A DETAILED PLAN IN ENGLISH 6

Week 1 Day 2

I. Objectives:
A. Content Standard: The learner listens critically; communicate feelings and ideas
orally and in writing with high level of proficiency; and reads various text types
materials to serve learning needs.
B. Performance Standard: Construct a two-stanza poem using idiomatic expressions
correctly.
C. Learning Competencies:
1. ENGV 1b-12.4.2.1 Infer meaning of idiomatic expressions using context
clues/affixes.

II. Subject Matter: Idiomatic Expressions

Story: The Singing Four

III. References:
1. Developing Reading Power, pages 27-33
2. Across Boarders Through Reading 6, pp. 141-142

IV. Procedure:
A. Preparation:
1. Review : Let the class state the four (4) sound devices such as
onomatopoeia, alliteration, assonance & consonance.
Have some children give examples for each sound device.
B. Presentation:
1. Unlocking of Difficulties: Give the meaning of the following words (The
teacher may use the words in context)
a. Calesa d. peck
b. Forest e. crow
c. Strange
2. Ask motive questions: How do you take care of your pets?
Why do we need to show our love for our pets?
3. As a springboard of the lesson, let the class read the story The Singing
Four on pages 27-29 from the Developing Reading Power
4. After reading the story, let the children/class answer the motive questions
posted on the board.
5. Analysis and Discussion: Idiomatic expression
Go over the story read. Emphasize the meaning of the underlined
phrases used in the story:
a. To put an end kill
b. Ran away for his life escape
c. In the same boat in the same situation
d. Make a soup out of me to be cooked
e. Bed of roses an easy or comfortable life
Explain and discuss the meaning of idioms or idiomatic expressions
Idiom is a form of figurative language whose meaning cannot be
understood from the ordinary meanings of the separate words in it.

Show other sentences with idioms. Let the class give their meanings
based on context.
1. The greedy brother wants a lions share in the inheritance.
2. The speaker cracked jokers to break the ice in the first part of
the lecture.
3. The experienced worker solved the problem easily. He really
knows the rope.
 4. The councilors always give in to what the mayor wants. They
are led by the nose.

Present some more examples of idioms for further discussions.

Make a generalization on the importance of understanding the
meaning of idiomatic expressions.

Infusion of values: From the story read, give other ways of take care of
our pet animals.

V. Evaluation: (Formative Test)

Direction: Infer the meaning of the underlined idioms. Write only the letter of your
choice.

1. The leader is not the only one having difficulties. All the members are on thin ice too.
a. having a nice time c. walking on the snow
b. experiencing difficulties d. shivering with cold
2. The people drove the dictator away. Some die hard went on exile with him.
a. the poor who died
b. the healthy who did not die
c. the favorite members of the family
d. the faithful and loyal followers
3. Many beautiful women admire the rich bachelor. He has many lady friends. He is a ladies
man.
a. a playboy
b. a girl who acts like a man
c. a man who acts like a woman
d. a womans favorite
4. The project failed miserably. The members did not admit their faults. They are passing
the buck to the leader.
a. blaming c. praising
b. accusing d. ousting
5. Michelles house was included in the fire. We passed the hat around to help her.
a. give a hat c. looked for another house
b. gave some financial help d. made a hat for her

VI. Assignment: Write/Construct a two-stanza poem using idiomatic expressions.

Reflection:

Prepared by: Checked by:

SANIATA Y. GUMARU ROMEL S. TANGONAN

Teacher I Head Teacher I