The document outlines three days of lesson plans teaching students to comprehend stories and note significant details. On day one, students analyze the story "The Fox and the Stork" by identifying characters, setting, and sequencing events. They discuss the moral lesson of trickery. Day two covers the story "The Crow and the Pitcher" with similar activities. Students are asked to think of solutions if in the crow's situation. Day three introduces another story where a bird pretends to sleep to avoid a hunter, and students unlock word meanings and read the story. Group activities and assessments are included each day.
The document outlines three days of lesson plans teaching students to comprehend stories and note significant details. On day one, students analyze the story "The Fox and the Stork" by identifying characters, setting, and sequencing events. They discuss the moral lesson of trickery. Day two covers the story "The Crow and the Pitcher" with similar activities. Students are asked to think of solutions if in the crow's situation. Day three introduces another story where a bird pretends to sleep to avoid a hunter, and students unlock word meanings and read the story. Group activities and assessments are included each day.
The document outlines three days of lesson plans teaching students to comprehend stories and note significant details. On day one, students analyze the story "The Fox and the Stork" by identifying characters, setting, and sequencing events. They discuss the moral lesson of trickery. Day two covers the story "The Crow and the Pitcher" with similar activities. Students are asked to think of solutions if in the crow's situation. Day three introduces another story where a bird pretends to sleep to avoid a hunter, and students unlock word meanings and read the story. Group activities and assessments are included each day.
The document outlines three days of lesson plans teaching students to comprehend stories and note significant details. On day one, students analyze the story "The Fox and the Stork" by identifying characters, setting, and sequencing events. They discuss the moral lesson of trickery. Day two covers the story "The Crow and the Pitcher" with similar activities. Students are asked to think of solutions if in the crow's situation. Day three introduces another story where a bird pretends to sleep to avoid a hunter, and students unlock word meanings and read the story. Group activities and assessments are included each day.
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Day 1
I. Objectives: Content Standard: The learners demonstrate understanding of various linguistics nodes to comprehend various texts. Performance Standard: The learner analyses text types to effectively understand information/message(s) Learning Competencies: Note significant details in the story. II. Content: Noting significant details in the story Topic: “The Fox and the Stork” III. Learning Resources: Code: (EN6LC-llla-2.2) References: Materials: PowerPoint presentation, pictures IV. Learning Task Engagement Preliminary Activities 1. Let the pupil solve the puzzle picture and discover the name of each puzzle. The teacher will ask the following questions:
for the fox:
- Describe the physical appearance of a fox.
- What are the characteristics of a fox?
for the stork :
- Describe the physical appearance of a stork.
- What are the characteristics of a stork ?
2. Motivation Unlocking of difficulties Choose the best synonym or meaning of each underline word 1. A stork arrives at the forest, and looking to make new friends. a. reaches b. attains 2. The fox plays a cruel trick. a. fake b. hoax 3. He serves soup on a shallow dish. a. thin b. narrow 4. The fox cannot get its snout. a. informer b. nose 5. The fox apologizes for having played the original trick. a. informer b. nose
2. Developmental Activities Exploration - Let the pupils read in silent reading for 3 minutes - Then the teacher will read the story - Let the pupil read the story aloud. Explanation:
Post Activity: Task 4 : Group Activities
- The teacher will group the class into four.
- Each group is given different task to do.
Group I – Identify the characters in the story and describe each of them through Semantic Web.
Group II – Draw the setting of the story.
Group III – Arrange the following strips of the story according to its sequence.
Note : The teacher will prepare the story strips
Group IV – Let they make their own interpretation of story through acting. - The teacher will supervise the activities of the pupils. - The pupils will present their output after 5-10 minutes. - The teacher will evaluate the output of the pupils in front of the class.
2. Application (Find a partner)
Showcasing the output of the group activity
Generalization: Elaboration: Ask: What do you think is the moral lesson of the story? Let the pupil share about his/her experience about the bad effect of trickery. IV. Assessment: Evaluate: Make and essay entitled “My Most Unforgettable Experience about Friendship”
V. Reflection: Let the pupil discuss further their experiences about trickery and encourage them to apologize to their friend whom they trick if there is any.
Prepared by :
NENITO M. TURLA JR.
Teacher I
Checked by:
KENBERLY G. CATERBAS Head Teacher II Day 2 I. Objectives: Content Standard: The learners demonstrate understanding of various linguistics nodes to comprehend various texts. Performance Standard: The learner analyses text types to effectively understand information/message(s) Learning Competencies: Note significant details in the story. II. Content: Noting significant details in the story Topic: “The Fox and the Stork” III. Learning Resources: Code: (EN6LC-llla-2.2) References: Materials: PowerPoint presentation, pictures IV. Learning Task Engagement Preliminary Activities 1. Show a picture of a crow and a pitcher The teacher will ask the following questions:
for the crow:
- Describe the physical appearance of a crow.
- What are the characteristics of a crow?
for the pitcher :
- Describe the physical appearance of a pitcher.
- What is the use of the pitcher?
2. Motivation Unlocking of difficulties Choose the best synonym or meaning of each underline word 1. An old crow is known to be clever. a. wily b. intelligent 2. The hot weather dried up the streams and ponds a. withered b. become dry 3. There is only a little water left in the bottom. a. opposite of right b. remain 4. The crow fears it will die of thirst. a. doubt b. worried 5. The crow thinks of a solution to sustain his thirst. a. answer b. way
2. Developmental Activities Exploration - Let the pupils read in silent reading for 3 minutes - Then the teacher will read the story - Let the pupil read the story aloud. Explanation:
Post Activity: Task 4 : Group Activities
- The teacher will group the class into four.
- Each group is given different task to do.
Group I – Identify the character in the story and describe it through Semantic Web.
Group II – Draw the setting of the story.
Group III – Arrange the following strips of the story according to its sequence.
Note : The teacher will prepare the story strips
Group IV – Let they make their own interpretation of story through acting. - The teacher will supervise the activities of the pupils. - The pupils will present their output after 5-10 minutes. - The teacher will evaluate the output of the pupils in front of the class.
2. Application (Find a partner)
Showcasing the output of the group activity
Generalization: Elaboration: Ask: What do you think is the moral lesson of the story? If you were the crow what will you do if you were on the situation? Let the pupil share about his/her experience about problem solving thinking IV. Assessment: Evaluate: Let the pupil make an action plan about how the pupils make a solution on each problem they encounter every day.
V. Reflection: Let the pupil discuss further their experiences about problem solving and encourage them to fulfil their action plan.
Prepared by :
NENITO M. TURLA JR.
Teacher I
Checked by:
KENBERLY G. CATERBAS Head Teacher II Day 3 I. Objectives: Content Standard: The learners demonstrate understanding of various linguistics nodes to comprehend various texts. Performance Standard: The learner analyses text types to effectively understand information/message(s) Learning Competencies: Note significant details in the story. II. Content: Noting significant details in the story Topic: “The Fox and the Stork” III. Learning Resources: Code: (EN6LC-llla-2.2) References: Materials: PowerPoint presentation, pictures IV. Learning Task Engagement Preliminary Activities 1. Let the pupil solve the puzzle picture and discover the name of each puzzle. The teacher will ask the following questions:
for the bird:
- Have you heard the bird singing? - Describe the physical appearance of a bird. - What are the characteristics of a bird?
for the hunter :
- Have you seen a hunter? - Describe the physical appearance of a hunter. - What are the characteristics of a hunter? for the hunter :
- Have you seen a bat?
- Where do we usually see a bat? - Describe the physical appearance of a bat. - What are the characteristics of a bat?
2. Motivation Unlocking of difficulties Choose the best synonym or meaning of each underline word 1. a songbird lives trapped in a cage a. stuck b. imprison 2. The bird can sing beautifully. a. chirp b. hum 3. During the day the bird pretends to sleep a. faking out b. imagine 4. The bird is being caught. a. trapped b. caged 5. The bat responds that there is no use following the plan. a. answers b. replies
2. Developmental Activities Exploration - Let the pupils read in silent reading for 3 minutes - Then the teacher will read the story - Let the pupil read the story aloud. Explanation:
Post Activity: Task 4 : Group Activities - The teacher will group the class into four. - Each group is given different task to do.
Group I – Identify the characters in the story and describe it through Semantic Web.
Group II – Draw the setting of the story.
Group III – Arrange the following strips of the story according to its sequence.
Note : The teacher will prepare the story strips
Group IV – Let they make their own interpretation of story through acting. - The teacher will supervise the activities of the pupils. - The pupils will present their output after 5-10 minutes. - The teacher will evaluate the output of the pupils in front of the class.
2. Application (Find a partner)
Showcasing the output of the group activity
Generalization: Elaboration: Ask: What do you think is the moral lesson of the story? If you were the bird what will you do if you were on the situation? Share experience until it will lead to have a safety precaution. Let the pupil share about his/her experience about being ready
IV. Assessment: Evaluate: Make an essay about how to be ready before an expected danger.
V. Reflection: Cite some things that we need to have safety precautions Prepared by : Checked by:
