School: KIMOS ELEMENTARY SCHOOL Grade Level: VI

GRADES 6
Teacher: JOMARK E. MARCERA Learning Area: ENGLISH
Detailed Lesson Plan
Teaching Dates and Time: October 23, 2023 (10:30 – 11:20 am) Quarter: 1ST QUARTER

I.OBJECTIVES Activities Annotations

Content Standard: The learners should demonstrate an understanding of verbal and nonverbal elements of
communication -
Identify real or make-believe, fact or non-fact images and statements
Performance Standard: The learners should be able to apply knowledge of nonverbal skills to show respect when
communicating with others
Identify real or make-believe, fact or non-fact images and statements
Learning Competency: Identify real or make-believe, fact or non-fact images and statements
Code: (EN6VC – IIIa – 6.2)
Learning Objective (KSA)

Knowledge Identify real or make-believe, fact or non-fact images and statements

Skill Differentiate real from make believe, fact from non-fact images and statements

Attitude Value the importance of knowing the truth/fact/reality before jumping into a conclusion

Skills targeted: Listening, Identifying, Composing, Analyzing

II. CONTENT Identify real or make-believe, fact or non-fact images and statements
III. LEARNING RESOURCES
A. References Curriculum Guide/MELC
B. Other Learning Resources: Joy in ENGLISH 6
Textbooks/pages
Other References: LRMDS- Activity Sheets, Google/Internet
Video clip – Identify Real and Make-believe images
https://www.youtube.com/watch?v=7iwN869FNOY
B. Materials: Projector, prepared slide decks, laptop, pictures, activity sheets, cartolina
IV. PROCEDURE
A. Reviewing Previous Lesson I. Preliminaries: II.
(The activities in this section will PRAYER
evoke or draw out prior concepts or GREETINGS
prior experiences from the students)
* Spelling Drill:

Writing the Spelling of the given word with the use of the pupils’ ISB
(Improvised Slate Board).

II. Review:

Review the pupils about what a sentence is.

Review them about the parts of a sentence.

*Pop It!
A balloon with sentences in it will be popped. Some of these sentences are as follows:

1. The Madrigal family lives in an enchanted house.

2. COVID-19 is a deadly illness.
3. The volcano erupted last year.

B. Establishing a purpose for the The pupils will be shown an image of a volcano.
lesson The pupils will be asked about the picture.
(The activities in this section will What is shown in the picture?
stimulate their thinking and help them
access and connect prior knowledge
as a jumpstart to the present lesson)
( Across Science with DRRE/
Calamities/Pandemic Integration)

Show a video about the parts of a volcano to better understand the lesson.
 What is the mot famous volcano that we have here in Philippines?
Just like our bodies, this volcano has parts too.
Can you name some of its parts?

When enough magma builds up in the magma chamber, it forces its way up to the surface.
What do you think will happen?
 What are other calamities that we have experienced?

 Other Kinds of Calamities:

1. Flood
2. Earthquake
3. Landslide/Soil Erosion
4. Drought
5. Pollution

 DRRE Integration:

What should we do in order to be safe from this natural/man-made disasters?

*Safety Tips that we should follow in order to prevent

injuries during calamities:

1. Stay informed.
1. 2. Have a plan for evacuation.
2. 3. Keep emergency kits and food on hand.
3. 4. Avoid unnecessary risks.
4. 5. Go to the safest area in your home.

Aside from these calamities we are also experiencing other problems.

What is the crisis that the whole world is facing until now?
What caused this COVID-19?
 Is coronavirus really existing in real life?
Do you know of a person who gets sick with COVID-19?
What should we do to avoid being infected with corona virus?
Standard Health Protocols:

These are the things that we should remember in order to avoid the danger of calamities
and in order to avoid the spread of the pandemic named COVID-19.
(The pupil’s will be told to close their eyes.)
Close your eyes and imagine if all these calamities, pandemic and all these problems that
we are facing would disappear in just one snap of our fingers. You suddenly wake up one
 morning with magic in your hands and you have the power to change the world into
whatever you want it to be.
Now open your eyes, do you think we can do what I told you a while ago with just a snap
of our fingers. Do you believe in magic?
Where do we usually see magic? Give me examples of movies with magic. Who usually
has magic?
If only we have magic and fairy friends then we will be able to ask them to help us with
our present problems.

C. Presenting examples/instances of
the new lesson Now, let us all listen to a story about a princess who battled a seven-headed dragon to save the
lives of others. Please take note of the underlined phrases or sentences. (The story will be
presented through DRTA *Directed Reading Thinking Ability*).

Unlocking of Difficult Words:

(The pupils will arrange the jumbled letters being described.)

Legend -lendge
Priestess - e s s p r e i s t
Swarmed - s d w r e m a
Frantic -tfanric
Appeased - p a p e a s e d

Motive Question:

What did the princess do to save the lives of others?

If you were the princess, would you do the same?

The Legend of Mt. Kanlaon

There once lived on the island of Negros a princess named Anina who lived a very
sheltered life. One day, Anina overheard her father talking to the kingdom’s chief
priestess. The priestess was frantic about a report that they could not find a single maiden who
 was pure.
Later, Anina asked her father what it was all about, and the king finally broke down.
“There had long been a seven-headed dragon threatening the kingdom, and the monster
could only be pleased if a pure maiden was sacrificed to it.”
In fear, all the women in the kingdom had cut themselves to disqualify them from the
sacrifice. Parents cut their own baby girls so as to spare the infants. But the king and the
queen couldn’t bring themselves to mark their daughter’s beauty, and so Anina was
the only remaining unscarred female in the kingdom.
Anina did not weep. Instead, she willingly offered herself for the sacrifice. Unexpectedly,
on the day she was to be brought to the mountain where the dragon lived, a man calling
himself Khan Laon appeared. (Khan in his language meant a noble lord.) He said he came from
a kingdom far away in order to slay the dragon and spare Anina’s life.
No one believed the dragon could be killed, but Khan Laon insisted that his ability to
talk to animals would help him. He asked the help of the ants, the bees and the eagles. The
ants swarmed over the dragon’s body and crept under its scales to bite its soft, unprotected
flesh, while the bees stung the fourteen eyes of the dragon till it was blind. The largest
eagle carried Khan Laon to the mountain where he was able to easily chop off the
seven heads of the squirming beast.
In gratitude, the king gave Khan Laon his daughter Anina to be his bride, and the
people named the mountain after the noble lord, Khan Laon (later named Kanlaon/Canlaon).
And that is how, according to the story, Mount Kanlaon got its name, and it became a
volcano because of the spirit of the dead dragon.
D. Exploring the new Concepts Answering of the Motive Question:
(Integrating concepts about COVID-
19) What did the princess do to save the lives of others?
If you were the princess, would you do the same?

Comprehension Check-Up:

1. What did Anina hear over the conversation of her father and the chief priestess?
2. Who was threatening the kingdom? In our present situation, what is threatening the
world?
3. How can the monster be appeased? How can this pandemic be avoided?
4. What was the princess willing to do in order to save the people in the kingdom?
Nowadays, who do we consider our heroes especially during this pandemic?
 5. How did Kanlaon get its name? How did COVID-19 get its name?

E. Discussing of the new concepts. In

this section, students will be involved Let us try to go back to the underlined words found in the story that we have read.
in an analysis of their exploration.
Their understanding is clarified and Column A Column B
modified because of reflective
activities)/ *island of Negros *a seven-headed dragon
Analysis of the gathered data and threatening the kingdom
results and be able to answer the
Guide questions leading to the focus * Anina did not weep *ability to talk to animals
concept or topic for the day.
* the bees stung *easily chop off the seven heads
of the writhing beast

* the mountain’s name * it became a volcano because

is Kanlaon/Canlaon of the spirit of the dead dragon

Notice these underlined lines from the selection that we have read, let us examine these
phrases whether this happens in reality or not.

The words under column A which are happening in reality, are factual and are considered
true, while the lines under column B don’t exist in reality. They are non-factual or considered
not true.

We also have these images based on the story that we have read.
 So based on the lines and the images that I’ve shown you, what do you think are we
emphasizing or discussing in today’s lesson?

There are different images that you can see around you. These images show specific
events. Some of these images are true while others are untrue. There are images which are
real or factual. There are also images which are make-believe/fantasy or non-factual.
Real images are images that present events, happenings or phenomena that are
happening or may happen in the real world or in the real-life situations. These images
present real people, places, times and events. These images present realistic pieces of
evidence.

On the other hand, make-believe images are images that present events, happenings
or phenomena that are unlikely to happen or are impossible to happen in the real world
or in the real-life situations. These are not based on real events and do not present true
pieces of evidence. These images are fantasy or products of human imagination.
Legends, myths and epics are examples of these images.
Fact is defined as something that is known or proved to be true. Factual images
are based on scientific studies which presented real pieces of evidence. These are accepted
universally and are believed to be of existence. Non-factual images are untrue. This
means that these images are not based on scientific proofs. These images present events,
 things or ideas which are inaccurate. Therefore, these images are not accepted
universally.
You have to bear in mind that it is necessary to identify first the nature of any
image or event before accepting it or believing in it. Nowadays, spreading fake news is
rampantly done. Learn to distinguish the real or factual ones from those which are
make-believe or non-factual.

F. Developing Mastery (Leads to

formative assessment #3) Practice *PICTURE ANALYSIS:

The pupils will be given more images showing real or make-believe, fact or non-factual
images for them to identify the lesson better. The pupils will identify the pictures as to reality or
make-believe by raising their plackards based on the answer that they have chosen. Places and
things from the indigenous groups will also be integrated.

Ex:
 *BELIEVE IT OR NOT!

Analyze the following statements and identify whether it states a fact or a non-fact, by saying
OLAH (2x) for a fact and ACHUCHU (2x) if it is a non-fact.

1. Some calamities are results of man-made activities.

2. COVID 19, affects only those people who are above 60 years old.
3. Eating f r u i t s a n d v e g e t a b l e s is one of the m a n y ways of keeping our
immune system strong.
4. Wearing of face shields and face masks is not needed especially if you’re not sick.
5. Everything we see and read in social media, like the ones found in Facebook, is true.

G. Finding Practical Applications Group Activity:

Group 1(Act it out) - Actors/Actresses

Choose a scene from the selection about “The Legend of Mt. Kanlaon” which you think is
under fantasy or make-believe. Act it out and make a scene.

Group 2 (Draw me closer) - Artists.

Draw or illustrate an image describing our present situation (pandemic). Be ready to
explain/describe your drawing in front of the class.

Group 3 (Sing your hearts out) - Singers.

Make a song about our topic for today. Your song must emphasize reality or make-believe
and fact or non-fact definitions.

Rubrics for Groupings:

10 Points – The group members worked very well together and they
expressed clearly and concisely their part of the presentation.

8 Points – The group did not work very well together, and they tried their best to
 express clearly concisely their part of the presentation.

6 Points – There was little no cooperation in the group, and it is evident

that the members are not prepared.

H. Making Generalizations and Remember:

Abstractions about the lesson REAL or MAKE-BELIEVE:

FACT-NON-FACTUAL:

Factual images are based on scientific studies which presented real

pieces of evidence. These are accepted universally and are believed to
be of existence.

Non-factual images are untrue. This means that these images are
not based on scientific proofs or reality.

We should not directly believe on images that we see especially in social media. Know
first the nature of any image or event before accepting it or believing in it.

Nowadays, fake news is almost everywhere. Learn to distinguish the real or factual
ones from those which are make-believe or non-factual. Think before you click or
repost/post something.
 G. Evaluating Learning: A. Identify the following images as to reality or make-believe. Write R if it is real and
M for make-believe:

J. Additional activities/Assignment Assignment:

Cut out at least two (2) real/factual images and two (2) make-believe/non-factual images
from unused magazines or newspapers.
Paste these on a piece of short bond paper. Label your work.

V. REMARKS
G. No. of pupils who earned 80% in the evaluation:______
G. REFLECTION
 B. No. Of pupils who require additional activities for remediation: ______

G. Did the remedial lessons work? No. of Learners who have caught up
with the lesson. ______

G. No. Of learners who continue to require remediation. _______

G. 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 of localized materials did I used/discover which I wish to share with other
teachers? __________________________________

Checked and Observed by:

RAQUEL N. FRIGILLANO ALICIA L. RAMOS

Master Teacher – I Head Teacher - III