SEMI- DETAILED LESSON PLAN IN ENGLISH 6

2nd Quarter
I. OBJECTIVES
The learner demonstrates understanding of the oral standards of English in order
to participate in various oral communication demands (situation, purpose and
A. Content Standard audience)
Understanding of verbal and non- verbal elements of communication to respond
back
The learner reads with sufficient accuracy and fluency to support the
B. Performance Standard comprehension and uses linguistic cues to appropriately construct meaning from a
variety of texts for a variety of purposes.
Knowledge: Infer the speaker’s tone, mood and purpose (ENGLC-Id-2.11.2)
Skill: Perform the given tasks individually, by pair and by group following the given
house rules/standards/guidelines.
Attitude: Observe politeness at all times, (ENGA-IId-16)

PPST MODULE 7
C. Learning Competencies/ KRA 3, OBJ. # 7
Objectives
(Write the LC Code for each) -Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements through various curriculum
requirements through various contexts
MOV---Knowledge, skill and attitude or KSA is applied in lesson planning objectives
in order to meet curriculum requirements based on the Curriculum Guide/CG.
Parts of the DLP are based on the PPST Modules.

Inferring the speaker’s tone, mood and purpose

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide English CG for Grade 6 page 125-244
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal

https://www.youtube.com/watch?v=iQIBscQDW

PPST MODULE 9
KRA 3, OBJ. # 9
B. Other Learning Resources
-Selects, develops, organizes and uses appropriate teaching and learning
resources, including ICT, to address learning goals.
MOV---The difficult words and their meanings, pictures, video and selections are
presented clearly through power point presentation.
MOV---Realia and printed materials like activity cards are given on clear sheets of
cartolina and meta cards for the pupils to see and read clearly.
IV. PROCEDURES
A. Reviewing previous lesson or *Giving of Classroom Rules ( tacked on the board)
presenting the new lesson
* The 4 P’s & 1 R:
Integration: English Lesson: 1. Be Positive
Arranging the words alphabetically 2. Be Productive
EN2SS-IVa-b-2, EN3SS-Ia-2.1 3. Be Polite
4. Be Prepared
5. Be ResPectful
 1. Be on time at the beginning of the day and after lunch or recess breaks.
2. Come prepared with supplies and completed assignments.
3. Be kind, polite and courteous to others.
4. Keep your hands and feet to yourself.
5. Be respectful of classmates, teachers and property.
6. Listen to the teacher and classmates, and follow directions.
7. Work hard and always do your best.
8. Be safe.
9. Raise your hand when you would like to speak in class or if you need to
leave the classroom for any reason.

PPST MODULE 5
KRA 2, OBJ. # 5
T I-III RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by applying positive and non-violent
discipline to ensure learning-focused environment.
MOV---To avoid and prevent misbehaviour, house rules/ standards/guidelines are
set before the class starts or before doing an activity.

Think and Tell

Do you feel the love and care of your mother?
What are the instances that show your mother’s tender
loving care?
B. Establishing a purpose for the
lesson PPST Module1
KRA 1, OBJ. # 1
T I-III RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum teaching areas.
MOV--- ESP context is integrated in the Unlocking of difficulties.
When we infer the speaker’s tone, mood and purpose we are giving our idea on
what maybe the feeling/ intention of the speaker in the poem.
It is giving the feeling/ intention of the speaker or writer in one scenario.

C. Presenting examples/ PPST Module1

instances
of the new lesson KRA 1, OBJ. # 1
T I-III RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum teaching areas.
MOV--- Contextualization, localization, gender fair and integrations across learning
areas and within learning are
D. Discussing new concepts Unlocking of difficulties
and practicing new skills #1
1. A dagger is thrust into her heart. The word thrust means
a. to push b. to play c. to remain

2. If you feel secure when you are with your parents, you are
a. afraid b. confident c. angry

3. When a mother caresses her child, she ________ him/her.

a. touches b. scolds c. reprimand

4. Shiela hurt herself when she touched the dagger. A dagger is

________________.
a. a round and smooth object
b. an elongated and round object
c. a pointed and sharp object

5. It is for the sake of a child, then, It is for his/her own _____________.

a. misery b. benefit c. look out
 PPST Module1
KRA 1, OBJ. # 1
T I-III RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum teaching areas.
MOV---Science concept like climate change and noting details are integrated.

E. Discussing new concepts My Mother Dear

and practicing new skills #2
Who brought me to this world
To see the wonder works of God
And enjoy life to the fullest?
Who puts her arms around me
During chilly evenings
To make me feel warm?

Who is in great pain

When I am in sorrow
As if a dagger is thrust into her heart?
Who tell me stories at night
And caresses me as I fall asleep.
Till I dream of beautiful things?

Who is there at my side

Whenever I am sick?
She is awake all night
Who plays with me
To brighten my day?
She never counts the hours
Till her tired body drops.

Who offers her life

For the sake of her child;
Not thinking of herself;
Not thinking what it may take?
The woman who gave me this life,
My dearest mother, whom I love so much

What do you think is the speaker’s tone, mood or purpose in the poem?
a. He/She is happy.
b. He/ She is feeling loved and cared by his/her mother.
c. He/She wants to show her appreciation to his/her mother.

What are the sacrifices of the mother in taking good care of the child?

In what way are we going to show our appreciation to our mothers?

PPST Module1
KRA 1, OBJ. # 1
T I-III RUBRIC, INDICATOR 1
-Applies knowledge of content within and across curriculum teaching areas.
MOV---Values like taking care of pets such as cats and ants as hard workers are
integrated in the selections given.
 PPST Module 3
KRA 1, OBJ. # 1
RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to develop critical and creative thinking, as
well as higher-order thinking skills.
MOV---The questions presented are arranged from lower to higher level thinking
skill. Pupils are challenge to think creatively

Task 3. Name That Tone!

Listen to another conversation your teacher will play from

https://www.youtube.com/watch?v=iQIBscQDWu0
Be sure to infer the speaker’s tone, mood and purpose.

Choose your answer from the box.

Nonchalant guilty irate convincing scared anxious
Calm annoyed bossy arrogant unhappy
Authoritative

1. ______________
2. ______________
3. ______________
4. ______________
5. ______________

Task 4. Name That Mood, Purpose and Tone!

Listen again to another conversation your teacher will play from

https://www.youtube.com/watch?v=iQIBscQDWu0. Determine the speaker’s tone,
mood and purpose present in the dialogues. Write on the first column the tone,
the mood on the second column and the speaker’s purpose on the last column.
F. Developing mastery (leads to
Formative Assessment 3)
Task 5. What’s Purpose?
Listen as your teacher plays another conversation from
https://www.youtube.com/watch?v=iQIBscQDWu0.
Put a(X) in the suitable box that describe the speaker’s purpose.

Task 6. In a Nutshell
Listen to another conversation your teacher will play from
https://www.youtube.com/watch?v=iQIBscQDWu0.
Analyze each dialogue. Indicate in each number what is asked in each parenthesis
about each dialogue.

D. Guided Practice
Infer the speaker’s tone, mood or purpose.
Group 1
What mood does each of the following expressions show? Write the letter of the
best answer.

_____1. Horses being brought in

the king with his courtiers.
a. a proud feeling horns sounding off
b. a happy feeling
c. a funny feeling
_____2. Plunged into cool water
 swam about
a. a warm feeling c. a harsh feeling
b. a fresh feeling
_____3. He saw no man
No one heard him
The air was mild
The woods was dark
No sunshine came
a. a feeling of surprise
b. a feeling of loneliness the
c. a feeling of hatred

Group 2
Read the passages below and underline the word that best describes the tone,
mood and purpose in each sentence.
1. Kate pushed her long hair away from her face and walked to the window and
back. Kate was ________________.
(tired, nervous, peaceful)
2. “There is nothing you can do, child,” pleaded her mother. She realized that Kate
wanted to go out into the storm alone. Kate’s mother was _____________.
(glad, proud, worried)
3. An enormous tree was rushing along in the water like a battling ram. It headed
toward the bridge.
Support below the spot Kate was clinging. She held her breath as she watched the
thing move upward and down in the river. Kate was____________.
(excited, frightened, foolish)
4. “Balikbayan bridge is out!” Kate said and she collapsed on the floor. Kate was
____________.
(exhausted, sick, coward)
5. The passengers on the bus that saved Kate collected money to help her continue
her schooling. The passenger were ____________.
(grateful, sorry, angry)

Group 3
Choose the correct tone, mood and purpose expressed by each character based on
the following lines.
1. “Look! It’s a beautiful falling star,” exclaimed Mila.
a. excitement b. surprise c. fear
2. Father said, “Tomorrow will be a better day.”
a. hopeful b. complaining c. lazy
3. Are you sure you want to help me? You’re not good as I am!
a. humble b. proud c. smart
4. “I can wait to see what is in the box,” said Lina.
a. excited b. proud c. lazy
5. “My! This is the best picture I have ever seen!” exclaimed Nina.
a. expressing admiration

PPST MODULE 6
KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences.
MOV---The learners are given differentiated activities according to their strengths
and interests.
MOV---By applying differentiated activities with rubrics, learners are ensured of
their active participation.
 PPST Module 5
KRA 2, OBJ. # 5
RUBRIC, INDICATOR 4
-Manages learner behavior constructively by applying positive and non-violent
discipline to ensure learning- focused environment.
MOV---To minimize and prevent misbehavior, house rules/ standards/ guidelines
are set before doing the activity.
MOV---Learners are given positive feedback after each group sharing.

G. Finding practical Let us Apply!

applications of concepts and Why do we need to know the tone, mood and purpose of what we are reading?
skills in daily living
Remember:
H. Making generalizations and Mood is defined in poetry as the feelings or emotions that are evoked in the
abstractions about the
lesson reader by the poem. Conversely, tone expresses the attitude the author has
towards the subject or topic of the poem.
I. Evaluating Learning Independent Practice
A. Infer the general mood of the situation that I will read. Choose your answer
from the words below.

(anger sadness disappointment worry fear)

1. “It breaks my heart to see you very ill,” said Auring to her sick daughter.
2. Mang Pedro raised a wooden stick and shouted at the two boys to get out of his
garden.
3. Yolly’s brother was playing with other children in the park. After a while she
could not see him anymore. She tried to look for him everywhere but she could
not find him.
4. Lightning flashed followed by a terrible thunder. Sara closed her eyes and
covered her ears as she sat on the chair.
5. Ramon had always topped his class since grade one. Now, mother was expecting
another gold medal. Awarding day came but Ramon was not called.

B. Infer what is the speaker’s tone, mood or purpose.

“Let’s go Anna. Don’t worry, I’m here”

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Written Evaluation
Read the paragraph. Analyze what will be the speaker’s tone, mood and purpose.

“Their cheers energized him and after few more seconds, he was already on
top. “I did it! He shouted politely.”

PPST MODULE 10
KRA 4, OBJ. 10
-Designs, selects, organizes and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
 MOV---The use of formative assessment consistent with curriculum requirements
is followed in order to interpret the result of the learners’ progress.

PPST MODULE 11
KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and achievement using learners’
attainment data.
MOV—Results of evaluation are monitored and reflected on the Learners’ Data in
order to support and assess learners’ progress and achievement.

Assignment:
J. Additional activities for
application or remediation Look for a passage and then write your own summary of it in a sheet of paper. Be
able to share/read the passage and the summary in class tomorrow
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 lesson 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?