Cot English Personal Pronouns Kra Based
Cot English Personal Pronouns Kra Based
Cot English Personal Pronouns Kra Based
Learning
Teacher ENGLISH 2
Area
DAILY LESSON PLAN Teaching Date &
Quarter FOURTH
(DLP) Time
KRA
I. OBJECTIVES OBJECTIVES
RUBRIC INDICATORS
MOV
A. Content Standards The learners demonstrate a command of the
conventions of standard English grammar and
usage when writing or speaking
B. Performance Standards The learners speak and write using good
command of the conventions of standard
English.
C. Learning Competencies/ 1. Use personal pronouns (e.g. I, you, he, she it, KRA 3, OBJ. # 7
Objectives we, they) in dialogues -Plans manages and
Write the LC code for each. implements developmentally
2. Identify the personal pronouns used in a sequences teaching and
sentence, dialogues, etc. learning processes to meet
curriculum requirements
EN2G-Iva-b-4.2.1 through various contexts.
A.
MOV---By applying
differentiated activities with
rubric, learners are ensured of
their active participation.
Individual Activity
KRA 2, OBJ. #4
Manages classroom structure to
engage learners, individually or
in groups in meaningful
exploration discovery and
hands-on activities within a
range of physical learning
Reminder: During group activities everybody environments.
should participate.
MOV--- The concept is posted
1. on the bulletin board for review
_______________________ and mastery.
2.
_______________________ KRA 2, OBJ. # 5
Manages learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning
focused environments
4.
______________________
5. _____________________
6. ____________________
Integration:
ESP: Pagtulong sa gawaing bahay
Araling Panlipunan: Pakikilahok sa mga Gawain
sa komunidad
Integration:
MT& FIL: Answering question in a complete
sentence.
I. Evaluating Learning Directions: Choose the letter of the correct KRA 4, OBJ. # 10
personal pronoun to complete each sentence. Designs, selects, organizes and
uses diagnostic, formative and
1. ____ are best of summative assessment
friends. strategies consistent with
curriculum requirements.
A. We B. I C. They D. You MOV---Formative questions are
raised to learners to diagnose
how far they have learned or if
2. ____wash my hands the objectives of the less
properly. on are carried.
A. I B. They C. We D. You
A. I B. They C. We D. You
Who got 5? 4? 3? 2? 1? O? Very Good!
How did you get a perfect score?
What will you do next time to have a high
score?
Integrations:
Health: Keeping oneself healthy and away from
viruses
Music and P.E. : Rhythmic movements and
proper way of singing
Values: Honesty in answering the test
J. Additional activities for In your notebooks, copy and complete the KRA 4, OBJ, #10
for application or dialogue with a personal pronoun. Write your Designs, selects, organizes and
remediation answer in the blank. uses diagnostic, formative and
Kesha: Hello, Andie. Would ____ like summative assessment
something to eat? strategies consistent with
Andie: Yes! Thank you. ___would like a slice of curriculum requirements.
cake please. Kesha, how was your holiday with
your cousins? MOV--- Formative questions
Kesha: ___was great. ___had a really good are raised to learners to
time. diagnose how far they have
Andie : Wow! Would ___ go again? learned or if the objectives of
Kesha: Yes, Andie. the lesson are carried.
V. REMARKS
No. of learners who learners who
earned 80% in the evaluation
A. No. of learners who require
additional activities for
remediation
B. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
C. No. of learners who continue
to require remediation
D. Which of the teaching
strategies worked well? Why
did these work?
E. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
F. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Adviser Principal-I