(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
CLASSROOM OBSERVATION
A. Content Standards Demonstrates understanding that reading a wide range of
texts provides pleasure and avenue for self-expression and
personal development.
B. Performance Standards Uses literal information from texts to aptly infer and predict
outcomes.
C. Learning Competencies/ Objectives Knowledge: Note significant details of informational texts, PPST MODULE 7
Write the LC code for each. (ENGRC-IId-5.5) KRA 3, OBJ. # 7
Skill: Perform the assigned tasks following the given house MT I-IV RUBRIC, INDICATOR 5
rules/standards/guidelines. -Plans, manages and implements
Attitude: Show tactfulness when communicating with others, developmentally sequenced teaching and
(ENGA-IId-17) learning processes to meet curriculum
requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order
to meet curriculum requirements based on the
Curriculum Guide/CG. Parts of the DLP are
based on the PPST Modules.
II. CONTENT/TOPIC Noting Significant Details of Informational Text
A. References
1. Teacher’s Guide pages English CG for Grade 6 page 130
2. Learner’s Materials pages
3. Textbook pages Across Boarders through Language 6 pages 128-129
Into the Future: Science & Health 6 page 94
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Pictures
Smart TV, laptop, power point presentation, cartolina, realia
like perfume, cigarette and lighter
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Review: Noting Details of a Story Read PPST MODULE 2
new lesson -What interrogative words or question words do we use when MT I-IV RUBRIC, INDICATOR 2
we want to know the details of a story read or listened to? -Applies a range of teaching strategies that
enhance learner achievement in literacy and
Unlocking of Difficulties: numeracy skills.
--Show and read briefly the meaning of an informational text. MOV---Literacy in giving and understanding
the meaning of words is shown during the
Identify the meaning of the underlined words from the Unlocking of Difficulties.
choices given:
1. Air pollution has crept into every aspect of our lives PPST Module1
and has grown at alarming effect. KRA 1, OBJ. # 1
2. We don’t have to look far to find the culprit. MT I-IV RUBRIC, INDICATOR 1
3. At home, the garbage we disposed improperly emits a -Applies knowledge of content within and
foul smell and contributes a fair share of pollutants. across curriculum teaching areas.
4. Unless we are vigilant about our environment we will MOV---Science integration is visible in the text
soon find ourselves suffocating. content found in the Unlocking of Difficulties.
5. One way is to put our garbage in covered trash
receptacles. PPST MODULE 9
KRA 3, OBJ. # 9
-has spread or grown over -watchful -Selects, develops, organizes and uses
-one guilty of fault -containers appropriate teaching and learning resources,
-ejects including ICT, to address learning goals.
MOV---The difficult words and their meaning
are clearly written using ICT. Words in
sentences/ contexts are viewed through power
point presentation.
B. Establishing a purpose for the *GUESSING GAME/PREDICTING OUTCOMES PPST MODULE 9
lesson/Motivation/Motive Questions Ask: Can you guess what is inside the bag? KRA 3, OBJ. # 9
When I spray this around, what do you think will -Selects, develops, organizes and uses
happen? appropriate teaching and learning resources,
including ICT, to address learning goals.
Can you guess again what is still inside the bag? MOV---The use of realia like perfume and
What do you think will happen if I light this cigarette cigarette will be an effective Teaching Learning
with this lighter? Resource in motivating the learners.
What do you think will happen to me if I smoke a PPST Module1
cigarette for a long time? KRA 1, OBJ. # 1
Is this kind of air good to breathe? Why? MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
*Throw questions to pupils and lead them to arrive in the across curriculum teaching areas.
correct word, Air Pollution. MOV---English Language integration is
observable in the manner of questioning, such
as predicting outcomes and identifying cause
and effect relationship. Science integration is
also observable in the content of the questions
given.
C. Presenting examples/instances of the new Present the following questions: PPST Module1
lesson -What is air pollution? KRA 1, OBJ. # 1
-Why do you think there is so much air pollution in urban MT I-IV RUBRIC, INDICATOR 1
places than in rural places? -Applies knowledge of content within and
- How are urban areas different to rural areas? across curriculum teaching areas.
MOV--- Science and Araling Panlipunan
integrations are also observable in the
questions given.
D. Discussing new concepts and practicing new Present pictures about air pollution in slides and talk about PPST MODULE 9
skills #1 it. KRA 3, OBJ. # 9
-Selects, develops, organizes and uses
Ask: What can you say about each picture? appropriate teaching and learning resources,
How will you describe each picture? including ICT, to address learning goals.
To where do you think each picture belongs? Rural or MOV---The pictures are presented through the
urban? use of slides in power point presentation.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Integration of English Grammar such as
descriptive words or adjectives is observable.
E. Discussing new concepts and practicing new Presenting the informational text through power point . PPST MODULE 9
skills #2 *First reading- Silent reading of the selection in 2 minutes for KRA 3, OBJ. # 9
understanding and noting of the important details. -Selects, develops, organizes and uses
appropriate teaching and learning resources,
*Second Reading- Oral reading of the selection in 2 minutes including ICT, to address learning goals.
for correct pronunciation. MOV---The selection is presented through the
use of slides in power point presentation.
F. Developing mastery (leads to Formative Noting the significant details of the informational texts PPST MODULE 3
Assessment 3) about air pollution. KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
1. What is the selection about? -Applies a range of teaching strategies to
2. In your own words, what is air pollution? develop critical and creative thinking, as well
3. Base on the information given, what are the causes of as higher-order thinking skills.
air pollution? MOV---The questions presented in the
4. How does air pollution affects us? Formative Assessment are arranged from
5. How can you as an individual help in the prevention lower level to higher level thinking skills.
of air pollution?
6. Why do we need to prevent air pollution? PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV---Health and Value integrations are
included in the content of the questions
presented such as being helpful in order to
prevent air pollution and why do we need to
prevent air pollution.
G. Finding practical applications of concepts and Group Activity (4 groups) PPST MODULE 5
skills in daily living -Each group chooses a leader to facilitate the task to be done. KRA 2, OBJ. # 5
-House rules/standards/guidelines are set for the group to MT I-IV RUBRIC, INDICATOR 4
follow. -Manages learner behaviour constructively by
-Rating of each group presentation is based on a rubric. applying positive and non-violent discipline to
-Each group is given 15 minutes to plan on what to do on the ensure learning-focused environment.
task given. MOV---To avoid and prevent misbehaviour,
-Each group is given only up to 3 minutes to present their house rules/ standards/guidelines are set
work. before doing the activity.
MOV---Learners are given positive feedback
Group tasks: after each group presentation.
How to prevent air pollution?
1. Group 1-Express your answers through a poem. PPST MODULE 6
2. Group 2-Illustrate the solution through a poster. KRA 2, OBJ. # 6
3. Group 3-Share your ideas through a song. -Uses differentiated, developmentally
4. Group 4-Show your thoughts by presenting a role appropriate learning experiences to address
play. learners’ gender, needs, strengths, interests
and experiences.
House Rules/Standards/Guidelines: MOV---The learners are given differentiated
(Follow the mnemonic/memory device.) activities according to their strengths and
G- Give thoughtful feedback interests.
R- Respect others & their thoughts MOV---By applying differentiated activities,
O- On task all the time learners are ensured of their active
U- Use soft voices participation.
P- Participate actively
S- Stay with your group PPST MODULE 4
KRA 2, OBJ. # 4
Rubrics in Participation/Group Activities: MT I-IV RUBRIC, INDICATOR 3
POINTS INDICATORS -Manages classroom structure to engage
5 -Shows eagerness and cooperation to do the learners, individually or in groups in
task, participate actively, do great help to the meaningful exploration, discovery and hands-
group on activities within a range of physical learning
4 -Shows eagerness and cooperation to do the environments.
task, good followers only MOV---The utilization of learning environments
3 -Participated but late, with teacher’s supervision such as study area outside the classroom and
2 -Activity was done but does not show eagerness the room structuring arrangement for group
to participate or cooperate activity purposes is observed.
1 -No interest in participating the activities
Group Presentations
- 3 minutes only for each group presentation
Prepared by:
EVA M. CORVERA
Master Teacher 2