Quarter 2 English Week 3 Day 1

MARCELA MARCELO
School: ELEMENTARY SCHOOL Grade Level: IV

MATATAG Learning
K to 10 Curriculum Teacher: MONICA M. CUERDO Area: ENGLISH
Daily Lesson Plan Teaching nd
2 QUARTER
Dates October 7, 2024 Quarter: (Week 3)
IV-TRUST (7:00 AM-7:45 AM)
IV- PEACE (8:30 AM-9:15 AM)
IV- JOY ( 10:00 AM – 10:55 AM)
Time And IV – FAITH ( 11:40 AM – 12 : 25 CHERYL
Section AM) Checked By: D.TAGARAO MT 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners:
demonstrate their expanding vocabulary knowledge and grammatical awareness,
comprehension of literary and informational texts, and composing and creating
processes; and their receptive and productive skills in order to produce age-
appropriate and gender-responsive texts based
on their purpose, context, and target audience.
B. Performance The learners:
Standards apply comprehension of literary and informational texts and produce narrative and
expository texts (enumeration- description, time order: chronology and procedural)
based on their purpose, context (christenings and weddings), and target audience
using simple, compound, and complex sentences, and age-appropriate and
gender- sensitive language.
C. Learning Speaking and Writing
Competencies
D. Learning Objectives Express ideas appropriately (age-appropriate, gender-responsive,

culture-sensitive) for one's purpose, context, and target audience.
• using text types
a. narrative
b. explanation
1. 21st Century Skills Communicating in Diverse Environment
2. Integration Appreciation and sensitivity to Cultural Diversity, Art, Music
II. CONTENT Expressing ideas appropriately for one’s purpose, context and
audience using narrative text
III.
LEARNINGRESOURCES
References K-W-L Chart, visuals depicting diverse cultures and genders
1. Teacher’s Guide
2. Learner’s Material
4. Additional Materials from

Learning Resource (LR) Portal
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
A. Activating Prior Use a familiar story and ask students to fill details in the story grammar
Knowledge template below.
B. Unlocking Content age-appropriate, gender-responsive, culture-sensitive,

Vocabulary
audience, context
1. Age-appropriate language - ensures that our words are
suitable for our listeners.
2. Culture-sensitive expression - acknowledges and respects
the values and traditions of others.
3. Gender – responsiveness - recognizing and addressing the
unique challenges faced by different genders to create more
inclusive and fair outcomes.
4. Audience - refers to the group of people who watch, listen to,
or experience something, such as a performance, speech,
movie, or presentation.
5. Context- refers to the circumstances, background, or setting in
which something occurs or is expressed.
C. Lesson Today, we will learn how to express our ideas in ways that respect different cultures
Purpose/Intention and genders. This is important because it helps us connect with others and share our
thoughts effectively. By understanding how to communicate appropriately, we can
build friendships and create a more inclusive environment.
Identify the artifacts and from what country e ach one belongs.
During the Lesson/Lesson Proper
A. Developing “Can you show me other gestures that show courtesy here in the Philippines and abroad?”
Understanding of Key
Idea/Stem Watch the video and predict what the text is about
https://www.youtube.com/watch?v=192ytnVUCUQ
Title: "The Name Jar"

Author: Yangsook Choi
Genre: Fiction
a. What do you think the story is about based on the title, author, and cover image?
b. Where and when do you think the story takes place? Why?
c. Who might be the main character in the story? Describe them briefly.
d. What challenges or problems do you think the main character will face?
e. What themes or life lessons do you expect the story to explore? (e.g., identity, diversity,
friendship)
f. How do you think the story will end?
B. Deepening Locate the meaning of names in this site.

Understanding of Key https://www.mykairos.org/docs/kt/nam es_meanings.pdf
Idea/Stem
C. Making How do we show respect for other cultures?”

Generalizations
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning Before, During, After Plot Sequence
 The class will now read the book presented in Power Point.
 Then they will arrange the events in the story represented by the pictures and
guided by the sequential statements of the story shown at the side notes.
 These will be written in word strips and placed below the picture being
described.
 Learners will recall the story read and answer the question, “Can you identify
the events that happened before, during and after the story and arrange them
in order?”
B.Teacher’s Remarks: Note Effective Practices Problems Encountered

observations on
any of the
following areas:
strategies
explored
materials
used
learner
engagement/
interaction
Teacher’s Reflection  Reflection guide or prompt can be

on:
 What principles and beliefs
informed my lesson?
 Why did I teach the lesson the way I
did?
 What roles did my students play in
my lesson?
 What did my students learn? How
did they learn?
 What could I have done differently?
 What can I explore in the next
lesson?

Quarter 2 English Week 3 Day 1

Uploaded by

Copyright:

Available Formats

Quarter 2 English Week 3 Day 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Quarter 2 English Week 3 Day 1

Uploaded by

Copyright:

Available Formats

MARCELA MARCELO

School: ELEMENTARY SCHOOL Grade Level: IV

D. Learning Objectives Express ideas appropriately (age-appropriate, gender-responsive,

2. Integration Appreciation and sensitivity to Cultural Diversity, Art, Music

References K-W-L Chart, visuals depicting diverse cultures and genders

4. Additional Materials from

IV. TEACHING AND LEARNING PROCEDURES

Before the Lesson/Pre-lesson Proper

B. Unlocking Content age-appropriate, gender-responsive, culture-sensitive,

During the Lesson/Lesson Proper

Title: "The Name Jar"

B. Deepening Locate the meaning of names in this site.

C. Making How do we show respect for other cultures?”

A. Evaluating Learning Before, During, After Plot Sequence

B.Teacher’s Remarks: Note Effective Practices Problems Encountered

Teacher’s Reflection  Reflection guide or prompt can be

You might also like