Detailed Lesson Plan in English 6

Objectives

At the end of the lesson the students are expected to the following with 85% accuracy:

A. Identify the degrees of comparison used in the sentences;

B. Practice good sportsmanship towards other people; and
C. Write sentences using the degrees of comparison.

SUBJECT MATTER

A. Topic: Degrees of Comparison

B. References: Cada, Elodie A., and Joyce H. Ternio. English for you and Me. Parañaque City, Book
Wise Publishing House, Inc., 2008. pp. 126-130.
C. Materials: strips of paper for the game, cartolina, chalk
D. Concepts: The three degrees of comparison of modifiers are positive degree, comparative degree
and superlative degree.
E. Values Integration: cooperation, self-esteem, optimism, appreciation, sportsmanship
F. Methodology: Inductive Method and 4A’s

Procedure

Teacher’s Hint Teacher’s Activity Student’s Activity

A. Preliminary Good afternoon class! How is your day so far? Good afternoon, Ma’am. We
Activities are fine.
That’s good to hear! So can I expect a full blast
Greeting of energy and active participation from you? Yes Ma’am.

Before we begin the lesson this afternoon, let

us ask the guidance of almighty God and let us
Prayer enlighten our mind to completely understand (Student will lead the prayer)
the lesson this morning. Would you please lead
the prayer?

I would like to request everyone to arrange your (Students will arrange their
Classroom
chairs properly and make sure there are no chairs and will pick up the
Management
trashes around you. trashes.)

I think everyone is present. I’m so glad that

Checking of
everyone understands the reasons of coming to
attendance
school regularly.
 I will divide this class into two groups.

Group A and Group B.

Each group will be given jumbled letter. As I say (The whole class will
go, everyone should participate to arrange and participate to find out the
B. Motivation figure out the word. The word should be posted words.)
on the board. The group, who will win, will get
the prize. It is Adjectives.

What is the word that you got?

Very good. Thank you!

Let’s have a short review on the past lesson

that we have for Adjectives. Adjectives are words that
describe a noun.
C. Recall
Define Adjectives.
No.
Your answer is correct. Thank you.

We will play charades. Do you know what it is?

No.
Each should choose their representative. The
Yes, ma’am.
chosen representative will act something she
/he had picked in the container.
Set of words to be act out.
The first group who will get the 3 words
Fat
D. Lesson correctly in a short period of time will get the
Heavy
Proper prize.
Hot
Funny
Activity Have I made myself clear?
Cold
Angry
How did you find the activity?
Students will tell their
(Teacher will ask the group who lose and won.)
experiences when playing
the game.
What can you say about the words that you
Those are adjectives.
have guessed?

Analysis Our topic for this afternoon is about Adjectives The box is heavy.
Degrees of Comparison
The box is heavier than the
Let’s have the words that you guessed earlier. bag.

Please read the first sentence. The box is the heaviest

among other things in the
The word heavy in this sentence is in positive room.
degree.
Only one.
But what happens when you compare the
heavy box into another thing? One syllable adjectives form
the comparative degree by
(Students will read the sentence) changing to word with –er in
the ending of the word.
When you compare heavier box to another
thing, you need to use comparative degree. It will become colder.
This means that the word will change.
It will become angrier.
What should we do if compare the box in more
than one thing. Let say we will compare the box We will add –est to the word
in three other things. to form superlative degree.

(Students will read the sentence)

We would then use superlative degree in

comparing the box in two or more things.

Would you please tell me how many syllables

does the word heavy has?

What can you say about the changing from

positive degree to comparative degree with one
syllable?

How about the word cold?

What can you say about the changing from

positive degree to comparative degree with two
syllables?

Let say angry.

Two syllables adjectives form the comparative

degree by changing to word with –er in the
ending of the word or adding more before the
word.

More angry or angrier

How about changing from comparative degree

to superlative degree?

Three syllables adjectives form the comparative

degree by changing to word with –est in the
ending of the word or adding “most” before the
word.
 Let’s have the word intelligence.

We therefore need to say more intelligent or

most intelligent.

Show Venn Diagram

Positive degree.

When we speak about only one person or thing,

We use the positive degree.

Comparative degree. When we compare two

persons or two things with each other. There
are 2 ways that you can change “large” to the
comparative degree:
Abstraction
Add “er” to the end of the word

Add “more” to the front of the word

Superlative Degree When we compare more

than two persons or things with one another
There are 2 ways that you can change “large”
to the superlative degree: •Add “est” to the end
of the word

Add “most” to the front of the word

Pick the adjectives in each sentence and

identify the degree of comparison each
adjective belongs.
Answers.
I guess I’d rather buy this pair of shoes; It’s
cheaper – comparative
cheaper than the other.
degree
coldest – superlative degree
Application Baguio City is the coldest city in the country.
most delicious – –
superlative degree
My mother prepares the most delicious afritada
wild – positive degree
in town.
more active – comparative
degree
The lion is a wild animal.

Owl is more active at night.

E. What have you learned today? We learned about the

Generalization Degrees of Comparison
 The positive degree,
What are the degrees of comparison?
comparative degree and
superlative degree.

IV. Evaluation

Complete the sentences below with the correct degrees of comparison of adjectives.

(wise) 1. King Solomon is the ____king of all.

(delicious)2. Chocolate is______.
(strange) 3. Alicia can make _____voice than Emy.
(High) 4. Mt. Everest is the ______mountain in the world.
(tall) 5. Ken is the _____among the players.

V. Assignment

Write down five sentences for each degrees of comparison.

4 A’s PROCEDURE:
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format School Grade Level Teacher Learning Area
Time & Dates Quarter
I. OBJECTIVES
II.  A. Content Standards
III. B. Performance Standards
IV. C. Learning Competencies /Objectives.
Write the LC code for each
II. CONTENT 
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

V. PROCEDURES
Introductory Activity

 This part introduces the lesson content. Although at times optional, it is usually
included to serve as a warm- up activity to give the learners zest for the incoming
lesson and an idea about what it to follow. One principle in learning is that
learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.

 Activity/Strategy
 This is an interactive strategy to elicit learner’s prior learning experience. It
serves as a spring board for new learning. It illustrates the principle that learning
starts where the learners are. Carefully structured activities such as individual or
group reflective exercises, group discussion, self-or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery
walk and the like may be created. Clear instructions should be considered in
this part of the lesson.

 Analysis 
 Essential questions are included to serve as a guide for the teacher in clarifying key
understandings about the topic at hand. Critical points are organized to structure
the discussion sallowing the learners to maximize interactions and sharing of
ideas and opinions about expected issues. Affective questions are included to
elicit the feelings of the learners about the activity or the topic. The last questions
or points taken should lead the learners to understand the new concepts or skills
that are to be presented in the next part of the lesson.
 Abstraction 

 This outlines the key concepts, important skills that should be enhanced, and the
proper attitude that should be emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, analysis and new inputs
in this part of the lesson.

 Application 
 This part is structured to ensure the commitment of the learners to do something
to apply their new learning in their own environment.
 
 Assessment 
 For the Teacher to
 A) Assess whether learning objectives have been met fora specified duration,
 b) Remediate and/or enrich with appropriate strategies)
 Observation (Formal and informal observations of learners’ performance or
behaviors are recorded, based on assessment criteria)
Possible Activities 
Investigation,
Role Play,
Oral Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity(e.g. Choral Reading),
Debate, as needed,
c) Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before, during, or after the lesson).
Choose any from the Assessment Methods below.
Motor & Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing (Teachers talk to and question learners about
their learning to gain insights on their understanding and to progress and clarify their
thinking)
Hands-on Math Activities,
Written Work and Essay,
Picture Analysis,
Comic Strip,
Panel Discussion,
Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners according to agreed
criteria)
Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project,
Model, Artwork, Multimedia Presentation, Product made in technical-
vocational subjects
d) Tests (Teachers set tests or quizzes
to determine learners’ ability to
demonstrate mastery of a skill or knowledge of content)
Skill Performance Test, Open- Ended Question, Practicum, Pen and Paper Test,
Pre and Post Test, Diagnostic Test, Oral Test, Quiz

Assignment/Agreement\
 Fill-in below any of the four purposes

 
Reinforcing /strengthening the
day’s lesson
 

 
Enriching / inspiring
the day’s lesson
 

 
Enhancing /improving the
day’s
lesson Preparing for the new lesson
V. REMARKS
Indicate special cases including but not limited to continuation of lesson plan to the
following day in case of re-teaching or lack of time, transfer of lesson to the following
day, in cases of class suspension, etc.
 VI. REFLECTION
 Reflect on your teaching and assess yourself as a teacher.
Think about your student’s
 progress. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions. Indicate below whichever is/are appropriate.
 

 
A. No .of learners who earned80% on the formative assessment.
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?