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    Quarter 2 English Week 3 Day 2

    Uploaded by

    Monica Cuerdo

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    © All Rights Reserved
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    Quarter 2 English Week 3 Day 2

    Uploaded by

    Monica Cuerdo
    30 views3 pages

    Copyright

    © © All Rights Reserved

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    DOCX, PDF, TXT or read online from Scribd

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    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views3 pages

    Quarter 2 English Week 3 Day 2

    Uploaded by

    Monica Cuerdo

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    MARCELA MARCELO

    School: ELEMENTARY SCHOOL Grade Level: IV


    MATATAG Learning
    K to 10 Curriculum Teacher: MONICA M. CUERDO Area: ENGLISH
    Daily Lesson Plan Teaching nd
    2 QUARTER
    Dates October 8, 2024 Quarter: (Week 3)
    IV-TRUST (7:00 AM-7:45 AM)
    IV- PEACE (8:30 AM-9:15 AM)
    IV- JOY ( 10:00 AM – 10:55 AM)
    Time And IV – FAITH ( 11:40 AM – 12 : 25 CHERYL
    Section AM) Checked By: D.TAGARAO MT 1
    I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
    A. Content Standards The learners:
    demonstrate their expanding vocabulary knowledge and grammatical awareness,
    comprehension of literary and informational texts, and composing and creating
    processes; and their receptive and productive skills in order to produce age-
    appropriate and gender-responsive texts based
    on their purpose, context, and target audience.
    B. Performance The learners:
    Standards apply comprehension of literary and informational texts and produce narrative and
    expository texts (enumeration- description, time order: chronology and procedural)
    based on their purpose, context (christenings and weddings), and target audience
    using simple, compound, and complex sentences, and age-appropriate and
    gender- sensitive language.
    C. Learning Speaking and Writing
    Competencies

    D. Learning Objectives Learning Competencies


    1. Express ideas appropriately (age-appropriate, gender-responsive,
    culture-sensitive) for one’s purpose, context, and target audience. (Using
    text types: narrative).
    1. 21st Century Skills Communicating in Diverse Environment

    2. Integration Appreciation and sensitivity to Cultural Diversity, Art, Music

    II. CONTENT

    III.
    LEARNINGRESOURCES

    References K-W-L chart, visuals of different moods (happy, sad, angry, excited)

    1. Teacher’s Guide

    2. Learner’s Material

    4. Additional Materials from


    Learning Resource (LR) Portal

    IV. TEACHING AND LEARNING PROCEDURES

    Before the Lesson/Pre-lesson Proper

    A. Activating Prior Let’s sing!


    Knowledge https://www.youtube.com/watch?v=74FA1dyVVKs

    B. Unlocking Content
    Vocabulary

    C. Lesson Filipino baby names are known for being pretty unique.
    Purpose/Intention With names spelt backwards, parent names combined together, or names inspired by local
    celebrities, Filipino names are joyful, liberating, and deeply personal.
    We love them.
    Here, we’re sharing some of the most common Filipino names as well as some of our favorites.

    During the Lesson/Lesson Proper


    A. Developing Activity 1
    Understanding of Key Write your name and its meaning.
    Idea/Stem

    Activity 2
    Identify artifacts from other countries and state reason why one needs to respect these artifacts.

    B. Deepening People Hunt.


    Understanding of Key Find other students in your class who fits in the category of the label in the Name Jar
    Idea/Stem

    C. Making How do we show respect for other cultures?”


    Generalizations
    IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

    A. Evaluating Learning
    How do we show respect for other culture? Check (/) the appropriate sentence.
    1. Do not laugh at it even if their language sounds funny to you.
    2. Laugh out loud if their national costume looks funny to you.
    3. Read about another culture if you have visitors or friends coming from that
    culture.
    4. Stop giving them your assistance if they need one.
    5. Learn some courteous greetings from another culture.
    B.Teacher’s Remarks: Note Effective Practices Problems Encountered
    observations on
    any of the
    following areas:
    strategies
    explored

    materials
    used

    learner
    engagement/
    interaction

    Teacher’s Reflection  Reflection guide or prompt can be


    on:
     What principles and beliefs
    informed my lesson?
     Why did I teach the lesson the way I
    did?
     What roles did my students play in
    my lesson?
     What did my students learn? How
    did they learn?
     What could I have done differently?
     What can I explore in the next
    lesson?

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