Republic of the Philippines

Department of Education
Region X-Northern Mindanao
School Division of Bukidnon
DAMULOG SOUTH DISTRICT
MACAPARI CENTRAL SCHOOL
SCHOOL MACAPARI CENTRAL SCHOOL GRADE LEVEL: VI

TEACHER: CHENLLY R. CATEDRAL LEARNING ENGLISH

AREA:
TEACHING QUARTER : 2ND QUARTER
DATE AND
TIME:

[Link] ANNOTATIONS

The learners should be able to

demonstrate command of conventions
A. Content Standards
of Standard English Grammar and
usage when writing and speaking

The learner uses the correct function of

B. Performance nouns, pronouns, verbs, adjectives, and
Standards adverbs in general and their functions
in various discourse (oral and written)

C. Learning At the end of the lesson the learners

Competencies/ are able to:
Objectives A. Identify and use adverbs of place
(Write the code for and time in clear and coherent
each LC) sentences.
B. Show willingness and confidence
in expressing ideas using adverbs
of place and time in oral and
written activities.
C. Compose clear and coherent
sentences using appropriate
Grammatical structures: Adverbs
of place and time - EN6G-IIf-
6.5

[Link] Adverbs of Place and Time

III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Curriculum Guide Page 131
3. Textbook Pages 147-148
B. Other Learning Activity sheets, pictures, chart, bond
Resources paper, box, stuff toy, copy of music,
PowerPoint presentation, cut out words
IV. PROCEDURES Preliminaries:

The class will begin with a prayer.

At the beginning of the

class, learners often feel
The teacher will say: nervous and hesitant to
participate, which can affect
Good morning class. How are you? I their engagement and
hope you are doing well so that you can learning. As a teacher I need
have a meaningful learning today. to create an atmosphere
where they feel comfortable.
I will use simple questions to
connect with the learners
and help them feel relaxed
and confident during our
class. I will use gesture to
make learners feel
comfortable. As a result,
learners became more
relaxed, confident, and
willing to engage in class
activities, leading to
improved participation and
a positive learning
environment.

Use effective verbal and

non-verbal classroom
communication strategies to
support learner
understanding,
The teacher will then proceed to the participation, engagement
checking of attendance. and achievement

Then setting up classroom rules by

reading the class commitment.
In my Grade 6 class, they
may display different
My Class Commitment behaviors that why as
teacher I will ensure a safe
I am committed to listen if someone is and respectful environment
talking for everyone. I will
implement a positive and
I am committed to raise my hand if I
non-violent classroom
want to say / ask something to be management approach by
heard following classroom rules
I am committed to cooperate in all and consistent routines. This
class activities and do my best to gain will help learners feel
secure, understand
success
expectations, and remain
focused on learning.”

This approach is supported

by B.F. Skinner’s Behaviorist
Theory, which explains that
pupils learn best when
positive behavior is
reinforced and clear
consequences are in place
 The teacher will say:

Yesterday, we have learned about the root

word and affixes (the prefix and the suffix).
In our English lesson,
Before we proceed to our next lesson this students are learning about
morning, we will read these sentences first. affixes (prefixes and
After reading, identify the words that have suffixes) and how they
affixes (prefix or suffix). Write the word, change word meanings. To
then underline the prefix and the suffix if make learning more
there is. Raise your hand if you want to meaningful, I connected
A. Reviewing answer. English to Science and
previous lesson or Math. Students identified
Ana was very curious in class. In Math, she words with affixes in these
presenting the
subjects, such as triangle
new lesson learned the word triangle and subtraction.
and subtraction in Math,
Later in Science, she learned microscope, and microscope and
microorganism and biology. microorganism in Science.
My learners can see that
affixes are not only part of
English grammar but are
also important in other
subjects. This connection
helps them apply what they
learn in English across
different subject areas.
Apply knowledge of content
within and across
curriculum teaching areas

B. Establishing a The teacher will say: In this interactive activity,

purpose for the I have here a stuff toy and you will pass students pass a stuffed toy
the stuff toy while the music is playing. around the classroom while
lesson
When the music stops, the person who integrating music into the
have the stuff toy will pick something lesson. When the music
inside this box and will explain what he/she stops, the student holding
have picked using the guided questions. the toy picks a picture from
a box and responds to
guided questions based on
Okay let’s start. the image. The task requires
students to express their
Picture 1: The baby is sleeping. thoughts about the pictures.
They must also listen
Question: attentively to the music to
What can you say about the picture? know when to participate.
When do you think the people sleep? Students actively engage in
Where do you think the people sleep? the activity by passing the
toy, listening for the music
to stop, and then
Picture 2: The teacher is teaching
articulating their responses
What can you say about the picture? to the guided questions.
When do you think the teacher teach? This encourages critical
Where do you think the teacher teach? thinking and real-life
connections as they explain
Picture 3: People swimming at the beach their thoughts about the
When do people usually have swimming? scenarios depicted in the
Where do people usually have their pictures. While doing this
swimming? activity it also fosters a
lively and participatory
classroom environment
The teacher will say:
where learners enhance
their language skills,
What do you think is our lesson for today? improve their listening
That right Adverbs of time and Place. abilities, and enjoy a fun
 learning experience. By
That’s right, adverbs of time and place. integrating music, students
remain engaged and
motivated, making the
lesson memorable and
effective.

Apply knowledge of content

within and across
curriculum teaching areas

Apply a range of teaching

strategies to develop critical
and creative thinking, as
well as other higher-order
thinking skills.

Maintain supportive learning

environments that nurture
and inspire learners to
participate, cooperate and
collaborate in continued
learning
The teacher will say: As a teacher, I aim to
enhance my learners
What do you think is an adverb? understanding of adverbs,
focusing specifically on
adverbs of time and place.
Exactly, adverbs are words that modify the
So, I provided series of
verb, adjective and another adverb. examples for them to be
able to understand the
Do you know what are the kinds of Adverb? lesson. In this kind of
approach, I am able to
Yes, adverb of manner, adverb of time, transfer knowledge to my
adverb of place and adverb of frequency. learners.

But today we are going to focus on adverbs

C. Presenting of time and place.
examples/
instances of the The words that you have answered earlier
new lesson are the examples of adverbs of time and
place.

Notice the example given. The underline

words are adverbs of time and place.

The people usually sleep at night.

They sleep in their beds.
The teacher teaches during the day.
The teacher teaches in the classroom.
People usually swim during summer.
People usually swim at the beach or at the
pool.

D. Discussing new A. Adverbs of Place tell us where an In this lesson, some learners
concepts and action or situation happens. It can also struggled to understand the
express movement. It also indicates both different types of adverbs
practicing new and how to use them
skills #1 location and movement. It answers the
correctly. I needed to help
question where.
them grasp adverbs of time
Examples: and place, including special
[Link] looked around but he couldn’t see forms like -where and -
the monkey. wards, in a way that was
2.I searched everywhere I could think of. clear and easy to
3.I’m going back to school. understand. I showed
[Link] in! examples of sentences,
[Link] built a house nearby. explained when, where, and
for how long actions
happen, and guided them to
a. Adverbs here and there are placed at
identify and use adverbs in
the beginning of the sentence in their own writing and
exclamations or when emphasis is needed. speaking. As a result,
They are followed by a verb if the subject learners became more
is a noun or pronoun confident in recognizing and
Examples: applying adverbs, improving
[Link] comes the bus! both their writing and
[Link] goes the bell! speaking skills.

b. Adverbs of place that end in -where,

express the idea of location without
specifying a specific location or direction.
Examples:
1.I would like to go somewhere warm on
my vacation.
[Link] there anywhere can find a perfect
plate of spaghetti around here.
c. adverbs of place that end in -wards,
express movement in a particular
direction.
Examples:
[Link] don’t usually walk backwards.
[Link] balloon drifted upwards

d. Some of the adverbs of place express

both movement and location.
Examples:
1. The child went indoors.
[Link] always flows downhill.

B. Adverbs of Time tell us when an action

happened and also for how long.

Examples:
[Link] –today, yesterday, later, now, last
year
[Link] how long –all day, not long, for a
while, since last year
3. Days- Monday -Friday

a. Adverbs of time that tell us when are

usually placed at the end of the sentence.
Examples:
[Link] will watch a movie tonight.
2.I need to leave now.

B . All adverbs of time that tell us when

can be placed at the beginning of the
sentence to emphasize the time element.
Some adverbs may be placed before the
verb.
Examples:
[Link], I will ride a motorcycle to school.
[Link] will later talk to my teacher about
my absence.

c. For how long adverbs of time are usually

 placed at the end of each sentence.
Examples:
[Link] stayed in the Bear’s house all day.
[Link] mother lived in France for a year

When adverbs of time and place are

used together in a sentence, the
adverbs of place come first before the
adverbs of time
Ex: The family decided to have lunch at
the beach (place) last Saturday (time).

However, an adverb of time may be

placed at the beginning of the sentence
for emphasis.
Example: Last Sunday (time), The
family has a picnic at the beach (place)

Activity: “Adverbs, My Way”

Some learners may find it
Instructions: hard to understand and
use adverbs of time and
1. Give the class a list of adverbs of time place, and they can lose
(yesterday, today, tomorrow) interest with traditional
and place (here, there, outside, inside). activities. I wanted to
create a lesson that let
2. Let learners choose one simple them learn in ways that
task based on what they enjoy: are fun and suit their
Option A (Writing): Make 1 interests. That’s why I
sentences using any of the adverbs. designed the “Adverbs,
My Way” activity, giving
Option B (Drawing): Draw yourself
them a list of adverbs and
doing something letting them choose to
(ex: playing outside yesterday) and write a sentence, draw a
label it with the adverb. labeled picture, or say a
E. Discussing new Option C (Speaking): Say one sentence aloud,
concepts and sentence aloud using an adverb of time depending on what they
practicing new or place. enjoy and feel confident
skills #2 3. After the activity, a few volunteers can doing. A few volunteers
share their work with the class. shared their work with
the class. In the end,
students were more
engaged and confident,
showed they understood
adverbs of time and
place, and I was able to
check their learning in a
relaxed, informal way.

Use differentiated,
developmentally
appropriate learning
experiences to address
learners' gender, needs,
strengths, interests and
experiences
 Activity: “Sentence Correction and
Feedback” I used this activity to help
learners practice using
adverbs of time and place
correctly while giving them
1. Give learners a set of incorrect immediate, constructive
sentences that misuse adverbs feedback. By correcting
of time and place. sentences, students actively
apply their understanding
and learn from their
Examples: mistakes. Sharing their
corrected sentences with
a. I will go to the park peers encourages
here. engagement, reinforces
proper usage, and helps me
b. I will watch a movie provide timely guidance to
F. Developing mastery
backward. improve their performance
(leads to Formative
Assessment 3) 2. Ask learners to rewrite the
sentences correctly.
3. Once completed, review their Use strategies for providing
timely, accurate and
sentences immediately: constructive feedback to
o Provide positive feedback improve learner
for correct usage. performance
o Give constructive
feedback for mistakes,
explaining why the adverb
placement or form was
wrong and how to correct
it.
4. Encourage learners to share
their corrected sentences with
a partner or the class.

G. Finding practical Adverb Sorting Game”

applications of concepts Instructions: I used this activity to create
and skills in daily living a supportive and engaging
learning environment where
 Prepare cards with adverbs of learners work in groups to
time (yesterday, today, sort adverbs of time and
tomorrow, soon) and place (here, place. By collaborating and
there, inside, outside). explaining their choices,
students participate
 Divide the class into small actively, learn from each
groups. other, and build confidence
 Each group sorts the cards under in using adverbs correctly.
the correct category. This encourages
 Groups explain their choices to cooperation, discussion, and
continued engagement in
the class. the lesson. The teacher will
remind the pupils to
cooperate with the group.
Throughout, the teacher will
use research-based
principles to maintain an
environment that respects
and values each learner,
encouraging collaboration
and creativity. As a result,
pupils will deepen their
understanding about
adverbs of time and place.

This activity is supported by

 Jean Piaget – who
emphasized that learners
construct knowledge
through active engagement
and interaction with their
environment and Lev
Vygotsky – highlighted the
importance of social
interaction and collaboration
in learning, especially
through the concept of the
Zone of Proximal
Development (ZPD).

Maintain supportive learning

environments that nurture
and inspire learners to
participate, cooperate and
collaborate in continued
learning
What are the two types of adverbs As a teacher, I understand
that we have discussed today? that my students come from
a variety of linguistic,
cultural, socio-economic,
What is an adverb of time? and religious backgrounds,
which makes it crucial for
What is an adverb of place? me to create a classroom
that values their unique
experiences. I invite my
Activity: “My Day, My Way” students to reflect on their
daily routines and cultural
Instructions: practices by asking them
questions that encourage
personal expression using
Ask learners to think about a typical adverbs of time and place.
day in their household or culture or For instance, I might ask,
about their religious backgrounds. "What time do you usually
H. Making wake up?" or "Where do you
generalization and What time do you usually wake up in the have breakfast each day?"
morning? This encourages them to
abstractions about the share their typical days and
lesson Where do you have breakfast each day?
connect their language use
When do you typically go to school or to their own lives. By doing
work? this, I foster a learner-
Where do you spend your lunch break? centered culture that
When do you usually go to bed at night? promotes inclusivity,
Where do you often hang out with friends encourages engagement
after school? with the language, and
What time do you usually have dinner with builds a strong sense of
your family? community. Ultimately, I
Where do you go every Sunday? aim to empower my
students to express their
identities in a supportive
and welcoming environment

Establish a learner-centered
culture by using teaching
strategies that respond to
their linguistic, cultural,
socio-economic and
religious backgrounds
V. Evaluation “ Spot the Adverb of Time and Place ” Some students find it hard
to spot adverbs of time and
place in sentences, and they
1. I will finish my homework
sometimes struggle to use
 them correctly in their own
tomorrow. writing. To help, I created
the ““ Spot the Adverb
of Time and Place
2. She called me earlier. ”activity. Using sentences
like “I will finish my
3. We went to the park yesterday. homework tomorrow” and
“The children are playing
4. The children are playing outside. outside,” I guided students
to notice the words that
show when or where an
5. I left my backpack in the action happens. I also gave
classroom timely feedback to help
them understand and fix
any mistakes. As a result,
students became more
engaged, gained a better
understanding of adverbs,
and were able to use them
correctly in their own
sentences.

Some learners struggle to

identify and use adverbs of
time and place, and they
may have difficulty applying
“Adverb Sentence Composition” them in meaningful
sentences. To address this, I
created the task which is an
Instruction: called an “Adverb
Sentence Composition”,
Compose clear and coherent sentences where learners write 2
using adverb of time and place. Write 2 sentences using adverbs of
sentences using adverbs of time and 3 time and 3 sentences using
sentences using adverbs of place. adverbs of place. I
structured the lesson in a
developmentally
Adverb of Place sequenced way, starting
with recognizing adverbs
1. and gradually moving
toward independent
2. sentence construction in
order to meet the designed
objectives. While students
Adverb of Time worked, I monitored their
progress and provided
3. timely, constructive
feedback. As a result,
students practiced using
4. adverbs in context,
improved their writing and
5. grammar skills, and
demonstrated
understanding in a
supportive and engaging
learning environment.

Plan, manage and

implement developmentally
sequenced teaching and
learning process to meet
curriculum requirements
and varied teaching
contexts
VI. Additional activities At home, use the following adverb to form In my classroom, I want to
 a sentence. help learners understand
Example: Outside- The learners went the use of adverbs by
outside play. creating sentences that
for application or 1. inside incorporate them into
everyday contexts. So, I am
remediation 2. Every night
giving them specific verbs to
3. Damulog form a sentence. This
4. Tomorrow activity enhances their
5. Classroom ability to use adverbs clearly
and appropriately.
[Link]
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
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 these work?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?

Prepare by: Checked and reviewed by:

CHENLLY R. CATEDRAL EDELIA Q. PICO

Teacher Master Teacher

Noted by:

EARL FELIX P. VALMORIDA,JR.

School Principal