanie Grace Reodava-Torre Learning Areas Science

Date Quarter Four

Week Seven
Objective Content The learner demonstrates understanding of characteristics of
Standard planets in the solar system.
Performance Compare the planets of the solar system.
Standard
Learning S6ES-IVg-h -6
Competency
Code
Content The sun and the different planets in the solar system.
References: Curriculum Guide, The New Science Links (2017) Pages 452-462
Materials: Picture of the solar system , video, Android Phone, Activity sheets
Procedure 1. Review
Show the rotation of the Earth through body movement (by the pupils).
How does earth rotate? How does earth revolve around the sun?
2. Presenting the New Lesson
Show a picture of the solar system.

Are familiar with this picture? What does the picture show?
3. Developing Mastery
The teacher will ask different question about the lesson.
Pupils will answer “What’s in the Word” on page 452 of the book.

Group Activity
Group pupils into five groups.
a) Ask them if they have downloaded the Skyview application on their
android phones.

b) Let pupils explore the application and let them identify the planets that
they view on the application with a short description.
c) One member of the group will then report their output to the class.
d) After all the groups have presented their output, let the pupils watch a
 video about the solar system.
4. Finding practical application of concepts and skills in daily living
Draw the solar system and identify the different planets in the solar system.
5. Making generalizations
What are the different planets in the solar system?
What is the center of the solar system?

Evaluation Choose the letter of the correct answer.

1. How many planets are there in the solar system?
A.8 B. 9 C. 10 D. 4
2. Name the planet found between Mars and Saturn.
A. Neptune B. Jupiter C. Uranus D. Earth
3. Which statement about the solar system is correct?
A. The planets orbit the sun.
B. The sun orbit the planets
C. Satellite orbit asteroids
D. The planet does not orbit all the time.
4. Which of these does not fit into either major category of a planets.
A. Mercury B. Jupiter C. Pluto D. Earth
5.Which planet is the nearest to the sun
A. Neptune B. Jupiter C. Uranus D. Mercury
6. Why Mercury has the shortest period of revolution around the sun?
A. Mercury is the nearest planet to the sun.
B. Mercury is the smallest planet to the sun.
C. Mercury move fast than the other planets.
D. None of the above
7. What planets seems to be the largest?
A. Neptune B. Jupiter C. Uranus D. Mercury
8. What is the center of the solar system
A. Asteriod B. Pluto C. Neptune D. Sun
9. What kind of heavenly body is the sun?
A. Star B. Planet C. Moon D. Meteor
10.Why is the sun also considered a star?
A. The sun has the same structure as a star.
B. The sun emits heat and light just like a star.
C. The sun has similar color with that of a star
D. Both A and B.
Assignment Answer Check Your Knowledge on page 462.

Reflection

Prepared by:

HANIE GRACE REODAVA-TORRE

Teacher II

Approved by:

MARLON BRIAN B. IGHAN

Head Teacher I