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    Quarter 2 English Week 5 Day 2

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    Monica Cuerdo

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    © All Rights Reserved
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    Quarter 2 English Week 5 Day 2

    Uploaded by

    Monica Cuerdo
    6 views5 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
    6 views5 pages

    Quarter 2 English Week 5 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 5

    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 22, 2024 Quarter: (Week 5)

    IV-TRUST (7:00 AM-7:45 AM)


    IV- PEACE (8:205AM-9:10 AM)
    Time And IV – FAITH ( 10:45AM – 11 : 30 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 apply comprehension of literary and informational texts and produce narrative
    Standards and expository text (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 Comprehend informational texts (Listening, Reading; Writing, Speaking)


    Competencies

    D. Learning Objectives 2. identify text types according to the author’s purpose (e.g.,
    enumeration-description)
    1. 21st Century Skills

    2. Integration Environmental Literacy: Protecting our Seas and Marine Resources

    II. CONTENT Comprehending Informational Texts (Enumerative-Descriptive)


    Distinguish literary and informational text.
    Reading Informational Texts
    III.
    LEARNINGRESOURCES

    References

    1. Teacher’s Guide

    2. Learner’s Material

    4. Additional Materials from Chart papers, markers, K-W-L chart, visuals related to outlining
    Learning Resource (LR) Portal

    IV. TEACHING AND LEARNING PROCEDURES

    Before the Lesson/Pre-lesson Proper

    A. Activating Prior Search for and underline the following words found in the reading passage, “Your Favorite
    Knowledge Seafood and Their Habitats.”
    B. Unlocking Content
    Vocabulary

    C. Lesson Watch and learn.


    Purpose/Intention
    https://www.youtube.com/watch?v=dY_huU4w_UY

    Study

    Context clues are hidden in the surrounding text. The new word will be situated in a
    particular context, and you can often use that to deduce its meaning. The clues will
    hint at the meaning, and you can usually figure out what the word represents.

    Sometimes you can guess the meaning of new words or phrases based on the words
    around it (the context).

    Follow these steps to help you guess the meaning of an unknown word:

    Identify the part of speech.

    Look at the words and sentences around the unknown word. Try and find its synonym
    or antonym in the text.

    Look at information given later in the sentence to give you a clue.

    Look to see if there is a smaller, more common word in the unknown word.

    Try a synonym in the sentence. Does it make sense?

    During the Lesson/Lesson Proper

    A. Developing Activity 1
    Understanding of Key Read and answer the following.
    Idea/Stem

    Select which context clues give a hint to the meaning of each of these words. 1. cycle
    A. can’t see it
    B. on the earth
    C. series of events goes round and round
    2. vapor
    A. through this cycle
    B. a gas
    C. liquid water
    3. evaporate
    A. heat is added to water
    B. heat is taken away
    C. turning from liquid into gas
    4. condense
    A. turning from gas into liquid
    B. it freezes
    C. turning from liquid to solid
    5. particle
    A. tiny
    B. create
    C. becomes
    6. precipitation
    A. particles of water
    B. rain or snow
    C. absorbed in the ground
    7. What context clue gives you a hint to the meaning of the word “constantly”?

    B. Deepening Activity 2
    Understanding of Key Read and answer the questions below.
    Idea/Stem

    Select which context clues give a hint to the meaning of each of these words.
    1. cycle
    A. one of the stages
    B. series of events
    C. thousands of years
    2. magma
    A. produces enough heat
    B. melted rock
    C. top crust of the earth
    3. igneous rock
    A. magma cools into solid rock
    B. this kind of rock
    C. the earth’s crust
    4. weathering
    A. this kind of rock
    B. over time
    C. breaks down into smaller and smaller pieces
    5. sediment
    A. process
    B. soil
    C. water and wind
    6. erosion
    A. transportation of the soil
    B. sediment is pressed down
    C. more sediment on top
    7. What context clue gives you a hint to the meaning of the term “sedimentary
    rock”?

    C. Lesson Activity Directions: The following statements are possible conclusions or inferences that we
    can make based on the information given in the text. Draw a if the statement

    can be inferred or concluded from the text and a , if it cannot be concluded from
    the text. Draw your answer in the space before each number.
    D. Making How to infer meaning of words from context clues?
    Generalizations

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

    A. Evaluating Learning Fill out the cluster board below with details from the infographic. Write
    down the causes of marine pollution next to the numbers and the
    explanation and examples on the lines provided.

    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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