DETAILED LESSON PLAN

School Grade Level VI

Teacher Learning Area English
Teaching Dates Week 2 Day 1 Quarter 2nd Quarter
and Time
1. OBJECTIVES

A. Content Standards

The learner demonstrates…

 Understanding of text types to listen for different purposes from a variety of
texts
 Understanding that words are composed of different parts to know that
their meaning changes depending in context.
 Understanding of non-verbal communication to communicate with others.
B. Performance Standards

The learner…
 Analyzes text types to effectively understand information/messages.
 Uses strategies to decode correctly the meaning of words in isolation and
in context.
 Applies knowledge of non-verbal skills to respectfully give the speaker
undivided attention and acknowledge the message.
C. Learning Competencies/Objectives (Write LC code for each)

Listening Comprehension
EN6LC-llb-3.2
Distinguish various types of information or factual text

Vocabulary Development
EN6V-llb-12.3.3
EN6V-llb-12.4.1.3
EN6V-llb-12.4.2.3
Infer meaning of borrowed words and content specific terms using –context clues –
affixes and roots –other strategies (Science)

Attitude
EN6A-llbl16
Observe politeness at all time

2. CONTENT
Various Types of Informational texts Inferring meaning of borrowed words and
content specific terms in Science-Based texts using –context clues –affixes and –
roots –other strategies
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages
 English 6 Activity Sheets-Denn Marc P. Alayon, pp.1-8
4. Additional Materials from Learning Resources (LR) portal
B. Other Learning Resources Instructional Materials, DLP, Big Book
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4. PROCEDURES (May vary. It depends upon the teacher. This is a flexible part.
Put time allotment in each step)

A. Reviewing previous lesson or presenting the new lesson

Teacher’s Activity Student’s/Pupils’ Activity

Ask: Can you still recall the various  Job opening or Job offering
types of informational texts? Who can  News clippings
give examples of informational texts?  Announcements
 Discoveries
 Updates

B. Establishing a purpose for the lesson

Directed Reading
Say: I’m going to read an informational text entitled: “The Bounty of the Sea”.
I want you to read it with your eyes.
Get your copies and let’s start reading…

The Bounty of the Sea

1
I have observed and studied the oceans closely and I have n\seen them
sicken. Certain reefs that teemed with fish only ten years ago are now almost lifeless.
The ocean bottom has been raped by trawlers. Priceless wetlands have been
destroyed by landfill. And everywhere are sticky globs of oil, plastic refuse, and
unseen clouds of poisonous effluents. Often when I describe the symptoms of the
ocean’s sickness, I hear remarks like “they’re only fish” or “they’re only whales.” But I
assure you that our destinies are linked with theirs. For if the ocean should die, this
would signal not only the end of marine life but all other animals and plants of this
earth, including man.
2
The ocean would then become one enormous cesspool. Billions of decaying
bodies would create such a stench that a man would be forced to leave all the
coastal regions.
The ocean3acts as the earth’s buffer. It maintains a balance between salts
and gases which make life possible. But dead seas would have no buffering effect.
The carbon dioxide content of the atmosphere would start on a steady climb, and
when it reached a certain level, a “greenhouse effect” would be created. The heat
that normally radiates outward from the earth to space would be blocked by the
carbon dioxide and the sea level temperatures would increase.
4
One catastrophic effect of this heat would be melting of the icecaps at both
the North and South Poles. As a result, the ocean would rise by 100 feet or more,
enough to flood almost all of the world’s major cities. These rising waters would drive
one-third of the earth’s billions inland, creating famine, chaos, and disease on a scale
almost impossible to imagine.
Meanwhile,5the surface of the ocean would have scrummed over by a film of
decayed matter, and would no longer give water freely to the skies through
evaporation. Rain would become a rarity, creating global drought and more famine.
The wretched
6 remnant of the human race would now be packed on the
remaining highlands, starving and struggling to survive. Then, they would be visited
by the final plague, anoxia (lack of oxygen). This would be caused by the extinction
of the plankton algae and the reduction of land vegetation, the two sources that
supply the oxygen you are now breathing.
And so man7 would finally die, slowly gasping out his life on some barren hill.
His heirs would be bacteria and a few scavenger insects

Say: Let’s answer the following questions. Q2 W2 D1 page 2

_____1. What is the author most likely to be?
a. a sailor c. a scientist
b. an ocean diver d. a fisherman
_____2. What is the basis of his report?
a. site inspection c. fantasy
b. readings d. estimates
_____3. Which of these is not contributory to sickened oceans?
a. reefs c. oil globs
b. trawlers d. plastic refuse
_____4. The melting of icecaps in the Polar Regions would cause oceans to sink.
a. Yes c. Does not say
b. No
_____5. Which of these would be immediately affected if a film of decayed matter
would cover oceans?
a. evaporation c. irrigation
b. rainfall d. harvest
_____6-7. Which two factors would drive people to the highlands?
a. crowding c. disease
b. stench d. starvation

Say: Showcase your Word Skills

Based from the Science-based text entitled “The Bounty of the Sea,” answer
the following questions by applying your skills in context clues, affixes and roots, and
other strategies.

_____1. Wetlands are synonymous to

a. rivers c. ponds
b. swamps d. seas
_____2. What are the reference of the pronoun it in the second sentence of
paragraph 3?
a. balance c. ocean
b. life d. earth
_____3. What is the root word of the word rarity?
a. rar c. rarity
b. rare d. –ity
_____4. The remark “that’s only fish” suggests
a. indifference c. concern
b. arrogance d. anger
_____5. Which of these does not belong to land vegetation?
a. farms c. orchards
b. arrogance d. reefs
_____6. When a person gasps, he struggle for lack of
a. oxygen c. food
b. companion d. sleep
_____7. Where are plankton algae found?
a. in coastal regions c. in the highlands
b. in the sea d. inlands
_____8. The phrase “wretched remnant” in the first sentence of paragraph 5 shows
that most people may have .
a. migrated c. died
b. remained on the coast d. gotten sick
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_____9. The “greenhouse effect” in the third sentence of paragraph 3 suggests
______.
a. plant propagation c. freezing
b. maintaining normal temperature d. heating
_____10. The ocean acts as the earth’s buffer. It maintains a balance between salts
and gases which make life possible. The word “buffer” as used in the first
sentence of paragraph 3 means
a. destroyer c. converter
b. neutralizer d. observer

C. Presenting examples/instances of the new lesson

Say: you have just read an Informational Text and have answered the
Comprehension Check.
An informational text is defined as text with the primary purpose of expressing
information about the arts, sciences, or social studies. This text ranges from
newspaper and magazine articles to digital information to nonfiction trade books to
textbooks and reference materials.
There are specifically four types of informational text: literary nonfiction,
expository, argument or persuasion, and procedural.
Literary Nonfiction
Literary nonfiction includes shorter texts, such as “personal essays. Speeches,
opinion pieces, essays about art or literature, biographies, memoirs, journalism, and
historical, scientific, technical, or economic accounts (including digital sources)
written for a broad audience.” Autobiographies, biographies, other narrative
nonfiction, informational picture books, and informational poetry often fit into this
category.
Narrative informational text typically communicates accurate information and has
well-defined beginning, middle, and end. Informational poetry weaves facts into
poems.
Procedural Texts
Procedural texts provide step-by-step guidelines that describe how to complete a
task. They often include a materials-needed section and graphics that illustrate the
process, as found in Doug Stillinger’s The Klutz Book of Paper Airplanes, Jane Drake
and Ann Love’s Get Outside provides readers with rules for games and directions for
making things like bird feeders, kites and sundials.

Expository Texts
Expository texts inform, explain, and expose. They utilize various text structures,
such as description, cause and effect, comparison and contrast, problem and
solution, question and answer, and temporal sequence.
Argument or Persuasion Texts
Argument or persuasion texts provide evidence with the intent of influencing the
beliefs or actions of the target audience. These texts typically include claims,
evidence, and warrants to explain how the evidence is linked to the claims. Writers of
persuasion or argument also make appeals—appeals to the author’s credibility, to
the audience’s needs, or to reason and evidence.

Say: Can you distinguish the different types of informational text?

D. Discussing new concepts and practicing new skills #1

Say: With your group mates, read and talk about the informational text entitled “The
Bounty of the Sea” Fill in the table below with your responses.
Q2 W2 D1 page 4
 Title of Informational Type of informational Reason
Text Text

Say: Let’s check our answers class…

Title of Informational Type of informational Reason
Text Text

It is an example of an
expository text because it
informs, explains and
exposes the sickening
The Bounty of the Sea condition of different
Expository Text
bodies of water and its
effect to marine life and
humans. Its text structure
is cause and effect.

E. Discussing new concepts and practicing new skills #2

Say: group yourselves into four, I will assign informational text to your group. With
your group mates, read the text in front of the class. As you read, ask the other
groups to listen and tell them to identify what type of informational text you are
reading. Let them write their answer on a “show me board.”

Group 1

Carbon Dioxide, the Greenhouse effect, and Recent Global Warming

Carbon dioxide is a greenhouse gas that strongly absorbs infrared radiation
and plays a major role in warming the lower atmosphere, primarily due to the
burning of fossil fuels. However, deforestation may also be adding to this increase
as tropical rainforest are removed and replaced with less efficient plants. In 1990,
the annual average of carbon dioxide was about 350 parts per million, and present
estimates are that this value may double sometime in century.
To complicate the picture, three gases such as methane, nitrous oxide, and
chlorofluorocarbons, all of which readily absorb infrared radiation, have been
increasing in concentration over the past century. Collectively, these gases are
about equal to carbon dioxide in their ability to enhance the atmospheric
greenhouse effect. Moreover, rising ocean temperatures will cause an increase in
evaporation rates and, hence, an increase in atmospheric water vapor, which is
the most potent greenhouse gas. The added water vapor accelerates the
temperature rise. Recent satellite measurements have confirmed this.

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Group 2

Exercise Your Brain

Nearly seven out of every 10 adults report some type of forgetfulness,
according to the Dana Foundation, a New York organization with a special interest
in brain research. More pronounced memory slips can begin as early as your 30s
and become all too apparent in your 40s, explains Michael F. Roizen, M.D., dean
of College of Medicine at the State University of New York (SUNY) Upstate
Medical University in Syracuse, and author of Real Age.
While the brain naturally slows down with age, the good news is that you
can offset this process and minimize memory lapses by constantly challenging
your mind. In fact, memory-boosting classes are springing up across the United
States. “We know that the brain is quite plastic, like a muscle, that it can be
changed and strengthened,” says Robert Goldman, M.D., coauthor of Brain
Fitness.
Following are ways to cross-train your brain…and save your memory.
1. Stretch your mind
2. Try something brand-new
3. Become a multi-tasker
4. Exercise your brain

Group 3

People need to be active to be healthy. Out of modern lifestyle and all the
conveniences we’ve become used to have made us sedentary and that’s
dangerous for our health. Sitting around in front of the TV or the computer, riding in
the car for even a short trip to the store and using elevators instead of ramps all
contribute to our inactivity. Physical inactivity is dangerous to our health as
smoking.
Add up your activities during the day in periods of at least 10 minutes each.
Start slowly and build up. If you’re already doing some light activities, move up to
more moderate ones. A little is good but more is better if you want to achieve
health benefits.
Scientists say accumulate 60 minutes of physical activities every day to
stay healthy or improve your health. Time needed depends on effort – as you
progress to moderate activities, you can cut down to thirty minutes, four days a
week.
Physical activity doesn’t have to be very hard to improve your health. This
goal can be reached by building physical activities into your daily routine. Just add
up in periods at least ten minutes each throughout the day. After three months of
regular physical activity, you will notice a difference. People often say getting
started is the hardest part.

Group 4

Like fellow Philippine revolutionaries Jose Rizal and Andres Bonifacio,

lawyer Apolinario Mabini, the first prime minister of the Philippines, did not live to
see his 40th birthday but became known as the brains and consciences of the
revolution that would permanently alter the Philippine’s government.
During his short life, Mabini suffered from paraplegia – paralysis of the legs
– but has a powerful intellect and was known for his political savvy and eloquence.
Before his untimely death in 1903, Mabini’s revolution and thoughtsQ2 onW2
the D1 page 6
 government shaped the Philippines fight for independence over the next century.

F. Developing mastery (Leads to Formative Assessment 3)

Say: Let us now check if the answers were right.

For:
Group 1 – Expository Text
Group 2 – Procedural Text
Group 3 – Argument or Persuasion
Group 4 – Literary Nonfiction

G. Finding practical applications of concepts and skills in daily living.

Ask: How can you apply your knowledge in various informational texts in real life
situations?
: Is learning word strategies in inferring the meaning of borrowed words and
content specific terms in Science based texts important? Why?

H. Making generalizations and abstractions about the lesson

Ask: what are the various types if Informational texts?

I. Evaluating learning

Say: in your own words, share your insights gained about the following:

J. Additional activities for application or remediation

Say: Cut out a short selection from old newspapers or magazines for each type of
informational text. Paste them in your notebook.

5. REMARKS

6. REFLECTION

A. No. of learners who earned

80% in the evaluation

Q2 W2 D1 page 7
B. No. of learners who require
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 worked well?
Why did theses work?

F. What difficulties did I

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?

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