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DAILY School: Looc Elementary School Grade Level: ONE-SWAN
LESSON Teacher JOEUANNA MARIE A. PITOGO Learning Area: ENGLISH PLAN Date: May 10, 2024 Quarter 4th
I. OBJECTIVES
A. Content Standards The learner demonstrates mastery of basic skills in English
language arts; communicates appropriately, fluently and accurately orally and writes for a variety of purposes in different social and academic context at his/her level while carrying out real life tasks necessary to cope with the demands of a functionally literate and competent local, national, and global citizen. B. Performance The learner listens for comprehension, speaks clearly, and uses Standards appropriate expressions in talking about oneself, family, and other social context interactions. C. Most Essential Learning Follow one-to-two step directions Competency/ies EN1LC-IVg-h-3.6 (MELC/s)/CODE
II. CONTENT Following Directions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide MELC-ENGLISH p.130
pages 2. Learner’s Materials Module in English Quarter 4 week 7 pp. 28-31 pages 3. Textbook pages Workbook in K to12 English 1 p.141 4. Additional Materials Youtube from Learning Resource (LR) portal 5. Integration Within curriculum Recognize describing words for people, objects, things and places (color, shape, size, height, weight, length, distance, etc.) Across the curriculum Follow 2 to 3 step written directions MT1SS-IIId-f-6.1 Engages in fun and enjoyable physical activities. PE1PF-IIIa-h-6 B. Other Learning Powerpoint, pictures, chart, video Resources IV. Learning Phases
A. Introduction Drill Read the following:
(Drill/Review/) open , close, color, circle, draw, fall in line Review: Inside the magic box. Look at the pictures. Complete the phrases. Modeled and supported colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to developed the learners’ pride of their language, heritage and culture. 1. The Igorot is ______.
2. Raiven _____ his assignment.
3. Nicollete _____ before going to sleep.
4. Barbers ____ James’ hair.
5. Jaybee has a _____.
Motivation: https://www.youtube.com/watch?v=iQxK-Ah7has What the song tells about? Can you follow directions? B. Development (Presentation and Discussion) Read the short story.
The Bureaau of Fire Protection visit the school they check the school premises if our school is safe and ready if there is fire. They teach us what to do when there is fire. They said the first thing we need to do is to stay calm, fall in line, walk, and go to fire exit. They also remind us not to play candle, matches and anything that can cause fire.
Questions: 1. Who visits the school? Developed and applied 2. What they did in school? effective teaching strategies to promote critical and creative 3. What do you need to do when there is a fire? thinking, as well as other 4. Would you play matches? Why? higher-order thinking skills. 5. If you see your younger brother playing with candles, what do you need to do? 6. Do we need to follow the directions when there is a fire? Modeled and supported Why? colleagues in the proficient use of Mother Tongue, Filipino and Follow what I will say. (using the box) English to improve teaching and learning, as well as to 1. Stand up and wave your right hand. developed the learners’ pride 2. Sit Down and draw a circle in your desk. of their language, heritage and culture. 3. Open your eyes and clap once. 4. Choose the color and spell it. green tall Cake
Following directions shows your ability to complete a task or a
request. It allows you to sequence information by following given steps. It helps you focus on the details of spoken language through step-by-step instructions How can you follow instructions effectively? 1. Listen carefully to the instructions. 2. Focus on what is being said.
Exhibited a learner-centered 3. Ask questions about what you do not understand.
culture that promotes success by using effective teaching Look at these pictures. strategies that respond to their linguistic, cultural, socio- economic and religious backgrounds.
Does the learners following direction given by their
teacher?
What is the directions?
C. Engagement Board work. Read and understand what the sentence tells you in each given number. (Individual and independent activities) 1. Circle the words that name objects/things. 2. Box the words that refer to colors. activities) 3. Cross out the events. Modelled effective applications of content knowledge within Group Activity following directions. and across curriculum teaching areas. Group 1
Draw an apple. Color it red.
Group 2 Read and Encircle the number words
pen ten de hen six
Group 3 Follow what the leader will says.
Jump once and wave your hands.
Group 4. Puzzled it. Name the picture.
Developed and applied
teaching strategies to address effectively the needs of learners from indigenous groups. D. Assimilation Following directions shows your ability to complete a task or a request. It allows you to sequence information by following given Generalization steps. It helps you focus on the details of spoken language through step-by-step instructions.
Application Do the following two-step direction.
1. Write your nickname. Circle the last letter.
2. Draw a star.
3. Box the letter. 4 5 L
V. Assessment Do the following one-two-step directions in the boxes.
(Evaluation) 1. Draw a flower. 2.Encircle the number. 3. Draw a triangle. Color it red. 2 V H Color it blue.
Used effective strategies for
providing timely, accurate and constructive feedback to 5. Draw a circle, then write no. 5 encourage learners to reflect 4. Underline the book on and improve their own learning.
VI. Additional Activities/Assignment Draw a nutritious food. V. REMARKS 5 - _____ 4 - _____ 3 - _____ 2 - _____ 1 - _____ 0 - _____ Total: _____
Mean = _____ MPS = _____
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80%.
