Division
School
Teacher
Date & Time
Dipolog City
Punta Central School
MA. VANESSA II L. JABAGAT
OCTOBER 9, 2023
Grade Level
Learning Area
Quarter
VI
ENGLISH
FIRST Quarter
I. OBJECTIVES
The learner demonstrates understanding ...
of various verbal elements in orally communicating information
of various non-verbal elements in orally communicating information
that English language is stress timed to support comprehension
of text types to listen for different purposes from a variety of texts
of figurative language, word relationships and nuances in word
A. Content
meanings to develop word consciousness
Standards
• of various linguistics nodes to comprehend various texts
• of writing styles to comprehend the author’s message
• of the conventions of standard English grammar and usage when
writing or speaking
• of the forms and conventions of print, non-print, and digital
materials to understand various viewing texts
The learner ...
• orally communicates information, opinions, and ideas effectively to
different audiences using a variety of literary activities
• reads with sufficient accuracy and fluency to support
comprehension
• uses linguistic cues to effectively construct meaning from a variety
of texts for a variety of purposes
• uses literal information from texts heard to construct an
appropriate feedback
• uses linguistic cues to appropriately construct meaning from a
B. Performance
variety of texts for a variety of purposes
Standards
• uses diction (choice of words) to accurately analyze author’s tone,
mood, and point of view
• uses the correct function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in various discourse
(oral and written) : speaks and writes using good command of the
conventions of standard English
• applies knowledge of non-verbal skills to respectfully give the
speaker undivided attention and acknowledge the message
• applies knowledge of the various forms and conventions of print,
non-print, and digital materials to appropriately comprehend print,
non-print, film and moving texts
Interpret the meaning suggested in visual media through a focus on
C. Learning
visual elements, for example, line, symbols, colour, gaze, framing
Competencies/O
and social distance; likewise, the following sub and support learning
bjectives Write
competencies (EN5VC-IIIf-3.8):
the LC code for
 analyse the characters used in print, non-print, and digital
each.
materials.
A. Specific
Visual Literacy Through Images
Objective/s
B. Integration of
Subject Integration: Arts, Geography
Content Within
Values Integration: Observe honesty and integrity in doing the tasks
and Across
and checking answer.
Curriculum
II. CONTENT
Analyzing Pictures
III. LEARNING
RESOURCES
•
•
•
•
•
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing
previous lesson
or presenting
the new lesson
English 6 – Quarter 1 - Module 2
Pictures, visual aids, strips
Teacher’s Task
Show a picture of that has used different conventions and devices of
films.
Which of these images has a dark scene in terms of lighting?
How about Picture B?
Picture A
Picture B
B. Establishing a
purpose for the
lesson
What do you think is the setting of these pictures?
How about their characterization?
(5 minutes)
Do Activity 1
C. Presenting
examples/insta
nces of the new
lesson
Present the Objectives:
Interpret the meaning suggested in visual media through a focus on
visual elements, for example, line, symbols, colour, gaze, framing
and social distance; likewise, the following sub and support learning
competencies: 
 analyse the characters used in print, non-print, and digital
materials..
Show the pictures using the presntation.
Let us study the pictures:
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new
concepts and
practicing new
skills #2
Ask the following questions
1. What is the picture all about?
2. What can you say about the characters in the picture?
3. How old do you think are they?
4. What can you say about their attitude towards their work?
5. Where can you usually see this scene? urban or rural?
If you are given a chance to choose and analyze a character or a
setting, what do you prefer?
Analyzing by using picture or analyzing by audio recording?
(use the video presentation)
Before you can analyze characters and setting, let us first learn the
meaning of print, non-print, and digital materials. There are different
materials or resources where we can get information. These are
print, non-print, and digital materials.
 Print materials refer to any publication, document, or record
including, but not limited to, the following: newspapers,
magazines, books, photographs, drawings, maps, almanac,
dictionary, atlas, encyclopedia, yearbook, magazine, etc.
 Non-print materials refer to formats with special
characteristics whose information content can only be
accessed through the use of machines / digital equipment
such as ebook, e-journals, electronic images, audio-visual
materials, tape recording, etc.

F. Developing
mastery (leads
to Formative
Assessment 3)
Digital Materials refer to electronic records and other content
(MS Office files, PDFs, image, audio, or video files, etc.) that
were originally created and/or stored in a digital environment
(such as web servers, desktop computers, digital cameras,
digital video recorders, etc.)
Basically, characters and setting can be analyzed in print, nonprint,
and digital materials. Characters used in print, non-print, and digital
materials can be analysed. Characters used in print, non-print, and
digital materials can be analyzed in terms of:
 age and gender
 race and nationality
 attitude and behavior
On the other hand, setting used in print, non-print, and digital
materials can be analyzed in terms of:
 urban or rural
Let us analyze the two pictures.
A
B
_____ 1. Which of the pictures has an urban setting?
_____ 2. Which of the pictures has a rural setting?
_____ 3. Which of the pictures can be described as affluent?
_____ 4. Which of the pictures can be described as poor?
_____ 5. Which of the pictures show younger age group?
G. Finding practical
applications of
concepts and
skills in daily
living
Activity 2
Provide pictures for each group:
RUBRICS
H. Making
generalizations
and
abstractions
about the
lesson
What is Picture Analysis?
I. Evaluating
learning
Directions: Complete the following table by describing and
analyzing the picture in terms of age and gender, race and
nationality, and attitude and behaviour
J. Additional
activities for
application or
remediation
DIRECTION: Look and analyze a random image from the internet.
Paste in a clean short bond paper. Complete the following table by
describing and analyzing the picture in terms of age and gender,
race and nationality, and attitude and behaviour.
Picture analysis is the extraction of meaningful information from
images by means of processing techniques. Analysis of characters
can be done in terms of age and gender, race and nationality and
attitude and behavior. Setting can be analyzed in terms of urban and
rural and affluent or poor.
Paste Image
V. REMARKS
VI.REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation

or localized
materials did I
use/discover which
I wish to share with
other teachers? 








___Lesson carried. Move on to the next objective.
___Lesson not carried.
___% of the pupils got 80% mastery
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties
encountered in answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited resources used by
the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self assessments, note
taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of
student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson