Grade Level
Standards
DOMAIN
Oral Language (OL)
Fluency (F)
Listening
Comprehension (LC)
Vocabulary (V)
Reading
Comprehension (RC)
Grade FIVE and SIX
The learners listens critically to different text types; expresses ideas logically in oral and written forms and demonstrates interest in reading to
meet various needs
CONTENT STANDARD
PERFORMANCE STANDARD
The learner
The learner
1. Demonstrates understanding of various verbal elements
1. Orally communicates information, opinions and ideas effectively to
in orally communicating information
different audiences using a variety of literary activities
2. Demonstrates understanding of various non- verbal
elements in orally communicating information
3. Demonstrates understanding of the oral standards of
2. Prepares for and participates effectively in a range of conversations
English in order to participate in various oral
and collaboration with diverse partners, building on other’s ideas and
communication demands (situation, purpose and
expressing their own clearly and persuasively
audience)
1. Demonstrates understanding that English language is
1. Reads with sufficient accuracy and fluency to support comprehension
stress timed to support comprehension
2. Demonstrates understanding that a change in stress
2. Uses knowledge of stress and intonation of speech to appropriately
entails a change of meaning to evaluate the
evaluate the speaker’s intention, purpose and meaning
speaker’s/author’s purpose and meaning
1. Demonstrates understanding of various linguistics nodes
1. Analyzes text types to effectively understand information/message
to comprehend various texts
2. Demonstrates understanding of text types to listen for
3. Uses linguistic cues to effectively construct meaning from a variety of
different purposes from a variety of texts
texts for a variety of purposes
1. Demonstrates understanding that printed words are
1. Uses knowledge of phonics(analytic and synthetic)to effectively
made up of interconnected letters with separate sounds
decode grade- appropriate words
that are blended together to form coherent pattern of
sounds
2. Demonstrate understanding that words are composed of
2. Uses strategies to decode correctly the meaning of words in isolation
different parts to know that their meaning changes
and in context
depending in context
1. Demonstrates understanding of various linguistics nodes
1. Uses linguistics cues to appropriate construct meaning from a variety
to comprehend various text
of texts for a variety of purposes.
2. Demonstrates understanding of text elements to
2. Uses knowledge of text types to correctly distinguish literary from
comprehend various texts
informational texts.
3. Demonstrates understanding of text elements to
3. Uses knowledge of text types to correctly distinguish literary from
comprehend various texts
informational texts
4. Demonstrates understanding of writing styles to
4. Uses diction (choice of words)to accurately analyze author’s tone,
comprehend the author’s message
mood, and point of view
Prepared by: MAILYN B. ALLAYBAN
Writing and
Composition (WC)
1. Demonstrates understanding of the different formats to
write for s variety of audiences and purposes
Grammar (G)
1. Demonstrates command of the conventions of Standards
English grammar and usage when writing or speaking
Attitude (A)
1. Demonstrates understanding of non- verbal
communication to communicate with others
2. Demonstrates understanding of verbal and non-verbal
elements of communication to respond back
1. Demonstrates understanding of library skills to research
a variety of topics
2. Demonstrates understanding of the research process to
write a variety of texts
1. Demonstrates understanding of the forms and
conventions of prints, non- print and digital materials to
understand various viewing texts
2. Demonstrates understanding of the various forms and
conventions of prints, non- print and digital materials
3. Demonstrates understanding of the forms and
convention materials to critically analyze the meaning
constructed in print non-print and digital materials,
4. Demonstrates understanding of Construction,
reconstruction and reconstruction of prints, non- print
and digital materials
Study Strategies/
Research (SS)
Viewing (VC)
Prepared by: MAILYN B. ALLAYBAN
1. Draft texts using appropriate text types for a variety of audiences and
purposes
2. Edit texts using appropriate text types for a variety audiences and
purposes
3. Rewrite/revise texts using appropriate text types for a variety of
audiences and purposes
4. Publish texts using appropriate text types for a variety of audiences
and purposes
1. Uses the correct functions of nouns, pronouns, verbs, adjectives and
adverbs in general and their functions in various discourse (oral and
written)
1. Applies knowledge of non-verbal skills to respectfully give the speaker
undivided attention and acknowledge the message
2. Uses paralanguage and non-verbal cues to respond appropriately
3. Uses a variety of strategies to provide appropriate feedback
1. Utilizes discrete techniques (general or specific)and applies
appropriately them to all or most fields of study
2. Uses a variety of research strategies to effectively write a variety of
texts of various audiences and purposes
1. Applies knowledge of the various forms and conventions of print, nonprint and digital materials to appropriately comprehend print, nonprint film and moving text.
2. Evaluates effectively the message constructed and conveyed in various
viewing texts
3. Applies different views of the real world to effectively interpret
(deconstruct)constructed meaning in print, non-print and digital
materials
4. Applies understanding of forms and conventions of viewing texts to
appropriately create and recreate meaning/ messages.
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 3
hour session: 60 min
Subject
English
Content Standards
LC-1-3, F-1-2, OL-1-3, V-2, RC-1-4, WC-1, VC-3; A-1-2, G-1
Performance Standards
LC-1-3, F-1-2, OL-2, V-2, RC-1-3, , WC-1, VC-1 & 4, A-1-3, G-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1:
Session 2:
Session 3:
Session 4:
Date:
Date:
Date:
Date:
CODE and
EN5OL-Ic-3.9
EN5V-Ic-12
EN5G-Ic-3.6
EN5LC-Ic-2.17.2
Learning Competencies
Use formal and informal English Infer the meaning of unfamiliar
Compose clear and coherent
Identify the elements of
literary texts
when appropriate to task and
situation
EN5F-Ic-1.6
EN5V-Ic/EN6V-Ic-12.4.1.1
Read aloud grade level
Infer meaning of idiomatic
appropriate text with an
expressions using roots
accuracy rate of 95-100%
EN6RC-Ic-6.5-6.7
EN6LC-Ic-2.3.8, 2.3.7
Determine tone, mood and
Analyze sound devices (irony purpose of the author
and hyperbole) in a text heard EN6A-Ic-16
EN6OL-Ic-1.17
Observe politeness at all times
Relate an experience
appropriate to the occasion
words (affixed) based on given
context clues and other
strategies
EN6G-Ic-3.2
Compose clear and coherent
sentences using appropriate
grammatical structure-tenses of
verbs
sentences using appropriate
grammatical structures
EN5VC-Ic-5.1/EN6VC-Ic-5.1.3
Describe different forms and
conventions of film and moving
pictures (direction, lights,
blocking, characterization, acting,
dialog, setting or set-up)
EN6A-Ic-18
Show openness to criticism
Expected # of
Session 5:
Date
EN5WC-Ic-2.2.4
Write 2-3
paragraphs
composition
based on the
prepared outline
EN5RC-Ic-2.23
Summarize
narrative text
based on
elements
EN6A-Ic-17
Show tactfulness
when
communicating
with others
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT
CHECKPOINTS. The items III and IV below may be done only after the desired number of teaching-learning sessions to deliver the major
topics.__________________________________________________________________________________________________________________________________________________________________________
______________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL 2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
Subject
Content Standards
TG-Teaching Guide
LM-Learner Module
English
LC-1-3, V-1-2, F-1-2, OL-3, VC-1 & 3, G-1, RC-4, WC-1
Performance Standards
LC-1-3, V-2, F-1-2, OL-1-2, VC-2 & 4, G-1, RC-1-2 & 4, WC-3-4
GRADE FIVE & SIX
Grading Period: FIRST
Week: 4
Expected # of hour session: 60 min
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
CODE and
Learning
Competencies
Session 1: Monday
Date:
EN5LC-Id-2.17.3
Identify the elements of literary texts
EN6LC-Id-2.11.1-3
Infer the speakers tone, mood and
purpose
EN6F-Id-1.6
Read aloud grade level appropriate text
with accuracy rate of 95-100%
EN5A-IVd-16/
EN6A-Id-16-17
Observe politeness at all times
Show tactfulness when communicating
with others
Session 2: Tuesday
Date:
EN5OL-Id-3.9
Use formal and informal English when
appropriate to task and situation
EN6OL-Id-1.17
Read with automaticity grade level
frequently occurring content area words (Art)
EN6F-Id-1.8.1.1
Relate an experience appropriate to the
occasion
EN5V-Id-12-13
Infer the meaning of unfamiliar words
(affixed) based on given context clues and
other strategies
EN6V-Id-12.3.2, 12.4.1.2, 12.4.2.2
Infer meaning of figurative language using
context clues (affixes & roots)
Session 3: Wednesday
Date:
EN5G-Id-3.6
Compose clear and coherent sentences using
appropriate grammatical structures (Modals)
EN5RC-Id-2.23
Summarize narrative texts based on
elements(Theme, Setting, Characters, Plot)
EN6RC-Id-6.8-6.9
Analyze figures of speech
EN6A-Id-18
Show openness to criticism
Session 4: Thursday
Date:
EN6G-Id-3.3
Compose clear and coherent sentences
using appropriate grammatical structures
(aspect of verbs)
EN5WC-Id-2.2.4
Write 2-3 paragraph composition based on
the prepared outline
EN5G-Id-6
Distinguish among various types of viewing
materials
EN6VC-Id-5.1.4
Describe different forms and conventions of
film & moving pictures (characterization)
Session 5: Friday
Date:
Summative Test 2
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major
topics.________________________________________________________________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 1
session: 60 min
Subject
English
Content Standards
LC-1-2, OL1-3, F-1-2, V-2, A-1-2, G-1, VC-1, WC-1
Performance Standards LC-1-2, OL-1-2, F-1-2, V-1, A-1-3, G-1, VC-1, WC-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN5LC-Ia-2.1
EN5V-Ia-12-13
EN5G-Ia-3.3/EN6G-Ia-2.3.1
EN5VC-Ia-5.1/EN6VC-Ia-5.1.1
Learning
Note significant details
Infer the meaning of unfamiliar words Compose clear coherent sentences
Describe different forms and
Competencies
EN5OL-Ia-2.6.1
(compound) based on given context
using appropriate grammatical
conventions of film and moving
Use appropriate facial expressions clues (synonyms, antonyms, word
structures: Aspects of verbs and
pictures (lights, blocking, direction,
EN5F-Ia-2.9/ EN6F-Ia-2.9
parts) and other strategies
pluralization of regular nouns
characterization, acting, dialog, setting
Self-correct when reading
EN5A-Ia-16/EN6A-Ia-16
EN6A-Ia-17
or set-up)
EN6OL-Ia-1.1
Observe politeness at all times
Show tactfulness when
EN6V-Ia-12.3.1
Relate an experience appropriate
EN6G-Ia-2.2.2
communicating with others
Infer meaning of idiomatic expressions
to the occasion
Write a 3-line 4 stanza poem
EN6A-Ia-18
using context clues
Show openness to criticism
Expected # of hour
Session 5: Friday
EN5WC-Ia-1.1.6.1
Plan 2-3 paragraph
composition using
an outline/other
graphic organizers
EN6LC-Ia-2.3.1-2.3.3,
2.3.6-2.3.8
Analyze sound
devices in a text
heard
(onomatopoeia,
alliteration,
assonance,
personification, irony
and hyperbole)
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 2
session: 60 min
Subject
English
Content Standards
LC-1-3, V-1-2, OL-1-3, F-1-2, A-1-2, G-1, WC-1, VC-1, RC-1-4
Performance Standards LC-1-3, V-1-2, OL-1-2, F-1-2, A-1-3, G-1, WC-1, VC-1, RC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN5LC-Ib-2.17.1
EN5V-Ib-12-13
EN5G-Ib-3.3/EN6G-Ib-2.3.2
EN5WC-Ib-1.1.6.1
Learning
Identify the elements of literary
Infer the meaning of unfamiliar words Compose clear and coherent
Plan a 2-3 paragraph composition
Competencies
texts
(compound) based on given context
sentences using appropriate
using an outline/other graphic
EN5V-Ib-2.9.1
clues (synonyms, antonyms, word
grammatical structures: Aspects of
organizers
Infer the theme of literary text
parts) and other strategies
verbs and pluralization of irregular
EN5VC-Ib-5.1/EN6VC-Ib-5.1.2
EN5OL-Ib-2.6.2
EN5F-Ib-1.6
nouns
Describe different forms and
Use appropriate body
Read aloud grade level appropriate
EN5A-Ib-16/EN6A-Ib-16
conventions of film and moving
movements/gestures
text with an accuracy rate of 95-100% Observe politeness at all times
pictures (lights, blocking, direction,
EN6LC-Ib-2.3.6
EN6V-Ib-12.4.2.1
EN6A-Ib-17
characterization, acting, dialog,
Analyze sound devices
Infer meaning of idiomatic
Show tactfulness when
setting or set-up)
(personification) in a text heard
expressions using affixes
communicating with others
EN6WC-Ib-2.2.2
EN6OL-Ib-1.17
EN6A-Ib-18
Write a 3-line 4-stanza poem
Relate an experience appropriate to Show openness to criticism
EN6RC-Ib-6.1-6.4
the occasion
Analyze poem with 4 or more
stanzas in terms of its elements
(rhymes, sound devices, imagery
and figurative language)
Expected # of hour
Session 5: Friday
Summative Test 1
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 2
session: 60 min
Subject
English
Content Standards
LC-1-3, V-1-2, OL-1-3, F-1-2, A-1-2, G-1, WC-1, RC-1-4
Performance Standards LC-1-3, V-1-2, OL-1-2, F-1-2, A-1-2, G-1, WC-1, RC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN5LC-Ib-2.17.1
EN5V-Ib-12-13
EN5G-Ib-3.3/EN6G-Ib-2.3.2
EN5WC-Ib-1.1.6.1
Learning
Identify the elements of literary
Infer the meaning of unfamiliar words Compose clear and coherent
Plan a 2-3 paragraph composition
Competencies
texts
(compound) based on given context
sentences using appropriate
using an outline/other graphic
EN5V-Ib-2.9.1
clues (synonyms, antonyms, word
grammatical structures: Aspects of
organizers
Infer the theme of literary text
parts) and other strategies
verbs and pluralization of irregular
EN5VC-Ib-5.1/EN6VC-Ib-5.1.2
EN5OL-Ib-2.6.2
EN5F-Ib-1.6
nouns
Describe different forms and
Use appropriate body
Read aloud grade level appropriate
EN5A-Ib-16/EN6A-Ib-16
conventions of film and moving
movements/gestures
text with an accuracy rate of 95-100% Observe politeness at all times
pictures (lights, blocking, direction,
EN6LC-Ib-2.3.6
EN6V-Ib-12.4.2.1
EN6A-Ib-17
characterization, acting, dialog,
Analyze sound devices
Infer meaning of idiomatic
Show tactfulness when
setting or set-up)
(personification) in a text heard
expressions using affixes
communicating with others
EN6WC-Ib-2.2.2
EN6OL-Ib-1.17
EN6A-Ib-18
Write a 3-line 4-stanza poem
Relate an experience appropriate to Show openness to criticism
EN6RC-Ib-6.1-6.4
the occasion
Analyze poem with 4 or more stanzas
in terms of its elements (rhymes,
sound devices, imagery and figurative
language)
Expected # of hour
Session 5: Friday
Summative Test 1
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 5
session: 60 min
Subject
English
Content Standards
LC-1-3, OL-1-3, RC-1-4, V-1-2, A-1-2, RC-1-3, F-1-2, G-1, WC-1, VC-1-4
Performance Standards LC-1-3, OL-1-2, RC-1-4, V-1-2, A-1-3, RC-1-3, F-1-2, G-1, WC-2-3, VC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN5LC-Ie-2.11.1-2.11.3
EN5V-Ie-12-13
EN5F-Ie-1.8.1.2/EN6F-Ie-1.8.1
EN5G-Ie-8.3-8.4
Learning
Analyze sound devices
Infer the meaning of unfamiliar words Read with automaticity grade level
Compose clear and coherent
Competencies
(onomatopoeia, alliteration,
(blended) based on given context
frequently occurring content area
sentences using appropriate
assonance)
clues (synonyms, antonyms, word
words (math)
grammatical structures:
EN5RC-Ie-6
parts) and other strategies
EN6RC-Ie-6.11
conjunctions
Analyze a 2-stanza poem in terms of EN6LC-Ie-2.11.1-2.11.3
Analyze figures of speech
EN5WC-Ie-1.8.2
its elements (rhymes, sound
Infer the speaker’s tone, mood and
(hyperbole, irony)
Revise writing for clarity-correct
devices, imagery and figurative
purpose
EN6V-Ie-12.4.1.2-12.4.2.2
spelling
language)
EN6A-Ie-18
Infer meaning of figurative language
EN5A-Ie-17/EN6A-Ie-17
EN5OL-Ie-3.9
Show openness to criticism
using context clues –affixes and
Show tactfulness when
Use formal and informal English
roots and other strategies
communicating with others
when appropriate to task and
EN6VC-Ie-5.1.5
situation
Describe different forms and
conventions of film and moving
pictures (acting)
Expected # of hour
Session 5: Friday
En6G-Ie-3.6
Compose clear and
coherent sentences using
appropriate grammatical
structures: modals
EN5VC-Ie-6
Distinguish among various
types of viewing materials
EN5A-Ie-16/EN6A-Ie-16
Observe politeness at all
times
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 6
session: 60 min
Subject
English
Content Standards
LC-1-3, OL-1-3, F-1, V-1-2, A-1-2, RC-1-3, G-1, WC-1
Performance Standards LC-1-3, OL-1-2, F-1, V-1-2, A-1-3, RC-1-3, G-1, WC-2-3
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN5LC-If-2.8.1-2.8.3/EN6LC-If-2.11.1- EN5V-If-12-13
EN5RC-If-2.3
EN5G-If-8.3-8.4/EN6G-If-4.4.1-4.4.3
Learning
2.11.3
Infer the meaning of unfamiliar words Analyze figures of speech (simile,
Compose clear and coherent
Competencies
Infer the speaker’s tone, mood and
(blended) based on given context
metaphor, personification,
sentences using appropriate
purpose
clues (synonyms, antonyms, word
hyperbole) in a given text
grammatical structures:
EN5OL-If-3.9
parts) and other strategies
EN6RC-If-6.12
conjunctions, pronoun-reference
Use formal and informal English
EN5A-If-16?EN6A-If-16
Analyze figures of speech (cultureagreement (number, case, gender)
when appropriate to task and
Observe politeness a all times
based euphemism)
EN5WC-If-1.8.1
situation
EN6A-If-18
Revise writing for clarityEN5F-If-1.8.1.3/EN6F-If-1.8.1
Show openness to criticism
punctuation marks
Read with automaticity grade level
EN5A-If-17/EN6A-If-17
frequently occurring content area
Show tactfulness when
words (science)
communicating with others
Expected # of hour
Session 5: Friday
Summative Test 3
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 7
session: 60 min
Subject
English
Content Standards
LC-1-2, OL-1-2, F-1-2, A-1-2, V-1-2, RC-1-4, G-1, WC-1, VC-1
Performance Standards LC-1-2, OL-1-2, F-1-2, A-1-3, V-1-2, RC-1-4, G-1, WC-2-3, VC-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN5G-Ig-8.3-8.4/EN6G-Ig-4.4.1-4.4.3
EN5V-Ig-12-13
EN5RC-Ig-2.3
EN5WC-Ig-1.8.3
Learning
Compose clear and coherent
Infer the meaning of unfamiliar words Analyze figures of speech (simile,
Revise writing for clarityCompetencies
sentences using appropriate
(Clipped) based on given context
metaphor, personification,
transition/signal words
grammatical structures:
clues (synonyms, antonyms, word
hyperbole) in a given text
EN6VC-Ig-5.1.7
conjunctions and pronoun –
parts) and other strategies
EN5F-Ig-1.8.1.4/EN6F-Ig-1.8.1
Describe different forms and
reference agreement (number, case, EN6A-Ig-18
Read with automaticity grade level
conventions of film and moving
gender)
Show openness to criticism
frequently occurring content area
pictures (setting)
EN5A-Ig-17/EN6A-Ig-17
words (health)
Show tactfulness when
communicating with others
Expected # of hour
Session 5: Friday
EN5LC-Ig-2.3
Distinguish reality from
fantasy
EN5OL-Ig-1.8
Recount events
effectively
EN6RC-Ig-2.24.1-2.24.2
Evaluate narratives
based on how the
author developed the
elements: setting,
characters
EN5A-Ig-16/EN6A-Ig-16
Observe politeness at
all times
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 8
session: 60 min
Subject
English
Content Standards
LC-1-3, OL-1-3, VC-1-4, V-1-2, A-1-2, RC-1-4, F-1-2, G-1
Performance Standards LC-1-3, OL-1-2, VC-1-4, V-1-2, A-1-1, RC-1-4, F-1-2, G-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN5LC-Ih-2.3
EN5V-Ih-12-13
EN5RC-Ih-2.3
EN6VC-Ih-5.1.8
Learning
Distinguish reality from fantasy
Infer the meaning of unfamiliar words Analyze figures of speech (simile,
Describe different forms and
Competencies
EN5G-Ih-8.3-8.4
(clipped) based on given context
personification, hyperbole) in a given conventions of film and moving
Compose clear and coherent
clues (synonyms, antonyms, word
text
pictures (set-up)
sentences using appropriate
parts) and other strategies
EN5F-Ih-1.13/EN6F-Ih-1.13
EN6G-Ih-3.9
grammatical structures: conjunction EN5OL-Ih-1.8
Read grade level text with 118/135
Compose clear and coherent
EN6A-Ih-18
Recounts events effectively
words correct per minute
sentences using appropriate
Show openness to criticism
EN5A-Ih-16/EN6A-Ih-16
EN6RC-Ih-2.24.3
grammatical structures: subjectObserve politeness at all times
Evaluate narratives based on how
verb agreement
the author developed the elements:
EN5A-Ih-17/EN6A-Ih-17
plot (chronological-sequential, en
Show tactfulness when
medias res, flashback)
communicating with others
Expected # of hour
Session 5: Friday
Summative Test 4
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 9
session: 60 min
Subject
English
Content Standards
OL-1-3, RC-1-4, V-1-2, F-1-2, A-1-2, VC-1-4, G-1
Performance Standards OL-1-2, RC-1-4, V-1-2, F-1-2, A-1-2, VC-1-4, G-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN6G-Ii-3.9
EN5V-Ii-8.1-8.3
EN5F-Ii-1.13
EN5G-Ii-8.3-8.4
Learning
Compose clear and coherent
Clarify meaning of words using
Read grade level text with 118 words Compose clear and coherent
Competencies
sentences using appropriate
dictionaries, thesaurus, and/or online correct per minute
sentences using appropriate
grammatical structures: subjectresources
EN6VC-Ii-3.3.1-3.3.3
grammatical structures:
verb agreement
EN6F-Ii-1.13
Analyze the characters used in print, conjunctions
EN5A-Ii-17
Read grade level text with 135 words non-print and digital materials (Age
EN5A-Ii-16
Show tactfulness when
correct per minute
and gender, race and nationality,
Observe politeness at all times
communicating with others
EN6A-Ii-18
attitude and behavior)
Show openness to criticism
EN6VC-Ii—3.3.4
Analyze the setting used in print,
non-print and digital materials
(urban; affluent or Poor)
Expected # of hour
Session 5: Friday
EN5OL-Ii-1.8
Recount events effectively
EN6RC-Ii-2.24.4-2.24.5
Evaluate narratives based
on how the author
developed the elements:
theme, point of view
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: FIRST
Week: 10
hour session: 60 min
Subject
English
Content Standards
VC-1-4, V-1-2, A-1-2, F-1-2, OL-1-3, G-1
Performance Standards VC-1-4, V-1-2, A-1-2, F-1-2, OL-1-2, G-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Date:
CODE and
EN6VC-Ij-3.3.1-3.3.3
EN5V-Ij-8.1-8.3
EN5F-Ij-1.13
EN6G-Ij-3.9
Learning
Analyze the characters used in
Clarify meaning of words using
Read grade level text with 118-135
Compose clear and coherent
Competencies
print, non-print and digital materials dictionaries, thesaurus and/or online words correct per minute
sentences using appropriate
(Age and gender, race and
resources
EN5OL-Ij-1.8
grammatical structures: subjectnationality, attitude and behavior)
EN6A-Ij-16
Recount events effectively
verb agreement
EN6VC-Ij-3.3.4
Observe politeness at all times
EN6A-Ij-17
EN6A-Ij-18
Analyze the setting used in print,
Show tactfulness when
Show openness to criticism
non-print and digital materials
communicating with others
(urban; affluent or poor)
Expected # of
Session 5: Friday
Summative Test 5
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 1
Expected # of hour session: 60 min
Subject
English
Content Standards
RC-1-4, LC-1-2, OL-1-3, VC-1-4, G-1, A-1-2, SS-1-2, WC-1, V-1-2, F-1-2
Performance Standards RC-1-4, LC-1-2, OL-1-2, VC-1-4, G-1, A-1-3, SS-1-2, WC-1, V-1-2, F-1-2
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
En5RC-IIa-2.21
EN5G-IIa-3.9
EN5OL-IIa-1.13.1
En5WC-IIa-7-1.1.6.1
EN5/6A-IIa-17
Learning
Identify main idea, key sentences
Compose clear and coherent
Provide accurate instructions
Plan a 2-3 paragraph
Show tactfulness when
Competencies
and supporting details of a given
sentences using appropriate
EN5VC-IIa-7.1-7.3
composition using an
communicating with
paragraph
grammatical structures: subject-verb Determine images/ideas that are
outline/other graphic organizers others
EN5LC-IIa-4
agreement (inverted sentences)
explicitly used to influence viewers
EN6V-IIa-12.3.3, 12.4.1.3-4.2.3
EN6F-IIa-2.9
Identify signal words from text
EN5A/EN6A-IIa-16
-stereotypes, point of view,
Infer meaning of borrowed
Self-correct when reading
heard
Observe politeness at all times
propaganda
words and content specific
EN6G-IIa-5.2-.5.5
EN6OL-IIa-3.7
EN6SS-IIa-1.3-1.4
EN6WC-IIa-3.7
terms using context clues,
Compose clear and
Employ an appropriate style of
Gather relevant information from
Fill-out forms accurately and
affixes and roots and other
coherent sentences using
speaking, adjusting language,
various sources (glossary and
efficiently (bio-data, application
strategies
appropriate grammatical
gestures, rate and volume
indices)
forms)
EN6A-IIa-18
structures (order and
according to audience and purpose
Show openness to criticism
degrees of regular
EN6VC-IIa-3.7
adjectives
Infer the target audience
EN6LC-IIa-3.2
Distinguish various types
of informational actual text
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 2
Expected # of hour session: 60 min
Subject
English
Content Standards
LC-1-2, OL-1-3, RC-1-4, WC-1, A-1-2, F-1-2 , V-1-2, VC-1-4, G-1, SS-1-2,
Performance Standards LC-1-2, OL-1-2, RC-1-4, WC-1, A-1-2, F-1-2 , V-1-2, VC-1-4, G-1, SS-1-2,
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5LC-IIb-3.19
EN5RC-IIb-2.21
EN5V-IIb-20.2.1
EN5G-IIb-3.9/EN6G-IIb-5.2.1
EN6V-IIb-12.3.3-12.4.1.3Learning
Identify informational text types
Identify main idea, key sentences
Identify different meanings of
Compose clear and coherent
12.4.2.3
Competencies
EN5OL-IIb-1.26
and supporting details of a given
content specific words (denotation
sentences using appropriate
Infer meaning of borrowed
Give precise information on a given paragraph
and connotation)-Science
grammatical structures: subject- words and content specific
topic
EN5WC-IIb-2.2.5
EN5VC-Iib-7.1-7.3
verb agreement (intervening
terms using –context
EN5SS-Iib-1.5.3
Write paragraphs showing cause and Determine images/ideas that are
phrases)
clues, affixes and roots
Use card catalog to locate
effect
explicitly used to influence viewers
-order and degrees of irregular
and other strategies
resources
EN5WC-IIb-1.1.6.1
-stereotypes, point of view,
adjectives
(science)
EN6LC-IIb-3.2
Plan a composition using an
propagandas
EN5A-IIb-16/EN6A-IIb-16
EN6SS-IIb-1.4.1
Distinguish various types of
outline/other graphic organizers
EN5A-IIb-17/EN6A-17
Observe politeness at all times
Gather relevant
informational actual text
EN6OL-IIb-3.7
Show tactfulness when
information from various
EN6RC-IIb-5.5
Employ an appropriate style of
communicating with others
sources (dictionary and
Respond appropriately to the
speaking adjusting language,
EN6VC-IIb-3.7
thesaurus)
different authentic texts
gestures, rate and volume according Infer the target audience
EN6A-IIb-18
to audience and purpose
Summative Test 1
Show openness to criticism
EN6F-IIb-1.6, 1.3, 1.7
Read grade level text with accuracy,
appropriate rate and proper
expression
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 3
Expected # of hour session: 60 min
Subject
English
Content Standards
LC-1-2, A-1-2, RC-1-4, V-1-2, OL-1-3, F-1-2 , WC-1, SS-1-2, VC-1-4, G-1
Performance Standards LC-1-2, A-1-3, RC-1-4, V-1-2, OL-1-2, F-1-2, WC-1-4, SS-1-2, VC-1-4, G-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5LC-IIc-3.19
EN5V-IIc-20.2.1
EN5F-IIc-1.8.1
EN5SS-IIc-1.4/EN6SS-IIc-1.4.2EN5VC-IIc-7.1-7.3
Learning
Identify informational text types
Identify different meanings of
Read with automaticity grade level
1.4.3
Determine images/ideas
Competencies
EN5RC-IIc-3.2.1
content specific words (denotation
frequently occurring content area
Gather relevant information from that are explicitly used to
Distinguish text types according to
and connotation-Science)
words
various sources-glossaries,
influence viewers
purpose
EN5OL-IIc-1.3.1
EN5G-IId-2.2.2, 3.9
almanac, encyclopedia
(stereotypes, point of view
-to classify or describe
Ask questions to check
Compose clear and coherent
EN5WC-IIc-2.2.5
and propagandas)
EN5/6A-IIc-16
understanding of information
sentences using appropriate
Write paragraphs showing cause EN6VC-IIc-3.7
Observe politeness at all times
presented
grammatical structures: irregular
and effect
Infer the target audience
EN6LC-IIc-3.2
EN5/6A-IIc-17
nouns and verb agreement
EN6G-IIc-6.6
EN6V-IIc-12.4.1.3-12.4.2.3
Distinguish various types of
Show tactfulness when
EN6OL-IIc-3.7
Compose clear and coherent
Infer meaning of borrowed
informational/actual text
communicating with others
Employ an appropriate style of
sentences using appropriate
words and content specific
EN6RC-IIc-5.5
speaking, adjusting language,
grammatical structures (adverbs terms using context clues,
Note significant details of
gestures, rate and volume according of intensity)
affixes and roots and other
informational texts
to audience and purpose
EN6WC-IIc-1.1.6.1
strategies
EN6F-IIc-1.6,1.3,1.7
Use appropriate graphic
EN6A-IIc-18
Read grade level text with accuracy,
organizers for pre-writing tasks
Show openness to
appropriate rate and proper
criticism
expression
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 4
Expected # of hour session: 60 min
Subject
English
Content Standards
VC-1-4, G-1, LC-1-2, OL-1-3, SS-1-2, RC-1-4, A-1-2, V-1-2, F-1-2 , WC-1, F-1-2
Performance Standards VC-1-4, G-1, LC-1-2, OL-1-2, SS-1-2, RC-1-4, A-1-3, V-1-2, F-1-2 , WC-1-4, F-1-2
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5VC-IId-7.1-7.3
EN5LC-IId-2.10
EN5RC-IId-3.2.1
EN5G-IId-2.2.6, 3.9
EN5F-IId-1.8.1
Learning
Determine images/ideas that are
Distinguish fact from opinion
Distinguish text types according to
Compose clear and coherent
Read with automaticity
Competencies
explicitly used to influence viewers
EN5OL-IId-3.4.1
purpose-to clarify or describe
sentences using appropriate
grade level frequently
(stereotypes, point of view,
Respond to ideas and opinions after
EN5WC-IId-1.8.2
structures: collective nouns and occurring content area
propagandas)
reflection
Revise writing for clarity-correct
verb agreement
words
EN6VC-IId-3.8
EN5SS-IId-1.4/EN6SS-IId-1.7
spelling
EN5/6A-IId-17
EN6F-IId-1.6,1.3,1.7
Infer the purpose of the visual
Gather relevant information from
EN5/6A-IId-16
Show tactfulness when
Read grade level text with
media
various sources-dictionaries, online
Observe politeness at all times
communicating with others
accuracy, appropriate rate
EN6G-IId-6.7
references
EN5V-IId-20.1.-20.2.1
EN6WC-IId-2.2.6
and proper expression
Compose clear and coherent
EN6LC-IId-2.2
Identify different meanings of
Write a 4 paragraph composition EN6V-IId-12.3.3-12.4.1.3sentences using appropriate
Note down relevant information from content specific words (denotation
showing comparison and
12.4.2.3
grammatical structures-adverbs of
text heard
and connotation-Science)
contrast
Infer meaning borrowed
frequency
EN6RC-IId-5.5
EN6A-IId-18
words and content specific
Note significant details of
Show openness to criticism
terms using context clues,
informational texts
affixes and roots and other
EN6OL-IId-5
strategies
Share brief impromptu remarks
about topics of interest
Summative Test 2
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 5
Expected # of hour session: 60 min
Subject
English
Content Standards
LC-1-2, OL-1-3, RC-1-4, V-1-2, F-1-2 , SS-1-2, A-1-2, G-1, WC-1, VC-1-4
Performance Standards LC-1-2, OL-1-2, RC-1-4, V-1-2, F-1-2 , SS-1-2, A-1-3, G-1, WC-1-4, VC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5LC-IIe-2.10
EN5V-IIe-20.1.2-20.2.2
EN5G-IIe-5.3
EN5WC-Iie-1.8.1, 1.8.3/EN6WCEN6V-IIe-12.3.3,12.4.1.3-4.2.3
Learning
Distinguish fact from opinion
Identify different meanings of
Compose clear and coherent
IIe-1.8.1-1.8.3
Infer meaning of borrowed
Competencies
EN5OL-IIe-3.4.1
content specific words (denotation
sentences using appropriate
Revise writing for claritywords and content specific
Respond to ideas and opinions after and connotation-math)
grammatical structures: kinds of
punctuation marks and signal
terms using context clues,
reflection
EN5F-IIe-1.8.1
adjectives
words, correct spelling
affixes and roots and other
EN5RC-IIe-3.2.2
Read with automaticity grade level
EN5/6A-IIe-16
EN6SS-IIe-3
strategies (ICT terms)
Distinguish text types according to
frequently occurring content area
Observe politeness at all times
Organizes information from
En5VC-Iie-7.1-7.3
purpose-to recall a series of
words
EN6F-IIe-2.9
primary sources in preparation
Determine images/ideas that
events/information
EN5SS-IIe-1.4
Self-correct when reading
for writing, reporting and similar are explicitly used to
EN6LC-IIe-2.2
Gather relevant information from
academic tasks in collaboration
influence viewers
Note down relevant information
various sources-thesaurus
with others
(stereotypes, point of view,
EN6OL-IId-5
EN5/6A-IIe-17
EN6G-IIe-6.8
propagandas)
Share brief impromptu remarks
Show tactfulness when
Compose clear and coherent
EN6A-IIe-18
topics of interest
communicating with others
sentences using appropriate
Show openness to criticism
grammatical structures-adverbs
of manner
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 6
Expected # of hour session: 60 min
Subject
English
Content Standards
OL-1-3, RC-1-4, SS-1-2, V-1-2, F-1-2 , VC-1-4, A-1-2, WC-1, G-1
Performance Standards OL-1-2, RC-1-4, SS-1-2, V-1-2, F-1-2 , VC-1-4, A-1-2, WC-1-4, G-1
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5OL-IIf-3.5.1
EN5V-IIf-20.1.2-20.1.2
EN5VC-IIf-7.1-7.3
EN5WC-IIf-2.2.6/EN6WC-Iif-2.2.5
EN5G-IIf-5.5
Learning
Provide evidence to support
Identify different meanings of
Determine images/ideas that are
Write paragraphs showing
Compose clear and coherent
Competencies
opinion/fact
content specific words (denotation
explicitly used to influence viewers comparison and contrast and
sentences using appropriate
EN5RC-IIf-3.2.3
and connotation-math)
(stereotypes, point of view,
cause and effect
grammatical structures-order
Distinguish text types according to
EN5SS-IIf-1.7
propagandas
EN6V-IIf-12.3.3,12.4.1.3-12.4.2.3
of adjectives
purpose-to explain
Gather relevant information from
EN5/6A-IIf-16
Infer meaning of borrowed
EN5/6A-IIf-17
EN6OL-IIf-5
various sources-online references
Observe politeness at all times
words and content specific
Show tactfulness when
Share brief impromptu remarks
EN5F-IIf-1.8.1
EN6G-IIf-6.5
terms using context clues,
communicating with others
about topics of interest
Read with automaticity grade level
Compose clear and coherent
affixes and roots and other
EN6SS-IIf-4
frequently occurring content area
sentences using appropriate
strategies-EPP)
Summative Test 3
Organize information from
words
grammatical structures: adverbs of EN6A-IIf-18
secondary sources in preparation
EN6F-IIf-2.9
place and time
Show openness to criticism
for writing, reporting and similar
Self-correct when reading
academic tasks in collaboration
with others
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 7
Expected # of hour session: 60 min
Subject
English
Content Standards
V-1-2, F-1-2 , SS-1-2, WC-1, A-1-2, G-1, RC-1-4, OL-1-3, VC-1-4
Performance Standards V-1-2, F-1-2 , SS-1-2, WC-1-4, A-1-3, G-1, RC-1-4, OL-1-3, VC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5V-IIg-20.1.3-20.2.3
EN5SS-IIg-1.7
EN5G-IIg-5.2
EN5RC-IIg-2.12
EN5VC-IIg-7.1-7.3
Learning
Identify different meanings of
Gather relevant information from
Compose clear and coherent
Make generalizations
Determine images/ideas that
Competencies
content specific words (denotation
various sources-online references
sentences using appropriate
EN6OL-IIg-5
are explicitly used to
and connotation-Health)
EN5WC-IIg-2.2.6
grammatical structures: degrees of Share brief impromptu remarks
influence viewersEN5F-Iig-2.9
Write paragraphs showing
adjectives
about topics of interest
stereotypes, point of view,
Self-correct when reading
comparison and contrast
EN5/6A-IIg-16
EN6G-IIg-7.3.1-7.3.2
propagandas
EN6F-IIg-1.6,1.3,1.7
EN5/6A-IIg-17
Observe politeness at all times
Compose clear and coherent
EN6A-IIg-18
Read grade level text with accuracy, Show tactfulness when
EN6WC-Iig-1.8.1-1.8.3
sentences using appropriate
Show openness to criticism
appropriate rate and proper
communicating with others
Revise writing for clarity-correct
grammatical structuresexpression
spelling, appropriate punctuation
prepositions and prepositional
marks and transition/signal words
phrase
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 8
Expected # of hour session: 60 min
Subject
English
Content Standards
OL-1-3, RC-1-4, WC-1, F-1-2 , V-1-2, A-1-2, SS-1-2, G-1, VC-1-4
Performance Standards OL-1-3, RC-1-4, WC-1-4, F-1-2 , V-1-2, A-1-3, SS-1-2, G-1, VC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5OL-Iih-4
EN5F-IIh-1.3/EN6F-IIh-1.6,1.3,1.7
EN5SS-IIh-1.8
EN5G-IIh-8.3
EN5VC-IIh-7.1-7.3
Learning
Make a stand
Read grade level text with accuracy,
Organize information from primary Compose clear and coherent
Determine images/ideas that
Competencies
EN5RC-IIh-2.15.1
appropriate rate and proper
sources in preparation for writing,
sentences using appropriate
are explicitly used to
Make an outline from a selection
expression
reporting and similar academic
grammatical structures:
influence viewersread
EN5V-Iih-20.1.3-20.2.3
tasks in collaboration with others
subordinates and coordinate
stereotypes, point of view,
EN6OL-IIh-6
Identify different meanings of
EN5/6A-IIh-16
conjunctions
propagandas
React on the content of the material specific words (denotation and
Observe politeness at all times
EN5WC-IIh-1.8.2
presented
connotation-health)
EN6G-IIh-8.3-8.4
Revise writing for clarity-correct Summative Test 4
EN6WC-IIh-2.2.9
EN5/6A-IIh-17
Compose clear and coherent
spelling
Write a 4-paragraph composition
Show tactfulness when
sentences using appropriate
EN5/6A-IIh-18
showing-problem and solution
communicating with others
grammatical structures:
Show openness to criticism
subordinate and coordinate
conjunctions
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 9
Expected # of hour session: 60 min
Subject
English
Content Standards
OL-1-3, A-1-2, RC-1-4, F-1-2 , G-1, WC-1, VC-1-4
Performance Standards OL-1-3, A-1-3, RC-1-4, F-1-2 , G-1, WC-1-4, VC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5OL-Iii-4
EN5RC-Iii-2.15.1
EN5F-Iii-1.3,1.6-1.7
EN5WC-Iii-1.8.1
EN5VC-Iii-7.1-7.3
Learning
Make a stand
Make an outline from a selection read Read grade level text with
Revise writing for clarityDetermine images/ideas that
Competencies
EN6OL-Iii-6
EN6F-Iii-1.6,1.3,1.7
accuracy, appropriate rate and
appropriate punctuation marks
are explicitly used to
React on the content of the material Read grade level text with accuracy,
proper expression
and transition/signal words,
influence viewerspresented
appropriate rate and proper
EN5A-Iii-16
correct spelling
stereotypes, point of view,
EN6A-Iii-18
expression
Observe politeness at all times
EN5A-Iii-17
propagandas
Show openness to criticism
EN6G-Iii-8.3-8.4
Show tactfulness when
Compose clear and coherent
communicating with others
sentences using appropriate
grammatical structures:
subordinate and coordinate
conjunctions
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN
TAYO PARA SA EDUKASYONG K TO 12
LESSON PLAN using DO 8, s.2015
I STANDARDS OF TEACHING AND-LEARNING
CG-Curriculum Guide
TG-Teaching Guide
LM-Learner Module
GRADE FIVE & SIX
Grading Period: SECOND
Week: 10
Expected # of hour session: 60 min
Subject
English
Content Standards
OL-1-3, G-1, F-1-2 , A-1-2, WC-1, VC-1-4
Performance Standards OL-1-3, G-1, F-1-2 , A-1-3, WC-1-4, VC-1-4
II DAILY LEARNING PROCEDURE VIA DIFFERENTIATED INSTRUCTION (DI). In DI, formative assessment techniques are integrated.
For the learner: Learner-centered, Gender-sensitive, Culture-based, Localized/Contextualized
Session 1: Monday
Session 2: Tuesday
Session 3: Wednesday
Session 4: Thursday
Session 5: Friday
Date:
CODE and
EN5OL-IIj-4
EN5F-IIj-1.3,1.6-1.7
EN5WC-IIj-3.7
EN5VC-IIj-7.1-7.3
Summative Test 5
Learning
Make a stand
Read grade level text with accuracy,
Distinguish among forms (kinds
Determine images/ideas that are
Competencies
EN6G-IIj-8.3-8.4
appropriate rate and proper
and descriptions)
explicitly used to influence
Compose clear and coherent
expression
Fill out forms accurately (school
viewers-stereotypes, point of
sentences using appropriate
EN6A-IIj-18
forms, deposit and withdrawal
view, propagandas
grammatical structures:
Show openness to criticism
slips)
En5/6A-IIj-17
subordinate and coordinate
EN5/6A-IIj-16
Show tactfulness when
conjunctions
Observe politeness at all times
communicating with others
AND SO ON UNTIL THE COMPLETION OF THE TARGETED NUMBER OF TEACHING-LEARNING SESSIONS. Then, a SUMMATIVE ASSESSMENT is given after a series of FORMATIVE ASSESSMENT CHECKPOINTS. The items III
and IV below may be done only after the desired number of teaching-learning sessions to deliver the major topics.
____________________________________________________________________________________________________________________________________
III REMEDIATION / INTERVENTION / ENHANCEMENT
Names of learners who need remediation/ special attention (ALL2):
Interventions Done:
IV.TEACHER’S PAUSE FOR REFLECTION. What adjustment/s should the teacher do in terms of his/her pacing/methods in the standards-based teaching process to maximize learning
Prepared by: MAILYN B. ALLAYBAN