Lesson Plan in English
Grade VI
Date Observed: April 28, 2021
I. Learning Objective:
Identify the elements in a story; and
Evaluate narratives based on how the author developed the
elements; setting and characters.
(EN6RC-Ig-2.24.1, EN6RC-Ig-2.24.2)
II. Subject Matter: Evaluate narratives based on how the author developed the
elements: Setting and Character
(EN6RC-Ig-2.24.1, EN6RC-Ig-2.24.2)
A. Skill: Reading Comprehension
B. Reference: MELC Grade VI, Youtube Video Presentation
C. Materials: Cartolina strips, Pictures, PowerPoint Presentation, Handouts
III. Instructional Procedure:
A. Preliminary Activities
Setting of Protocols:
Observe social distancing.
Wear face mask and face shield.
1. Drill: PICTURE showing.
Ask: What movie or story thus they represented?
(Encourage pupils’ active participation in sharing their ideas.)
1. 3.
2. 4.
2. Review:
Let pupils answer the question.
1. Can you now give your own viewpoints on the present situation about why
movie houses or theaters are closed?
3. Motivation :
Ask: From the picture presented awhile back, what is your favorite
story/movie? Why did you like it?
(Accept all answers, ask the class to clap their hands for those who shared
their ideas.)
B. Developmental Activities:
A. Pre – Reading
Setting of standards during Pre – reading
Everybody should participate
Read each sentence clearly with correct pronunciation and intonation
B. Unlocking of difficulties
Read each sentence and supply the missing word to complete each thought. Choose
the word from the box. (ICT INTEGRATION)
Characters Time and Place Opinion
Author Vivid and interesting Traits
[Link] setting of the story is the _____________ (or when and where) of the story happens.
2. _________________ refer to the persons, animals, beings, creatures, or things around which
the story revolves.
3.___________ refer to the specific qualities or characteristics of a person, animals, beings,
creatures, and things involved in the story.
4._________ is a person who writes or creates a story or literary works.
[Link] setting of the story makes it __________________.
C. Presentation of the Lesson:
Read and understand the story below. Then, find the setting and the characters of
the story.
The Fox and the Crow
By: Aesop
One day, a Fox saw a Crow flew off with a piece of cheese in its beak and settled on a
branch of a tree.
“That’s for me, as I am a fox, “whispered the Fox. And he walked up to the foot of the
tree.
“Good day, Crow,” he cried. “How well you are looking today. How glossy your
feathers are and how bright your eyes are. I feel sure your voice will surpass that of other birds,
just as your figure does. Let me hear but one song from you that I may greet you as the queen of
birds.”
The Crow lifted up her head and began to caw her best, but the moment she opened her
mouth the piece of cheese fell to the ground, only to be snapped up by the master Fox.
“That would do,” said the Fox. “That was all I wanted. In exchange for your cheese, I
will give you a piece of advice for the future: “Do not trust flatterers.
SETTING
TIME PLACE
CHARACTER
PROTAGONIST TRAITS ANTAGONIST TRAITS
D. Activity Proper/Differentiated Activities:
Group the class into three. Each group will evaluate/narrate the story based on the following
elements: Setting, Character and Traits
a. Group 1 – Make a story grammar (Title, author, character, traits and
setting)
b. Group 2 – Make a Venn Diagram (Setting)
c. Group 3 – Act out the character in the story assigned to you.
(Teacher provides materials to be used.)
E. Processing the Activities:
Let the pupils post their work on the board and process their answers
F. Generalization
How did find the activity?
What have you learned?
Why is it important to identify the setting and characters in the
story?
Lead the pupils to generalize as follows:
A narrative is a story that you write or tell to someone, usually in great
detail. A narrative can be a work of poetry or prose, or even song, theater, or
dance. Often, a narrative is meant to include the "whole story. In this lesson,
G. Application: Short Video Clippings
In your daily interactions with social media, how does this lesson will help you?
IV. Assessment
Direction: Read each passage from the different narratives. Identify the characters and the
setting. Write your answers on your answer sheet.
1. Two young boys, Kenneth, and Kit, pitched Little League
Baseball one summer. Kenneth’s curve wasn’t easy to hit
and Kit’s fastball was really a hummer.
Character: Setting:
______________
2. It was strange to see elephants playing in the zoo, and to
hear them both greeted with cheers. But it merely confirmed
the old saying- Little elephants really do have big ears.
Character: Setting:
__________________
3. Samantha was a good girl, who always tried to do her duty.
She did the cooking and the sweeping, while sister Grace
was upstairs sleeping in her room, until a jaguar, for his
dinner, devoured Grace that lazy sinner. Then Samantha
forced to dine alone.
Character: Setting:
__________
___
V. Home Activity
Identify the elements using the pictures. Write characters or setting on the blank. Write your
answer on the space provided.
1.
2.
3.
4.
5.
Prepared by:
KIMBERLEY G. DULOS
Teacher I
fly off/ fly away
1. To leave a particular place by flying, as of a [Link] birds all flew off when they heard us coming.
2. To depart some place or thing [Link], Paulina flew off earlier today because she had to be in
Baltimore by noon.
3. To travel to a particular destination by flying, as on an [Link], I guess I won't see you this wee
kend if you're flying off to Paris.
4. To suddenly become very upset, angry, or [Link]'t fly off into a fit—we can fix this problem.
v. whis·pered, whis·per·ing, whis·pers/ low voice
[Link].
1. To speak softly.
2. To speak quietly and privately, as by way of gossip, slander, or intrigue.
3. To make a soft rustling sound.
[Link].
1. To utter very softly.
2. To say or tell privately or secretly.
gloss·y/sparkling
(glô′sē, glŏs′ē)
adj. gloss·i·er, gloss·i·est
1. Having a smooth, shiny, lustrous surface: glossy satin.
2. Superficially and often speciously attractive; showy: glossy trendsetters.
sur·pass/excel
(sər-păs′)
tr.v. sur·passed, sur·pass·ing, sur·pass·es
1. To do more than or be superior to: surpassed her classmates in academic honors. See Synonyms at
excel.
2. To be beyond the limit, powers, or capacity of; transcend: misery that surpasses comprehension.
3. To be greater than, as in degree or quality; exceed: The cost of the project surpassed its budget proj
ections.
v. fig·ured, fig·ur·ing, fig·ures/ shape/physique/body
v. tr.
1. Mathematics To calculate with numbers: figured the sum to be nearly a million.
2. To make a likeness of; depict.
3. To adorn with a design or figures.
Caw/screaming
(kô)
n.
The hoarse raucous sound that is characteristic of a crow or similar bird.
intr.v. cawed, caw·ing, caws
To utter such a hoarse raucous sound.
Harsh cry of a crow
snap up/grab
To purchase or acquire something quickly before anyone else has the chance. To take possession or
control of something, especially something elusive
Flatterer/ complimenter
(ˈflætə)
vb
1. to praise insincerely, esp in order to win favour or reward
2. to show to advantage: that dress flatters her.
One who flatters
A person in attendance at a royal court
