REPUBLIC OF THE PHILIPPINES

Department of Education
Region XII
Kidapawan City Pilot Elementary School
J.P. Laurel Corner Quirino Street, Poblacion

A DETAILED LESSON PLAN IN ENGLISH VI

NAME JEVIE MAE T. TORMON GRADE/SECTION VI- BURGOS

VI- AGUINALDO
VI- AQUINO
VI- OSMEÑIA
SCHOOL KCPES SUBJECT ENGLISH
DATE/TIME 8:10 AM - 9:00 AM QUARTER SIX
9:00 AM - 9:50 AM
10:10 AM - 11:00 AM
1:00 PM -1:50 PM

I. OBJECTIVES
The learner demonstrates understanding ...of
A. Content Standards various linguistics nodes to comprehend
various texts.

of the oral standards of English in order to

participate in various oral communication
demands (situation, purpose and audience
command of the conventions of standard
English grammar and usage when writing or
speaking

of different formats to write for a variety of

audiences and purpose. of verbal and non-
verbal elements of communication to respond
back
The learner…
B. Performance Standards
Analyzes text types to effectively understand
information/message(s)

Prepares for and participates effectively in a

range of conversations and collaboration
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively

Uses linguistic cues to appropriately

construct meaning from a variety of
purposes.

Evaluate narratives based on how the author

C. Learning Competency/Objectives developed the elements.
EN6RC-Ig-2.24.1; ENRC-Ig-2.24.2
II. CONTENT
Evaluating Narratives Based on the
Development of Elements

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages English VI, ADM Modules Quarter 3 Module 2
3. Textbook Pages
4. Additional Reference from Learning Resource
(LR) Portal
B. Other Learning Resources https://www.youtube.com/watch?v=1
WctlYFUkHM&ab_channel=SiriNilsson
IV. PROCEDURES
Teacher’s Activity Pupil’s Activity
PRELIMINARY PROCEDURES
A. Prayer Please stand up and let us pray.

Althea, please lead the prayer.

Amen. Amen.

B. Greetings Good morning class. Good morning teacher Mae.

You may now take your sit. Thank you, teacher.

How’s your day?

Are we good? Yes, teacher.

C. Checking of Who is absent today? none, teacher.

Attendance Very good!

D. Setting of Before we are going to proceed  Raise your hand if you

Classroom to our new lesson. What are the want to answer.
Standards important rules we need to follow  Listen carefully.
while the class is going on?
 Avoid doing unnecessary
noises.
E. Checking of Do we have an assignment?
Assignment Please pass your assignment.

DEVELOPMENTAL PROCEDURES
A. Reviewing a. Drill
Previous Lesson Before we are going to start let’s recite
or Presenting the this tongue twister.
New Lesson A big black bug bit a big black
bear and the big black bear bled
blood. This black bug bled blue-
black blood while the other black
bug bled blue.

b. Review
What are the elements of a story? Cinderella

Who is this Disney character?

From what movie?

Uzumaki Naruto
 Killua
How about this one? From what
anime?

Elsa

This one? From what anime?

Captain Jack Sparrow

How about this one? From what
Disney movie?

This one? From what movie?

B. Establishing a
purpose for the
lesson
ENGAGE

Picture Analysis
Questions: Evening and ocean
1. What do you think is the setting of
this image? Love
2. What do you think is the mood or
the feeling presented in the picture?

3. Unlocking Difficulties
 Give the synonym of the underlined
word in the sentence.
1. The king was the mightiest ruler in A
the vast expanse of life.
a. boundless b. narrow
2. The prince was smitten by the B
princess’s beauty.
a. infatuated b. indifferent

4. Reading of the Motive Questions

1. Who was the mightiest ruler in the King

vast expanse of the Skies?
2. What was his most important Princess/daughter
treasure?
3. Why did the king become angry at They broke their promise.
the newly weds?
4. What happened when the princess The people, animals, crops, and plants
did not weave clouds? died.
5. How did the king punish the newly The princess and prince got separated.
weds?
6. If you were the princess, what
would you do to be with your prince?
Why?

5. Reading the story

Call somebody to read the story
orally.

6. Answering the Motive Questions

C. Presenting Narratives have these elements:

examples/instanc theme, setting, characters, plot, and
es of the lesson point of view.
EXPLORE
a. Setting and Character
Character - each person, animal, or
imaginary creature that appears in a
story.
Setting – is the time and place in
which the story unfolds. The time
could be in the past, the present, or
the future; during the day or the
night; in any season. The place or
scene may be imaginary or real.
b. Plot
It comprises several events that
develop it. The events tell the
happenings, actions, or conflict,
leading the story to suspense, climax,
and outcome or conclusion.
c. Point of View
In narratives, point of view refers to
the mode of narration that a writer or
author uses for readers to “hear”,
“see”, and “feel” what takes place in
any piece of writing as well.
The three main types of
points of view:
1. First person. The author is involved
in the story. He or she may be the
 main character or one of the
characters. The pronouns I and we are
used.
2. Second person. The story is told
from the pronoun your perspective. It
is rarely used in literary writing,
turning the reader into a character.
This point of view, however, is used in
instructional writing.
3. Third person. The author or
narrator is not involved in the story-
only a witness who knows the
thoughts and feelings of the
characters. The pronoun he. she, it,
they, him, her, and them are used.
d. Theme
The theme in narratives refers to the
broad idea, message, or lesson that
the text imparts to the readers. It may
be timeless and universal ideas about
life, society or human nature. You can
infer the theme of a narrative by
analyzing the actions, words and
thoughts of the characters, setting of
the story and other situations or
circumstances.

D. Discussing new Guided Activity

concepts and Read each statement. Say Darna if the
practicing new statement is correct and say Valentina
skills #1 if it is incorrect.
EXPLANATION 1. The setting includes the era,
geographic location, and camera
angles.
2. The first-person point of view is a
rare instance wherein another story is
narrated within the main plot or
storyline.
3. Analyzing the overall character
portrayal, setting of the story and
other situations within the story can
reveal the story’s theme.
4. The events tell the happenings,
actions, or conflict, leading the story
to suspense, climax, and outcome or
conclusion.
5. The setting is the message or broad
idea of the narrative.
E. Discussing new Let’s do exercises for Point of View.
concepts and Say F if the narrative is in the first-
practicing new person, S if it is in the second person,
skills #2 and T if it is in the third person.
ELABORATION 1. Martha loved music and always
carried her guitar with her. She was
also good at writing psalms, which are
holy songs or poems.
2. It was times like these when I
thought my father, who hated guns
and had never been to any wars, was
the bravest man who ever lived.”
3. You went to see the terrible king
and told him that you wanted to
accept Prince Andrew‟s challenge.
F. Developing Group activity- Performance Task
Mastery (lead to Present your output using artistic
formative reporting.
assessment) Group 1- Broadcasting
Describe the setting and
character of the story through radio
broadcasting.

Group 2- Song Presentation

Think of a song that could
give the theme of the story. Present
the song to the class.

Group 3 Jazz Chant

Select statements from the story that
presents the narrator’s point of view.
Have your presentation in a jazz
chant way.

Group 4- Role Playing

Act out the important events of the
story/ plot of the story.

G. Finding practical What is the lesson of the story? Do +

application of you believe in eternal love? Show me
concepts and a concrete example of eternal love.
 skills in daily How can you show your love to
living parents, teachers, and friends?

H. Making How do you evaluate narratives based

generalizations on how the author developed the
and abstractions elements?
about the lesson

I. Evaluating Choose the word group that best

Learning answers the question or completes the
EVALUATE sentence.
1. How did the story open?
a. It introduced at once the
characters in the story.
b. It gave background
information on the “bridge of stars.”
c. It gave an exact time when
the story happened?
d. It gave the names of the
characters.
2. What characters does the story
have?
a. Human characters with
specific names.
b. Unnamed human
characters.
c. Particular human and
animal characters.
d. Unnamed human and
animal characters.
3. Which name is the setting of the
story?
a. A vast expanse of the skies.
b. A band of brightness across
the skies?
c. A bridge of stars.
d. The Land of Stars
4. Which best describes the King?
a. The ruler in the sky.
b. The powerful ruler of the
Land of Stars.
c. He had a most beautiful
daughter who could weave clouds.
d. Deeply concerned about
the people on earth.
5. What could have the Princess done
to be with her prince?
a. She could have ridden on
the clouds to be with the prince.
b. She could have told her
father she would not weave clouds
unless she was united with the prince.
c. She could have asked for
her father’s forgiveness.
d. She could have asked the
prince to get her.
6. What is the conflict in the story?
a. The prince wanted to marry
the King’s daughter.
b. After the marriage, the
Princess forgot to weave clouds in her
 loom.
c. The Prince and the Princess
were separated by a bridge of stars.
d. The magpies wanted to
reunite the Princess with her prince.
7. Which is the rising action in the
story?
a. The prince wanted to marry
the King’s daughter.
b. After the marriage, the
Princess forgot to weave clouds in her
loom.
c. The Prince and the Princess
were separated by a bridge of stars.
d. All the magpies in the
world made a bridge across the river
so the lovers could see each other.
8. Which is the falling action in the
story?
a. The prince wanted to marry
the King’s daughter.
b. After the marriage, the
Princess forgot to weave clouds in her
loom.
c. The Prince and the Princess
were separated by a bridge of stars.
d. All the magpies in the
world made a bridge across the river
so the lovers could see each other.
9. What is the main point or central
concept around which a story is
focused?
a. love
b. revenge
c. fear
d. friendship
10. The prince left his kingdom. He
spent all his time with his princess.
And the princess never wove clouds in
her loom.What point of view is used
by the narrator in the above
statement?
A. First person
B. Second person
C. Third person
D. None of these
J. Additional Imagine you are a volunteer for an
activities for educational organization. One of their
application or projects is to build a collection of
remediation story reviews that teachers and pupils
can use in their classes, especially in
activities like choosing, reading, and
evaluating literary works. Your task is
to write and submit a story review
about your favorite story.

A story review typically follows this

outline.
I. Book title and author
II. Elements of the narrative (in
paragraph form)
III. What do you like and dislike
about your chosen material in terms
of its elements.
 IV. Conclusion and
Recommendation

Rubrics on Writing a Story Review

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who need
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 work
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
wish to share
with other
teachers?

Prepared by:
JEVIE MAE T. TORMON
Student Teacher
Colegio de Kidapawan
Checked by:

MARGIE PALINGCOD
Teacher II
Cooperating Teacher