ORMOC CITY CENTRAL

GRADES 1 to School: SCHOOL Grade Level: V-

12 Teacher: MARIETTA R. DIZON Learning Area: ENGLISH
DAILY
LESSON Teaching Dates SEPTEMBER 13, 2023
PLAN and Time: (WEEK 3) Quarter: 1ST QUARTER

WEDNESDAY
I. OBJECTIVES Infer the theme of a literary text.
A. Content Standards

B. Performance Standards
C. Learning Use compound and complex sentences to show cause and effect and problem-
Competencies/Objectives solution relationship of ideas EN5G-IVa-1.8.1
Write for the LC code for each
II. CONTENT Inferring the theme of a Literary Text.
Selection: Thundering Water
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 15
2. Learner’s Materials pages
3. Textbook pages Pages 19-20
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/
charts, worksheets
IV. PROCEDURES

A. Review previous lesson or Elements of a Narrative

presenting the new lesson Give emphasis on “Theme”
B. Establishing a purpose for the Show pupils pictures representing
lesson Love, peace, friendship, happiness, among other themes.
Ask:Which picture represents love?peace?friendship?happiness?
Why?
C. Presenting Direct the pupils to the definition found on page 20. Have them read the definition and
examples/instances of the new explanation aloud. Have pupils supply other universal truths, topics, or quotes that they
lesson know which may be considered as ways of expressing themes.
D. Discussing new concepts and Ask: What is the theme of the reading text “Thundering Water”?
practicing new skills #1 How did you know that the theme could be concern for others? How is this shown by the
characters? How does the setting help in the development of the theme? What event or
events in the story enable the characters to show concern for others?
E. Discussing new concepts and Group Activity: 4 members each.(Reciprocal Teaching)
practicing new skills #2 Have each member of the group pick a task card to identify each pupil’s role:summarizer,
questioner,clarifier and a predictor.(visualizing, making connections, questioning the
author and inferencing).
Explain the task of each member:Summarizer will highlight
key ideas ,
Questioner, will pose
questions about the
selection(unclear parts,
puzzling information,
connections to other
concepts already learned
Clarifier, will address
confusing parts and
attempt to answer the
the questions that were
just posed.
Predictor, can offer
predictions.
Distribute the short story for each group.
Have the pupils read the story assigned to them.Encourage them to use note-taking
 strategies(selective underlining)
Give the group enough time for their task.
Have a discussion with each group.From then, infer the theme of the story.
Appreciate the work of each group.

F. Developing mastery See worksheet/chart

Discuss the pupils’ answers. Feedback
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and Ask: How to identify the theme of a narrative?
abstractions about the lesson
I. Evaluating learning See worksheet/chart

J. Additional activities for Determine what the theme is for each story.Write in complete sentences.(see chart)
application or remediation

V. REMARKS
VI. REFLECTION
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 with the lesson.
D. No. of learners who continue
to require remediation.

E. Which of my teaching ___Yes ___No

strategies worked well? Why did ____ of Learners who caught up the lesson
these work? 
F. What difficulties did I ___ of Learners who continue to require remediation
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized Strategies used that work well:
materials did I use./discover ___Metacognitive Development: Examples: Self assessments, note taking and studying techniques,
which I wish to share with other and vocabulary assignments.
teachers? ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and
projects.

___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.

___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to
use, and providing samples of student work.

Other Techniques and Strategies used:

___ Explicit Teaching___ Group collaboration___Gamification/Learning throuh play___ Answering
preliminary activities/exercises
___ Carousel___ Diads___ Differentiated Instruction___ Role Playing/Drama___ Discovery Method
 ___ Lecture Method
Why?
___ Complete IMs___ Availability of Materials___ Pupils’ eagerness to learn___ Group member’s
Collaboration /cooperation in doing their tasks___ Audio Visual Presentation of the lesson

Prepared by: Noted:

ELVIRA M. DE LEON
MARIETTA R.DIZON P - III
MT - I