SCHOOL CAGOLO-OLO ELEMENTARY SCHOOL GRADE 4,5,6

LEVEL
TEACHER LORENA V. RAMIREZ LEARNING ENGLISH
AREA
MG-DAILY LESSON DATE AND WEEK 1 QUARTER 2
PLAN TIME

Grade Level Grade 5 Grade 6

Content Oral Language Oral Language
Standards Demonstrates understanding of Demonstrates understanding of
The learners... various verbal elements in orally various verbal elements in orally
communicating information communicating information
Demonstrates understanding of Demonstrates understanding of
various non-verbal elements in orally various non-verbal elements in
communicating information orally communicating information
Demonstrates understanding of the Demonstrates understanding of
oral standards of english in order to the oral standards of english in
participate in various oral order to participate in various oral
communication demands (situation, communication demands
purpose and audience) (situation, purpose and audience)

Fluency Fluency
Demonstrates understanding that Demonstrates understanding that
english language is stress timed to english language is stress timed
support comprehension to support comprehension
Demonstrates understanding that a Demonstrates understanding that
change in stress entails a change of a change in stress entails a
meaning to evaluate the speaker’s/ change of meaning to evaluate
author’s purpose and meaning the speaker’s/ author’s purpose
and meaning
Listening Comprehension
Demonstrates understanding of Listening Comprehension
various linguistics nodes to Demonstrates understanding of
comprehend various texts various linguistics nodes to
Demonstrates understanding of text comprehend various texts
types to listen for different purposes Demonstrates understanding of
from a variety of texts text types to listen for different
Demonstrates understanding of text purposes from a variety of texts
types in order to construct feedback Demonstrates understanding of
text types in order to construct
Vocabulary feedback
Demonstrates understanding that
printed words are made up of Vocabulary
interconnected letters with separate Demonstrates understanding that
sounds that are blended together to printed words are made up of
form coherent pattern of sounds interconnected letters with
Demonstrate understanding that separate sounds that are blended
words are composed of different parts together to form coherent pattern
to know that their meaning changes of sounds
depending in context Demonstrate understanding that
words are composed of different
parts to know that their meaning
changes depending in context
Demonstrates understanding of
Reading Comprehension figurative language, word
Demonstrates understanding of relationships and nuances in word
various linguistics nodes to meanings to develop word
comprehend various texts consciousness
Demonstrates understanding of text
elements to comprehend various Reading Comprehension
texts Demonstrates understanding of
Demonstrates understanding of various linguistics nodes to
writing styles to comprehend the comprehend various texts
author’s message Demonstrates understanding of
Demonstrates understanding that text elements to comprehend
reading a wide range of texts various texts
provides pleasure and avenue for Demonstrates understanding of
self-expression and personal writing styles to comprehend the
development author’s message
Demonstrates understanding that
Writing and Composition reading a wide range of texts
Demonstrates understanding of provides pleasure and avenue for
different formats to write for a variety self-expression and personal
of audiences and purposes development

Grammar Writing and Composition

Demonstrates command of the Demonstrates understanding of
conventions of standard english different formats to write for a
grammar and usage when writing or
variety of audiences and purposes
speaking

Attitude Grammar
Demonstrates understanding of non- Demonstrates command of the
conventions of standard english
verbal communication to
grammar and usage when writing
communicate with others or speaking
Demonstrates understanding of verbal
and non-verbal elements of Attitude
communication to respond back Demonstrates understanding of
 Study Strategies/ Research non-verbal communication to
Demonstrates understanding of communicate with others
library skills to research a variety of Demonstrates understanding of
topics verbal and non-verbal elements of
Demonstrates understanding of the communication to respond back
research process to write a variety of Study Strategies/ Research
texts Demonstrates understanding of
library skills to research a variety
of topics
Demonstrates understanding of the
research process to write a variety
of texts
Performance Oral Language Oral Language
Standards Orally communicates information, Orally communicates information,
The learners.... opinions, and ideas effectively to opinions, and ideas effectively to
different audiences using a variety of different audiences using a
literary activities variety of literary activities
Prepares for and participates Orally communicates information,
effectively in a range of conversations opinions, and ideas effectively to
and collaboration with diverse different audiences for a variety
partners, building on others’ ideas and of purposes
expressing their own clearly and Prepares for and participates
persuasively effectively in a range of
conversations and collaboration
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively
Fluency
Reads with sufficient accuracy and Fluency
fluency to support comprehension Reads with sufficient accuracy
Uses knowledge of stress and and fluency to support
 intonation of speech to appropriately comprehension
evaluate the speaker’s intention, Uses knowledge of stress and
purpose and meaning intonation of speech to
appropriately evaluate the
Listening Comprehension speaker’s intention, purpose and
Analyzes text types to effectively meaning
understand information/ message(s)
Uses linguistic cues to effectively Listening Comprehension
construct meaning from a variety of Analyzes text types to effectively
texts for a variety of purposes understand information/
Uses literary and informational texts message(s)
heard to construct an appropriate Uses linguistic cues to effectively
feedback construct meaning from a variety
of texts for a variety of purposes
Uses literary and informational
Vocabulary texts heard to construct an
Uses knowledge of phonics (analytic appropriate feedback
and synthetic) to
Effectively decode grade-appropriate
words Vocabulary
Uses strategies to decode correctly Uses knowledge of phonics
the meaning of words in isolation and (analytic and synthetic)
in context To effectively decode grade-
appropriate words
Uses strategies to decode
correctly the meaning of words in
Reading Comprehension isolation and in context
Uses linguistic cues to appropriately Uses figurative language
construct meaning from a variety of appropriately in various contexts
texts for a variety of purposes
Uses knowledge of text types to Reading Comprehension
correctly distinguish literary from Uses linguistic cues to
informational texts appropriately construct meaning
Uses diction (choice of words) to from a variety of texts for a
accurately analyze author’s tone, variety of purposes
mood, and point of view Uses knowledge of text types to
Uses literal information from texts to correctly distinguish literary from
aptly infer and predict outcomes informational texts

Uses diction (choice of words) to

Writing and Composition accurately analyze author’s tone,
Draft texts using appropriate text mood, and point of view
types for a variety of audiences and Uses literal information from texts
purposes to aptly infer and predict
Edit texts using appropriate text types outcomes
for a variety of audiences and
purposes Writing and Composition
Rewrite/revise texts using appropriate Draft texts using appropriate text
text types for a publish texts using types for a variety of audiences
appropriate text types for a variety of and purposes
audiences and purposes variety of Edit texts using appropriate text
audiences and purposes types for a variety of audiences
and purposes
Grammar Rewrite/revise texts using
Uses the correct function of nouns, appropriate text types for a
pronouns, verbs, adjectives, and publish texts using appropriate
adverbs in general and their functions text types for a variety of
in various discourse (oral and written) audiences and purposes variety
of audiences and purposes
 Attitude Grammar
Applies knowledge of non-verbal skills Uses the correct function of
to respectfully give the speaker nouns, pronouns, verbs,
undivided attention and acknowledge adjectives, and adverbs in
the message general and their functions in
Uses paralanguage and non-verbal various discourse (oral and
cues to respond appropriately written)
Uses a variety of strategies to provide Speaks and writes using good
appropriate feedback command of the conventions of
standard english
Study Strategies/ Research Attitude
Utilizes discrete techniques (general or Applies knowledge of non-verbal
specific) and applies appropriately them skills to respectfully give the
to all or most fields of study uses a speaker undivided attention and
variety of research strategies to
acknowledge the message
effectively write a variety of texts for
various audiences and purposes Uses paralanguage and non-
verbal cues to respond
appropriately
Uses a variety of strategies to
provide appropriate feedback

Study Strategies/ Research

Utilizes discrete techniques (general
or specific) and applies appropriately
them to all or most fields of study
uses a variety of research strategies
to effectively write a variety of texts
for various audiences and purposes
Competency/ Identify signal words from text heard Distinguish various types of
ies EN5LC-IIa-4 Informational /factual text
EN6LC-IIa-3.2
Give precise information on a given topic
EN5OL-IIb1.26 Employ an appropriate style of
speaking, adjusting
Show tactfulness when communicating language, gestures, rate, and
with others EN5A-IIa-17 volume according to audience and
purpose
Identify main idea, key sentences and EN6OL-IIa-3.7
supporting details of a given
paragraph Show tactfulness when
EN5RC-IIa2.21 communicating with others EN6A-
Read grade level text with accuracy, IIa-17
appropriate rate and proper expression
EN5F-IIh-1.3 Respond appropriately to the
messages of the different authentic
Plan a two to Three paragraph text
composition using an outline/other EN6RC-IIa-5.5
graphic organizers Self-correct when reading
EN5WC-IIa1.1.6.1 EN6F-IIa-2.9

Compose clear and coherent sentences Plan a composition using an

using appropriate grammatical outline/other graphic organizers
structures: -subject-verb agreement EN6WC-IIb1.1.6.1
( inverted sentences)
EN5G-IIa3.9 Compose clear and coherent
sentences using appropriate
Identify different meanings of content grammatical structures: -Order and
specific words (denotation and degrees of regular adjective
connotation) (Science) EN6G-IIa-5.5
EN5V-IIb20.2.1
Infer meaning of borrowed words
Gather relevant information from and content specific terms using -
various sources -glossary context clues -affixes and roots -
EN5SS-IIc1.4 other strategies (Science)
EN6V-IIb-12.3.3
EN6V-IIb12.4.1.3
 EN6V-IIb12.4.2.3

Gather relevant information from

various sources
-glossary
-indices
EN6SS-IIa-1.3
EN6SS-IIa-1.4
DAY 1
Objective/s of To identify signal words from text heard To distinguish various types of
the Lesson informational /factual text
To give precise information on a given
topic To employ an appropriate style of
speaking, adjusting language,
To show tactfulness when gestures, rate, and volume
communicating with others according to audience and purpose

To show tactfulness when

communicating with others
Content Identifying signal words from text heard Distinguishing various types of
informational /factual text
Giving precise information on a given
topic Employing an appropriate style of
speaking, adjusting language,
Showing tactfulness when gestures, rate, and volume
communicating with others according to audience and purpose

Showing tactfulness when

communicating with others
Learning Curriculum Guide 2016 Curriculum Guide 2016
References Teacher’s Manual Teacher’s Manual
Teacher’s Guide Teacher’s Guide
Budget of Works 2016 Budget of Works 2016
Procedures Grouping Structures (tick boxes):
  Whole Class
Use these letter Describe the parts of the lesson (for example the  Ability Groups
icons to show introduction), where you may address all grade levels  Friendship Groups
methodology as one group.  Other (specify)
and assessment Combination of Structures
 Mixed Ability Groups
activities.
Grade Groups
Teaching, Learning and Assessment Activities
T Direct
T
Teaching
Show the class a picture of a wounded person. (see Appendix 1)
G Group
Say: This is a picture of a wounded person.
Activity
Ask: What do you think is the reason why the person is wounded?
I
Have you experienced it also?
Independent
What first aid procedure have you done in treating your wound?
Learning
Say: Listen as I read the text entitled “Treating Minor Wounds at Home”.
A Assessment
(see Appendix 2)
Ask: What are wounds?
How do we treat minor wounds at home?
G T
Say: Listen again to the selection Say: The text you have heard is
entitled “Treating Minor Wounds an instructional text type.
at Home” and do the following The phrase “text type” is a
activities. way of classifying and
(see Appendix 3) defining different type of
(The teacher will play the language, interaction, both
selection using a recorder.) spoken and written. It refers
Note: Pupils will be at the to the purpose of a text and
learning center. the way it is written.
Informational text are text
Group I – Answer the questions about that provide factual
the text listened to. information to readers.
Different text types are:
Group II – Arrange the jumbled a. Narrative
phrases in each box. b. Instructional/Procedural
Then, arrange the
 different steps in Discuss the different text types.
treating minor wounds (see Appendix 5)
at home.

Group III – Arrange the pictures in

correct order.

Show the scoring rubrics.

(see Appendix 4)
T G
Group I – How did you answer the questions? Say: Look at the sentences,
identify their text type.
Group II –How did you arrange the different steps (see Appendix 7)
in treating minor wounds at home?

Group III – How did you arrange the pictures in?

Say: Signal words give step-by-step direction or

sequence in a paragraph/selection.
First , next, then, lastly, finally, furthermore, next
to that, second, after that, moreover are examples
of signal words.
If you are asked to describe the sequence or order
in which things happened, use these words:
• First
• Second
• Third
• In the first place
• First of all
• Now
• Finally • Then
• Before
• After
• Last
• Meanwhile
• For one thing
• Next
Here are the given guidelines for taking tests. Let
us fill in the blanks with the correct signal words.
(see Appendix 6)
Note: The activity must be with the guidance of
the teacher.
G T
Let the pupils show how to wash the Ask: What are the text types
dishes using the different signal used in your activity?
words through:
Say: Speaking is the delivery of
Group 1 – Role play language through the
Group 2 – Jazz chant mouth. To speak, we create
Group 3 – Drawing sounds using many parts of
our body, including the
Show the Scoring Rubrics. lungs, vocal tract, vocal
(see Appendix 4) chords, tongue, teeth and
lips.

Discuss the good points in

speaking.
(see Appendix 8)
T G
Ask: What are the signals words used in Group the pupils and let them
Group 1?Group 2? Group 3? present the text heard; “Treating
Minor Wounds at Home”.
(see Appendix 2)

Group 1 – Choral Recitation

about why do we
need to know how to
 treat minor wounds
at home
Group 2 – Role play about the
different steps in
treating minor
wounds at home
Group 3 – Jazz chant about the
different steps in
treating minor
wounds at home

Show the Scoring Rubrics.

(see Appendix 4)
I T
Say: Listen to the selection; “How to Ask: Did each group show the
Cook Banana Cue” and “How to appropriate style of
Build a Tree House”. Write the speaking, gestures, speed,
and volume according to
signal words heard in the
audience and purpose?
selection.
(see Appendix 9)
Note: Provide enrichment activity if
necessary.
I
Say: Match the examples of
particular texts on the left
with the text types on the
right.
(see Appendix 10)
T T
Say: You can use signal words to make Ask: How should you communicate
instructions and sequencing clear. with others?
REMARKS
REFLECTIONS
A. No. Of learners who earned 80% in the
evaluation
B. No. Of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. Of
learners who have caught up 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 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?

DAY 2
Objective/s of To identify main idea, key sentences To respond appropriately to the
the Lesson and supporting details of a given messages of the different authentic
paragraph text

To read grade level text with accuracy, To self-correct when reading

appropriate rate and proper expression
To plan a composition using an
To plan a two to three-paragraph outline/other graphic organizers
composition using an outline/other
graphic organizers To compose clear and coherent
sentences using appropriate
To compose clear and coherent grammatical structures: -Order and
sentences using appropriate degrees of regular adjective
grammatical structures: -subject-verb
agreement ( inverted sentences)
Content Identifying main idea, key sentences Responding appropriately to the
and supporting details of a given messages of the different
paragraph authentic text

Reading grade level text with accuracy, Self-correcting when reading

appropriate rate and proper expression
Planning a composition using an
Planning a two to three paragraph outline/other graphic organizers
composition using an outline/other
graphic organizers Composing clear and coherent
 sentences using appropriate
Composing clear and coherent grammatical structures: -Order and
sentences using appropriate degrees of regular adjective
grammatical structures: -subject-verb
agreement ( inverted sentences)
Learning Curriculum Guide 2016
References Teacher’s Manual
Teacher’s Guide
Budget of Works 2016
Procedures Grouping Structures (tick boxes):
 Whole Class
Use these letter Describe the parts of the lesson (for example the  Ability Groups
icons to show introduction), where you may address all grade levels  Friendship Groups
methodology as one group.  Other (specify)
and assessment Combination of Structures
 Mixed Ability Groups
activities.
Grade Groups
Teaching, Learning and Assessment Activities
T Direct
T
Teaching
Show the class different types of rocks.
G Group
Say: These are different types of rocks.
Activity
Ask: Are rocks important? Why do you say so?
I
Who wants to get one rock in front and describe it?
Independent
Say: Listen to the selection that I will read entitled “What Is a Rock?”. (see Appendix 11)
Learning
A Assessment Let the pupils read the text also.
Ask: What are rocks? What are the different types of rocks?

In every text, there is main idea, key sentences and supporting details. The main idea is what the paragraph is
about. It can be stated in the first sentence, middle or in the last sentence. The key sentence is the sentence that
contains the main idea or that tells what the paragraph is about. The supporting details support the main idea.

Discuss the main idea, key sentence and supporting details of the text read.
G
Identify the main idea, key sentence and supporting details of the selection.
(see Appendix 12)
T
Ask: How did you identify the main idea, key sentence and supporting details
of the selection?
Say: We can summarize the selection through outlining. An outline is a great
way to organize your thoughts and research if you’re preparing a
speech, an essay, a novel, or even a study guide.

Discuss how to make an outline. (see Appendix 13)

Say: With the help of graphic organizers, we can outline a text easily.
Graphic organizers are visual charts and tools used to visually represent
and organize a student's knowledge or ideas. They're often used as part
of the writing process to help students map out ideas, plots, character
details and settings before beginning to write.

Discuss popular and useful types of graphic organizers.

(see Appendix 14)
G
Read the selection again. Make a plan for a two to three paragraph
composition using an outline and graphic organizer.

Show the Scoring Rubrics.

(see Appendix 15)
T I
Ask: How did you make an outline Say: List down the different
using graphic organizer? describing words used in the text
Say: Normal word order occurs when read and tell what each word
the subject comes before the describes.
verb. The subject is the main
person or object in a sentence
and the verb is the action word.
In that sentence, 'I' is the subject
and 'hope' is the verb or the
action.
Sometimes there are times when
 you must use inverted word order
to communicate the intended
idea. Inverted word order occurs
when the subject comes after the
verb, in between verb parts, or is
not included at all.

Say: Read the two sentences.

a. Two roses are in her hand.
b. In her hand are two roses.
Say: The first sentence is in a normal
sentence order because two
roses (subject) comes first than in
her hand (verb). While in the
second sentence, in her hand
(verb) comes first than two roses
(subject) so it is an inveted
sentence.

Say: Identify the sentences if it is in

normal order of sentence or an
inverted one.
(see Appendix 16)
G T
Group I – Make 5 inverted sentences. Ask: What are describing words?
Say: Adjectives have three
Group II – Tell whether each sentence degrees of comparison.
is an inverted sentence A. Positive degree - express
or a normal sentence. quality. It is
Write I if it is an inverted simple and
sentence and if it is not ordinary form of
rewrite the sentence to adjective.
become an inverted Ex.: big, small, short,
sentence. fine, fast
B. Comparative degree -
 Group III – Arrange the jumbled expresses
phrases to make an superiority or
inverted sentence. inferiority.
This is used
(see Appendix 17) when two
persons or
Show the Scoring Rubrics. things are
(see Appendix 16) compared.
Ex.: bigger, smaller,
shorter, finer,
faster
C. Superlative degree –
expresses
supremacy. This
is used when
three or more
things are
compared
Ex.: biggest, smallest,
shortest, finest,
fastest
Discuss how the degrees of
comparison are formed.

Say: Tell the correct form of the

adjective in parenthesis that
will complete each sentence.
(see Appendix 18)
T G
Process the group activities. Group I – Make a sentence in each
Ask: What are inverted sentences? form of adjective.
How do you write an inverted
sentence? Group II – Compose a sentence
about the given noun.
 Group III – Complete the table.

(see Appendix 19)

Show the Scoring Rubrics.

(see Appendix 15)
I T
Make the sentences into inverted Process the group activity.
sentences. What are the degrees of
(see Appendix 20) comparison of
adjectives?
When do we use the positive
degree? comparative degree?
superlative degree?
I
Make sentences with the given
adjectives.
(see Appendix 21)

Show the Scoring Rubrics.

(see Appendix 15)
REMARKS
REFLECTIONS
A. No. Of learners who earned 80% in the
evaluation
B. No. Of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. Of
learners who have caught up 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 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?

DAY 3
Objective/s of To identify different meanings of content To infer meaning of borrowed words
the Lesson specific words (denotation and and content specific terms using -
 connotation) (Science) context clues -affixes and roots -
other strategies (Science)

To gather relevant information from To gather relevant information from

various sources -glossary various sources
-glossary
-indices
Content Identifying different meanings of content Infering meaning of borrowed words
specific words (denotation and and content specific terms using -
connotation) (Science) context clues -affixes and roots -
other strategies (Science)

Gathering relevant information from Gathering relevant information from

various sources various sources
-glossary -glossary
-indices
Learning Curriculum Guide 2016 Curriculum Guide 2016
References Teacher’s Manual Teacher’s Manual
Teacher’s Guide Teacher’s Guide
Budget of Works 2016 Budget of Works 2016
Joy in Learning English 5 by Castillo, K.
and Angeles, E., p.116
Joy in Learning English 5 by Castillo, K.
and Angeles, E., p.141

Procedures Grouping Structures (tick boxes):

 Whole Class
Use these letter Describe the parts of the lesson (for example the  Ability Groups
icons to show introduction), where you may address all grade levels  Friendship Groups
methodology as one group.  Other (specify)
and assessment Combination of Structures
 Mixed Ability Groups
activities.
Grade Groups
Teaching, Learning and Assessment Activities
T Direct T
Teaching Show the class pictures of different types of microscopes. (see Appendix 23)
G Group Say: These are different types of microscopes.
Activity Ask: Have you seen a real microscope?
I Say: There are many different uses of microscope.
Independent Ask: Do you know its uses?
Learning Say: Listen to the selection “The Importance of Microscopes”. (see Appendix 24)
A Assessment (Teacher reads the selection.)
Ask: What is a microscope? What are the different uses of microsope?
Say: Some words can be seen in the glossary especially the unfamiliar or difficult words. A glossary is a list of
alphabetically arranged terms or words that may be unfamiliar in a book or in a particular subject. It is usually
located in the last pages of a book. You may find the following information about a word in a glossary: the
meaning or definitions of a word used in the book and the part of speech or word class. The words are
arranged in alphabetical order.

Get a Science book and guide the pupils in using the glossary.
Note: Pupils will also have their Science book.
I

Say: Let’s have a game. I will tell some words. Locate it in the glossary as
fast as you can. The first to locate the words will be the winner.
Note: The words should be seen in the glossary of a Science book.
T

Ask: How did you find the meaning of the difficult words used in our activity?

I T
Use the glossary to answer the Say: Aside from glossary, a book
questions. has also an index. An index is
(see Appendix 24) simply a key to locating
information contained in a
book. It is also known as
back-of-the-book index, as it
is mostly found at the end of
the book. The words of the
 index are sorted
alphabetically.

Get a Science book and guide

them how to use the index.

Note: Pupils will also have their

Science book.
T I
Ask: How did you know the meanings Say: I will give you some topics.
of the different words in your Locate it in the index and
activity? write what page/s it can be
Say: Words can have several seen.
meanings. It can be denotative or
connotative meaning. Denotation Note: The words should be seen in
refers to the literal or dictionary the index of a Science book.
meaning of the word.
Connotation of a word refers to
the emotional suggestion or
other related meaning attached
to the word. It may be positive or
negative.

Example A:
His fingers were gently massaging the
muscles on either side of her
backbone - warm and relaxing.
He was the backbone for all of us. I
think we all feel his absence.

In the first sentence, the word

backbone means part of the body
that supports the spinal cord so it
is a denotation but in the second
 sentence, the word backbone
means leader.

Example B:
Once inside of the animal, the
parasite turned the organism’s
digestive tract into its own food
source.
Laura’s husband is a parasite
who has lived off her income for
nearly four years.

In the first sentence, the word

parasite means an organism that
lives and feeds on or in an
organism of a different species
and causes harm to its host so it
is a denotation but in the second
sentence, the word parasite
means one who habitually takes
advantage of the generosity of
others without making any useful
return.

Tell whether the italicized word

has denotative or connotative
meaning.
(see Appendix 25)
G T
Group I – Write D if the italicized word Ask: How did you locate the page/s
has a denotative meaning where the topics could be
and C if it is connotative. found?
Say: Some of the scientific terms
Group II – Match the italicized word in are borrowed words.
Column I with its A borrowed/loan word is a
 connotative meaning in word imported into one
Column II. language from another
language. In our selection, the
Group III – Underline the correct borrowed scientific terms are
denotative meaning of the microscope, cell, tissue, fungi
italicized word. and parasite.
Some scientific terms have
(see Appendix 26) prefixes. A prefix is placed at
the beginning of a word to
Show the scoring rubrics. modify or change its
(see Appendix 4) meaning.

Discuss the different prefixes.

(see Appendix 27)

examples:
1. microscope  micro +
scope
2. microorganisms 
micro+ organism
Note: Discuss the meanings of the
examples.
T G
Ask: Group I – How did you know that Group I – Complete the table.
the italicized word has a
denotative or Group II – Write the correct
connotative meaning? prefixes.

Group II – How did you know the Group III – Write the meaning of
connotative meaning the given words.
of the italicized words? (see Appendix 28)

Group III – How did you know the Show the scoring rubrics.
denotative meaning of the italicized (see Appendix 4)
words?
 I T
Write C if the underlined word has a Process the group activity.
connotative meaning and D if the Ask: What are prefixes?
underlined word has a denotative What happens to a word and its
meaning when a prefix is added?
meaning.
(see Appendix 29)

I
Choose the correct prefixes to be
used in the sentences.
(see Appendix 30)
T T
You can determine whether a word Your knowledge on prefixes can help
meaning is denotative or connotative widen your vocabulary and boost
through the context or situation given. your reading comprehension.

REMARKS
REFLECTIONS
A. No. Of learners
who earned 80% in
the evaluation
B. No. Of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial
lessons work? No.
Of learners who
have caught up 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 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?

Lorena V. Ramirez
teacher