DETAILED

LESSON
PLAN IN
ENGLISH 6
(First Quarter)
 Development Team
Province: SORSOGON Division EPS: LIDA R. ALCANTARA
Subject Area: ENGLISH Grade Level: 6
Name of Teacher Position School Role in the DLP Date of Accomplishment
Development
Jean Lyn L. Barte Teacher III Irosin Central School Writer March 25, 2019
Vivian [Link] Teacher I Irosin Central School Writer March 25, 2019
Rosanna L. Abarnas Teacher II Monbon E/S Writer March 25, 2019
Anna Marie G. Teacher III San Agustin E/S Writer March 25, 2019
Balderama
Arianne S. Baňega Teacher II Carriedo E/S Writer March 25, 2019
Bobby S. Albor Teacher II Bulan North CS-A Writer March 25, 2019
Ruby L. Hernandez Teacher III Bulan North CS-B Writer March 25, 2019
Rose G. Gernandizo Teacher I Dolos E/S Writer March 25, 2019
Joan G. Ambata Master Teacher II Bulan South C/S Writer March 25, 2019
Mellany M. Guray Master Teacher II Bulan South C/S Writer March 25, 2019
Azel B. Hilis Master Teacher I Casiguran Central Writer March 25, 2019
School
Rosario D. Hitosis Master Teacher II Trece Martirez E/S Writer March 25, 2019
Erene H. Binalla Teacher III Rizal E/S Writer March 25, 2019
Maricel R. Hajas Teacher I San Juan E/S Writer March 25, 2019
Ramonelle D. Oribiada Teacher III Burgos E/S Writer March 25, 2019
Albert E. Estrellado Master Teacher II Gubat North C/S Writer March 25, 2019
Anatolio E. Farenas Teacher III Gubat North C/S Writer March 25, 2019
Ronnoel D. Nicolas Teacher III Carriedo E/S Writer March 25, 2019
Elvira E. Divinagracia Master Teacher II Sta Ana E/S Writer March 25, 2019
Jenny E. Padilla Teacher II Gubat South C/S Writer March 25, 2019
Aireene Mae V. Elli Teacher I Pilar I C/S Writer March 25, 2019
Janice V. Lumbao Master Teacher I Pilar I C/S Writer March 25, 2019
Lovelyn C. Arong Teacher III Pilar I C/S Writer March 25, 2019
Julius A. Ranoco Teacher I Pinagsalog E/S Writer March 25, 2019
Cynthia L. Mantes Teacher I Calpi E/S Writer March 25, 2019
Jennylyn G. Fortuno Teacher II Tabon Tabon E/S Demo Teacher March 15, 2019
Ivy C. Milan Teacher III Irosin C/S Demo Teacher March 15, 2019
Goldine F. Barcelona Teacher I Gumapia E/S Demo Teacher March 15, 2019
Melba G. Galopa Teacher III Carriedo E/S Demo Teacher March 15, 2019
Cherelyn H. Elegado Master Teacher I Monbon E/S Demo Teacher March 15, 2019
April Grace A. Albor Teacher I Dolos E/S Demo Teacher March 15, 2019
Mark Louie E. Godoy Teacher I Dolos E/S Demo Teacher March 15, 2019
Jennifer G. Jesalva Master Teacher I Bulan South CS Demo Teacher March 15, 2019
Vanessa Antonette G. Teacher II Bulan South CS Demo Teacher March 15, 2019
Golpo
Gina H. Desalisa Teacher III Colambis E/S Demo Teacher March 15, 2019
Jeane S. Tamayo Teacher III Rizal E/S Demo Teacher March 15, 2019
Rowena J. Lagare Teacher I Cagdagat E/S Demo Teacher March 15, 2019
Ralh [Link] Teacher II Casiguran C/S Demo Teacher March 15, 2019
Alice R. Habla Teacher I Gubat North C/S Demo Teacher March 15, 2019
Evelyn E. Farenas Teacher III Carriedo E/S Demo Teacher March 15, 2019
Mary Grace E. Teacher III Sta. Ana E/S Demo Teacher March 15, 2019
Encinares
Maryjane J. Lagonoy Teacher I San Ignacio E/S Demo Teacher March 15, 2019
Melody E. Enrera Teacher II Casili E/S Demo Teacher March 15, 2019
Elmer B. Magalona Teacher III Binanuahan E/S Demo Teacher March 15, 2019
Shiela M. Cabarles Teacher I Lumbang E/S Demo Teacher March 15, 2019
Lordgie Eman R. Osila Teacher II San Antonio E/S Demo Teacher March 15, 2019
Christian B. Daco Teacher I Guiron E/S Demo Teacher March 15, 2019
Georgia Aliza Ll. Teacher I Provenir E/S Demo Teacher March 15, 2019
Perete
Yolanda L. Lucaňas Teacher III Naspi E/S Demo Teacher March 15, 2019
Princess Anne G. Head Teacher QA/Validator April 24, 2019
Grajo
Ines P. Galon Principal I Tabon Tabon E/S QA/Validator April 24, 2019

ii
Julius A. Ranoco Teacher I Pinagsalog E/S QA/Validator April 24, 2019
Joey A. Habla Head Teacher QA/Validator April 24, 2019
Edna M. Lolo Principal I Binanuahan E/S QA/Validator April 24, 2019
Liny B. Grefal OIC-PSDS Bulan III District QA/Validator April 24, 2019
Cecilia B. Bolaňos Head Teacher III Gallanosa NHS QA/Validator April 24, 2019
Evangeline B. Meteoro Principal I Quezon NHS QA/Validator April 24, 2019

iii
 TABLE OF CONTENTS

CONTENT PAGE

Day 1 --------------------------- 1
Day 2 --------------------------- 8
Week 1 Day 3 --------------------------- 13
Day 4 --------------------------- 20
Day 5 --------------------------- 26

Day 1 --------------------------- 33
Day 2 --------------------------- 40
Week 2 Day 3 --------------------------- 49
Day 4 --------------------------- 58
Day 5 --------------------------- 66

Day 1 --------------------------- 74
Day 2 --------------------------- 81
Week 3 Day 3 --------------------------- 88
Day 4 --------------------------- 98
Day 5 --------------------------- 103

Day 1 --------------------------- 112

Day 2 --------------------------- 120
Week 4 Day 3 --------------------------- 129
Day 4 --------------------------- 137
Day 5 --------------------------- 150

Day 1 --------------------------- 158

Day 2 --------------------------- 168
Week 5 Day 3 --------------------------- 172
Day 4 --------------------------- 176
Day 5 --------------------------- 182

Day 1 --------------------------- 187

Day 2 --------------------------- 195
Week 6 Day 3 --------------------------- 206
Day 4 --------------------------- 212
Day 5 --------------------------- 216

Day 1 --------------------------- 222

Day 2 --------------------------- 228
Week 7 Day 3 --------------------------- 235
Day 4 --------------------------- 242
Day 5 --------------------------- 251

iv
 Day 1 --------------------------- 256
Day 2 --------------------------- 262
Week 8 Day 3 --------------------------- 274
Day 4 --------------------------- 282
Day 5 --------------------------- 290
--------------------------- 296

Week 9 Day 1 --------------------------- 305

Day 2 --------------------------- 314
Day 3 --------------------------- 320
Day 4 --------------------------- 329
Day 5 --------------------------- 334

Week 10 Day 1 --------------------------- 339

Day 2 --------------------------- 347
Day 3 --------------------------- 354
Day 4 --------------------------- 361

v
 Grade
School:
Level: VI
Learning
Teacher: ENGLISH
Area:
Teaching Dates and Time: Week 1 Day 1 Quarter: 1ST QUARTER

I. OBJECTIVES Monday

A. Content Standards The learners …

 Demonstrate understanding of text types to listen for
the different purposes from a variety of texts. (LC)
 Demonstrates understanding of non – verbal
communication to communicate with others. (A)
B. Performance The learners…
Standards  Uses linguistic cues to effectively construct meaning
from a variety of texts for a variety of purposes. (LC)
 Applies knowledge of non-verbal skills to respectfully
give the speaker undivided attention and
acknowledge the message.(A)
C. Learning Competency:
Competencies  Analyze sound devices (onomatopoeia,
(Write the LC code alliteration, assonance, personification, irony and
for each) hyperbole) in a text heard. (EN6LC -1a 2.3.1,
EN6LC -1a 2.3.6, EN6LC -1a 2.3.3, EN6LC -1a
2.3.8, EN6LC -1a 2.3.2,EN6LC -1a 2.3.7)
 Observe politeness at all times. (EN6A – 1a 16)
Specific Objectives:
After the discussion learners are expected to;
A. Identify sound devices used in a text heard;
B. Recite the lines that contain sound devices in a text
heard;
C. Observe politeness at all times.
II. CONTENT Sound Devices
(Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teachers Guide 1-6
pages
2. Learners Material
Pages
3. Textbook pages English For You And Me (Reading) pages 51-52 English
For All Times 6 1999. Pages 144-146 English Arts I 2000
pages 40-44, 187
4. Additional Activity Sheets in English 6 (Quarter 1: Week 1)
Materials from
LRDMS
B. Other Learning
Resources

1
IV. PROCEDURE
A. Reviewing The teacher presents a tongue twister.
previous lesson or
presenting the She sells seashells on the seashore.
new lesson
Let the pupils recite the tongue twister and ask the
following questions:

1. How did you find reciting the tongue twister?

2. What do you notice about the words used in the tongue
twister?

B. Establishing a The teacher presents the objectives of the lesson.

purpose of the Say: Today you will;
new lesson A. Identify sound devices used in a text heard;
B. Recite the lines that contain sound devices in a text
heard;
C. Observe politeness at all times.
C. Presenting Let’s Try This”
Examples/ The teacher reads the following sentences with emphasis
instances of the on the highlighted words in each number. Then let the
new lesson pupils recite the sentences.
(Presentation) 1. Kaboom! The bite of dynamite cut deep inside the
earth! (excerpt from “Kaboom!” by Denise Rodgers)
2. Peter Piper picked a peck of pickled pepper.
3. Alone, alone, all, all alone,
Alone on a wide wide sea! (excerpt from “ The Rime
of Ancient Mariner” by Samuel Taylor Coleridge)
4. Water rushing, gushing, pushing past the limits of
the edge. (excerpt from “ Great Lakes Rhythm &
Rhyme)
What have you noticed in each sentence?
Which word in the first sentence creates a sound that
suggests its meaning?
Are there emphasized sounds in second, third, and fourth
sentences?
Are there repeated sounds? Can you identify them?
What sound devices are used in each sentence?

Discuss:
Poems are pieces of writing written in separate lines that
usually have figurative language, repeated regular and
irregular rhythm, and rhyme. They convey experiences,
ideas, or emotions in a vivid and imaginative way.

Poems also have sound devices. Sound devices are tools

used by poets to convey and reinforce the meaning or
experience of poetry through the skillful use of sound. After
all, poets are trying to use a concentrated blend of sound
and imagery to create an emotional response. In poetry, the
words and their order should evoke images, and the words
themselves have sounds, which can emphasize or
otherwise clarify those images.

2
 Since poetry is basically rhythmical, it heavily relies on
sound devices to create a musical effect. The following are
types of sound devices:

1. Onomatopoeia. This is a sound device which refers

to the use of words whose sounds suggest their
meanings.
Examples: The bang of a gun
The buzz of a bee.
The hiss of a snake
The pop of a firecracker.
2. Alliteration. This is the repetition of the same initial
consonant sounds of at least two words in a line of
poetry.
Example: The frog frolicked frivolously on
the forest floor.
Little skinny shoulder blades sticking
through your clothes
….struck out by a steed flying
fearless and fleet.
3. Assonance. This is the repetition of vowel sounds
at the beginning, middle or end of at least two words
in a line of poetry
Example: Hear the mellow wedding bells (excerpt
from by Edgar Allan Poe)
How is the brown cow bowing down?

"Those images that yet

Fresh images beget,
that dolphin-torn, that gong-tormented
sea."
4. Consonance. This is the repetition of consonant
sound at the middle or end of at least two words in a
line of poetry.
Example: He fumbles at you spirit
As players at the keys
Before they drop full music on;
He stuns you by degrees. (by Emily
Dickinson)
D. Discussing new Answer “Let’s Do This” Task 1
concepts and
practicing new Task 1. Fill Out the Table!
skills no.1 Listen as your teacher reads a poem. As you listen, take
(Modeling) down the words from the poem that exemplifies the
following sound devices: ONOMATOPOEIA,
ALLITERATION, ASSONANCE and CONSONANCE. Write
your answers in each column.

TITLE OF THE POEM: “ The Bells”

by Edgar Allan Poe
ONOMATOP ALLITERATI ASSONAN CONSONAN
OEIA ON CE CE

3
E. Discussing new Listen carefully and identify the sound devices used in
concepts and the following sentences and lines in a poem:
practicing new
skills no.2 1. The red rose lay on the table.
(Guided Practice) 2. Tick-tock, tick-tock, the clock continuously remind us
to move fast.
3. “He dropped the drone and drove home.”
4. “May lay near the bay and stayed awake.
5. “Boom boom boom”, the children rushed to the
street to watch the parade.
F. Developing GROUP WORK (“Sound Diva Quiz”)
Mastery With your group, identify the sound device used in the
(Leads to following lines. Write your answer in the slate board:
Formative
Assessment 3.) 1. The large dog said, “Bow-wow!”
(Independent 2. Both bees and buzzers buzz.
Practice) 3. The bird’s chirp filled the empty night air.
4. Alice’s aunt ate apples and acorns around August.
5. Honesty is the best policy.
6. Let the cat out of the bag.
7. A stitch in time saves nine.
8. Becky’s beagle barked and bayed, becoming
bothersome for Billy.
9. Carrie’s cat clawed her couch.
10. All tall mammals have five ways to live or survive
G. Finding practical Make a sentence containing sound devices and present
application of your output to the class.
concepts and skills
in daily living Group 1: Onomatopoeia
(Application/ Group 2: Alliteration
Valuing) Group 3: Assonance
Group 4: Consonance

RUBRICS:

Content - 3 pts
Delivery - 3 pts
Teamwork - 2 pts
Politeness - 2 pts

H. Making Ask: What are the different types of sound

Generalization and devices? How do these sound devices differ from each
abstraction about other?
the lesson

4
I. Evaluating Say: As I read the lines from the poem, identify the sound
learning devices used.

1. The chirp, chirp, chirp of the wounded bird broke the

silence.
2. Frogs frequently frolic in fresh water.
3. Go slow over the road.
4. Go gather leaves together.
5. German gentlemen generally give gems as gifts.

J. Additional Answer:
activities for Activity Sheet in English 6 (Quarter 1: Week 1- Day 1, p.6)
application and Color it Right!
remediation Using your crayons, match each feature of the poem on the
( Assignment) first column to its meaning and example of using the same
color used.

Feature of Poem Meaning Example

ALLITERATION Words that All at once,
imitate the everyone
sound they are shouted,
naming or The cow said
sound that “mooh,
imitate another mooh,
sound. mooh”.
The snake
said: hiss,
hiss, hiss”.
The frog said
“kokak,
kokak,
kokak”.
And they
were very
happy.
ASSONANCE Words sound How it swells!
alike because How it
they share the dwells! On
same middle or the future!
ending How it tells
consonant Of the
sounds. rapture that
impels.
(excerpt from
“The Bells”
by Edgar
Allan Poe”
CONSONANCE Repetition of Bashful
consonant Mimosa
sounds at the ---its tiny-
beginning of the green leaves
words in lines move as I
of poetry. touch them
gently.

5
 Seemingly
shy to a
newly-met
stranger.
Fold
themselves
quickly and
thereafter,
sleep.
(excerpt from
“ The
Actuality of
Life” by Denn
Marc P.
Alayon
ONOMATOPEIA Repeated Should
vowel sounds in Shylock
a line or lines of come ashore
poetry. rest assured
he would
surely shinely
in showing
his short
shirt,

A. REMARKS

B. REFLECTION

A. No. of learners who

earned 80%
B. No. of learners who
scored below 80%
(needs
remediation)
C. 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
work well? Why?
F. What difficulties did
I encounter which
my principal
/supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover

6
which I wish to
share w/other
teacher?

7
 Grade
School:
Level: VI
Learning
Teacher: ENGLISH
Area:
Teaching Dates and Time: Week 1 Day 2 Quarter: 1ST QUARTER

I. OBJECTIVES Tuesday
A. Content Standards The learners…
 Demonstrate understandingof various linguistic
modes to comprehend various text. (RC)
 Demonstrate understanding of different format
to write for a variety of audiences and
purposes (WC)
 Demonstrate understanding that English
language is stress timed to support
comprehension. (F)
B. Performance Standards The learners…
 Use linguistic cues to appropriately construct
meaning from a variety of texts for a variety of
purposes (RC)
 Drafts texts using appropriate text tyes for a
variety of text for a variety of purposes. (WC)
 Read with sufficient accuracy and fluency to
support comprehension. (F)
C. Learning Competencies Competencies:
( Write the LC code for  Analyze sound devices ( onomatopoeia,
each)
alliteration, assonance, consonance)
(EN6RC-Ia2.3.1, EN6RC-Ia2.3.3, EN6RC-
1a2.3.2, EN6RC-Ia2.3.9)
 Write a 3-line 4-stanza poem (EN6WC-
Ia2.2.2)
 Self- correct when reading (EN6F-Ia-2.9)
Specific Objectives:
 Infer the sound devices in a text read.
 Write a 3-4 line 4 – stanza poem.
 Adhere to the good practices of water
conservation

II. CONTENT Sound Devices

(Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
Pages
3. Textbook pages
4. Additional Materials Activity Sheet in English 6
from LRDMS (Quarter 1: Week1. Day 2)

8
 B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Answer and discuss the assignment given.
lesson or presenting the
new lesson Activity Sheet in English 6 (Quarter 1: Week 1-
Day 1, p.6)
Task 4. Color it Right!

B. Establishing a purpose Say: Today, we are going to analyze the sound

of the new lesson devices used in the different texts read and write
a 4 – stanza poem with 3-4 lines.

Motivation:

Ask: Have you seen a running water? Give an

example of a running water.

Unlocking of Difficulties:

Match the words in Column A with their meaning

in Column B.
A B
1. plop musical trill
2. warbling a noisy black and white
bird
3. magpies to fall or to drop into
liquid

1. Plops – to fall or to drop into liquid

2. Warbling – musical trill
3. Magpies – a noisy black and white bird
Motive Question:

Ask: Where does the running water plop?

C. Presenting Examples/ Read and Learn.

instances of the new
lesson( Presentation) “ Running Water “
Lee Emmett

water plops into pond

splish-splash downhill
warbling magpies in tree
trilling, melodic thrill

whoosh, passing breeze

flags flutter and flap

9
 frog croaks, bird whistles
babbling bubbles from tap
Comprehension Check:
1. Where does the running water plop?
2. What benefits do we get from water?
3. How do we conserve water?

D. Discussing new Read, Analyze, Pick Out!

concepts and practicing
new skills no.1 Let the pupils pick out words/phrases from the
(Modeling) poem that exemplify onomatopoeia, alliteration,
assonance, and consonance. Write your answers
inside the boxes.

Onomatopoeia
Alliteration
Assonance
Consonance

E. Discussing new Let the pupils read the following lines, infer the
concepts and feeling expressed in each line, and tell the sound
practicing new skills devices used in each expression. Self-correct
no.2 when reading.
(Guided Practice)
1. Hear the mellow wedding bells
2. The hiss of a snake
3. The red rose lay on the table.
4. The frog frolicked frivolously on the forest.
5. “Boom, boom, boom”, the children rushed to
the street to watch the parade.
6. A wicked whisper came and changed my life.
7. Theophilus Thistle, the successful thistle sifter,
thrust three thousand thisles through the thick
of his thumb.
8. In my dream, I was somewhere and I saw the
cutler, antler, battler.
9. “ Woosh, woosh” of the howling wind can be
heard in darkness.
10. Both bees and buzzers buzz.
F. Developing Mastery What`s the Sound?
(Leads to Formative
Assessment 3.) Write a 3-line 4-stanza poem on the following
(Independent Practice ) themes using the different sound devices.

Group 1 – Washing Dishes

Group 2 – Life in the City
Group 3 – Forest at Night

10
 Group 4 – By the Seashore

G. Finding practical Say: Give the most common sounds you hear
application of concepts everyday and determine under what sound
and skills in daily living device does each fall.
(Application/Valuing)
Ask: How do they affect/help you?
H. Making Generalization Ask: What are the different types of sound
and abstraction about devices? How do these sound devices differ from
the lesson each other?
(Generalization)

I. Evaluating learning Based on the given picture. Compose a 3-line 1-

stanza poem using any of the sound devices.

[Link]
[Link]/images/graphicthumb/c
olumbia_sea_ocean_water_608320.jp
g

J. Additional activities for

application and
remediation
(Assignment)

A. REMARKS

B. REFLECTION

A. No. of learner who

earned 80%

B. No. of learner who

scored below 80%
(needs remediation)

C. No. of learners who

have caught up with
the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why?

11
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I
wish to share w/other
teacher?

12
 Grade
School: VI
Level:
Learning
Teacher: ENGLISH
Area:
Teaching Dates and Time: Week 1 Day 3 Quarter: 1ST QUARTER

I. OBJECTIVES Wednesday

A. Content Standards The learners…

 Demonstrate understanding that words are
composed of different parts to know that their
meaning changes depending in context (V)
 Demonstrate understanding of non-verbal
communication to communicate with others.
(A)
B. Performance Standards The learners…
 Use strategies to decode correctly the
meaning of words in isolation and in context
(V)
 Apply knowledge of non-verbal skills to
respectfully give the speaker undivided
attention and acknowledge the message. (A)
C. Learning Competencies Competencies:
( Write the LC code for Infer meaning of idiomatic expressions using context-
each) clues (EN6V-Ia-12.3.1)
Show openness to criticisms (EN6A-Ia-18)

Specific Objectives:
1. Decode meaning of idioms through context
clues
2. Use idiomatic expressions correctly
3. Show openness to criticisms
II. CONTENT
(Subject Matter) Idiomatic Expressions

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Textbook pages Across the Country 6,p153,171
4. Additional Materials from Beam Common Idioms, Module 12 pp. 145-155
LRDMS
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous Ask: What are the different sound devices you
lesson or presenting the learned yesterday?
new lesson

13
B. Establishing a purpose of Present the objectives of the lesson.
the new lesson Say: Today you will;
1. Decode meaning of idioms through context
clues.
2. Use idiomatic expressions correctly.
3. Show openness to criticisms.

Motivation:
Do you know of someone who is successful in life?
What is his/her secret to become successful?

Unlocking of Difficulties:
1. socked away – to save money
2. tilting – to cause to have an inclination
3. incredulous – not able or willing to believe
something

Motive Question:
Who is Bob?

C. Presenting Examples/ Present the story to the learners.

instances of the new
lesson (Presentation) ODD MAN OUT
Kenneth Beare

It was about a man named Bob who decided to live

out of his suitcase. Bob had a little money socked
away, so he didn't have to live from hand to mouth. I
found the reasons for his decision to throw in the
towel and become free as a bird compelling. In any
case, Bob had been working for over twenty years
for a corporation. While he had been successful at
his job, and had made plenty of hay while the sun
was shining, he still felt he was tilting at windmills. "I
mean," he said to himself "how hard can it be to
strike out on your own and live off the fat of the
land?" The more he pondered the idea the more he
came to realize that he wasn't able to see the forest
for the trees. Certainly, he never questioned the
powers that be, but he did wonder if things might be
a bit more interesting if he gave living by the seat of
his pants a go.

Bob was very careful not to let on what he was

thinking to anyone until he got all his ducks in a row.
He knew that such a decision couldn't be made on
the spur of a moment. Things could go terribly
wrong in the twinkling of an eye. "No," he thought to
himself "I need a plan." It was then he remembered
his grandfather Bill. Bill was salt of the earth. He
never cared too much for the "finer things in life", as
he liked to call them. Bill repeatedly told Bob that
tagging along with everyone else would eventually

14
 get boring. Bill made his living as a jack-of-all-
trades. Sure, he never had money to burn, but he
managed to get by. More importantly, Bill was
content, and never worried about what others were
saying or who he had to impress to get promoted. In
any case, these memories of Bill came flooding
back as Bob began to to prepare to get a new lease
on life.

Finally, the big day arrived and Bob announced that

he was stepping down as manager. His colleagues
were incredulous: "How can you throw all you've
worked for down the drain?" they commented. "He's
lost his marbles" commented others. However, Bob
was in the the prime of life and he was ready for
adventure. He walked out the door and never looked
back. Who knows where he is and what he's doing
today, but my guess is that he's happy - if not
wealthy.

Comprehension Check

1. Who is Bob? What are his characteristics?

2. How did he become successful?
3. If you were, Bob, would you do the same decision?
Why?

D. Discussing new concepts Say: Did you understand the story? Why? Why not?
and practicing new skills
no.1 Let’s go back to the story.
( Modeling)
What makes it difficult for you to understand?

What unfamiliar phrases/ words did you encounter?

What clues in the sentences helped you understand
the phrases? (Teacher writes the possible responses
of the learners on the board and help together arrive
at the meaning of the words by considering the clues)

 sock away = to save money

 live from hand to mouth = to live with just
enough money to survive
 live off the fat of the land = to life from the
products of nature
 make hay while the sun is shining = earn
money and save while you have the
opportunity
 in the twinkling of an eye = instantly,
immediately
 as free as a bird = completely free and
without responsibilities
 get one's ducks in a row = to do all the
necessary preparations in order to do
something

15
  salt of the earth = simple, honest person
without pretensions
 on the spur of the moment = deciding
something without thinking about it
 by the seat of one's pants = improvising
and learning as you go
 money to burn = money to waste
 the powers that be = phrase used to speak
about those in power
 tag along = to follow or go with others
 throw in the towel = to quit
 jack-of-all-trades = person who does many
different types of jobs
 not able to see the forest for the trees =
become so focused on details that you lose
knowledge of the more important things in
life
 tilt at windmills = to work on things or
dedicate oneself to impossible tasks
 get a new lease on life = to develop a new
attitude towards life
 the prime of life = the best period of one's
life
 throw something down the drain = to
waste something
 lose one's marbles = to go crazy

Ask: What do we call these phrases?

Idiom is a phrase that says one thing but actually

means something quite different.

Activity 1. Write the letter of the correct meaning for

each idiom (in bold phrase). Consider the context
clues. The first one has been done for you.
 refusal to see or listen
 misbehaving, acting in a wild way
 made a thoughtless remark
 lost an opportunity
 got angry
 pay for
 unknowing
 feeling very sad
 get married
 excited and happy

______1. My parents will foot the bill for my

birthday party.
______2. Tony and Luisa will finally tie the knot
in June.
______3. Sam was down in the dumps after
he wrecked his bicycle.
______4. Sarah put her foot in her mouth
when she was talking to our teacher.

16
 ______5. I really missed the boat when I
turned down the chance to work after
school.
______6. I got the brush-off from Susan when I
tried to ask her where she was last
night.
______7. Mickey is in the dark about our plans
to throw a surprise birthday party for
him.
______8. The children were bouncing of the
walls when the baby-sitter tried to put
them to bed.
______9. The students were flying high on the
last day of school.
______10. My sister lost her cool when she
discovered I had spilt chocolate milk
on her new sweater.

E. Discussing new concepts Pair Me!

and practicing new skills Display the following idioms in the pocket chart. Call
no.2 on pupil to pick one of the idioms and pair it to the
(Guided Practice) boldface words in each sentence.

pass away stand out lay up

break off hand out hand over

cut down put down fall out

1. Albert was distinguished in any crowd
because of his white hair and massive
shoulders.
2. Linda put an end to her engagement when
she learned that she was sick with cancer.
3. One of the famous comedians in our country
died last week.
4. The efficient secretary was requested to
record the minutes of the meeting.
5. Usually parents save jewels for their
children.
F. Developing Mastery ARRANGE ME! (GROUP WORK)
(Leads to Formative
Assessment 3.) Arrange the letters to form the idiomatic expression
(Independent Practice ) being defined and use each in the sentence.

1. to accept reality
________
acef eth ctsaf ______________

2. to see life
ees eht orwld _____________

17
 3. to act or believe as most people do
eht olflwo dcwro
_____________

[Link] deal with one as he deserves

esrve noe ghirt _____________

5. to make peace
ruyb the thtaech
_____________

G. Finding practical Ask: Have you used any idiomatic expressions

application of concepts before? In what occasion?
and skills in daily living Were you misunderstood? Did somebody
(Application/Valuing) criticize you? What did you do?
H. Making Generalization Ask:
and abstraction about the What are idioms?
lesson What are the uses of idioms in our language?
(Generalization) Why do writers use idiomatic expressions?
How can we get the meaning of idiomatic
expressions?

I. Evaluating learning A. Read the sentences below. Each sentence

contains italicized idiomatic expression. Identify
its meaning by looking for clues and write the
letter of your answer in the blank.
_______ 1. After the most-needed
vacation, the photographer and
his partner gets on in life.
a. left work
b. continued being partners
_______ 2. One partner returned to town
to look after the business.
[Link] see b. to take care
_______3. When the partner returned,
he saw the philosopher highly
spirited.
a. energetic and enthusiasm
b. proud and arrogant
_______4. The reddish-brown color of
the water was no good
according to the philosopher.
a. improper b. of no use
_______5. After a short story in the rest
house, certain changes took
place in the philosopher`s life.
a. exchanged places
b. came about
J. Additional activities for List down 5 other idiomatic expressions. Give the
application and meaning of each idiomatic expressions and use in a
remediation sentence.
(Assignment)

18
V. REMARKS

VI. REFLECTION

A. No. of learner who

earned 80%
B. No. of learner who
scored below 80% (
needs remediation)
C. No. of learners who
have caught up with
the lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor
can help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
w/other teacher?

19
 Grade
School: VI
Level:
Learning
Teacher: ENGLISH
Area:
Teaching Dates and Time: Week 1 Day 4 Quarter: 1ST QUARTER

I. OBJECTIVES Thursday

A. Content Standards The learners…

 Demonstrate understanding of the commands of
the conventions of standard English grammar and
usage when writing or speaking (G)
 Demonstrates understanding of the oral standards
of English in order to participate in various oral
communication demands (situations, purpose and
audience) (OL)

B. Performance Standards The learners…

 Uses the correct function of nouns pronouns,
verbs, adjectives, and adverbs in general and their
functions in various discourse (oral and written)
(G)
 Prepare for and participate effectively in a range
of conversations and collaboration with diverse
partners, building on other’s ideas and expressing
their own clearly and persuasively (OL)
C. Learning Competencies Competencies:
(Write the LC code for
each) Compose clear and coherent sentences using
appropriate grammatical structures:
- Pluralization of regular nouns (EN6G-Ia2.3.1)
Relate an experience appropriate to the occasion
(EN6OL-Ia1.17)

Specific Objectives:
a. Give the plural form of regular nouns
b. Compose sentences using the correct plural forms
of regular nouns
c. Relate an experience appropriate to the occasion
d. Appreciate the importance of being prepared before,
during and after disaster

II. CONTENT
(Subject Matter) Pluralization of Regular Nouns

20
 III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
Pages
3. Textbook pages
4. Additional Materials Just for Fun-Lesson Exemplar (pp. 1-11)
from LRMDS
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous Ask: What have you learned about idiomatic

lesson or presenting the expressions? Cite examples
new lesson
B. Establishing a purpose Say: Today, we will be:
of the new lesson
a. Giving the plural form of regular nouns
b. Composing sentences using the correct plural forms
of regular nouns
c. Relating an experience appropriate to the occasion
d. Appreciating the importance of being prepared
before, during, and after disaster.

Motivation:

Ask: What famous volcanoes do you know?

Show a picture of Mayon Volcano.

Unlocking of Difficulties:
(Teacher may use varied strategies)

1. bosom - chest
2. ally - friend
3. charred - burned

Motive Question:

Who is silent on the slopes?

C. Presenting Examples/ Read the poem orally.

instances of the new
lesson (Presentation) MAYON VOLCANO
Antonio Liao

a beautiful princess
silent on the slopes
friendly to the clouds
faithful to the sun
and ally of the full moon
and playmate of the stars

21
 on her feet
run the cool rivers
on her bosom
the orchids and the trees

once, twice, thrice

how did we
really know

but we know
she one day
will turn
into a witch
spitting fire
and molten
rocks

sinking islands
and killing thousands
or even millions
mute and stiff and dead
burned alive, charred
that even history
has no braver memory

Comprehension Check
1. Who is silent on the slopes?
2. Who is being referred to as “she” in the poem?
3. How is Mayon described?
4. What are the dangers brought by volcanoes?
5. What precautionary measures should we do before,
during and after eruption?

D. Discussing new Say: Let us identify the regular nouns used in the poem.
concepts and (Teacher writes the responses of the learners on the
practicing new skills board and intentionally groups the nouns according to
no.1 how their plurals are formed.)
(Modeling)
princess cloud history
witch day memory

(Let the pupils form the rules on pluralization of regular

nouns).

(Discuss the rules for emphasis)

Nouns form their plural in different ways.

1. Some nouns form their plural by adding s or es.

Examples: tree - trees
envelope - envelopes
chico – chicos

22
 2. Nouns ending in s, sh, ch, x form their plural by
adding es.
Examples: dress - dresses
brush - brushes
match - matches
fox - foxes

3. Nouns ending in y and a consonant before it forms

their plural by changing y to i and adding es
Examples: family - families
story - stories
fairy - fairies

4. Most nouns ending in y and with a vowel before it

forms their plural by adding s.
Examples: key - keys
toy - toys
valley - valleys

Note: Ask pupils to give more examples of nouns with s

and es: changing y to i and add es in their plural and use
them in sentences.
Let the pupils write their sentences on the board and let
them say the rules in forming the plural of regular nouns
they used.

E. Discussing new Direction: Change the word inside the parentheses to its
concepts and plural form. Write your new sentence in your paper.
practicing new skills
no.2 (church) 1. Father took a picture of the ______ in
(Guided Practice) the Ilocos Region.
(glass) 2. The windows are made of stained _____.
(bench) 3. Inside the church are wooden _______.
(bus) 4. During Sundays there are _____parked
in front of the church.
(crutch) 5. There are people with ____ selling
Sampaguita and sweepstake tickets near
the church.
(beach) 6. Some of the churches are located near
the___.
(dish) 7. During fiestas, the church is the center of
activity. There are people selling native
cakes and Filipino_________.
(tax) 8. The people in the community helped in
the building of the churches. The church
doesn't pay ______ to the government.
(dress) 9. The girls are in their new ________.
(box) 10. There were candies inside the _______.
F. Developing Mastery Note: Ask pupils to give nouns ending in s,sh,ch,x,y…
(Leads to Formative
Assessment 3.) Let them give the plural form of these nouns. Write their
(Independent Practice) answer on the board.

23
 Let the pupils compose their sentences by using the
nouns listed on the board.

Start the process by asking pupils the rules they used in

forming the plural form of the nouns they used.

G. Finding practical Ask: What occasions do you usually celebrate with your
application of concepts family? What does your family prepare to celebrate those
and skills in daily living occasions?
(Application/Valuing) (ex: birthdays, Christmas, reunions, new year, fiesta)

PICK OUT ACTIVITY/DRAW LOTS

Divide learners into group.
Let the learners make/compose a paragraph with 3-5
sentences about the occasions they have picked and
used correct nouns.

Let the learners share their answers to the class.

H. Making Generalization Ask:
and abstraction about How are the plural of regular nouns formed?
the lesson
(Generalization) Teacher should sum up and present the generalization,
I. Evaluating learning Just for Fun-Lesson Exemplar (p. 11)
WRITING ACTIVITY

Make a journal about your most memorable experience in

life.

J. Additional activities for Do “Activity 6” – Writing Activity

application and Just for Fun-Lesson Exemplar (p. 6)
remediation
Activity 6
(Assignment)
WRITING ACTIVITY

Copy a paragraph from a book, magazine or a newspaper

in your notebook. Underline all the nouns. Then copy the
nouns and opposite each write singular or plural.

A. REMARKS
B. REFLECTION
A. No. of learner who
earned 80%
B. No. of learner who
scored below 80%
(needs remediation)
C. No. of learners who
have caught up with the
lesson

24
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share w/other
teacher?

25
 School: Grade Level: VI
Learning
Teacher: ENGLISH
Area:
Teaching Dates and Time: Week 1 Day 5 Quarter: 1ST QUARTER

I. OBJECTIVES Friday

A. Content The learners …

Standards  Demonstrate understanding of the various forms and
conventions of print, non-print, and digital materials (VC)
 Demonstrate understanding of non-verbal
communication to communicates with others (A)
B. Performance The learners…
Standards  Evaluate effectively the message constructed and
conveyed in various viewing texts (VC)
 Apply knowledge of non-verbal skills to respectfully give
the speaker undivided attention and acknowledge the
message (A)
C. Learning Competencies:
Competencies 1. Describe different forms and conventions for films and
( Write the LC moving pictures (lights). (EN6VC-Ia-5.1.1)
code for each) 2. Show openness to criticism. (EN6A-Ia-18)

Specific Objectives
1. Describe different forms and conventions for films and
moving pictures (lights).
2. Portray different roles observing the conventions for films
and moving pictures.
3. Show openness to criticism.
II. CONTENT
Different Forms and Conventions of Film and Moving Pictures
( Subject
(light)
Matter)
III. LEARNING
RESOURCES
A. References
1. Teachers
Guide pages
2. Learners
Material Pages
3. Textbook
pages
4. Additional Activity Sheet in English 6 (Quarter 1: Week 1) Search:
Materials from EN6Q1W1D5
LRDMS
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing Ask: What have you learned about singular nouns? Plural
previous nouns?
lesson or The teacher will ask the pupils to give the plural form of the
following nouns below (singular form).

26
 presenting the
new lesson Singular Noun Plural Noun
dog Dogs
box Boxes
dress Dresses
movie Movies
film Films

Say: In todays lesson, we are going to talk about the different

forms of film and and conventions of film and moving pictures
(light). Specifically, you will:

1. Describe different forms and conventions for films and

moving pictures (lights).
2. Portray different roles observing the conventions for films
and moving pictures.
3. Show openness to criticism.
B. Establishing a A. Ask the following questions:
purpose of the 1. Have you seen a film before?
new lesson 2. When you were watching those films, what have you
noticed about the pictures or the scenes? Were they
moving? What about the light? Are they bright? Or
dark?
3. Where do you watch films?
4. What was the last movie you watched?
5. How did you feel when you were watching that
movie?
6. Was it funny/ scary/ exciting/ sad/ or magical?

Note: The teacher will write the answer of the pupils on the
board. These answers will be used in forming the generalization
of the lesson.

C. Presenting Show videoclip (scenes from movies) of the different forms of

Examples/ films. Let the pupils identify the form, the light used, and the
instances of atmosphere/ emotion of the each scene. Use Table A.
the new
lesson( Note: The teacher will show the videoclips, one by one. After
Presentation) every videoclip, the teacher will ask the pupils to fill in the
matrix.

Example.
Scene Number 1: Scene from Haunted Masion.
Bright
Atmospher
Scene Form Light or
e/ Emotion
Dark Light

1 horror dark light scary

Table A

27
 Bright
Atmosphere/
Scene Form Light or
Emotion
Dark Light
1
2
3
4
5

Scene 1: The Pursuit of Happyness (2006)

Reference: ([Link]
) [ The Pursuit of Happyness ] bathroom scene 행복을 찾아서
(Korean subtitle) ♥cvc♥ Published on Aug 21, 2014

Scene 2: The Karate Kid (2010)

Reference: [Link]
The Karate Kid (2010) - Six Versus One Scene (1/10) |
Movieclips Movieclips Published on Feb 7, 2017

Scene 3: Nanny McPhee (2005)

Reference:[Link] The
magic nanny conquered the naughty childrentengshou
zhanPublished on Jun 10, 2017

Scene 4: The Super Parental Guardians (2016)

Reference:[Link]
icial Trailer | 'The Super Parental Guardians' | Vice Ganda, Coco
Martin
ABS-CBN Star CinemaPublished on Nov 20, 2016

Scene 5: Heneral Luna (2015)

Reference: [Link]
Heneral Luna - OFFICIAL TRAILER TBA Studios Published on
Aug 19, 2016
D. Discussing After filling in Table A, process the answers of the pupils. Let
new concepts them make the connection between form, lighting use and the
and practicing atmosphere/ emotion of film.
new skills no.1
(Modeling) Note: The information below will serve as a guide for the
teacher. This will help the teacher guide the pupils in connecting
the ideas generated throught out the presentation.

Film
A film, also called a movie or motion picture consists of
moving pictures that have been recorded so that they can be
shown at the cinema or on television.
A film tells a story or shows a real situation. The process of
filmmaking is both an art and an industry.
There are different forms of film such as:
1. Action
2. Adventure
3. Comedy
4. Crime and gangster
5. Drama

28
 6. Epics/Historical
7. Horror
8. Musical/Dance
9. Science Fiction
10. War
11. Fantasy
Reference: Denn Marc P. Alayon. Activity Sheet in English 6 Quarter 1 Week 1-Day 5. P2

E. Discussing Group Task (Role Playing):

new concepts
and practicing Divide the class into 5 groups. Each group will give 5 - minute
new skills no.2 presentation based on the form of film assigned to them.
(Guided
Practice) Say: Today, we are going to have a group activity; a role-playing
activity. You will be given 5 minutes to prepare a scene that will
show the characteristic of the form of film assigned to your group.
Group 1- Comedy
Group 2- Horror
Group 3- Drama
Group 4- Action
Group 5- Fantasy
Note: Present the rubrics for rating the performace of pupils.

Rubrics
weig
Criteria 4 3 2 1
ht
Underst 40% Indica Good Fair Presen
anding te undrerst underst tation
of topic clear anding anding off the
under of the of the topic
stanin topic topic
g of
the
topic
Cooper 30% All Some Few One
ation memb member member person
ers s s does
contri contribut contibut all the
bute e worksh
op
Present 30% Show Show Unsure Portray
ation confid some of al stall
ence confiden respons Lacks
inform ce ibility inform
ative Present Somew ation
some hat
informati informat
on ive

The groups will present their 5-minute presentations. Process the

work of each group.

29
F. Developing Describe the form, the light used, and the atmosphere/ emotion
Mastery of the each scene.
(Leads to
Formative Scene 1: The Chronicles of Narnia - Prince Caspian (2008)
Assessment Reference: [Link]
3.) The Chronicles of Narnia - Prince Caspian River God Scene
(Independent MongrelNevada08 Published on Apr 14, 2018
Practice )
Scene 2: The Ring (2002)
Reference: [Link]
The Ring - best scene as a horror movie Dspillai Published on
Sep 4, 2011

Scene 3: The Greatest Showman(2017)

Reference:[Link]
The Greatest Show - The Greatest Showman HD Opening Song
sweetdreampoison

Scene 4: The Martian (2015)

Reference: [Link]
Best Hollywood scene the martian movie Anupam Mitra
Published on Aug 15, 2018

Scene 5: Spider-Man: Homecoming (2017)

Reference: [Link]
Spider-Man: Homecoming (2017) - That Spider Guy Scene
(1/10) | Movieclips Movieclips Published on Oct 18, 2017

G. Finding Ask: What does it feel like performing scenes from different forms
practical of films?
application of
concepts and As you work on your task, were you able to show openness to
skills in daily criticism?
living
(Application/
Valuing)
H. Making Ask: What are the different forms of film?
Generalization What is the importance of lighting in the film?
and
abstraction
about the
lesson
(Generalizatio
n)
I. Evaluating Show another set of videoclips of different forms of films.
learning
Describe the form, lighting and atmosphere/emotion of each
video clip. Fill in the table below.

Lightning Atmosphere/
Scene Form
(bright/ dark) Emotion
1
2
3

30
 4
5

Scene 1: The Grudge (2004)

Reference: [Link]
The Grudge 'The Crawling 'Scene (2004)Vintage Throwback
Classics
Published on Oct 20, 2016

Scene 2: Avengers Infinity War (2018)

Reference: [Link]
Avengers Infinity War - All Fight Scenes on TiTan [HD Bluray]
Kayla TV Published on Jul 31, 2018

Scene 3: Cast Away (2000)

Reference: [Link]
Cast Away (6/8) Movie CLIP - I'm Sorry, Wilson! (2000) HD
Movieclips Published on Nov 23, 2011

Scene 4: Charlie and the Chocolate Factory (2005)

Reference: [Link]
Charlie and the Chocolate Factory - Chocolate Room (1080p)
Willy Wonka Published on Nov 27, 2016

Scene 5: Pearl Harbor (2001)

Reference: [Link]
Pearl Harbor (2001) Strike Back Classic Time Published on Sep
27, 2018

J. Additional Watch your favorite movie at home. On your notebook, describing

activities for the form, lighting and atmosphere/emotion and tell how affect you
application as an audience.
and
remediation
(Assignment)

A. REMARKS
B. REFLECTION
A. No. of learner who
earned 80%
B. No. of learner who
scored below 80%
(needs remediation)
C. No. of learners who
have caught up with
the lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?

31
F. What difficulties did I
encounter which my
principal /supervisor
can help me sove?
G. What innovation or
localized materials did
I use/discover which I
wish to share w/other
teacher?

32
School Grade Level 6
Learning
Teacher ENGLISH
Area
Time & Date WEEK 2, DAY 1 Quarter FIRST

I. OBJECTIVES
A. CONTENT The learners…
STANDARDS  demonstrate understanding of command of the
conventions of standard English grammar and
usage when writing or speaking (G)

B. PERFORMANCE The learners…

STANDARDS  use the correct function of nouns, pronouns,
verbs, adjectives and adverbs in general and
their functions in various discourse ( oral and
written ) (G)
-
C. LEARNING Competencies:
COMPETENCIES/  Compose clear and coherent sentences using
OBJECTIVES appropriate grammatical structures.
-Pluralization of irregular nouns (EN6G-Ib2.3.2)
 Relate an experience appropriate to the
occasion (ENGOL-Ib-1.17)

Specific Objectives:
 Form the plural of irregular nouns
 Use irregular plural form of nouns in sharing
oneself / experiences
 Value oneself with a character in the story
II. CONTENT Pluralization of Irregular Nouns
A. REFERENCES
1. Teacher’s -
guides/pages
2. Learner’s materials/ -
pages
3. Textbooks/pages -
4. Additional materials Activity Sheet in ENGLISH 6
from Learning Quarter 1- Week 2- Day 1
Resource (LR) portal
5. Other learning Power Point Presentation
resources
III. PROCEDURE
A. PRE-ASSESSMENT/ I bet kids like you love puppets? Right? That’s the reason
REVIEW why I believe you’ll always remember our dear friend NOUN.
(Previous lesson related
to the new lesson) NOUN – is the name of any PAPET.

P erson

33
 A nimal
P lace
E vent
T hing

(Let’s talk about you. Let’s talk about others too. )

Review Time

Read the paragraph and pick-out the nouns. Write them only
once.

MAYA THE BIRD AND TAHONG THE MUSSEL

Tahong, the mussel, was opening its shell to bask in the

sun when Maya, the bird, pecked at it. Tahong, the mussel,
was quick. It clamped down Maya’s beak and held it fast.
“If it doesn’t rain today or tomorrow”, said Maya, “there
will be a dead mussel lying here.”
“If you can’t pry loose today or tomorrow,” retorted
Tahong, “there will be a dead bird here, too.”
As neither of them would give way, a passing fisherman
caught them both.

(You should have spotted at least eight nouns.)

B. ESTABLISHING A
PURPOSE OF THE The lesson we are going to learn today is how to make the
LESSON plural form of the nouns we learn and to use/apply these in
sharing our experiences.

C. PRESENTING (Teacher demonstrates knowledge in ICT Integration by

EXAMPLES/ providing slide presentations of poem to provide additional
INSTANCES OF THE information relevant to the topic.)
NEW LESSON
A. Read the poem entitled, “ FUNNY LANGUAGE “

( Adapted: Building Bridges Through Communication 5, pp.

74-75 )

We’ll begin with box, the plural is boxes

But the plural of ox should be oxen not oxes
One fowl is a goose, but two are called geese
Yet the plural of moose could never be meese.

You may find a lone mouse, or a whole rest of mice

But the plural of house is houses, not hice
If the plural of man should always be men
Why is the plural of pan, pans not pen?

The cow in the plural maybe called cows or kine

34
 But the plural of vow is vows never vine
If I speak at a foot and you show your two feet
When I give you a boot, will a pair be called beet?
If one is a tooth and a whole set are teeth
Why is the plural of booth called booths not beeth?
We speak of brother, make it two becomes brethren
But though we say mother, we never say methren.

Is it true that English can confuse you and me?

I would love to discover the father side of thee
Learning the language would be fun, you will see
We’ll deal with English as funny as can be.

 Now, group the nouns you see in the poem according

to how they form their plural. Examples are given for
you.

A. B.
by adding -s or - by changing
es spelling
1. box- boxes 1. cow – kine
2. cow – cows
[Link]-brothers 2. brother-
brethren

How are the nouns listed in Box B different from the nouns
in Box A?
(The nouns in Box B form their plural by changing their
spelling. They are called IRREGULAR NOUNS.)

D. Discussing new Practice Time (Oral Reading may be done by the pupils
concepts and practice (Chorus))
new skills # 1
Study the picture below. Complete the paragraph by
filling in the blank with the correct form of plural nouns.

From the Castle’s Tower

35
 There is a circus located near a castle. Different festivities
are happening in the circus. From the castle’s tower, an
eleven-year old prince is looking down from the castle’s
tower. He would love to go down and join the festivities at the
carnival but the queen said he must stay inside the castle.
He envies the ( child ) 1.____ holding colorful balloons.
He watches eagerly as the clown bends and touches his (
foot ) 2.______from behind. A group of (man ) 3._______are
playing cards near the candy store.
He delights at the sights of animals he rarely sees in
cages. He sees four white ( goose ) 4. ______. A magician
holds a cage with three little ( mouse ) 5.______in it. Fenced
at the right side are five red ( cow ) 6. _______dressed and
adorned with colored paper.
The prince smiled with all his ( tooth ) 7.______out. “
Oh, if only the queen didn’t tell me to stay,” he sighs
excitedly.
The prince dreams that someday he’ll be a part of the
merry-making at the carnival.
E. Discussing new Answer the questions below.
concepts and practice 1. What positive trait does the prince display in the story?
new skills #2 2. Can you relate yourself to the prince’s condition? How?
3. If you were the prince, would you go down to the
carnival despite the queen’s order to stay inside the
castle? Why and why not?
4. Do you also possess the positive trait that is displayed
by the prince in the story? Sight an instance to prove
your answer.
5. Do you think the prince did the right thing? Why? Why
not?
F. Developing Mastery (Collaborative Approach)
(leads to Formative Group Activity: Group the class into 3 groups.
Assessment 3) Set the standards in group activity.

Present the rubrics for group activity.

(Grouping is based on the strengths and the interests

of the learners to address learner diversity)

36
 A. Write the correct plural form of the words in the box.
Three ___ Two _____ I brush my ____

Four ______ Two ______

child mouse foot

tooth goose

B. Use the correct irregular plural form of the words in

the box into a sentence.

child tooth mouse goose foot

C. Complete the paragraph with the appropriate

irregular plural nouns”. (an excerpt from the story,
“A Boy Who Wouldn’t Go To School”).

Hans is like other ( child ) 1.____. He is always on his

( foot ) 2.____ doing lots of things. He loves playing with his
two ( mouse ) 3. ____ and three ( goose ) 4.____. ( Man )
5.____ and ( woman ) 6. ____laugh whenever they see him
playing with them. He also takes his pets and visit the four
(ox) 7.____ grazing in the field.

(Adapted and Condensed Across Borders Through

Reading, pp. 4-5)

G. Finding practical Cabbage Game!

applications of
concepts and skills in Teacher provides examples of irregular nouns. Pupils form
daily living its plural and use the noun in the sentence.

H. Making  How are plural irregular nouns formed?

generalizations and  Why is learning pluralization of irregular nouns
abstractions about the important?
lesson
 Is it important to know the traits of the characters
in the story? Why?

37
 Read the key points on irregular nouns enclosed in the
box.

 Irregular nouns form their plural by

changing their spelling
 We can identify ourselves with a character
in the story by finding how we are similar
and different from the character

I. Evaluating Learning A. Fill in the crossword puzzle with the plural form
of each noun.
DOWN ACROSS
1. brother 4. Woman
2. child 5. mouse
3. foot 7. tooth
6. man 9. ox
8. hoof 10. goose

J. Additional activities Choose the correct irregular plural nouns as shown in

for application or the pictures.
remediation / a. Leafs b. Leaves
assignment 1. c. Leaf

a. Calfs b. Calfes
2. c. Calves

38
 a. Knives b. Knifes
3. c. Knifeses

a. Shelfs b. Shelvies
4. c. Shelves

a. Mans b. Mens
5. c. Men
IV. REMARKS
V. 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
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
H. No. of learners who
earned 80% in the
evaluation

39
School Grade Level 6
Teacher Learning Area ENGLISH
Time & Date WEEK 2, DAY 2 Quarter FIRST

I. OBJECTIVES
A. CONTENT The learners…
STANDARDS  demonstrate understanding of various
linguistics nodes to comprehend texts (LC)
 demonstrate understanding that English
language is stress timed to support
comprehension (F)
 demonstrate understanding of verbal and non-
verbal elements of communication to respond
back (A)
B. PERFORMANCE The learners…
STANDARDS  analyze text types to effectively understand
information / message(s) (LC)
 read with sufficient accuracy and fluency to
support comprehension (F)
 use a variety of strategies to provide
appropriate feedback (A)
C. LEARNING Competencies:
COMPETENCIES /  Analyze sound devices (personification ) in a
OBJECTIVES text heard (EN6LC-Ib2.3.6)
 Read aloud grade level appropriate text with an
accuracy rate of 95 – 100% (EN6F-Ib-1.6)
 Show tactfulness when communicating with
others (EN6A-Ib-17)

Specific Objectives:
 Identify sound device (Personification) in a text
heard
 Read aloud a selection / poem with 95-100%
accuracy
 Appreciate the opinions shared by others

I. CONTENT Sound Device (Personification)

A. REFERENCES
1. Teacher’s
guides/pages
2. Learner’s materials/
pages
3. Textbooks/pages

40
4. Additional materials Activity Sheet in ENGLISH 6
from Learning Resource Quarter 1- Week 2- Day 2
(LR) portal
5. Other learning Youtube / Powerpoint Presentation
resources [Link]
[Link]
[Link]
[Link]
[Link] w w .[Link]/pin/552113235563408281/

III. PROCEDURES
A. PRE-ASSESSMENT/ Ask: How are the plural of irregular nouns formed?
REVIEW
IRREGULAR NOUNS
(Previous lesson related (by changing spelling)
to the new lesson) 1. cow – kine
2. brother – brethren
3. foot – feet
4. mouse – mice
5. tooth - teeth

B. ESTABLISHING A Say: Today, we are going to:

PURPOSE OF THE
 Identify sound device (Personification) in a text
LESSON heard
 Read aloud a selection / poem
 Appreciate the opinions shared by others

Motivation:
 Have you seen things or objects that sing or dance?
What can you say about them?

Unlocking of Difficulties:

 Look for the meaning of the words in Box A with the

pictures in Box B.
A B

A B
. .
.
1. boiled
2. cackled
D
3. chattered C .
4. gurgled . .
5. danced .
E

Motive Question:
 Which object sang as the water boiled?

41
 Listen as the teacher reads a short poem “Dinnertime
Chorus” by Sharon Hendricks.

( Analyze the mood of the poem and the writer’s purpose

for writing it )
“ Dinnertime Chorus “
by Sharon Hendricks

The teapot sang as the water boiled

The ice cubes cackled in their glass
The teacups chattered to one another
While the chairs were passing gas
The gravy gurgled merrily
As the oil danced in a pan
Oh my dinnertime chorus
What a lovely, lovely clan!

Reference:
Clairepoetry.“Poetry project“ Dinnertime Chorus, January
01, 1970.
Accessed May 12, 2017.
[Link]
[Link].

 Guide Questions:
1. Which object sang as the water boiled?
2. Do teapots really sing?
3. What emotion did you feel while listening to the
poem?
4. Why do you think the poem is entitled “
Dinnertime Chorus “
5. What do you think is the writer’s purpose for
writing this poem?

C. Presenting examples/ Ask:

instances of the new  What are the inanimate objects personified in the
lesson poem?
 What specific activities did each inanimate object
do?
 What can you say about their activities?
 Are these realistic?
 Can these inanimate objects really move and act
like humans?
( The teacher will write the responses on the board )

Say:
 You should know that in reality, it is impossible for
inanimate objects to move and act like humans. In
the poem you listened to, the writer used
personification.

42
D. Discussing new Personification is the attribution of human qualities, nature
concepts and practice or characteristics to inanimate objects or something
new skills # 1 nonhuman. It is also the representation of an abstract quality
in human form.
Examples:
“ And then one day the boy came back and the tree
shook with joy.”
( excerpt from “ The Giving Tree “ by Shel
Silverstein )

“ Oh, wind a-blowing all day long, Oh, wind that sings
so loud a song “
( nursery rhyme )

The night was creeping on the ground! She crept and

did not make a sound
( excerpt from “ Check “ by James Stephens )

Task 1. Listen and Jot Down!

Teacher recites the poem “Bicycling” by Allan Loren.

Say: As you listen, jot down all examples of personification
from the poem. Write your answers inside the wheels of the
bicycle below.

“ BICYCLING “
By: Alan Loren

Haven’t you seen, perhaps in a dream?

A bicycle racing next to a stream
Its two tires spinning and hugging the ground
Picking up speed with nary a sound
Its chain sometimes clanks as the tires do chum
The horn announces loudly that soon it would turn
Oh how I love to ride on my bike
But next time I think I’ll just go for hike!

Reference:
Loren, Alan. “ PERSONIFICATION POETRY. “
Personification Poetry. 2015. Accessed May 12,2017.
[Link]
[Link]
E. Discussing new Task 2. Are You In or Out?
concepts and practice
new skills #2 Teacher reads two sets of sentences in each number. Put a
check ( √ ) mark inside the column of the appropriate letter if
the sentence exemplifies personification.

43
 A B
1
2
3
4
5
1. A. Cars danced across the slippery road.
B. The cars were sliding because the road is slippery.
2. A. The full moon guided me through the dark streets.
B. The light of the full moon made the dark streets
shine.
3. A. The wind whispered a lullaby to me as I fell asleep.
B. The wind blew as I fell asleep.
4. A. The hot chocolate calls out my name.
B. The hot chocolate was given by her.
5. A. The waves greeted King Samuel when he went to
the ocean.
B. The blue waves were found by the tourists.

F. Developing Mastery Task 3. Are You Ready for the Poem Reading?
(leads to Formative ( Give the standards for poem reading )
Assessment 3)
1. Work with your groupmates to present a poem reading
(excerpt).
2. After the poem reading, identify the personification
used in the poem / selection.

GROUP – I The Waste Land (By T. S. ELIOT)

“April is the cruelest month, breeding

Lilacs out of the dead land, mixing
Memory and desire, stirring
Dull roots with spring rain.”

GROUP – II I Wandered Lonely as a Cloud

(By William Wordsworth)

“I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.”

GROUP–III Two Sunflowers Move in a

Yellow Room
(By William Blake)

44
 “Two Sunflowers
Move in the Yellow Room.
‘Ah, William, we’re weary of weather,’
said the sunflowers, shining with dew.
Our traveling habits have tired us.
Can you give us a room with a view?”

 Use the following rubrics to evaluate the poem

reading performance of each group.
( Teacher shows and discusses this to each group b efore they prepare
their presentation.)

SKILLS TO BE Excellent Good Fair Poor

EVALUATED
Expressiven Energizes enthusiasti Some monotono
ess the audience c variation us
( Voice w ith
Usage) enthusiasm
VOCAL EXPRESSION

Clarity precisely clear generally poor

(Distinctness clear throughout clear articulation
of the
articulation
of w ords)
Audibility audible generally audibility cannot be
(Appropriate throughout audible dropped a totally
ness of the couple of heard
vocal volume times
used by the
speaker)
Confidence confidence confidence confidence confidence
and Ease of and ease of and ease and ease and ease
ORAL PRESENTATION

Delivery delivery are of delivery of delivery of delivery

( fully are quite are are never
Demonstrate observed observed somew hat observed
s confidence observed
and ease of
delivery
during the
performance
)
Team Team Team Team
member member member member
coordinated coordinate coordinate coordinate
w ith other d w ith d w ith d w ith
members other other other
Team very often members members members
and somew hat occasional minimally
Collaboration
provided often and ly and and
significant provided provided provided
contributions moderate limited very little
to the group contributio contributio contributio
ns to the ns to the ns to the
group group group

G. Finding practical Ask:

applications of
concepts and skills in Identify sound devices ( Personification ) used in the
daily living song entitled, “ Hey Diddle, Diddle “ ( by Mother Goose )

45
 This nursery rhyme is filled with personification.

Hey, Diddle, Diddle,

The cat and the fiddle,
The cow jumped over the moon;
The little dog laughed
To see such sport,
And the dish ran away with the spoon

H. Making generalizations Ask:

and abstractions about 1. What is personification?
the lesson 2. What is the purpose of personification?
Read: Let’s Remember This

Personification is a very important

tool used by writers to enliven and
give human attributes to inanimate
objects. It adds beauty and
creativity to any literary piece.

I. Evaluating Learning A. Say YES? Say NO?

Read the following statements taken from the selection

titled “Oh No!”. Write Yes on the blank before the number if
the sentence shows personification and write No if it does
not.
_____1. A careless biker drove his bike with a basketball of
bread.
_____2. A colony of hungry ants positioned themselves at
the sidewalk.
_____3. From then on, they patiently gathered mounds of
dirt for another ambush.
_____4. Unknowingly, the biker dropped a bag of bread.
_____5. The happy ants carried the bag of bread to their
place.

Reference: Worksheet No. 3: Laugh Stuff

It’s Funtime - 1186

B. Build Up a Tree!

Listen to your teacher as he/she reads the poem “Trees” by

Joyce Kilmer. List down all examples of personification
from the poem. Write your answers inside the blank upper
part of the tree below.
TREES
By: Joyce Kilmer

I think that I shall never see

46
 A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

Reference:
Kilmer, Joyce. “Trees.” Poetry Foundation. Accessed May
12, 2017.
[Link]
2744
J. Additional activities Read the personification poem. Then, identify the
for application or inanimate objects personified in the poem.
remediation/
assignment

Reference:
[Link]

IV. REMARKS
V. 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

47
 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?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
H. No. of learners who
earned 80% in the
evaluation

48
 VI
School Grade Level

Teacher Learning Area English

Time & Date Week 2 Day 3 Quarter First

I. OBJECTIVES

A. Content Standard The learners…

 demonstrate understanding of text elements to
comprehend various texts (RC)
 demonstrate understanding of non-verbal
communication to communicate with others (A)
B. Performance The learners…
Standard  use knowledge of text types to correctly distinguish
literary from informational texts (RC)
 applies knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message (A)
C. Learning Competencies:
Competencies  Analyze poem with 4 or more stanzas in terms of its
elements (rhymes, sound devices, imagery and
figurative language) (EN6RC-Ib-6.1, EN6RC-Ib-6.2,
EN6RC-Ib-6.3, EN6RC-Ib-6.4)
 Observe politeness at all times. (EN6A-Ib-16)

Specific Objectives:
 Identify the words on the poem with images and other
sensory details.
 Explain the imagery found in the poem through
activities.
 Appreciate the poem through active participation.

II. CONTENT Analyzing poem using imagery

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Curriculum Guide in English

pages
2. Learner’s
Materials pages
3. Textbook pages  Joy in Learning English Textbook Grade 5
 Ma. Concepcion M. Franco,LIFE Learning and
Intensifying English Today 6
 Louie Mendoza, Ace Lyn Miranda, Alce Sentones
,Integrated English for Effective Communication
Learning Guide 6 page 177-184

49
  Louie Mendoza, Ace Lyn Miranda, Alce Sentones
,Integrated English for Effective Communication The
New Grade 6 page 55-65

4. Additional Activity sheets Quarter 1 Week 2 Day 2 and 3

Materials from
Learning
Resource (LR)
portal
B. Other Learning [Link]/imagery
Resources
[Link]
IV. PROCEDURE

A. Reviewing previous Say: Before we proceed let me first present to you our lesson
lesson or presenting objectives for this day:
the new lesson  Identify the words on the poem with images and other
sensory details.
 Explain the imagery found in the poem through
activities.
 Appreciate the poem through active participation.

B. Establishing a Motivation
purpose for the lesson
Say: Let me start our lesson by dividing the class into three
groups. (Set the standard in doing group activity)

Pupils will be given cutouts of picture. Let them complete the

picture puzzle in 2 minutes. Ask a representative from the
group to present their output.

Here are the pictures:

Ligao, Albay: Kawa-Kawa natural The beautiful Mt. Mayon,

Park and Sunflower Farm – freak_nomad [Link] Park area and bike area irahgm
John’s blog May 6, 2014 Accessed March 21, 2019 trip advisor May 2018
Accessed March 21, 2019 [Link] om/d/odEP- Accessed March 21, 2019
[Link] earch? legazpi-city-philippines [Link]
q=bicol+sunflower&tbm=isch&ve LocationPhotoDirectLink-
d=2ahUKEwiv_OPOmpLhAhXW g317122-d2535131-
MHAKHXdUDe4Q2- i319320207-
cCegQIABAB&oq=bicol+sunflow Albay_Park_and_Wildlife-
er&gs_l=mobile-gws-wiz- Legazpi_Albay_Provi nce_Bicol
img.3..0i8i30.68400.71885..7479 _Region_Luzon.html
4...0.0..0.751.2045.0j 3j0j1j0j 1j1....
..0....1.........0i13j 33i10.cL5G1p8Y
Nac&ei=pvmSXK-
RD9bhwAP3qLXwDg&bih=582&b
iw=360&client=ms-opera-
mobile&prmd=imvn#i mgrc=iip6gL
Ask: Have you been to these places? What did you feel?
BH-n27kM

Unlocking of Difficulties

50
 Say: Today we are going to read a poem, but before that, let
us be familiar first with the following terms taken from the
poem.
Teacher discusses the steps in doing the activity.
Do the “I SEE new words!” activity.

I – Identify the word from the word bank that will fit each of the
following sentences.
S - Spell the words in the word bank as the teacher reads them
orally.
E - Explore the meaning of each word by consulting a
dictionary or taking the meaning from context.
E – Exemplify each word by using it in a sentence.

swirling cobblestones
chiming
enticing gritty

1. I saw the beautiful roads of Intramuros are made of

_______________.
2. You will also be able to see fishes swimming and
making _______________ movements in the water.
3. I heard the ____________ of the bells of San Agustin
Church.
4. They could become gritty grains of sand when they are
crushed.
5. All these are ______________ things to look forward
to when you visit Intramuros.

Say: Now that you are familiar with the new words, let us now
read the poem. This poem is entitled “A Part of a Beautiful
Whole.” This poem is written by Enrico Felix P. Franco. I will
give you class 4 minutes to read the poem silently and
afterwards we are going to read this by group.
(Set the standards for silent reading and for oral reading)

Motive Question
While reading please be guided by the question, “What
different objects or images did you find in the poem?

C. Presenting A Part of a Beautiful Whole

examples/instances of By Enrico Felix P. Franco
the new lesson
Swirling shapeless clouds of soft white,
Leaves and petals floating so light,
Birds of every color flying in the sky-
All these sights are images in my eye.

Playful sounds of children without a care,

Cheerful chirping from birds so rare,
Chiming bells and rustling trees both far and near-
These are sounds so pleasant to hear.

51
 Soft and gentle flowers blooming all around,
Smooth and strong cobblestones fastened to the
ground,
Coarse and gritty grains of sand,
An enticing feeling that goes through my hand.

Sights and sounds that go while others stay;

Tastes and smells around me as I work and play;
All the things I come across each and everyday

Telling me I am part of everything in my own small

way.

Source: Ma. Concepcion M. Franco,LIFE Learning and

Intensifying English Today 6 page 5-6

Comprehension Check:

1. What different objects or images did you find in the

poem?
2. What words are used to describe them?
3. Why is the poem entitled A Part of a Beautiful Whole?
4. Do these images make the poem more beautiful?

D. Discussing new Teacher Modeling

concepts and
practicing new skill #1 Say: You learned in the previous meeting that poems are
pieces of writing written in separate lines. Aside from sound
devices and figurative language, there are elements that add
beauty and creativity to poems. These are rhyme and imagery.

Facilitate the discussion using the following background

information.

Imagery is the name given to the elements in a poem that

spark off the senses. Despite “image” being a synonym for
picture, images need not be only visual; any of the five senses
can respond to what a poet writes.

Understanding Sensory Images

Words are not just letters printed on paper. They tell of things
that you see, hear, smell, taste and feel.

There are six sensory images in literature namely:

1) Sight which appeals to the sense of seeing.
Example: It was dark and dim in the forest.
Say: The words “dark” and “dim” are visual images.
2) Sound which appeals to the sense of hearing.

52
 Example: The children were screaming and shouting in the
fields.
Say: “Screaming” and “shouting” appeal to our sense of
hearing or auditory sense.
3) Touch which appeals to the sense of feeling.
Example: The girl ran her hands on a soft satin fabric.
Say: The idea of “soft” in this example appeals to our
sense of touch or tactile sense.
4) Taste which appeals to the sense of taste.
Example: The fresh and juicy orange is very cold and
sweet.
Say: “Juicy” and “sweet” when associated with oranges
have an effect on our sense of taste, or gustatory sense.
5) Smell which appeals to the sense of smelling.
Example: He whiffed the aroma of brewed coffee.
Say: “Whiff” and “aroma” evoke our sense of smell or
olfactory sense.
6) Motion which appeals to the sense of seeing with
another dimension, that is, movement.
E. Discussing new Find words on the poem and write them on the appropriate
concepts and sensory column.
practicing new skills May Our Friendship Last Forever
#2 By Nicholas Gordon

May our friendship last forever;

May I sail upon your sea.
May we go through life together;
May there always be a “we.”

May I be your endless sky;

May you breathe my gentle air.
May you never wonder why
Each time you look for me, I’m there.

May we be for each a smile

Like the warm life giving sun;
Yet when we’re in pain awhile,
May our sufferings be one.

My we share our special days,

The happiness of one for two;
And if we must go separate ways,
Let my love remain with you.

Source: Louie Mendoza, Ace Lyn Miranda, Alce

Sentones ,Integrated English for Effective
Communication The New Grade 5 page 64

Sight Sound Touch Taste Smell Motion

53
F. Developing mastery Group Activities
(leads to formative Group the pupils into two. Set the standards for group activity.
assessment 3) Present the rubrics for the group activity.

Group 1 – Complete Me
Find words on the poem and write them on the appropriate
sensory column.
Sight Sound Touch Taste Smell Motion

Group 2 – Art Angels

Read the poem once more and try to visualize the images
and other sensory details of the poem. Imagine yourself in
the picture. What role did you take? Draw the scene as you
had imagined it.

After the group presentation the teacher will process the

pupils’ outputs.
G. Finding practical Graffiti!
applications of Say: Write anything that you can find inside the classroom
concepts and skills in that appeals to your senses.
daily living Sight Sound Touch Taste Smell Motion

H. Making Ask the pupils to recall the important concepts discussed.

generalizations and
abstractions about the What is imagery?
lesson How does imagery help the reader in understanding the
message of the poem?
Why do you think senses are important in our life?

I. Evaluating learning Read the following stanza. Identify the words with sensory
images and check the corresponding senses.

1. Let’s have one day for girls and boyses

When you can make the grandest noises.
Screech, scream, holler, and yell-
Buzz a buzzer, clang a bell,
Sneeze-hiccup-whistle-shout,
Laugh until your lungs wear out’

-Noise Day by Shel Silverstein

54
 Words with imagery Sensory Images in Literature

____ sight
____ sound
____ touch
____ smell
____ taste
____ motion

____ sight
____ sound
____ touch
____ smell
____ taste
____ motion

2. Look! Look down in the garden how

The firefly lights are flitting now!
A million tiny sparks I know
Flash through the pinks and golden-glow,
And if I could stay up I’d see
How gay the fairy folks can be!
-Fireflies by Evaleen Stein

Words with imagery Sensory Images in Literature

____ sight
____ sound
____ touch
____ smell
____ taste
____ motion

____ sight
____ sound
____ touch
____ smell
____ taste
____ motion

J. Additional activities for A. Assignment

application or
remediation
Look for a song with imagery in the lyrics. Write the lyrics
of the song with imagery in the song pad.
V. REMARKS

VI. REFLECTION

VII. OTHERS

55
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?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

56
 RUBRICS IN EVALUATING GROUP’S PRESENTATION
Group No. _________________
Names of Group Members:
________________ _________________ _______________
________________ _________________ _______________
________________ _________________ _______________

Directions: Use these rubrics to evaluate each presentation. Encircle the appropriate
number after each statement.
4 – Exemplary 3- Satisfactory 2-Good 1- Needs Improvement
1. All members participated in the group activity. 4 3 2 1
2. Group members stayed on the assigned 4 3 2 1
activity.
3. Group members only used positive language 4 3 2 1
and encouraging words with each another.
4. Group members were able to present their 4 3 2 1
output/performance relevant to the
content/message of the poem studied.
5. Every member was allowed to do his 4 3 2 1
assigned role (no one person dominated the
group)
6. Group members listened to others well. 4 3 2 1
7. Group members helped others when needed. 4 3 2 1
8. A positive attitude was displayed by all group 4 3 2 1
members during the entire activity.
9. All group members actively completed their 4 3 2 1
part of the activity without additional
prompting.
10. All group members had finished 4 3 2 1
output/performance that was correct, neat,
and represented the group’s collective
thoughts and efforts.
Add all encircled numbers for Total Score

57
School Grade Level VI

Teacher Learning Area English

Time & Date Week 2 Day 4 Quarter First

I. OBJECTIVES

A. Content The learners…

Standard  demonstrate understanding of figurative
language, word relationships and nuances in
word meanings to develop word consciousness
(V)
 demonstrate understanding of verbal and non-
verbal elements of communication to respond
back (A)
B. Performance The learner…
Standard  uses figurative language appropriately in various
contexts (V)
 uses a variety of strategies to provide appropriate
feedback (A)
C. Learning Competencies:
Competencies  Infer the meaning of idiomatic expression using
affixes. EN6V-Ib-[Link]
 Show openness to criticism. EN6A-Ib-18

Specific Objectives:
 Identify the idiomatic expression in a sentence.
 Infer the meaning of idiomatic expressions using
affixes.
 Show openness to criticism.

II. CONTENT Meaning of Idiomatic Expressions (Affixes)

III. LEARNING
RESOURCES
A. References

1. Teacher’s Curriculum Guide in English

Guide pages
2. Learner’s
Materials pages
3. Textbook pages  Louie Mendoza, Ace Lyn Miranda, Alce Sentones
,Integrated English for Effective Communication
Learning Guide 6 page 145-150

58
  Louie Mendoza, Ace Lyn Miranda, Alce Sentones
,Integrated English for Effective Communication
The New Grade 6 page 7-10
 English 6 Teacher’s Guide

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE

A. Reviewing previous Say: Good Morning Class!

lesson or Are we all good?
presenting the new - It means you are ready to our lesson for today.
lesson - Before we proceed with our lesson let me first
present to you our lesson objectives. (Present
the lesson objectives) Let them say I can before
saying each objectives

Review on Affixes

Ask: Children, what is an affix?

Ask the pupils to complete each sentence by choosing
the appropriate words in the box below.
Bluish selfish tasteful childish

1. The sky looks ________ today.

2. He was acting in a very _________ way.
3. My friend is now becoming ________ .
4. This food is _________ .

B. Establishing a Say: Today, we will:

purpose for the  Identify the idiomatic expression in a sentence.
lesson  Infer the meaning of idiomatic expressions using
affixes.
 Show openness to criticism.

Motivation

Teacher gives instruction to the pupils.

Say: I have here sentences which I am going to read to

you. Figure out the meaning of the idiomatic

59
 expressions by arranging the scrambled letters posted
on the board.

1. Let us call it a day. We will continue the

workshop tomorrow.
T OS P

2. Jeff and Joana will soon tie the knot and we are
invited.

EGT MDRREIA

3. I lost the draft of my essay. I will start from the

scratch.

BGEIN NAGIA

C. Presenting Teacher posts the sentences on the board for pupils to

examples/instances read.
of the new lesson
Father seems very unpredictable when
in a difficult situation. He is a bit of a
loose cannon.

Say: What is the meaning of the highlighted word in the

first sentence?
The teacher will then present that the highlighted word
“unpredictable” is a word with prefix.

Ask: Can you identify the idiomatic expression used in

the sentences presented? The idiomatic expression in
the sentence is loose cannon.

Facilitate the discussion that the word “unpredictable” will

give a clue to the meaning of the idiomatic expression
“loose cannon” which means actions that are hard to
predict.

60
D. Discussing new The teacher will then present sentences with idiomatic
concepts and expressions. Ask the pupils to identify the meaning of
practicing new skill idiomatic expression using the word with prefix as a
#1 clue.
1. The weather is unfavorable. It’s raining cats
and dogs.
a. It’s raining heavily.
b. The cats and dogs are fighting in the rain.
2. My grandma is unwell for the past three days.
They say she has been under the weather.
a. She is sick.
b. She is watching the weather condition.

Words with affixes help in identifying the meaning of

idiomatic expressions. Let us study the sentences
above.

In the first sentence, the idiomatic expression “raining

cats and dogs” means raining heavily. The word
“unfavorable” which has a prefix –un gives a clue that the
weather is not good.
In the second sentence the word “unwell” will lead you to
the meaning of the idiomatic expression “under the
weather” which means that she is sick or ill.

E. Discussing new Pick-out the idiomatic expressions in each sentence

concepts and then identify the word that gives its meaning.
practicing new 1. The father came home unexpectedly late
skills #2 night. He arrived out of the blue.
2. Express yourselves straightforwardly. Stop
beating around the bush.
3. Laptop is pricey. It costs an arm and leg.

F. Developing mastery Group the pupils into 3. All the groups will be given the
(leads to formative same task.
assessment 3)
Identify the idiomatic expression used in the sentence.
Then, write the meaning on the space provided. Assign
somebody to report the output.

Set the standards for group activity and present the

rubrics in rating.

61
 Sentences Idiomatic Meaning
Expressions
I got confused and
incompetent to what I
should do. I was a lost ball
in the weeds.
It’s an enjoyable time for
him when he is watching a
movie that is a barrel of
laughs.
Louie, a fearful boy did not
try to jump from the cliff.
All of his friends almost
died from it. Sometimes,
having a big feet can save
you.
Rino always disrespects
his brother. I told him not
to curl his lip at him.

After they accomplished the table, Each group will

present their output to the class. Other groups will check
if their answers are correct. Introduce the value of being
open for criticisms.
G. Finding practical Underline the idiom and choose its meaning from the
applications of choices.
concepts and skills 1. Nessy is beautiful that is why she is the apple
in daily living of the eye in our class.
a. She looks pretty.
b. The class had an eye to her.
c. She is naughty.
2. John is feeling down in the dumps. He is
unhappy because he got a bad grade in
English.
a. fell in a damp area
b. feeling lonely or sad
c. excited and happy
3. Teacher Grace tells me to rewrite my speech
so it is back to square one.
a. come back to square
b. start all over again
c. finish the task
4. You can fly? That’s quite impossible to
happen. It will be a cold day in a hell.
a. unlikely to happen
b. winter season in some places
c. expected to happen

62
H. Making How did you infer the meaning of an idiomatic
generalizations and expression?
abstractions about How do words with affixes help in getting the meaning of
the lesson idiomatic expressions?

I. Evaluating learning Infer the meaning of idiomatic expressions using affixes

and write its meaning on the space provided.

________1. April graduated with flying colors. She

successfully received the highest award.

________2. I’m sure your birthday celebration will be

enjoyable so have a blast!

_______ 3. Because he is dishonest, I don’t know if he is

telling the truth or just building castles in the air.

_______ 4. Don’t trust her; she is pretentious like a

drama queen.

_______ 5. The carpenter is careless in handling his

tools. His supervisor thinks he had a damn may care
attitude towards his work.
J. Additional activities Assignment:
for application or
remediation Choose three idiomatic expressions and use each one in
a sentence.

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional

63
 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?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

64
 Rubrics for Evaluating the Group Activity
CRITERIA BEGINNER (1) ACCEPTABLE (2) PROFICIENT(3)
Process Skills Members do not Members Members always
demonstrate occasionally demonstrate
targeted process demonstrate targeted process
skills. targeted process skills.
skills.
Time Management Members do not Members finish on Members finish
finish on time with time with ahead of time with
incomplete data. incomplete data. complete data.
Cooperation and Members do not Members have Members are on
teamwork know their tasks defined tasks and have
and have no responsibilities defined
defined most of the time. responsibilities at
responsibilities. Group conflicts are all times. Group
Group conflicts cooperatively conflicts are
have to be settled managed most of cooperatively
by their teacher. the time. managed at all
times.
SCORE:

65
School Grade Level 6
Teacher Learning Area ENGLISH
Time & Date WEEK 2 (Day 5) Quarter FIRST

I. OBJECTIVES
A. CONTENT STANDARDS The learners…
 demonstrate understanding of the
forms and conventions of print,
non-print, and digital materials to
understand various viewing texts
(VC)
B. PERFORMANCE STANDARDS The learners…
 apply knowledge of the various
forms and conventions of print,
non-print, and digital materials to
appropriately comprehend print,
non-print, film and moving texts
(VC)
C. LEARNING COMPETENCY Competency:
 Describe different forms and
convention of film and moving
pictures (BLOCKING) EN6VC-lb-
OBJECTIVES 5.1.2

Specific Objectives:

 Identify the visual elements of

blocking
 Act out scenes from our daily
situations where different visual
elements of blocking can be
applied.
 Appreciate the importance of
different visual elements of
blocking in moving pictures.
II. CONTENT Blocking
REFERENCES
1. Teacher’s guides/pages -Curriculum Guide in English
2. Learner’s materials/ pages -
3. Textbooks/pages -
4. Additional materials from Activity Sheet in ENGLISH 6
Learning Resource (LR) portal Quarter 1- Week 2- Day 5
5. Other learning resources Youtube
III. PROCEDURES
A. PRE-ASSESSMENT/ REVIEW REVIEW: (Reflective approach)
(previous lesson related to the Conventions of films (Light)
new lesson) Teacher:

66
 Last week, we have started studying
about the conventions of film. We
started first with LIGHT.
Light creates an atmosphere and a tone
which helps to make the film just look so
professional.
One convention of film is light. Today, we
will discuss another film convention
which is blocking.
B. ESTABLISHING THE Objectives:
PURPOSE OF THE LESSON  Identify the visual elements of
blocking
 Act out scenes from our daily
situations where different visual
elements of blocking can be
applied.
 Appreciate the importance of
different visual elements of
blocking in moving pictures.

Ask the pupils to watch intently the video.

What are the things to remember when
watching a video?
Before watching the video, ask:
Do you think positions and
movements of the characters in a film
affect its mood?

TRY NOT TO CRY PART 2 Sad

Philippines Commercial Compilation.
C. PRESENTING Look at each picture. Then answer the
EXAMPLES/INSTANCES OF questions that follow:
THE LESSON

67
 Teacher: Pupils’ activity
What have you Characters show
noticed in each different emotions,
picture? characters have
different positions
What are the far, near from the
positions of the camera, some
characters in each appear smaller,
picture? some appear
bigger in the frame
What feelings or sad, happy
emotions do each
picture convey?
How do different the facial
positions of expressions, the
characters affect body position, and
the mood in each the gestures of the
picture? characters show
the mood or
emotions of the
scene
Does blocking Yes, blocking is
matter in each important in
picture? How about pictures, more with
in films? moving pictures
Reference:
TRY NOT TO CRY PART 2 Sad
Philippines Commercial Compilation.
[Link] 9, [Link] March
9, 2019. [Link]
Let the pupils watch the video about “film
blocking”

[Link]
(Please edit the video to make it a
3-minute presentation only)

Video processing:
The teacher will discuss on the following
important topics:
BLOCKING- Blocking was originally a
theater term that refers to the positioning
and movement of the actors in the stage.
An essential part of rehearsal, blocking is
necessary for a
smooth performance.
In cinema, camera and lights are added
to the equation. Blocking in a motion
picture involves the precise synchrony
and movement of the actors in relation to
camera and lights.

68
 What are the three visual elements of
blocking?
Three visual elements of blocking:
1. SPACE -

2. SHAPE

3. LINE

Reference:
Film Blocking Tutorial — Filmmaking
Techniques for Directors: Ep3.
[Link] 23, 2018.
Accessed February 16, 201.
[Link]

The director is the one responsible for

blocking. He guides the cast to
accommodate his vision for the
arrangement or composition of the
frame.
Sketch the Scene
Different ways to block actors and
camera are the following:
1. drawings
2. Floor plans
3. storyboards

Floor plans are used to design the

layout of a scene with actors and camera
positions.
Storyboards are a collection of frames
that tells the story visually. The frames
illustrate the more important shots in the
movie.

Deciding on the positions of the subject

and the camera are the first and second
steps of blocking.
69
 The third step is body language –
posture.

A director must pay close attention to

how actors use their bodies and what is
signified by their postures and gestures.

References:
Blocking. Accessed May 10, 2017.
[Link]
ting/[Link]

D. DISCUSSING NEW CONCEPTS (Collaborative approach)

AND PRACTICING NEW
SKILLS #1 Group activity:
Group the class into 3.
Set the standards for group activity.

Present the rubrics for group activity.

CRITERIA 5 4 3 2 1
Team members
coordinated with other
members
Output presented was
precise/correct
Task finished on time
Total

“PAINT ME A PICTURE”
Act out a particular scene from our daily
situations to show and give importance
to the different visual elements of
blocking.
Allow the class to identify and describe
the element portrayed by the group in
front.
(Same goes with the other groups)

Group 1 – space (a scene about a father

leaving his family)

Group 2 – line (a scene in a hospital)

Group 3 – shape (a scene at the school

canteen or in the market)

With the given visual element of

blocking for each group, they will paint a
picture (act-out) showing the kind of
visual element assigned to each group.

70
E. Developing mastery (leads to Identify the visual elements of blocking
formative assessment 3) used in each picture

1. (Line)

2. (Shape)

3. (Space)

Reference:
General Luna full movie eng sub.
Youtube. September 24, 2018.
Accessed March 9, 2019.
[Link]

F. Making generalizations and (Reflective Approach)

abstractions about the lesson (The learners consolidate their learning
ideas about the lesson “Blocking”, as
guided by the teacher’s questions.)

Blocking - refers to the positioning and

movement of the actors in the stage.
- In cinema, it involves the precise
synchrony and movement of the actors
in relation to camera and lights.

What are the three steps of blocking?

- Deciding on the positions of the
subject and camera are the first
and second steps
- The third step is the body
language or posture of the actors
What are the three visual elements of
blocking?
- Space, shape and line

G. Finding practical applications Look at the pictures on the wall. Classify

of concepts and skills in daily them according to what visual element
living of blocking do they belong. Use the
table below.

71
 shape Line space

space line

Shape space

Line/space line
Reference:
General Luna full movie eng sub.
Youtube. September 24, 2018.
Accessed March 9, 2019.
[Link]
A friend to stay with you [Link].
March 12, 2017. Accessed February 18,
2019. [Link]

[Link] 19,
[Link] February 16,
2019.[Link]
H. Evaluating learning Identify the visual element of blocking
used in each picture. Write SH- shape;
L- line; SP – space

Pupils’ activity

1. SH

2. L

3. SP

72
 4. SP

5. SH

Reference:
SMoments Daddy’s Girl. Youtube. June 10,
2017. Acessed March 9, 2019.
[Link]

A friend to stay with you [Link].

March 12, 2017. Accessed February 18,
2019. [Link]

I. ENRICHMENT ACTIVITIES Take pictures of daily life scenes that

(Additional activities for show the visual elements of blocking.
application/remediation/assign Print and post them on your English
ment) notebook.

IV. REMARKS
V. 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 strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
H. No. of learners who earned 80%
in the evaluation

73
 School: Grade Level: VI
Teacher: Learning Area: ENGLISH
Teaching Dates and 1ST QUARTER
Time: Quarter: (Week 3-Day 1)

I. Objectives
A. Content Standard The leaners …
Demonstrate understanding of various linguistics nodes
to comprehend various texts (LC)
demonstrate understanding of verbal and non-verbal
elements of communication to respond back (A)
B. Performance The learners…
Standard Analyze text types to effectively understand
information/message(s) (LC)
use a variety of strategies to provide appropriate
feedback (A)
C. Learning Competencies:
Competencies/
Objectives Analyze sound devices (irony and hyperbole) in a text
Write the LC code for heard (EN6LC-Ic-2.3.8, EN6LC-Ic-2.3.7)
each Show tactfulness when communicating with others
(EN6A-Ic-17)

Specific objectives:
1. Identify sound device (irony and hyperbole) used in
sentences
2. Construct sentences with irony hyperbole
3. Show tactfulness when communicating with others

II. CONTENT Sound Device (Irony and Hyperbole)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Curriculum Guide in English, page 125
Guides/Pages
2. Learner’s
Materials/
Pages
3. Textbook English for All Times Reading p. 145
Pages
4. Additional
Materials from
learning
Resources (LR)
Portal
B. Other Learning powerpoint presentation of the lesson, metacards,
Resources strips of paper, picture, speaker, manila paper

74
IV. PROCEDURE
A. Review of the previous Read each sentence.
lesson or presenting Raise the if the sentence uses
the new lesson personification and raise if it does not.
1. The leaves and the flowers dance as the wind
blows.
2. The bed and the pillows are soft.
3. The alarm clock shouts aloud early this morning.
4. My bag groaned as I put my seven books.
5. The cold wind wiped my tears as I walked down the
street.
B. Establishing a  Present the objectives of the lesson:
purpose of the Today, you will:
lesson 1. Identify sound device (irony and hyperbole) used
in sentences.
2. Construct sentences with irony and hyperbole
3. Show tactfulness when communicating with
others
 Motivation
Teacher presents picture.
Ask:How will you describe your mother?
Use pair of words (opposite) to describe your
mother.
Write your answer on the metacards and post
them on the board.

Source: [Link] vector-mot her-

[Link]
 Unlocking of Difficulty
Read the sentences. Give the word being referred
to by looking at the context clues.
1. Miss Universe Catriona Gray is an epitome of
beauty.

a perfect e

2. The fierce warrior protected his village from the

enemies.
p
75
 3. The boys cease playing basketball at lunch time.
s

 Giving of Motive Question

As I read the poem, listen carefully and find out how
the author described her mother.
C. Presenting the  Setting of standards in listening
examples/instances Ask: What are the things you must do while I am
of the new lesson reading the poem?
 Listen as the teacher reads the poem.
 Presentation of the poem.

My Mother

God has given us one of the greatest gifts

An epitome of beauty, love and grace
You are gentle yet you can be fierce
To protect your children and give them peace

There are tons of household chores to be done

Duties and responsibilities all around
No matter how difficult the jobs in your hands
Still you have shown the sweetest smiles
During problems and difficult times
You said bring them on and I am the lucky one
A superhero, protector of the universe
Pour your heart out and pray without cease

Your heart leaps when your children succeed

You may be silent but you are the proudest
And when your children commit mistakes
You forgive them though your heart aches

You need our respect and devotion

For no one can replace your affection
You are a diamond so precious and true
Mother, I am grateful that I have you.

 Comprehension Check
1. What is the poem all about?
2. How did the author describe her mother?
3. What does a mother need from her children?
4. How would you show your love and respect to
your mother?

76
 5. Are you grateful that you have your mother?
Why?
D. Discussing new What ironic statements are exemplified in the poem?
concepts and What exaggerated statements are mentioned in the
practicing new poem?
skills #1
In the poem you listened to, the author used irony and
hyperbole.

Let’s analyze some parts of the poem.

During problems and difficult

times
You said bring them on and I am
the lucky one

No matter how difficult the jobs

in your hands
Still you have shown the
sweetest smiles

Ask:
 When we have problems and during difficult times,
do we consider ourselves lucky?
 Can we still show the sweetest smiles even if there
are difficult jobs?
 Normally, what do we feel when we have
problems? when we have difficult jobs in our
hands?
 What does each part signify?
 What opposite ideas are expressed in each part of
the poem?
 What is an irony?

Irony = signifies the opposite of what is being said

= This refers to the expression of one's meaning by
using language that normally signifies the opposite,
typically for humorous or emphatic effect.

There are tons of household to

be done.

A superhero, protector of the

universe

Pour your heart out and pray

without cease
77
 Ask:
 What is exaggerated in each sentence?
 What does each sentence express?
 What is hyperbole?

Hyperbole =this is an extreme exaggeration used to

make a point; exaggerated statements or
claims not meant to be taken literally.
E. Discussing new One pupil picks a strip of paper with written situation in
concepts and it. Reads aloud the situation and calls a classmate to
practicing new formulate a sentence with irony or hyperbole. The pupil
skills #2 who formulated a sentence calls another classmate to
identify if the sentence has irony or hyperbole.

1. You’ve tasted the most delicious chocolate cake.

How will you describe the taste of the cake?
2. You waited for your friend for more than two hours.
3. The first subject started at 7:30 in the morning but
your classmate arrived at 8:30.
4. Your brother excitedly opened your present without
your permission.
5. You love your parents very much. What will you tell
them?
Say:
Hyperbole and irony if used to describe or talk about
people a certain way, can sometimes hurt other
people’s feelings Always be tactful and mindful of what
you say. Consider the feelings of other people.
F. Developing mastery DRILL
(Leads to formative Listen to the song and identify the lyrics with irony and
assessment) hyperbole.
[Link] (One Call Away)

MASTERY
The teacher will read each sentence. Pupil will analyze
and identify the sound device (irony or hyperbole) used
in each sentence.
1. I was so sad, I cried the whole day.
2. We waited in line for a century to buy tickets.
3. She is a very good speaker, I don’t understand any
single word she said.
4. I can’t wait to read hundred page report.
5. I will wait for you until forever.

ADVANCED/AVERAGE PUPILS
Let’s listen and analyze!
The class will be divided into five groups.

78
 They will listen to a compilation of songs and they will
jot down the part of the lyrics of the song with irony and
hyperbole.
IRONY HYPERBOLE

Source:
[Link] (Titanium)
[Link] ( A Thousand
Years)

FOR SLOW/STRUGGLING PUPILS

Let’s listen and answer!
The class will be grouped into 5. The leader will be
given sentences and strips of paper with the words
IRONY and HYPERBOLE. The leader of each group
will read each sentence and the members will identify if
the sentence uses IRONY or HYPERBOLE. They will
paste their answers on the manila paper.
1. I told you a million times to clean your room.
2. He is so hungry, he could eat a horse.
3. What a lucky day, I lost my wallet.
4. Mother prepared food enough to feed an army.
5. Sheena washes a mountain of dishes.

G. Finding practical/ Today’s Tweet Exit Card

application of Write your name in the form of @_____________.
concepts and skills Answer the questions: On hashtags#, write the two
in daily living trending topics that show irony and hyperbole.

Source: [Link] -Tweet-

Exit-Cards-686639
H. Making
generalizations and What is irony? What is hyperbole?
abstraction about
the lesson
I. Evaluating Learning Say:
Listen as I read each sentence, write whether if it has
irony or hyperbole.

79
 1. I really enjoy her company but I can’t stand with her
anymore.
2. He jumped so high that he touched the sky.
3. We waited for one hundred years in the bus stop.
4. I appreciate your reading of my personal diary.
5. My tears has torn my mother’s heart.
J. Additional activities Listen to any song. Jot down the part of the lyrics of the
for application or song that has irony or hyperbole.
remediation

80
 School: Grade Level: Grade VI
Teacher: Learning Area: ENGLISH
Teaching Dates and
(Week 3- Day 2) Quarter: 1st QUARTER
Time:

I. OBJECTIVES

A. Content The learners…

Standard Demonstrate understanding that words are composed of
different parts to know that their meaning changes depending in
context (Vocabulary Development);
B. Performance The learners…
Standards use strategies to decode correctly the meaning of words in
isolation and in context (Vocabulary Development);
C. Learning Competency:
Competencies/ Infer meaning of idiomatic expressions using-roots.
Objectives (EN6V-Ic-[Link])
Specific Objectives:
After the discussion learners are expected to;
A. Infer meaning of idiomatic expressions using-roots;
B. Construct sentences using the given idiomatic
expressions;
C. Develop optimism in understanding life through reflection.
II. CONTENT Meaning of Idiomatic Expression (Roots)
III. LEARNING
RESOURCES
A .References Curriculum Guide in English page 127-128
[Link]’s
Guides/Pages
[Link]’s
Materials Pages
[Link] Pages
[Link] PowerPoint Presentation, video of the song “Color Idiom Song”,
Materials from copy of the lyrics of the song ,work sheets, Manila paper, word
Learning cards, sentence strips;
Resources (LR) [Link]
Portal

A. Review of the Thumbs Up, Thumbs Down

previous lesson or  The pupils will raise their thumbs up if
presenting the new the word given is a root word and raise
lesson their thumbs down if the word given
has an affix in it.
Reference: “Thumbs up/Thumbs
down” Accessed January 25,
showed silver 2019., [Link] f erson-
[Link]/thuumbs-back-
thumbsupthumbs

golden color tickled opportunity

81
  Present the objectives of the lesson to the pupils.
B. Establishing a Infer meaning of idiomatic expressions using-roots;
purpose for the Construct sentences using the given idiomatic
lesson
expressions;
Develop optimism in understanding life through reflection.

 Motivation (4Pics1Word)
Say: Look at the 4 pictures below. What do they have in
common?

———- ———- ———- ———— ———-

Reference: “Rainbow”accessed March 16, 2019
[Link]
Reference: “Paint” March 16, 2019 [Link]
Reference: “Coloring Pencils” March 16, 2019 [Link]
Reference: “Crayons” March 16, 2019 [Link]
Ask: Imagine the world without colors, how would it be?

 Unlocking of Difficult Words

Say: Match the words in Column A to its meaning in Column
B.
Column A Column B
Tickled The feeling of wanting to
have what someone else
has
The amount of time or a
Opportunity situation n in which
something can be done.

The slight uncomfortable

Envy feeling in the part of the
body.
 Motive Question
What did she see in the dark?
C. Presenting the  Setting standards in listening to the song
examples Ask: Before I play the song, what are the things that you must
/instances of the remember while listening?
new lesson

82
 Presentation of the of the song
 Listening to the song

Reference: “Color Idiom Song”, lyrics by Anon, music by

Jonathan Taykor Brittunculi, [Link] 2015,
[Link]

Lyrics: Color Idioms Song

I saw red coz she'd left me in the dark.
She'd left me in the dark that we were in the red,
And being in the red was giving me the blues.
Then out of the blue comes a golden opportunity –
A golden opportunity for the black sheep of the family.
A black sheep born with a silver spoon in his mouth.
She was tickled pink over this rather grey area,
And you'd be green with envy if we showed our true colors.

I saw red coz she'd left me in the dark.

She'd left me in the dark that we were in the red,
And being in the red was giving me the blues.
Then out of the blue comes a golden opportunity –
A golden opportunity for the black sheep of the family.
A black sheep born with a silver spoon in his mouth.
She was tickled pink over this rather grey area,
And you'd be green with envy if we showed our true colors.

Comprehension Check
Ask: 1. What did she see in the dark?
2. What did come out of the blue?
3. What was the black sheep in the family born with?
4. Do you love colors? In life, how do you see colors in your
day to day experience? (colorful colors represents
happiness, dark colors may represent sadness)
5. Did you understand the song or the lyrics of the song?
6. What makes it difficult to understand? (Idioms)

D. Discussing new Say: Idioms make sentences difficult to understand because they
concepts and do not imply literal meaning. Let us go back and study some of
practicing new the lyrics of the song.
skills #1 Then out of the blue comes a golden opportunity.

A golden opportunity for the black sheep of the family.

83
 A black sheep born with a silver spoon in his mouth.

She was tickled pink over this rather grey area.

And you'd be green with envy if we showed our true colors.

Ask: What can you say about the underlined words?

Are they easy to understand?
What do you call these phrases?
What are idioms again?
(Idioms are expressions with figurative or deeper meaning
that differ from the literal meaning).

Say: In the previous weeks you have learned how to infer

meaning of the idioms using context clues and using affixes.
Today we will know another strategy on how to infer
meaning of idiomatic expression using roots.

E. Discussing new Present these sentences using the idioms used in the song.
concepts and a. I got a phone call from a long-lost cousin out of the blue
practicing new skills last week. It was very unexpected.
#2 b. The models’ conference was a golden opportunity for
me to become more successful in selling my beauty
products.
c. My oldest brother was very different to us. He was the
black sheep in our family for he dropped out of school at
fifteen.
d. Keiko came from a rich family with different prosperous
businesses. She hasn’t worked a day in her life for she
had a silver spoon in her mouth.
e. My mother was tickled pink when my father brought
roses home for her. She was really that appreciative.
f. I am extremely covetous over his new wardrobe. I am
always green with envy over other’s success.

Say: The underlined words are the idioms used in the sentence.
Ask: What word in sentence A has a root word?
(UNEXPECTED)
What is the root word the word, unexpected? EXPECT
What do you mean by, expect? ASSUME or ANTICIPATE
Therefore, what you do mean by out of the blue?
SOMETHING THAT ONE DID NOT EXPECT TO
HAPPEN.
(The discussion will go on with the sentences B-F
Pupils will be asked to create their own sentences using the
given idiomatic expression)
F. Developing
mastery Let’s Work Together
(Leads to formative The class will be divided into groups.
assessment)

84
The number of groups may vary depending on the number of
pupils per class.

 Setting standards in doing Group Activity

Ask: What are the things that you must remember while doing
group activity?

Activity A (May be used for average or advanced

pupils)
Pupils will be asked to identify the idioms used in the
sentence by underlining and encircling the its meaning
with the help of root words in the sentence.

1. It was a done deal when the bank confirmed the loan

agreement.
2. My mother was in a state of insufferable pain for
months and it’s a fate worse than death.
3. He was a greenhorn when he entered the field of
teaching, a complete novice in doing his work.
4. I lost my temper and said very offensive.
5. Fiona is very talkative and her mother reminds her to
hold her tongue from time to time.

Answer: 1. Idiom- done deal / words w/ root- agreement

2. Idiom- fate worse than death/ words w/ root –
insufferable
3. Idiom – greenhorn/ word w/ root – novice
4. Idiom – lost my temper/ words w/ root offensive
5. Idiom – hold her tongue/ word w/ root - talkative

Activity B (May be used for slow or struggling pupils)

The pupils will be asked to get the meaning of the idiomatic
expressions from the sentences using roots by matching
the idioms in column A to the given meanings in column
B.

A B
1. It was a done deal a. inexperienced or
when the bank confirmed beginner
the loan agreement.
2. My mother was in a b. stop oneself from talking
state of insufferable pain
for months and it’s a fate
worse than death.
3. He was a greenhorn c. become very angry or
when he entered the field lose self- control
of teaching, a complete
novice in doing his work.
4. I lost my temper and d. everything has been
said very offensive. decided
5. Fiona is very talkative e. too extreme to bear
and her mother reminds
her to hold her tongue
from time to time.

85
 Answer: 1. D, 2. E, 3. A, 4. C, 5. B
G. Finding Cabbage Relay
practical/applications Pupils will be asked to pass on a cabbage with idioms written in
of concepts and every peeling. When the teacher says, STOP, the pupil holding
skills in daily living the cabbage will peel-off one, read the idiom and give its
meaning. The pupil will then call a friend to construct a sentence
using the idiom.

Example: [Link] as an old shoe - ill- mannered

2. feeling blue - feeling of depression or sadness
3. heart of gold - thoughtful or generous
4. red as a beet - red in the face especially from
embarrassment
5. beat around the bush - to talk about something
without mentioning it directly.

H. Making How did you infer the meaning of the idioms used in
generalizations and communication?
abstractions about How do root words help in getting the
the lesson meaning of the idioms?
Through a ONE MINUTE
PAPER, pupils will be
asked to answer the given
question. After 60 seconds,
some pupils will be asked to read their answers.
I. Evaluating Let’s Try this
Learning Pupils will be given worksheets.

TEST A. Directions: Read each sentence. Infer the meaning of

the italicized idiomatic expression using roots; encircle the letter
of your best answer.

1. The computer shut down unexpectedly and I had to start

from the beginning. It’s like starting from scratch.
a. from where the computer was scratched
b. from the start
c. the cat scratched me.
2. I was late in class because it was raining cats and dogs.
a. raining hard
b. cats and dogs falling with the rain
c. animals in my path
3. My music teacher makes me learn through
memorization. For her, it is learning my pieces by heart.
a. write them on paper hearts
b. use my heart to learn them
c. learning from memory

TEST B. Directions: Construct sentences using the given

idiomatic expressions. Use roots to
understand its meaning.
1. bed of roses – comfortable or easy

86
 2. call it a day – to end a period/ day

J. Additional Use the following idioms in a sentence and infer its meaning
activities for using roots.
application or 1. raining cats and dogs
remediation 2. piece of cake
3. barking at the wrong tree
4. cut corners
5. add insult to injury

[Link]

[Link]

A. No. of learners who

earned 80% of the
formative
assessment
B. No. of learners who
require additional
activities to
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?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?

87
 School: Grade Level: Grade VI
Teacher: Learning Area: ENGLISH
Teaching Dates
and Time: (Week 3- Day 3) Quarter: 1st QUARTER

[Link]
A. Content The learners…
Standard  Demonstrate understanding of various linguistics nodes
to comprehend various texts (RC)
 Demonstrate understanding that English language is
stress timed to support comprehension (F)
B. Performance The learners…
Standards  Use linguistic cues to appropriately construct meaning
from a variety of texts for a variety of purposes (RC)
 Read with sufficient accuracy and fluency to support
comprehension (F)
C. Learning Competencies:
Competencies/ A. Determine tone, mood and purpose of the author from a
Objectives selection read; (EN6RC-IC-6.5, EN6RC-IC-6.6,
Write the LC Code EN6RC-IC-6.7)
for each B. Read aloud grade level appropriate text with an accuracy
rate of 95-100. (EN6F-IC-1.6)

Specific Objectives
At the end of the lesson the learners are expected to:
 Identify the tone, mood and purpose of the author from given
selection;
 Read aloud a story with accurate speed and fluency;
 Manifest appreciation for education by giving insights about
going to school every day.

II. CONTENT Tone, Mood and Purpose of the Author

III. LEARNING RESOURCES

A .References
[Link]’s
Guides/Pages Curriculum Guide in English page 125
[Link]’s
Materials Pages
[Link] Pages  Essential English Worktext in Language and Reading 6
pages20-25
 Skill Builders for Efficient Reading 3rd Edition pages 72-79
4. Additional
Materials from
Learning
Resources (LR)
Portal
5. Other Learning powerpoint presentation of the lesson , colored cards, activity
Resources cards/ sheets, picture of a pupil and a teacher

88
 [Link]
pupil-and-teacher-1818718
[Link] [Link]
A. Review of the Teacher presents mystery cards with different colors. Pupils will
previous lesson be tasked to pick one colored card and read the idiom written on
or presenting the it. Then, place it on the appropriate blank to complete the
new lesson sentences posted on the board. (Choose three sentences for the
review.)
feeling blue black sheep silver spoon

green thumb golden heart

1. Only those who were born with a _________________ on

their mouths wouldn’t know how it feels to struggle each day
just to earn a living because of poverty.
2. Barbara was ______________ when she heard the news
about the death of her beloved Grandmother who took care
of them since childhood
3. Divine collected her unused clothes, bought canned goods
and packed rice to donate in the charity that helps the victims
of typhoons. She truly has a ________________ because of
her kindness.
4. Mother said that if you have a ______________, seeds you
sow will grow fast into a healthy plant.
5. A person is considered as a ______________ in a family
who does not follow rules and disobey his parents’ will even if
it is for his own good.
B. Establishing a 1. Presentation of Lesson Objectives
purpose for the
lesson WHAT WILL YOU LEARN FOR TODAY?
 Identify the tone, mood and purpose of the
author from given selection,
 Read aloud a story with accurate speed and
fluency,
 Manifest appreciation for education by giving
insights about going to school every day
2. Motivation
The teacher presents a picture of
a pupil and a teacher.

Source: “Pupil and teacher” accessed

February 17, 2019

[Link]
pupil-and-teacher-1818718

Ask:
Ask pupils what can you say about going to school every day?

89
 How do you see your teachers and the lessons you are taught
each day?

2. Unlocking of Difficulties
SUPPLY ME. Use the words on the box to complete the
thought of the sentences below.

a. nuisance 1. The villagers are still in _______ after

b. fright the terrible storm that ruined their land and
wrecked their homes.
c. solemn 2. Teachers reprimand any form of
d. gentle _____________ that may interrupt the
e. dreadful class during discussion.
3. We go to church every Sunday to offer
a _________ prayer to God always to
keep our family safe.
4. Moira felt so _____________ after
knowing that her father met a vehicular
accident on his way home.
5. Mother told be to always be
__________ to my little sister because she
is still young and delicate.

ANS. 1) B 2) A 3) C 4)E 5)D

3. Motive Question
Ask: How does Franz feel about school?
E. Presenting the 1. Setting of standards in reading a story aloud
examples Ask: What are the things to remember in reading a story
/instances of aloud?
the new lesson The teacher divides the class into four (4) groups. Each group
will have a part in reading the story entitled “The Last Lesson”.
Paragraphs of the story are labeled with corresponding group
number. The assigned group shall read aloud their part once
flashed on the screen.
(The story will be presented through a Power Point
Presentation, see attached copy)

2. Reading of the Story “The Last Lesson” by Alphonse

Daudet
Source: World English, Classic Short Stories
[Link]

Comprehension Check
1. How does Franz feel about school? His teacher?
2. What can you say about this day of school as compared with
the previous days?
3. Why was Franz alarmed with the presence of the village
people in school?
4. What did M. Hamel tell his students that day?
5. How did Franz feel after hearing what M. Hamel told the
children? Why?

90
F. Discussing new Say:
concepts and Read and study this sentence lifted from the first paragraph of the
practicing new story “The Last Lesson”.
skills #1 It was all much more tempting than the rule for
participles, but I had the strength to resist and
hurried to school.

Ask: What attitude of the author about the subject of the article is
reflected in the sentence? Why?
a. disappointed b. hopeful c. harsh

Say: When reading a text, you can see the author’s attitude about
the subject of the article. This feeling of the author is called
TONE. After reading the first paragraph of the story, you can
say that the author is “hopeful” that Franz will choose to do
the better thing. The words “hurried to school” and “strength
to resist” contribute to a positive tone.

To better understand a literary piece, it is a must that one should

look into its tone, mood, and the author’s purpose for writing it.

Say:
Tone, in written composition, is an attitude of a writer toward a
subject or an audience.
Tone is generally conveyed through the choice of words or
the viewpoint of a writer on a particular subject. Every
written piece comprises a central theme or subject matter.
The manner in which a writer approaches this theme and
subject is the tone.

The tone can be formal, informal, serious, comic, sarcastic,

sad, and cheerful or it may be any other existing attitudes.

Here are some words that describe tone.

affectionate harsh furious fearful

disappointed relaxed bitter comic

Ask: Can you identify lines in the story that show affection?
disappointment? bitterness?

Ask: What did you feel after reading the first part of the story?
Can you identify lines that support your answer?

E. Discussing new Say: If you say you are anxious, worried or tense about what is
concepts and happening, then this is the mood aroused in you by the
story.

91
practicing new
skills #2 Mood is the general atmosphere of the text created through the
author’s use of words. It is a literary element that evokes certain
feeling s or vibes in readers through words and descriptions.

Usually, mood is referred to as the atmosphere of a literary

piece, as it creates an emotional situation that surrounds the
readers.
Mood is developed in a literary piece through various methods. It
can be developed through setting, theme, tone and diction.

Here are some mood words:

frustrate excite crushe silly

d d d

satisfied tense war

m
Ask: Why do you think the author, Alphonse Daudet wrote the
story “The Last Lesson”?
Say: An author's purpose is the reason an author decides to
write about a specific topic.
Then, once a topic is selected, the author must decide
whether his purpose for writing is to inform, persuade,
entertain, or explain his ideas to the reader.
COLLABORATIVE LEARNING ACTIVITY (CLA)
ADVANCED/AVERAGE PUPILS:
The class will be divided into three groups. Each group will be
given an activity card.
Activity A:
Agree on an animated movie and a scene from it. Talk about it
and determine the tone of the author and the mood you, as
audience felt by watching it. Then, explain the purpose of the
author in writing about the movie.

Introduce the movie first either by:

F. Developing
Singing a portion of the Acting like one of the
mastery
(Leads to theme song characters
formative Drawing a symbol for Saying a famous line
assessment) the movie from the movie

TITLE OF THE MOVIE:____________________

TONE OF THE AUTHOR:__________________
MOOD:_______________________________
NOTE: GivenPURPOSE:____________________
AUTHOR’S activity may depend upon the number of groups
in the class.

92
 SLOW/STRUGGLING PUPILS:
Activity B:
Read the given paragraph in the story “The Last Lesson”, circle the words that
give clues to the tone of the author. Then, write the TONE of the author on the
space provided, the MOOD you felt while reading the paragraph and the
purpose of the author in writing the story based from the paragraph.

Paragraph 7: Usually, when school began, there was a great bustle, which
could be heard out in the street, the opening and closing of desks, lessons
repeated in unison, very loud, with our hands over our ears to understand
better, and the teacher’s great ruler rapping on the table. But now it was all so
still! I had counted on the commotion to get to my desk without being seen;
but of course, that day everything had to be as quiet as Sunday morning.
Through the window I saw my classmates, already in their places, and M.
Hamel walking up and down with his terrible iron ruler under his arm. I had to
open the door and go before everybody. You can imagine how I blushed and
how frightened I was.
TONE:_______________________________________
MOOD:______________________________________
AUTHOR’S PURPOSE: (Put a check)
____ to inform ____to persuade ____to entertain

G. Finding Read and Jot Down!

practical/applicati Read aloud the story “The Golden Touch”, a tale from Ancient
ons of concepts Greece.
and skills in daily Source: [Link]
living
THE GOLDEN TOUCH
There was once a king named Midas who did a good deed
for a Satyr and was granted a wish by the God of wine,
Dionysus. For his wish, Midas asked that whatever he
touched would turn to gold. Although Dionysus tried to
dissuade hi, Midas insisted that the wish was an excellent
one, and it was granted.

Excitedly, Midas went about touching all sorts of things,

turning them into gold.

Soon Midas became hungry. He picked up a piece of

food, but he couldn’t eat it for it had turned to gold in his
hand! “I’ll starve,” moaned Midas, “Perhaps this was not
such a good wish after all!”

Midas’ beloved daughter, seeing his dismay, threw her

arms about to him to comfort him, and, she too turned to
gold! “The golden touch is no blessing,” cried Midas. He
went to the river and wept. The sand of that river turned as
yellow as “fool’s gold” for it is there, they say, that King
Midas washed away the curse of the golden touch with his
own tears.

1. What lesson can be derived from the story?

2. What do you think is the tone of the story “The Golden
Touch”?
3. What do you think is the mood conveyed in the story?

93
 4. What do you think is the writer’s purpose for writing this story?
H. Making The pupils will be tasked to get a piece of paper and fold it into
generalizations four. Each quadrant requires information for them to answer based
and abstractions from what they learned from the lesson. After a minute, the teacher
about the lesson will call some pupils to share their answers.
Quad-fold Activity:

I learned that TONE is.. I learned that MOOD is…

I learned that AUTHOR’S My question about the

PURPOSE are… topic is…

I. Evaluating For items 1-3, Read the poem and choose the letter of the
Learning answer to each question.

A LIFE ON THE OCEAN WAVE

Once more on the deck I stand

Of my own swift gliding craft
Set sail! sail farewell to the land,
The gales follow far a-baft,
We shoot through the sparkling foam,
Like an ocean bird set free;
Like the ocean bird, our home,
We’ll find far out on the sea!

The land is no longer in view,

The clouds have begin to frown,
But with a stout vessel and crew
We’ll say, “Let the storm come down!”
And the song of our heart shall be,
While the winds and the waters rave,
A life on the heaving sea,
A home on the bounding wave!

-Epes Sargent

1. What is the general mood of the poem?

a. great excitement
b. great anxiety
c. great peace

2. How would you describe the speaker’s tone?

a. furious b. optimistic c. anxious

3. Which word does not reflect the tone of the poem?

a. anxiety b. confidence c. delight

94
 For items 4-5, read the passages and determine the purpose of
the author.

4. The sun is actually a star- a glowing ball of hydrogen and

helium gas. It is indeed very hot! It’s surface is 6,000 C and
its center measures 14 million C! It is149,600,00 km away
from Earth; hence it looks very small to us.
a. to persuade b. to inform c. to entertain

5. A man called his doctor’s office for an early appointment. “I’m

sorry,” said the secretary. “The doctor is attending an
international conference and will be away for two weeks.”
“But I could be dead by then,” the man said. “No problem,”
answered the secretary. “Your wife can call the office next
door and make arrangements for your burial.”
a. to persuade b. to inform c. to entertain

J. Additional Recall a story that you have read. Write the title, the tone of the
activities for author, the mood you felt after reading it and the purpose of the
application or author in writing the story.
remediation
TITLE TONE MOOD AUTHOR’S
(author’s (what you PURPOSE
attitude felt after (reason of
towards the reading) the author in
subject) writing the
story)

95
 THE LAST LESSON
by Alphonse Daudet

(Group 1)
1
I started for school very late that morning and was dread of a scolding, especially
because M. Hamel had said that he would question us on participles, and I did know the first
word about them. For a moment I thought of running away and spending the day out of doors.
It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open
field back of the sawmill, the Prussian soldiers were drilling. It was all much more tempting
than the rule for participles, but I had the strength to resist, and hurried off to school.

(Group 2)
2
When I passed the town hall, there was a crowd in front of the bulletin board. For the
last two years all our bad news had come from there- the lost battles, the draft, the orders of
the commanding officer- and I thought to myself, without stopping:

“What can be the matter now?

3

4
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there,
with his apprentice, reading the bulletin, called after me.
5
Don’t go so fast, bub; you’ll get to your school in plenty of time!”
6
I thought he was making fun of me, and reached M. Hamel’s little garden all out of
breath.

(Group 3)
7
Usually, when school began, there was a great bustle, which could be heard out in
the street, the opening and closing of desks, lessons repeated in unison, very loud, with our
hands over our ears to understand better, and the teacher’s great ruler rapping on the table.
But now it was all so still! I had counted on the commotion to get to my desk without being
seen; but of course, that day everything had to be as quiet as Sunday morning. Through the
window I saw my classmates, already in their places, and M. Hamel walking up and down with
his terrible iron ruler under his arm. I had to open the door and go before everybody. You can
imagine how I blushed and how frightened I was.

(Group 4)
8
But nothing happened. M. Hamel saw me and said very kindly:
9
Go to your place quickly, little Franz. We were beginning without you.”
10
I jumped over the bench and sat down at my desk. not till then, when I had got a little
over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and
the little black silk cap, all embroidered, that he never wore except on inspection and prize
days. Besides, the whole school seemed so strange and solemn. But the thing that surprised
me most was to see on the back benches that were always empty, the village people sitting
quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former
postmaster, and several others besides. Everybody looked sad; and Hauser had brought an
old primer, thumbed at the edges, and he held it open on his knees with his great spectacles
lying across the pages.

96
(Group 5)
11
While I was wondering about it all, M, Hamel mounted his chair, and, in the same
grave and gentle tone which he had used to me, said:
12
“My children, this is the last lesson I shall give you. The order has come from Berlin
to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow.
This is your last French lesson. I want you to be very attentive.”
13
What a thunderclap these words were to me!
14
Oh, the wretches; that was what they had put up at the town-hall!

(Group 6)
15
My last French lesson! Why, I hardly knew how to write! I should never learn
anymore! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking
birds’ eggs, or going sliding on the Saar! My books, that had seemed such a nuisance a while
ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that
I couldn’t give up. And M. Hamel, too; the idea that he was going away, that I should never
see him again, made me forget all about his ruler and how cranky he was.

(Group 7)
16
Poor man! It was I honor of this last lesson that he had put on his fine Sunday clothes,
and now I understood why the old men of the village were sitting there in the back of the room.
It was because they were sorry, too, that had not gone to school more. It was their way of
thanking our master or his forty years of faithful service and of showing their respect for the
country that was their no more.

(Group 8)
17
While I was thinking of all this, I heard my name called. It was my turn to recite. What
would I not have given to be able to say that dreadful rule for the participle all through, very
loud and clear, and without one mistake? But I got mixed up on the first words and stood there,
holding on to my desk, my heart beating, and not daring to look up.

Source: Essential English Worktext in Language and Reading by Maria Fe Garcia

Eusebio [Link], pages 21-23
World English, Classic Short Stories
[Link]

97
 School: Grade Level: Grade VI
Teacher: Learning Area: ENGLISH
Teaching Dates
and Time: (Week 3- Day 4) Quarter: 1st QUARTER

[Link]
A. Content The learners…
Standard Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking (G)
B. Performance The learners…
Standards Speaks and writes using good command of conventions of
standard English grammar and usage (G)
C. Learning Competency:
Competencies/ Compose clear and coherent sentences using appropriate
Objectives grammatical structures: Adverbs of Intensity (EN6G-Ic-3.2)
Write the LC Code
for each Specific Objectives:
1. Identify the adverbs of Intensity in sentences
2. Write meaningful sentences using the appropriate Adverbs of
Intensity
3. Show commitment and involvement in achieving one’s goal
[Link]
Adverbs of Intensity

[Link] RESOURCES
A .References
[Link]’s Curriculum Guide in English page 125
Guides/Pages
[Link]’s
Materials Pages
[Link] Pages Essential English Worktext in Language and Reading by Ma.
Fe Garcia-Eusebio et. Al pages 120-121
Across Boarders Through Language 6 pages.200-203
[Link]
Materials from
Learning
Resources (LR)
Portal
5. Other Learning powerpoint presentation, activity sheets, pictures, , strips of paper,
Resources manila paper

98
A. Review of the Adverb Tree!
previous lesson Ask the pupils to pick out fruits with words that are not adverbs.
or presenting the
new lesson WORDS WRITTEN ON
FRUITS:
 graceful
 slowly
 completely
 extremely
 somewhat
 slightly
 fairly
 beautiful
 school

[Link]
h&sa=X&ved=0ahUKEwjUvKPbw_7gAhXTad4KHReuCzcQ_A
UIDigB&biw=1235&bih=529

Ask: What are the words left on the tree? What do we call these
words?
Say: Today, we will:
B. Establishing a
purpose for the 1. Identify the adverbs of Intensity in sentences
lesson 2. Write meaningful sentences using the appropriate Adverbs of
Intensity
3. Show commitment and involvement in achieving one’s goal
G. Presenting the 1. Motivation
examples
/instances of Teacher shows a set of pictures. The pupils will arrange the
the new lesson pictures based on the intensity of emotion.

Sources:
[Link]
&tbm=isch&sa=X&ved=0ahUKEwi91Jrp1P7gAhWPdXAKHW6F
B-
UQ_AUIDigB&biw=1366&bih=667#imgdii=xoNoQLMY3wjD0M:&i
mgrc=s608hmgkFefz6M:

The man feeling extremely painful was rushed to the hospital.

Ask: What is the subject in the sentence?

What is the adjective?
What word modifies the adjective painful?

The teacher presents another picture for pupils to analyze.

99
 The turtle is walking too slowly.

Ask: What is the subject in the sentence?

What is the adverb?
What word modifies the word slowly?

H. Discussing new Adverbs of intensity-modify adjectives or other adverbs. They

concepts and are usually placed before the adjective, verb or adverb on which
practicing new they modify.
skills #1
STRONG MEDIUM WEAK
Absolutely Fairly A bit
Completely Quite Not at all
Deeply Pretty Slightly
Enourmous Rather
extremely somewhat

Underline the adverb of intensity used in each sentence.

1. The movie that we watched was quite interesting.
2. I can’t drink my milk since it was extremely hot..
3. The victims of the typhoon were quite disappointed with the
relief goods.
4. The child was barely two years old when he became an
orphan
5. The students hardly passed the NCAE test.

Fill Me!
E. Discussing new Fill each sentence with the most appropriate adverb. Choose the
concepts and answer from the box.
practicing new
skills #2 absolutely thoroughly sure too rather
1. I am pretty _______ that she will attend the meeting.
2. Her performance is ___________incredible.
3. I ________ drink juice than coffee.
4. The doctor examined the patient ___________.
5. My dress is _______large for me.
COLLABORATIVE LEARNING ACTIVITY:
[Link] TRAVEL BUDDY!
mastery
(Leads to
Say:Have you experienced joining a tour? Today, we are going
formative
assessment) to have a mini tour to different places of Pilar, Sorsogon. You will
observe that there are different tourist spots within this room.

100
(Show some pictures of a beautiful spots that can be found in
Pilar, Sorsogon like Egret Sanctuary, Panumbagan Sand Bar,
Mangrove Trees, Tingco Beach , , etc)

(Teacher may use tourist spots in the locality.)

[Link]
orsogon&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj2k
_iywv7gAhXCUN4KHXBoAvQQ_AUIDygC&biw=1235&bih=
529#imgrc=uZL-NGl3rBCDwM:
[Link]
orsogon&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj2k
_iywv7gAhXCUN4KHXBoAvQQ_AUIDygC&biw=1235&bih=
529#imgrc=jkJInL7NrUjUWM:
[Link]
PH&q=municipality+of+pilar+sorsogon&tbm=isch&tbs=simg:
CAQSmQEJHFTGux_1vAu4ajQELEKjU2AQaBggVCAAIAw
wLELCMpwgaYgpgCAMSKPIU5RXLFcAW0RXfFd0V4BXM
FoYe9DnWN6gq1inVN4Y5hznkN_1o-
zDgaMIBZAAEDWz_1MqiooDQT4YCmuE-
OaLKZCix8_1osM5TTVvsMeLN3qU5_1_1liF0WINXlBCAE
DAsQjq7-
CBoKCggIARIEuRHatgw&ved=0ahUKEwjFwLH0wv7gAhUL
E4gKHZMSBNgQwg4IKSgA&biw=1235&bih=529
[Link]
orogon&tbm=isch&source=iu&ictx=1&fir=H5eiZjdQjzcElM%
253A%252CPZOcyFd_XLyrmM%252C_&vet=1&usg=AI4_-
kT9W_hWXaIvCJ6DzGWWcOIzPfyFYg&sa=X&ved=2ahUK
EwjE4664w_7gAhXFMd4KHdzfD7QQ9QEwBXoECAMQDA
&biw=1235&bih=529#imgrc=H5eiZjdQjzcElM:

Ask:
Who among you have gone to these places?
Which picture attracted you most?

101
 The class will be divided into three groups. Each group will
be given an activity sheet to accomplish.

Group 1- Choose one picture and write three sentences using

adverb of intensity

Group 2- Choose 2 pictures and give the similarities and

differences using adverb of intensity.

Group 3
Write three sentences promoting the tourist spots using adverb
of intensity.
G. Finding Use the following adverbs of intensity in a sentence.
practical/applicati [Link] ___________________
ons of concepts 2.fairly________________________
and skills in daily 3.Deeply______________________
living 4.Quite_______________________
5. Slightly_____________________

H. Making Pupils will answer the question:

generalizations Ask: What did you learn today?
and abstractions
about the lesson I learned that ________________________.

I. Evaluating FLASHBACK
Learning
Recall your most memorable vacation in a certain place and the
activities you did. Compose a paragraph to describe your
experience. Underline the adverbs of intensity used in the
sentences.

J. Additional Fill in the blanks with the appropriate adverb of intensity.

activities for 1. Family is ____________ important for every human being.
application or 2. I ____________ recommend Gian to be the leader of the group.
remediation 3. I can ___________ see the signal light from afar.

barely, absolutely, strongly

102
 School: Grade Level: Grade VI
Teacher: Learning Area: ENGLISH
Teaching Dates
and Time: (Week 3- Day 5) Quarter: 1ST QUARTER

[Link]

A. Content The learners…

Standard Demonstrate understanding of the forms and conventions of
print, non-print and digital materials to understand various
viewing texts. (VC)
B. Performance The learners…
Standards Apply knowledge of the various forms and conventions of print,
non-print and digital materials to appropriately comprehend
print, non-print, film and moving texts. (VC)

C. Learning Competencies:
Competencies/ Describe different forms and conventions of film and moving
Objectives pictures (direction) (EN6VC-Ib-5.1.3)

Specific Objectives:
After the discussion learners are expected to:
 Describe how film direction was applied according to
camera shots;
 Demonstrate understanding of the various forms and
conventions of film and moving pictures specifically
direction;
 Relate some situations in a movie to their own
experiences.

II. CONTENT Different Forms and Conventions of Film and Moving Pictures
(direction)
III. LEARNING
RESOURCES
A .References Curriculum Guide in English page 127-128
[Link]’s
Guides/Pages
[Link]’s Materials
Pages
[Link] Pages
[Link] Materials Activity Sheet in English 6, Quarter 1, Week 3, Day 5
from Learning
Resources (LR)
Portal
A. Review of the Teacher uses POPSICLE STICK REVIEWING in which the
previous lesson or pupils’ names are written on the popsicle sticks and placed in a
presenting the new can. The learner whose name was drawn will answer the
lesson
question.

103
 Teacher: In the previous week, we learned about different
forms and conventions of film particularly, blocking.
- What is blocking?
- How important is blocking in film-making?
Present the objectives of the lesson to the pupils
B. Establishing a Say: Today we are going to discuss another interesting topic.
purpose for the lesson These are the objectives/ goal of our lesson for today. At the
end of this lesson you will be able to say: (let them read)
1. I can identify and describe how film direction was applied
according to camera shots.
2. I can relate some situations in a movie to our own
experiences.
3. I can demonstrate understanding of the various forms and
conventions of film and moving pictures specifically direction.

Say: How are you going to obtain these objectives?

1. Participate enthusiastically in all activities.

2. Listen attentively.
3. Avoid unnecessary conversations.
4. Stay focused.
Motivation
GROUP ACTIVITY (4pics 1 word)

Say: To boost our energy for today I prepared a game. This

game is called “4Pics and 1word ”
Have you ever played this game before?
What is the mechanics of this game?
I am going to flash four pictures on the screen; every
picture shows/portrays only one idea/word. You (pupils)
will guess the word with the use of letter clues. Write your
answers on your notebook. You only have 1 minute to
answer each item.

“Cameras” Accessed January 20,

2019[Link]
urce=lnms&tbm=isch&sa=X&ved=0ahUKEwillIGMufX
gAhVCi7wKHX57AVQQ_AUIDygC#imgrc=E0EswXQyC9
JBYM:

104
 “direction” accessed January 20,2019,
“movies” accessed January [Link]
20,2019,[Link] ih=657&tbm=isch&sa=1&ei=3pOEXOuyNYKt8Q
XT26CoDw&q=direction&oq=direc&gs_l=img.1
ion+in+movie&chips=q:direction+in+film,g_1:symbol,online_c
hips:film+production&usg=AI4_- .0.35i39j0l9.394892.400895..401918...5.0..0.46
kS81PM9LAKPe7Ld3VRSuUzy5L67QA&sa=X&ved=0ahUKEwjm 1.3936.2-4j3j4......1....1..gws-wiz-
p7TM6PbgAhUU62EKHSy- img.....0..0i67.8Bn3basgK3s#imgrc=uRVxiuXsCv
QmhM:
AsMQ4lYIMCgG&biw=1366&bih=608&dpr=1#imgrc=sdXl_Cft
C_R5MM:

CHECKING OF ANSWER (4pics and 1word)

Say: Let us check your answers.

Are you familiar with these words?

Based from these words and pictures, can you guess what
will be our lesson for today?

I. Presenting the Say: Today, we are going to watch a short film.

examples What are the things you need to remember while
/instances of the watching?
new lesson
1. Watch eagerly.
2. Listen intently.
3. Behave properly
4. Take note of the following important information:
*Props and costumes used in the film.
*Characters
* Setting of the story
* Music and sound effects
* Camera shots used in the film

105
 Motive Question:
Who are the main characters in the film?

PRESENTATION OF VIDEO

“The Philippine History” Accessed March 15, 2019

[Link]
J. Discussing new Comprehension Check
concepts and Who are the main characters in the film?
practicing new What can you say about the characters in the film? Are
skills #1 they suitable for the role?
What are the props and costumes used in the film? What
is the vital role of costume and props in film-making?
What can you say about the setting? Have you noticed
that they shoot the film in different places?
What kind of music or sound effects used in the film?
Have you noticed that there are different sound effects/
music in every situation or scene?
What camera shots were used in the film? Have you
ever noticed that the camera shots vary in every scene
of the film?
Try to compare these four shots. Identify what is being
focused in each shot.

(Teacher writes the responses on the board.)

E. Discussing new Ask:

concepts and  Have you ever wondered how this film/movie was
produced?

106
practicing new skills  Who is the person responsible in directing a film?
#2  What is your idea about film direction?

Say: Let us discover how film/ movie is produced and who are
the persons involved and responsible in film direction.

THINK and SHARE ACTIVITY

Say: I will group you into three. Each group will be given one
“Pick-tionary Tree”. In which questions are written on its
trunk. You are going to pick words/phrases from its leaves
and rearrange them to form the correct answer for each
question.

What are the things you need to remember in doing group

activity?
1. Work as a team. Cooperate with your members.
2. Respect the opinion or ideas of others.
3. Avoid irrelevant conversation.
4. Finish the task according to the time allocated by the
teacher.
5. Observe cleanliness at all time.

“animated trees” accessed January 20, 2019,

[Link] earch?q=trees&tbm=isch&tbs=rimg:CSzWeKIufszGIjiq P-
dKIp3zwhhhF6DNWUSG4vg1aUR-
aUn6KKiprm3nXZNRcU9D9z9X5XmTWOSem4AUeH6l39InCSoSC ao_150oi nfPCEfYv_1vHrGoO_1KhIJGGE
XoM1ZRIYRCjRhfmG-24AqEgni-
DVpRH5pSRESYQH18dXXpSoSCfooqKmubeddEdQCRHzCO5fMKhIJ k1FxT 0P3P1cRtbX54auEPaEqEgnle
ZNY5J6bgBER-
b2gKBQeGyoSCRR4fqXf0icJETMk8QcEOYU m&tbo= u&sa=X&ved=2ahUKEwi yhd_F3_bgAhVIEbwKHR0uC L
wQ9C96BAgBEBs&biw=1366&bih=608&dpr=1#imgdii=lZ2V1y_5X3pxyM:&imgrc=nZreILqRuddB_M:

Group 1: What is film direction?

Group 2: Who is the person responsible in directing a film?
Describe his/her role
Group 3. Define each camera shot size.

107
Presentation
Say: Each group should choose a reporter who will present your
group output in front.

Checking of Output
Say: Let us check your output.
The teacher will flash the correct answer for each question
through PowerPoint presentation.

Group 1: What is film direction?

Film direction
-is the process of making sure that every
component of a film runs smoothly.
-is the process of interpreting and translating a
story visually and turning the words of a script
into images on the screen.

Group 2: Who is the person responsible for directing a film?

Describe his/her role.

A film director is the person who directs the making of

a film.
The most important part of his/her job is to understand
every detail of the story: where it takes place, who the
characters are, what happens to them, how the
characters should look and what props are going to be
used.

Directors also work with individuals in charge of lighting,

sound effects, scenery, writing, and so forth, to make
sure that all of the elements come together.

Group 3 Define each camera shots.

When a director is planning his shots, he has to ask himself:

“What do I want the audience to feel at this particular moment?”

Types of Camera shots

1. Wide/Long Shot
-Long shots are used to
emphasize a sweeping
location around the
subject.

108
 2. Full Shots
- A full shot displays the
character from head to
toe, without showing much
of his surroundings

3. Close-up shots
-In close-up shots, the
subject occupies most of
the frame, allowing very
little observation on the
environment. They are
preferred this shot when
emphasizing someone’s
emotion.

4. Medium Shots
-Showing most of the
subject’s body, medium
shots are halfway between
long shots and close-ups.

References: "Film Director." Sokanu. Accessed January 20,

2019. [Link]
Marshall, Peter D. "The 7-Step Film Directing Formula."
Filmmaking Tips for the Independent Filmmaker. April 04, 2014.
Accessed May 17, 2017.
[Link]
mula/.
“Principles of Directing” Accessed January 20, 2019.
[Link]
“shot sizes: telling what they see.” Accessed January 20,
2019[Link]
-shot-sizes/

F. Developing Assess the picture and give the purpose/ message that the
mastery director is trying to reveal based on camera shots.
(Leads to formative
assessment)

109
 “Screenshots from DOH INFOMERCIAL anti-smoking
campaign”

[Link]

G. Finding “Thinking Outside the Box Activity”

practical/applications Say: I will flash a question on the screen. I will give you a box
of concepts and skills and you need to pass to your seatmate silently. If I raise the red
in daily living flag, you will stop passing it on. The pupil who is holding the box
as it stops will answer the question.

Situation 1:
As a director, Rona needs to work and coordinate with
the actors, writer, cameramen, stylists and other film
production crew to achieve the best result of the film.
What qualities/ characteristics do you think Rona should
possess in order to fulfill his job as a director?
Based on the qualities you enumerated can you assess
if you also possessed those?
Do you have the guts to become a good director?
What qualities do you still need to develop in order to
become a good director?
H. Making What is the role of director in film-making?
generalizations and What is the importance of film direction?
abstractions about What are the common camera shots that a film director
the lesson may use in film-making?
I. Evaluating Learning Teacher shows a movie clip of “The Legend of Daragang
Magayon”

110
 A. Identify the camera shot applied in each scene. (Teacher
pauses scenes in the movie clip).
B. Describe how film direction is applied in the movie clip.

Reference: “The Legend of Daragang Magayon” Accessed

March 15, 2019, [Link]
J. Additional Watch a movie at home. On a one whole sheet of paper, write
activities for your own understanding and reaction about the movie. Describe
application or how direction contributed to the smooth flow of the movie.
remediation
[Link]

[Link]
A. No. of learners who
earned 80% of the
formative
assessment
B. No. of learners who
require additional
activities to
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?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?

111
School Grade Level VI
Teacher Learning Area English
Time and Date Week 4 – Day 1 Quarter 1st

I. OBJECTIVES
A. Content Standard The learners…
Demonstrate understanding of text types to
listen for different purposes from a variety of
texts. (LC)
Demonstrate understanding of the oral
standards of English in order to participate in
various oral communication demands (situation,
purpose, and audience) (OL)
Demonstrate understanding of verbal and non-
verbal elements of communication to respond
back (A)
B. Performance Standard The learners…
Use linguistic cues to appropriately construct
meaning from a variety of texts for a variety of
purposes. (LC)
Prepare for and participate effectively in a range
of conversations and collaboration with diverse
partners, building on others’ ideas and
expressing their own clearly and persuasively.
(OL)
Use a variety of strategies to provide
appropriate feedback (A)

C. Learning Competencies:
Competencies/  Infer the speaker’s tone, mood and purpose
Objectives Write the LC (EN6LC-Id-2.11.1, EN6LC-Id-2.11.2, EN6LC-Id-
code for each.
2.11.3)
 Relate an experience appropriate to the
occasion. (EN6OL-Id-1.17)
 Show tactfulness when communicating with
others (EN6A-Id-17)

Specific Objectives:
• Describe the speaker’s purpose
• Identify the speaker’s tone and mood
• Show tactfulness in communicating about own
experiences related to the occasion

112
II. CONTENT Speaker’s Tone, Mood and Purpose

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages • Bambico, Alicia R. et. al., (2014). Rainbow in
English 6, pp. 27 – 28.
• Borjal, Wilhelmina G. et. al., (2016). Phoenix
Learning Package Skill Builders for Efficient
Reading, pp. 156,162.
• Ribo, Lourdes M., (2016). Across Borders
Through Reading, pp. 164 – 166.
• Tenedero, Pia Patricia P., (2016).English
Encounters 6: Reading, pp.23-27
4. Additional Materials • Curriculum Guide Grade 6
from Learning • LRMDS Grade 6 Activity Sheets
Resource (LR) portal
B. Other Learning • [Link]
Resources/Materials Accessed February 2, 2019.
• [Link]
86904/. Accessed January 31, 2019.
• [Link]
wE. Accessed January 31, 2019.
• [Link]
lights-netizen-shares-photos-of-aurora-
borealis-in-the-philippine-setting. Accessed
February 4, 2019.
• activity sheets, strips, picture, multi-media
presentation, audio clip: “Why Mosquito buzz in
People’s Ears?”, poem: “Aurora” by Lourdes M.
Ribo, Across Borders Through Reading p. 164
– 166 Copyright 2016.
IV. PROCEDURE
A. Reviewing previous Ask: Do you still remember the movie clip that we watched
lesson or presenting last meeting? What is the purpose of the director?
the new lesson

113
B. Establishing a purpose Say: Today, we aim to:
for the lesson a. describe the speaker’s purpose
b. identify the speaker’s tone and mood
c. show tactfulness in communicating about own
experiences related to the occasion
Motivation
The teacher will show a picture of sky during
nighttime.

Reference: [Link]
photos-of-aurora-borealis-in-the-philippine-setting/. Accessed Feb. 4, 2019

Ask: What time of the day is in the picture? What do we

usually see in the sky at night? What uncommon
happenings in the sky at nighttime have you
observed? Do you happen to see a falling star/
meteor rain at night? What do you do when you
see a falling star/ meteor rain at night?
Unlocking of Difficulties
Activity 2: Arrange the jumbled letters to get the
meaning of the words used in the poem.
1. behold – veobser 6. Aurora – ralop tghil
2. splendid – ornarytraexdi 7. occurrences -
decintin
3. tapered – mishnidi 8. earthling – namuh
gnieb
4. drapes – tibeafuy 9. fearsome – casry
5. atmosphere – biceanam 10. multi – colored –
tipmulle roloc
Reference:[Link] Accessed February 2,
2019

Motive Question:
Is the Aurora wonderful to behold? Why?
C. Presenting Set the standards while listening to the poem.
examples/instances of
the new lesson Poem Reading by the Teacher Titled: “Aurora”

Aurora
A splendid curtain moves across the sky,
its tapered drapes brush softly against the earth.
crimson, yellow, orange, red, blue, and violet,
now bright, now soft; the brilliant streamer
waves and trembles in ever-changing forms.

High speed electrons move around stable protons,

114
 join atmosphere’s ionized atoms and
spiral round lines of force created
by earth’s magnetic poles

Thus, the multi – colored lights

glow in ever – changing hue
as earthlings gape in fearsome awe
at nature’s grand display
Reference: Across Borders Through Reading 6 by Lourdes M. Ribo pp. 164 –
166.

Comprehension Check

Answer the following questions:

1. Why is the Aurora wonderful to behold?
2. What possible cause of Aurora is explained in the
poem?
3. If you are awakened at two thirty in the morning
and advised to look at the Aurora in the night sky,
would you get out of bed? Why?
4. What feelings do you have about uncommon
occurrences in nature? Why do you have these
feelings?
5. What important lesson about nature have you
realized after learning about the Aurora?

D. Discussing new The class will reread the poem “Aurora”.

concepts and
practicing new skills #1 Ask: What is the feeling of the author in writing the
poem?

Tone – pertains to the speaker’s feeling or attitude

towards a character or situation in the story. Some
words that may describe tone include: positive,
negative, amused, sad, suspicious, serious, curious,
etc.

How did you feel while reading the poem?

Mood – is the impression or feeling that the readers get
from reading the story. The tone, theme, setting, and
plot all contribute to the mood, which may be described
as frightening, frustrating, romantic, happy,
suspenseful, depressing, or hopeful, among others.
Reference: English Encounters 6: Reading Pia Patricia P. Tenedero pp.26-27

115
 Here are some examples of tone words and mood
words.
Tone Words Mood Words
amused
angry light
authoritati matter-of-fact
ve resigned depressed
fanciful
cheerful optimistic mysterious
frightening
horror pessimistic romantic
frustrating
clear playful sentimental
gloomy
formal self-important sorrowful happy
gloomy sad suspensefu
joyful
humorou serious l
s suspicious
informal witty
ironic
[Link] Accessed January 31,
2019

What do you think is the author’s purpose in writing the

poem: “Aurora”?
Purpose – the reason why an author writes a piece of
composition. Some authors write to inform, persuade,
or entertain their readers.

To inform means to give factual information. Some

examples of materials that give information are
newspapers, magazines, cookbooks, historical
journals, medical updates, and science articles.
To persuade means to convince. Examples of these
writings include newspaper editorials, medical health
advice columns, advertisements, campaign materials,
and promotional articles.
To entertain means to amuse or to hold one’s attention.
Examples are fictional romantic novels, joke books,
science fiction, and horror stories.

Many writings, however, have more than one

function, which means that they may inform and
entertain, inform and persuade, or entertain and
persuade.
Reference: Phoenix Learning Package Skill Builders for Efficient Reading by
Wilhelmina G. Borjal et. al. p. 162.
E. Discussing new Activity 3.
concepts and Listen as your teacher reads each passage. Then give
practicing new skills the mood, tone and the speaker’s purpose it conveys.
#2 1. “Look-up! We are all tongue-tied to see such a
beautiful view in the night sky.”
What are the speaker’s tone and mood in
sentence number 1?
 The tone of the speaker in this sentence
could be surprised/ amazed

116
  The mood of the audience is also happy
2. “Star light star bright and show me the love I
need to find tonight.” Then the girl closes her
eyes and makes a wish.
What are the speaker’s tone and mood in
sentence number 2?
 The tone of the speaker in this sentence
could be cheerful/ hopeful
 The mood of the audience is romantic/
joyful
3. “My heart is beating so loud that I could not
walk home when I heard the sound of thunder
and lightning from the dark sky.
What are the speaker’s tone and mood in
sentence number 3?
 The tone of the speaker in this sentence
could be nervous/ afraid
 The mood of the audience is frightening
4. “Let’s go! Don’t be afraid you will not be lost.
Don’t worry I’ll stay by your side.”
What is the speaker’s purpose?
 To persuade.
5. Their cheers energized him and after a few
more seconds he was already on top. “I did it! I
did it!” he shouted happily.
What is the speaker’s purpose?
 To entertain.

F. Developing mastery Activity 4: The pupils will listen to the audio clip
(leads to Formative entitled: “Why Mosquito buzz in people’s ears?”
Assessment 3) Reference:
[Link] aYsBiw AccessedMarch 16, 2019

Answer the following questions:

1. What is the tone and mood of the audio clip
entitled: “Why mosquito buzz in people’s ears?”
2. What do you think is the purpose of the speaker
in writing the movie script?
Note: The teacher w ill guide the pupils to identify the tone, mood and
purpose of the speaker in w riting the movie script.

G. Finding practical Standard in a group work activity

applications of Activity 5: Group Work Activity.
concepts and skills in
daily living Discuss with your group mates your own
experiences about uncommon occurrences in
nature. Record your answers. Be ready for a group

117
 reporting afterwards.

Let the other group guess the tone, mood and

purpose used.
H. Making generalizations 1. What is tone?
and abstractions about 2. What is mood?
the lesson 3. What is the purpose of the speaker in writing
a composition?
I. Evaluating learning A. Listen as your teacher reads each passage.
Give the tone, mood and the speaker’s purpose
it conveys.
1. “My hands were trembling when I received a
medal and a trophy. At last! All my hardship has
paid-off. And tears began to fall.”
2. “Hurray! This will be the best day of our lives!”
3. “If only I could turn back time, I swear not to let
you go ever again.”
4. “Don’t be shy. You can do it! Just walk on
straight ahead and face them all. We are here
to support you.”
5. “Grandma once told me that if you happen to
see a shooting star at nighttime, just close your
eyes and make a wish.”
Note: The teacher will read each line with
proper feelings/ intention so that the pupils will
identify the tone, mood and the speaker’s
purpose in each passage.

J. Additional activities for Assignment:

application or Watch an animated movie that you like then, answer
remediation the questions below.
1. What is the title of the movie?
2. What is the tone and mood you as an audience felt
by watching it?
3. What do you think is the purpose of the author in
writing the movie script?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation

118
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?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

119
School Grade Level VI
Teacher Learning Area English
Time and Date Week 4 Day 2 Quarter 1st

I. OBJECTIVES
A. Content The learners…
Standards  demonstrate understanding of figurative language,
word relationships and nuances in word meanings to
develop word consciousness (V)
B. Performance The learners…
Standards  use linguistic cues to appropriately construct
meaning from a variety of texts for a variety of
purposes (V)

C. Learning Competency:
Competencies
Infer meaning of figurative language using
-context clues,
-affixes or roots and
-other strategies
(EN6V-Id-12.3.2) (EN6V-Id.[Link]) (EN6V-Id-[Link])

Specific Objectives:
 Identify figurative language
 Infer meaning of figurative language using context
clues, affixes and roots, other strategies
 Show love to siblings
II. CONTENT Figurative Language
III. LEARNING
RESOURCES
A. References
1. Teacher’s  Curriculum Guide (DepEd Order no.42, s 2016)
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other  [Link]
Learning  Meriam- Webster (Offline Dictionary)
Resources  [Link] English 6 dlp-
4-decoding meaning-of-unfamiliar-words-using-
structural-analysis. Accessed January 30,2019.

120
  [Link] grade 6-teachers-
guide-k-to-12-curriculum. Accessed January 30,
2019
 [Link]
 [Link]

IV. PROCEDURE
A. Reviewing Review
previous
lesson or Read the sentences. Write O if the sentence uses
presenting ordinary language and F if it uses figurative language.
new lesson Write your answer on the blank before the number.

___1. The wind howled like a wounded animal.

___ 2. The wind blew hard and made noises.
___ 3. The wind was a wounded animal, howling in
The night.
___ 4. When the night ends and daylight begins,
people become active again.
___ 5. The curtain of night lifted and we, the actors
come on stage once more.

B. Establishing a At the end of our lesson we will today:

purpose for  Identify figurative language
the lesson  Infer meaning of figurative language using context
clues, affixes and roots, other strategies
 Show love to siblings

Motivation

(Show a picture of a little girl.)

What can you say about the picture?
(Process the responses)

C. Presenting We will read a short poem entitled “A Little Girl” by Ada

examples/ Greiner Marks.
Instances of
the new Unlocking of Difficulties
lesson
Direction: Match the phrases in Column A with its meaning
in Column B. Take note of the underlined words.

A B

1. On her cheeks are many a. very pleasant

smudges b. very old
2. And her pinafore is torn c. dirty marks on something

121
3. Yet her mouth will turn to d. pleasant musical sound
pouting e. a hard orange yellow
4. In a most capricious way substance
5. But her laughter is as f. a set of fixed chromatically
joyous tuned bells
6. On amber feet across g. changing often and quickly
the seas h. showing great happiness
7. Her laughter is as delightful i. to push out your lips
8. as carillon of bells j. a sleeveless usually
9. hers is the laughter from low-necked garment
the spirit melodious and fastened in the back
mild and worn as an apron
10. In an ancient, wooded or dress
tower

Motive Question:
What do you feel when you see a cute little girl? How do
you show your appreciation?

The teacher will read the poem to the pupils.

The pupils will also read the poem after listening to the
teacher.
A Little Girl
Ada Greiner Marks

She is little, she is dimpled

Her hair is yellow corn
On her cheeks are many smudges
And her pinafore is torn.

Her eyes are dancing waters

On a deep, midsummer day,
Yet her mouth will turn to pouting
In a most capricious way.

But her laughter is as joyous

as the little winds that run
on amber feet across the seas
of wheat fields in the sun.

And her laughter is as delightful

as a carillon of bells
in an ancient, wooded tower
where a charming fairy dwells.

Hers is the laughter from the spirit

Melodious and mild
All the angels pause a moment
For the laughter of a child.

122
 Comprehension Check

1. Who is described in the poem?

2. Have you seen such a little girl?
3. To what is her hair compared? Her eyes? Her laughter?
4. How would you feel if you were with a girl like this?

(Teacher writes the responses on the board for question 3.)

D. Discussing Present an example of figurative language taken from
new concepts the poem.
and practicing
new skill #1 1. Her hair is yellow corn.
* the color of her hair is yellow
2. Her eyes are dancing waters.
* her eyes are moving quickly

The meaning of a figurative can be inferred using

context clue.

1. Her laughter is as joyous as the little winds.

* Showing great happiness
2. Her laughter is as delightful as a carillon of bells.
* Very pleasant

On the first two examples we infer the meaning of

figurative language using context clues.

The next two examples we use affixes and roots to get

the meaning of the figurative language.

E. Discussing (Teacher will post this figurative language.)

new concepts
and practicing “She was so excited to leave that I had to dodge her as
new skill # 2 she flew out the door.”

Ask: Did she really fly out the door?

By using the figurative meaning of fly, the author

emphasized how much “she” wanted to leave.

Give the meaning of the following figurative language.

1. She was fishing for a response.

-the word “fishing” here doesn’t literally mean “to
fish”, but rather it signifies that is looking for
something.

123
 2. He was nursing a broken heart.
-it is likely his heart isn’t broken, but just feels hurt or
sad.

3. He ran out of the office like a bat out of the hell.

- He left fast

4. He is thick as a brick.
- Unable to see reason

5. He’s a couch potato.

-not very active

(Teacher discusses the meaning of what figurative

language used.)
F. Developing Direction: Give the meaning of the following figurative
mastery (leads language.
to formative
assessment) 1. “Spare moments are the gold dust of time.”
This means that ____________.
a. There are spare moments.
b. Time is gold.
c. Spare time is precious.
d. A person must take time to rest.

2. “Life is a leaf of paper white

Wherein each one may write
His word or two.”
This line means ____________.
a. Life is a white leaf.
b. A man fills each day of his life with things he
says and does.
c. A man shows the kind of life he lives.
d. People write on leaves.

3. “Black were her eyes as the berry that grows on the

thorn by the wayside.”
This lines means that __________.
a. The girl’s eyes are very black.
b. The girl saw the berries.
c. There are thorns on the berries.
d. The black eyes of the girl saw the berries by
the wayside.

4. “Mario tried to catch her outstretched hand but like

lightning it was withdrawn and when he stood up the
girl was gone”.
This means that _________________.
a. It was burning.
b. It was hot.

124
 c. It was easy to reach.
d. It vanished fast.

5. “He has muscles of iron.”

This means that ___________________.
a. The man has muscles.
b. The man is very strong.
c. Iron is hard.
d. The man has hard muscles.

Note: Teacher may opt to have other differentiated task-related

activities.
G. Finding Application
practical
applications Divide the class into 4 groups. Have the managers
of concepts come up and get the envelope that contains the
and skills in materials for their group activity.
daily living
Group 1
Direction: Look for the figurative language used in
the poem and try to figure out the meaning.

My Family
by Belinda

My family lives inside a medicine chest.

Dad is the super-size band aid,
Mom is the middle-size tweezers,
David is the single small aspirin on the third shelf,
Muffin, the sheep dog, is a round cotton ball,
That pops off the shelf and bounces in my way
as I open the door,
and I am the wood and glue.

Figurative Language Meaning

Group 2
Direction: Read each description below and write the
meaning of the words in bold print.

1. The singer’s voice was as smooth as silk.

2. Renee’s face was as red as a lobster from her day
at the beach.

125
 3. The students were quiet as mice while the principal
spoke.
4. Fred was hungry as a bear by dinner time.
5. Scott’s horse ran like lightning.

Group 3
Direction: Fill in the corresponding box.
Figurative What you What the What it
Language think it text says actually
means? (context means?
clues)
1. I’ve got
your back.
2. You’re a
doll.
3. The metal
is twisted
like a ribbon.
4. She is as
sweet as
candy.
5. She has a
stone heart

Group 4
Direction: Identify the figurative language used in the
sentence and figure out what it means by using the different
strategies you have learned. Write your answer in the box
provided.

1. This is a recipe for disaster.

Figurative Language:
Meaning:

2. The gray weather is giving me the blues.

Figurative Language:
Meaning:

3. Our soldiers are as brave as a lion.

Figurative Language:
Meaning:

4. She is like an angel.

Figurative Language:
Meaning:

5. The camel is the ship of the dessert.

Figurative Language:
Meaning:

126
 H. Making
generalization How did you infer the meaning of the figurative languages?
and
abstractions How do context clues, affixes, and roots help in getting the
about the meaning of the figurative language?
lesson

I. Evaluating A. Select the meaning of the figures of speech.

Learning 1. This steak is like leather; I need sharp knife.
a. is tender
b. is tough
c. comes from a cow
d. come from a children
2. Because of the continuous rain, the roads have
become like rivers.
a. muddy
b. flooded
c. dusty
d. story
3. The last time my uncle saw me I was as thin as a
beanpole.
a. very strong
b. very straight
c. very slender
d. very smart
4. Brenda’s baby brother is a dumpling.
a. small and thin
b. round and fat
c. long and fat
d. long and round
5. People who do not think for themselves are like
puppets.
a. active
b. proud
c. ruled by others
d. smart

J. Additional
activities for Assignment
application or
remediation Read the short story and look for the figurative language
then give its meaning.
Swimming
Amy is a really good swimmer. She swims like a fish!
Amy has been swimming for 10 years and has won over 20
tournaments! Someday, Amy is hoping to compete in the
Olympics as a swimmer. Amy’s arms are as hard as a rock
from swimming laps in the pool.

V. REMARKS

127
VI. REFLECTION
VII. OTHERS
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
lesson 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?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
Innovation or
localized
material/s did I
use/ discover
which I wish
to share with
other
teachers?

128
School Grade Level VI
Teacher Learning Area ENGLISH
Time & Date Week 4 – Day 3 Quarter 1st

I. OBJECTIVES
A. Content The learners…
Standard  demonstrate understanding of various linguistics nodes to
comprehend various texts (RC)
 demonstrate understanding of text elements to comprehend
various texts (RC)
 demonstrate understanding that English language is stress-
timed to support comprehension (F)
B. Performance The learners …
Standard  use linguistic cues to appropriately construct meaning from a
variety of texts for a variety of purposes (RC)
 use knowledge of text types to correctly distinguish literary
from informational texts (RC)
 read with sufficient accuracy and fluency to support
comprehension (F)
C. Learning Competencies:
Competencies
 Analyze the meaning of figure of speech – Simile and
Metaphor (EN6RC-Id-6.8, EN6RC-Id-6.9)
 Read aloud grade level appropriate text with an accuracy rate
of 95-100% (EN6F-Id-1.6)

Specific Objectives:
 Read aloud grade level appropriate text with accuracy
 Identify Simile and Metaphor
 Give the meaning of Figures of Speech – Simile and Metaphor
 Appreciate the importance of a family
II. CONTENT
Simile and Metaphor
III. LEARNING
RESOURCES
A. References
1. Teacher’s Lesson Plan in English 6,pp 63-64, Reevee Book Supply, Olivarez,
Guide pages Rachez, Reyes, 2015
K to 12 Curriculum Guide in English 6, May 2016
2. Learner’s
Materials pages
3. Textbook English For You and Me RTX, p.51, Elodie Cada, Revised Edition
pages GOP

4. Additional LRMDS Activity Sheet in English 6, Quarter1 - Week4 – Day2

Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources 1. [Link]

129
 2. [Link]
[Link]
3. [Link]
4. Merriam’s Dictionary (Offline App)
5. Chrome / Google

C. Materials
Chart – “A Family is Like a Circle”, Video clip - Simile and Metaphor,
Mp4/Mp3 – Baby Shark, Powerpoint Presentation, Laptop, Speaker,
Chalk and Blackboard, Activity Sheets

`
A. Reviewing Say:
previous lesson At the end of the lesson you are expected to:
or presenting the  Read aloud grade level appropriate text with accuracy
new lesson  Identify Simile and Metaphor
 Give the meaning of Figures of Speech – Simile and Metaphor
 Appreciate the importance of a family
B. Establishing a
purpose for the Pre-Reading Activities
lesson
Motivation
Present the following pictures:

[Link] [Link]

Ask: What do you see in the pictures?

Who are the members of a family?
How many are you in your family?

Show another set of pictures.

[Link]
[Link]&[Link]
[Link]

Ask: What Filipino value does each picture show?

What other Filipino family values do you know?
(Teacher discusses the issues on family with caution.)

130
 Unlocking of Difficulties

Match the synonym of the underlined word in each sentence in

Column A with Column B.
Column A Column B
1. Family connection can solve problems easily. a. tired
2. His wound in his arms mends in three days. b. forever
3. I need to rest my weary eyes. c. heals
4. Our parents love us eternally. d. relation
5. Lava walk defines Catriona Grey. e. breaks
f. describes
Motive Question
How is a family described in the poem?
C. Presenting During Reading Activity
examples/instanc Poem: “A Family Is Like A Circle” by Nicole M. O’Neil (Will be posted
es of the new on the board)
lesson
“A FAMILY IS LIKE A CIRCLE”
by: Nicole M. O’Neil
(Published: February, 2006)

A family is like a circle.

The connection never ends,
and even if at times it breaks,
in time it always mends.

A family is like the stars.

Somehow they’re always there.
Families are those who help,
who support and always care.

A family is like a book.

The ending’s never clear,
but through the pages of the book,
their love is always near.

A family is many things.

With endless words that show
who they are and what they do
and how they teach you so you know.

But don’t be weary if it’s broken.

or if through time it’s been so worn.
Families are like that-
they’re split up and always torn.

But even if this happens,

your family will always be.
They help define just who you are
and will be a part of you eternally.

A. The teacher reads the poem first. (Modelling)

B. Divide the class into three (3) or six (6) groups. Let the pupils
read by group/by pair/by individual each verse respectively.
(Popcorn strategy)

131
D. Discussing Post-Reading Activity
new concepts
and practicing 1. Comprehension Check
new skill #1 a. How is a family described in the poem? (Answers written
on the board)
b. Why is a family compared to a circle? stars? book? many
things?
c. Why is your family important?
d. How would you show your love to your family?

E. Discussing
new concepts Presentation
and practicing
new skills #2 a. A family is like a circle. d. A family is many things.
b. A family is like the stars.
c. A family is like a book.
Notice the comparison in Sentences a, b, and c.
What are the two things compared? Are they alike?
What word or phrase in the sentence makes them alike?

Discussion

Sentences a, b, and c have figure of speech called simile.

Simile – is a figure of speech that compares two
unlike/different
things and always contains the words as and like.
Example:
Mother’s words are as sweet as a cake.
My sister has a face like an angel.

Notice the comparison in Sentence d. What are the two

things compared?
Did it use “like” or “as”?

Metaphor – is a comparison of two unlike objects without the

use of “like” or “as”.
Example:
The ocean is a mirror.
Your eyes are shining stars.

Source: YourDictionary.”Examples of Similes”.”Your [Link]

10, 2017.
Accessed January 29,
2019.[Link]
Answersheet in English 6 Quarter1-Week4-
Day2,[Link]
Lesson Plan in Olivarez,Ranchez,Reyes,REEVEE BOOK SUPPLY.

Identify whether the sentence has a simile or a metaphor.

a.1. She is a peacock.
a.2. The workers in the factory are as busy as a bee.
a.3. Our class was as happy as a lark when we won the
competition.
a.4. He eats like a pig.
a.5. The soldier is a dragon.

132
F. Developing Let them watch the video clip about Simile and Metaphor.
Mastery (leads to [Link] created using
formative POWTOON.
assessment 3)
Guide the class to brainstorm the meaning of the simile or metaphor.
1. She is a peacock. (one making a proud display of oneself)
2. The workers in the factory are as busy as a bee. (working
hard)
3. Our class was as happy as a lark when we won the
competition.
(very happy)
4. He eats like a pig. (eating with a sound)
5. The soldier is a dragon. (very strict person)

Source:
YourDictionary.”Examples of Similes”, April 10, 2017.
“Metaphor Examples for
Kids.”Your [Link] 23, 2017.
Accessed January 29,
2019.[Link]
Answersheet in English 6 Quarter1-
Week4-Day2,[Link]
G. Finding E. Application
practical
applications of Group Work: Divide the class into four (4) groups (according to
concepts and their interest). Then assign each with different tasks to work on.
skills in daily (Text/Selection/Poem/Song may be provided by the teacher)
living
Group 1 – Present a short part of a song with simile or
metaphor.
Group 2 – Recite a verse in a poem with simile or metaphor.
Group 3 – Pick-out a line from the poem “A Friend Is Like A
Circle”
which has a simile or metaphor then make a simple
poster about it.
Group 4 – List down the lines from the paragraph which use
simile or
metaphor. Use a chart to present your list.

Note: Process the group output through rubric.

Sample Rubric (May vary, according to teacher’s
preference)

133
 [Link]
H. Making F. Generalization
generalizations
and abstractions What is the difference between simile and metaphor? Give an
about the lesson example.
I. Evaluating H. Evaluation
learning Write S on your paper if the sentence is a simile and M if the
sentence is a metaphor. Then, choose from the list inside the box
the meaning of the simile or metaphor in the sentences.

A. slow D. bright eyes

B. has a beautiful voice E. very strong; very loud

C. cannot see F. beating fast

1. My pulse is a race car because I am so excited.

2. I am as blind as a bat without my eyeglasses.
3. Mary’s eyes were fireflies.
4. The thunder was a mighty lion.
5. Noven moves like a turtle.

S or M ? Meaning
1.
2.
3.
4.
5.
Source:
YourDictionary.”Examples of Similes”, April 10, 2017.
“Metaphor Examples for
Kids.”Your [Link] 23, 2017.
Accessed January 29,
2019.[Link]
Answersheet in English 6 Quarter1-
Week4-Day2,[Link]

J. Additional I. Assignment
activities for Copy a short poem with simile and/or metaphor. Analyze the
meaning of the simile or metaphor found in the poem.

134
application or
remediation

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who
earned
80%
on the
formative
assessme
nt
B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the
remedial
lessons
work?
No. of
learners
who have
caught up
with
the lesson
D. No. of
learners
who
continue
to require
remediatio
n
E. Which of
my
teaching
strategies
worked
well?
why did
these
work?
F. What
difficulties
did I
encounter

135
 which my
principal
or
supervisor
can
help me
solve?
G. What
innovation
or
localized
materials
did I
use/discov
er
which I
wish to
share with
other
teachers?

136
 DAILY LESSON PLAN
School Grade Level VI
Teacher Learning Area English
Time and Date Week 4 Day 4 Quarter 1st
I. OBJECTIVES
The learners…
 Demonstrate understanding of the conventions of
standard English grammar and usage when writing
A. Content
or speaking. (G)
Standard
 demonstrate understanding of verbal and non-
verbal elements of communication to respond back.
(A)
The learners…
 Use the correct function of noun, pronouns, verbs,
adjectives, and adverbs in general and their functions
B. Performance
Standard in various discourse (oral and written) (G)
 use a variety of strategies to provide appropriate
feedback. (A)

 Compose clear and coherent sentences using

C. Learning
Competencies/ appropriate grammatical structures: -aspects of verbs
Objectives (EN6G-Id-3.3)
Write the LC  Show tactfulness when communicating with others
code for each (EN6A-Id-17)

Competencies:
 Composing clear and coherent sentences using the
appropriate aspects of verbs (EN6G-Id-3.3)
 Showing tactfulness when communicating with
others (EN6A-Id-17)
II. CONTENT
Specific Objectives:
 Identify the aspects of verb used in sentences
 Compose clear and coherent sentences using the
appropriate aspects of verbs
 Show tactfulness when communicating with others
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages  Essential English 6 pp 36-38, Maria Fe Garcia-
Eusebio and Perla A. Zotomayor, Ed.D., REX
Philippine Copyright 2017

137
 4. Additional  LRMDS Activity Sheet in English 6 Quarter 1 Day 3
Materials from and 4
Learning  Curriculum Guide Grade 6
Resource (LR)
portal
B. Other Learning  [Link]
Resources/Materi vector/[Link]?sti=ni5qu3ksk4ax8uqyq9|&me
als diapopup=18586333
 [Link]
view/Clipart/Animals/Reptile_Clipart/Iguana_Clipart/
reptile-lizard-green-iguana-clipart_jpg.htm
 [Link]
 [Link]
 [Link]
potatoes-yams/
 [Link]
content/uploads/2013/12/Boa_CarAlb_051209_09-
[Link]
 [Link]
 [Link]
Materials : Pictures, charts, projector, laptop
IV. PROCEDURE
Teacher presents the learning targets/objectives of the
A. Reviewing
lesson.
previous lesson or
presenting the
new lesson

Motivation
Teacher presents a picture of a mosquito.

B. Establishing a
purpose for the
lesson

Ask: What is in the picture?

What can you say about it?

Unlocking of Difficulties
C. Presenting Select the meaning of the underlined word in each
examples/ sentence. Choose the letter of the correct answer.
instances of the 1. “I saw a farmer digging yams that were almost
new lesson as big as I am”
a. root vegetable
b. stone
c. gold

138
 2. “What’s a mosquito compare to a yam?”
snapped the iguana grumpily.
a. happy
b. excited
c. discontented
3. The python raised his head and said, “Good
morning iguana.”
a. shark
b. gorilla
c. snake
4. The iguana did not answer to the greetings of
python but lumbered on.
a. to walk faster
b. to move clumsily or heavily
c. to jump

5. The iguana bobbing his head as he walked on.

a. moving quickly down and up
b. lying back
c. nodding
Motive Question
Why is the iguana grumbling to himself?

Presentation of the Story

The teacher is going to present the story through
powerpoint presentation.
(Setting of standards in reading a story)
Teacher reads the story to the class and after
that the teacher will ask who can read aloud the
story again.
Why Mosquitoes Buzz in People’s Ears
Retold by Verna Aardema
Copyright 1975
D. Discussing new
One morning a mosquito saw an iguana drinking at a
concepts and waterhole. The mosquito said, “Iguana, you will never
practicing new believe what I saw yesterday.”
skill #1 “Try me”, said the iguana.
The mosquito said, “I saw a farmer digging yams that
were almost as big as I am”.
“What’s a mosquito compare to a yam?” snapped the
iguana grumpily. “I would rather be deaf than listen to
such nonsense!” Then he stuck two sticks in his ear and
went off, mek, mek, mek, mek, through the reeds.
The iguana was still grumbling to himself when he
happened to pass by a python.
The big snake raised his head and said, “Good
morning, Iguana.”
The iguana did not answer but lumbered on, bobbing
his head, badamin, badamin.

139
 Answering the motive question:
Why is iguana grumbling to himself?

Comprehension Check
• Who are the characters in the story/selection?
• What did the mosquito see?
• What did the iguana do after hearing what
mosquito said?
• Why do you think iguana did not answer to
python’s greetings?
• If you were the iguana, what would you do if you
hear what mosquito said?
Read the sentences and identify the tenses of verbs
used. Raise your hand with the if the sentence
is in past tense, for present tense, and for
future tense.
1. A mosquito saw an iguana.
_____2. The iguana grumbles to himself.
_____ 3. The iguana will pass by the python.
_____ 4. The python went into a rabbit hole.
_____ 5. The rabbit sees the big snake.

Present the sentence:

A mosquito saw an iguana.
Say: This sentence is in the past tense. In past
tense, present tense and future tense the time is
definite or exact. How about if it the action is
indefinite? When we say indefinite, the time is
uncertain or don’t have an exact time.
If the time of the action is indefinite, we use the
aspects of verbs.
If the sentence is in past tense and its time in
indefinite the sentence would be:
A mosquito had seen an iguana.
Present the table and compare the first sentence in
past tense and in past perfect tense. Let the pupils
answer the second sentence using the past perfect
tense.

Past Tense Past Perfect Tense

A mosquito saw an A mosquito had seen an
iguana. iguana.
The python went into a (The python had gone
rabbit hole. into a rabbit hole.)

140
 Ask: What have you noticed from the sentence in
the past tense to past perfect tense. (Let the pupils
formulate their own observation and process the
answer of the pupils.) Write it on the board.
Possible response of the pupils.
The past perfect tense is formed by using had +
past participle form of the verb.
Give another example and let them answer it
orally.
Example: The mosquito listened to it all from a
nearby bush.
(The mosquito had listened to it all from a
nearby bush.)

Present the sentence:

The iguana grumbles to himself.
Ask. What is the tense of the verb in the sentence?
Past? Present? or future tense?
Say: Since the sentence is in the present tense, its
time is definite or exact. How about if it is in
indefinite time? The sentence would be:
The iguana has grumbled to himself.
Present the table and compare the first sentence in
present tense and in present perfect tense. Let the
pupils answer the second sentence using the past

Present Tense Present Perfect Tense

The iguana grumbles to The iguana has grumbled
himself. to himself.
The rabbit sees the big (The rabbit has seen the
snake. big snake.)
perfect tense.

Present another example (the subject is plural).

The farmers dig bigger yams.
Say: Look at the sentence. What is the subject? Is
the subject singular or plural?
When the subject of the sentence is in plural form,
the present perfect tense would be:

The farmers have dug bigger yams.

Ask: What have you noticed from the sentence in
the present tense to present perfect tense. (Let the
pupils formulate their own observation and process
the answer of the pupils.) Write it on the board.
Possible response of the pupils.
The present perfect tense is formed by using
has/have + the past participle form of the verb. We

141
 use has if the subject is singular and have if the
subject is plural.

Give another example and let them answer it

orally.
Example: 1. The mosquito compares himself to a
yam.
(The mosquito has compared himself to a yam.)
2. Some pythons ignore by iguana.
(Some pythons have ignored by iguana.)
The uses of present perfect tense are the following:
a. Present Perfect Tense puts emphasis on the
result.
Example: She has written a short story.

b. Present Perfect Tense is an action that is still

going on.
Example: The show has not started yet.

c. Present Perfect Tense is an action that

stopped recently.
Example: Mother has cooked dinner.

d. Present Perfect Tense is finished action that

has an influence on the present.
Example: Ed has lost my key.

e. Present Perfect Tense is an action that has

taken place once, never or several times
before the moment of speaking.
Example: I have never been to Boracay.
The signal words of present perfect are already,
ever, just, never, not yet, so far, till now, up to now.

Present the sentence:

The iguana will pass by the python.
Ask. What sentence is this, past, present or future
tense?
Say: Since the sentence is in the future tense, its
time is definite or exact. How about if it is in
indefinite time? The sentence would be:
The iguana will have passed by the python.
Present the table and compare the first sentence in
future tense and in future perfect tense. Let the
pupils answer the second sentence using the past
perfect tense.

142
 Future Tense Future Perfect Tense
The iguana will pass by The iguana will have
the python. passed by the python.
(The big snake shall have
The big snake shall raise
raised his head to find
his head to find prey.
prey.)

Ask: What have you noticed from the sentence in

the future tense to future perfect tense. (Let the
pupils formulate their own observation and process
the answer of the pupils.) Write it on the board.
Possible response of the pupils.
The future perfect tense is formed by using
will/shall + have + past participle form of the verb.
The signal words are until, before, by the end of
the day, by the end of the week, by the end of the
month.

Give another example and let them answer it

orally.
Example: By the end of the year, I shall finish
reading the Bible.
(By the end of the year, I shall have finished reading
the Bible.)

Oral Activity:
Construct sentences using past perfect, present perfect
E. Discussing new
concepts and and future perfect from the given verb.
Teacher writes the answer of the pupils on the board.
practicing new
Climb
skills # 2

Identify the aspects of verbs used in the sentence. Clap

once when the sentence is in Past Perfect, clap twice if it is
in Present Perfect or clap trice if it is in Future Perfect.

F. Developing _______ 1. The lady has walked gracefully.

mastery (leads to _______ 2. An engineer had made a building plan for the
Formative public market.
Assessment 3) _______ 3. By this time tomorrow, I shall have finished
reading the book.
_______ 4. We have read a nice story.
_______ 5. You had listened to a nice pop song.

G. Finding practical Group Activity

application of a. Group 1
concepts and Give the past perfect tense of the given words, then
skills in daily living use them in sentences.

143
 Past Perfect Sentence
Verb
Tense
1. Study

2. Talk

b. Group 2
Give the present perfect tense of the given words,
then use them in sentences.

Present
Verb Perfect Sentence
Tense
1. walk

2. speak

c. Group 3
Give the future perfect tense of the given words, then
use them in sentences.
Future
Verb Perfect Sentence
Tense
1. dance

2. write

Ask: What have you learned today?

(Teacher calls volunteers to recite.)

Today I’ve learned ….. ( the answer was written on

the board during the discussion.)
H. Making
generalizations The past perfect tense is formed by using had +
and abstractions past participle form of the verb.
about the lesson The present perfect tense is formed by using
has/have + the past participle form of the verb. We
use has if the subject is singular and have if the
subject is plural.
The future perfect tense is formed by using
will/shall + have + past participle form of the verb.

144
 Using 1 verb, compose sentences using aspects of
verbs.

Aspects of verbs Sentences

I. Evaluating
learning Past Perfect

Present Perfect

Future Perfect

Assignment
Give sentences in each aspects of verbs.
Past Perfect Sentences
1. _______________________________.
J. Additional 2. _______________________________.
activities for
application or Present Perfect Sentences
remediation 3. _______________________________.
4. _______________________________.
Future Perfect Sentences
5. _______________________________.
6. _______________________________.

V. REMARKS

[Link]
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.

145
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

146
 RUBRICS FOR GROUP ACTIVITY
POINTS
CRITERIA
5 4 3 2 1
All answers
Committed Committed Committed Committed
RESPONSES were
1 mistake 2 mistakes 3 mistakes 4 mistakes
correct
Showed at Showed at Showed at
least 4 least 3 least 2
positive positive positive Showed at Did not
behaviors behaviors behaviors least 1 show any
during the during the during the positive positive
ATTITUDE
activity activity activity behaviors behaviors
such as such as such as during the during the
enthusiasm, enthusiasm, enthusiasm, activity activity
enjoyment enjoyment enjoyment
and others and others and others
Each More than
5 or 6
member 1 or 2 3 or 4 6
SHARING OF members
shared members members members
IDEAS did not
ideas to do did not help did not help did not
help
the activity help
Followed all Followed all
the steps of the steps of
Followed all the activity the activity 2 or more
One was
the steps of correctly correctly steps were
MECHANICS not
the activity but 1 of the but 2 of the not
followed
correctly steps was steps were followed
not done not done
correctly correctly

147
 TEACHER’S KEY
Presenting examples/ instances of the new lesson
Unlocking of difficulties
1. a
2. c
3. c
4. b
5. a

Discussing new concepts and practicing new skill #1

Board work activity: Tenses of Verb
1.
2.
3.

4.
5.

Discussing new concepts and practicing new skills # 2

Answer may vary

Developing mastery (leads to Formative Assessment 3)

1. present perfect – clap twice

2. past perfect – clap once
3. future perfect – clap trice
4. present perfect – clap twice
5. past perfect – clap once

Finding practical application of concepts and skills in daily living

Group 1
Give the past perfect tense of the given words, then use them in
sentences.
Verb Past Perfect Tense Sentence

[Link] had studied Sentence may vary.

2. talk had talked Sentence may vary.

148
 Group 2
Give the present perfect tense of the given words, then use them in
sentences.
Present
Verb Perfect Sentence
Tense
1. walk has walked Sentence may vary

2. speak has spoke Sentence may vary

Group 3
Give the future perfect tense of the given words, then use them in
sentences.
Future
Verb Perfect Sentence
Tense
1. dance will/shall have Sentence may vary
danced
2. write will/shall have Sentence may vary
wrote

Evaluating learning
Using 1 verb, compose sentences using aspects of verbs.

Aspects of verbs Sentences

Past Perfect answer may vary

Present Perfect answer may vary

Future Perfect answer may vary

149
School Grade Level VI
Teacher Learning Area English
Time and Date Week 4 – Day 5 Quarter 1st

I. OBJECTIVES

The learners…
 Demonstrate understanding of the forms and
A. Content Standard conventions of print, non-print, and digital materials
to understand various viewing texts (VC)
 Demonstrate understanding of verbal and non-verbal
elements of communication to respond back (A)

The learners…
• Apply knowledge of the various forms and conventions
of print, non-print, and digital materials to appropriately
B. Performance
comprehend print, non-print, film and moving texts
Standard
(VC)
• Use a variety of strategies to provide appropriate
feedback (A)

Competencies:
 Describe different forms and conventions of film and
moving pictures (Characterization) EN6VC-Id-5.1.4
C. Learning  Show openness to criticism EN6A-Id-18
Competencies/
Objectives Write Specific Objectives:
the LC code for • Describe types of characterization in short films and
each. movies
• Differentiate direct and indirect characterization
• Show openness to criticism

II. CONTENT Forms and Conventions of Film and Moving Pictures

(Characterization)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages

150
 4. Additional • Curriculum Guide Grade 6
Materials from • LRMDS Grade 6 Activity Sheets
Learning Resource
(LR) portal
 “Direct and Indirect Characterization.” Youtube.
September 03, 2015. Accessed January 30, 2019.
[Link]
B. Other Learning
Resources/  “Why Mosquitoes Buzz in People’s Ears by Verna
Materials Aardema”. Youtube. Accessed January 30, 2019.
[Link]
Accessed January 30, 2019.
 [Link]
characterization. Accessed January 30, 2019.
 activity sheets, strips, multi-media presentation, video
clip

IV. PROCEDURES

Teacher reviews the lesson on aspects of verb.

Directions: Form a sentence by describing the given noun

using the perfect tenses of verb below.
A. Reviewing
previous lesson or Example: Pupil – finish
presenting the new The pupil has finished his homework. He is very
lesson diligent.

1. Teacher – work
2. Mother - write
3. Sister - send

Say: At the end of the lesson, you are expected to:

 Describe types of characterization in short films and
B. Establishing a movies
purpose
for the lesson  Differentiate direct and indirect characterization
 Show openness to criticism

Activity:
Watch the video clip.
Take note of how the characters are presented in terms of:
C. Presenting A. Appearance/Looks
examples/instance B. Actions/behaviors
s of the new lesson C. Statements /Thoughts
D. Effect on others/Relationship

“Why Mosquitoes Buzz in People’s Ears”

151
 “Why Mosquitoes Buzz in People’s Ears by Verna
Aardema”. Youtube. Accessed January 30, 2019.
[Link]
d.

Ask:

Who are the characters in the story?

What did you learn from this short animated film?
Is it important to respect one’s personality/character traits?
Why or why not?
Why shouldn’t we always believe in someone’s actions,
thoughts, looks and sayings?
Is it okay for other people to judge us through our character
traits/personalities? Why or why not?

Ask the pupils what makes it easy for them to identify the
character traits or personality of the characters in the video
clip.

Teacher guides the pupils to describe types of

characterization in films and movies.

Say:
Just like describing the characters in the video clip, writers
of every work of fiction, whether these are short stories or
films and movies, have two options in giving the character
traits or personalities of characters:

D. Discussing new a. by making direct statements about a character’s

concepts and personality and telling what the character is like, or
practicing new b. by revealing some information about the characters and
skills #1 their personalities through the following:

What does the character say? How

does the character speak?
Statements What is revealed through the
SAY character’s private thoughts and
Thoughts feelings?
EFFECT ON OTHERS What is revealed through the
character’s effect on other people?
TOWARD THE How do the other characters feel or
CHARACTER/ behave in reaction to the characters?
RELATIONSHIP
ACTIONS/LOOKS What does the character do? How
does the character behave?
LOOKS/APPEARANCE What does the character look like?
How does the character look?

152
 Lead the pupils into understanding that their explanations
include the SEAL technique:

What one person’s SAY, EFFECT on you, their ACTIONS

and how they LOOK.
S – SAY(Statements /Thoughts)
E – EFFECTS ON OTHERS/RELATIONSHIP
A – ACTIONS/BEHAVIORS
L – LOOKS/APPEARANCE

Let the pupils think of their favorite movie character and

describe them.

Introduce the terms that are included in the lesson. The

teacher will ask ideas from pupils about these terms.

Characterization
Direct Characterization
Indirect Characterization

The teacher will tell the pupils to take notes of definition

and examples of characterization by watching a short video
about Characterization.

“Direct and Indirect Characterization.” Youtube. September

03, 2015. Accessed January 30, 2019.
[Link]

What did you learn about characterization?

E. Discussing new
How do you differentiate direct characterization from
concepts and
indirect characterization?
practicing new
skills #2
Let the pupils provide their own definitions to the terms,
and then the teacher will refine their ideas to give the full
definition of such terms.

a. Characterization – technique a writer uses to develop

the personality/character traits
b. Direct Characterization – tells what the personality of the
character is

Example:
The patient boy and quiet girl were both well mannered.

Explanation:
The author is directly telling the audience the
personality/character traits of the two children. The boy is
patient and the girl is quiet.

153
 c. Indirect Characterization – shows things that reveal the
personality of the character

When you do the indirect characterization, you may follow

one of the criteria in the SEAL technique given.

Examples to differentiate direct and indirect

characterization:

Direct: Joe was having fun at the party.

Indirect: Joe couldn't believe it was already 2 in the
morning, he didn't want to leave yet.

Direct: Sally is socially awkward.

Indirect: All Sally does when people are around is say
weird things that nobody understands.

Direct: Dylan thought that reading was boring.

Indirect: No matter what he reads, every time Dylan
opened a book, he'd be snoring in five minutes.

(Using the same video clip)

“Why Mosquitoes Buzz in People’s Ears by Verna

Aardema”. Youtube. Accessed January 30, 2019.
[Link]
d.

Activity:
1. Give three (3) examples of direct characterization given
in the story.
a.
b.
F. Developing c.
mastery (leads to
Formative 2. Describe the types of indirect characterization and its
Assessment 3) explanation in the short animated film by filling up the table
below using the “Why Mosquitoes Buzz in People’s Ears”
story. Choose the letter of the correct answers from the
choices below.

Type of Indirect
Character
Characterization Explanation
(Mosquito)

Statements
SAY
Thoughts

154
 EFFECT ON OTHERS
TOWARD THE
CHARACTER/
RELATIONSHIP
ACTIONS/LOOKS
LOOKS/APPEARANCE

CHOICES:
Character
a. irritating and annoying
b. irresponsible
c. show-off and proud
d. tiny creature
e. has a guilty conscience

Explanation
a. when the Iguana compared a mosquito to a yam
b. the mosquito told the iguana that he will never
believe what he saw
c. when the lion and the other animals learned that the
death of the owlet was the mosquito’s fault
d. the mosquito hide under the curly leaf and was not
seen anymore
e. the iguana snapped at him and stuck two stick in his
ears so that he would not hear anymore what the
mosquito will say

Describe in a sentence the types of characterization.

a. Direct: Sonya is very smart.

Indirect: ___________________
b. Direct: Terry doesn't like pets.
Indirect: ___________________
c. Direct: He smells good.
Indirect: ___________________
G. Finding practical d. Indirect: The man's clothes were filthy, probably since
applications of he'd been
concepts and skills sleeping on newspapers all night.
in daily living Direct: ___________________
e. Indirect: Martha warned Toby, "She'll never know who
broke the
window unless somebody says something."
Direct: ___________________
f. Indirect: Tim croaked, "I'll go start the car," and ran away
because
somebody tried to start a fight with his friend.
Direct: ___________________
155
  How do we differentiate direct and indirect
characterization?
H. Making  How does characterization in film-making make the
generalizations scenes seem real?
and abstractions  How do we describe the types of characterization in
about the lesson short films and movies?
 How do you use characterization skills in real life?

Based on the video clip, differentiate direct and

I. Evaluating learning
indirect characterization using a Venn diagram.

[Link]

Assignment:
J. Additional
Recall any of your favorite movie. If you were given a
activities for
chance to portray a role in the movie, what would you do
application or
differently? How would you make your role effectively to
remediation
the audience?
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
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

156
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

157
School Grade Level VI
Teacher Learning Area ENGLISH
Time and Date WEEK 5 DAY 1 Quarter FIRST

I- Objectives
A. Content Standard The learners....
-Demonstrate understanding of various linguistics modes
to comprehend various text (LC)
-Demonstrate understanding of text type to listen to
different purposes from a variety of text (LC)
-Demonstrate understanding of verbal and non-verbal
elements of communication to respond back (A)
B. Performance Standard The learners...
-Analyze text types to effectively understand
information/messages (LC)
-Use linguistic cues to effectively construct meaning from a
variety of text for a variety of purposes (LC)
-Uses paralanguage and non-verbal cues to respond
appropriately (A)
C. Learning Competencies:
Competencies  Infer the speaker's tone and mood and purpose
EN6LC-Ie-2.11.1, EN6LC-Ie-2.11.2, EN6LC-Ie-
2.11.3
a. Infer the speaker's tone
b. Infer the speaker's mood
c. Infer the speaker's purpose
 Observe politeness to criticism EN6A-Ie-16

Specific Objectives:
 Identify the mood of the
selection/paragraph/material based on the
speaker's tone
 Point out the author's purpose
 Observe politeness to criticism
II. CONTENT Speaker's Tone, Mood and Purpose
III. LEARNING
RESOURCES
A. References 1.[Link]
as_a_Second_Language_(ESL)/Feelings_and_emotions/F
eelings_and_emotions_multiple_choice_cm129dc
2. [Link]
3. [Link]
tackle-big-problems-try-thinking-like-a-bee/
4. [Link]
danger-that-facebook-google-and-the-other-tech-

158
 monopolies-pose-to-our-society/
5. [Link]
much-color-in-your-life-learn-to-let-go-of-your-fear-and-
find-more-joy/
6. [Link]
keep-your-phone-from-taking-over-your-life/
B. Teacher's Guide
Pages
C. Learner's Material
Pages
D. Textbook Pages
E. Additional Materials
from the LR Portal
F. Other Learning Curriculum Guide pp. 125- 126
Resources Powerpoint Presentation
Integration: ESP, Science
IV. PROCEDURES
A. Reviewing previous Prepare a cut- out of cardboard to be pasted under the
lesson/ presenting the table and chairs. (To be done before the class enters the
new lesson room.)
Say: What did you learn about the aspects of verb?
a. present perfect tense
b. past perfect tense
c. future perfect tense
B. Establishing a Say: Today, we will:
purpose for the lesson  Identify the mood of the
selection/paragraph/material based on the
speaker's tone
 Point out the author's purpose
 Observe politeness to criticism

Motivation:

Show pictures (can use other pictures available, or in a

powerpoint presentation)
Ask: What is expressed by the person in each picture?

159
 Possible answers:

depressed busy frustrated bored hungry

Source:[Link]
glish_as_a_Second_Language_(ESL)/Feelings_and_emot
ions/Feelings_and_emotions_multiple_choice_cm129dc

Ask: Do we feel the same everyday? Why?

Unlocking of Difficulties

Say: Give the meaning of the underlined word in each

sentence.

1. She immediately opens the door as her father arrives.

2. Jesus has 12 disciples during His time on Earth.
3. Why did you doubt me? You don't tgrust me?
4. The fringe of his robe is dirty it touches the ground

Note: Give options to the underlined appropriate to the

learners.

Motive Question:

Who were troubled while Jesus was praying?

C. Presenting examples/ Teacher reads the story with proper tone, mood, and
instances of the new purpose.
lesson Set the standards in listening.

Jesus Walks On Water

Immediately after this, Jesus made his disciples

get back into the boat and across to the other side of the
lake while he sent the people home. Afterward he went up
into the hills by himself to pray. Night fell while he was
there alone. Meanwhile, the disciples were troubled far
away from land for a strong wind had risen, and they were
fighting heavy waves.
About three o’clock in the morning Jesus came to
them, walking on the water.
When the disciples saw him, they screamed in
terror, thinking he was a ghost.
But Jesus spoke to them at once. “It’s all right,” he
said. “I am here don’t be afraid.”
Then Peter called him, “Lord, if it’s really you, tell
me to come to you by walking on water.”
“All right, come,” Jesus said.
So Peter went over the side of the boat and walked

160
 on the water toward Jesus.
But when he looked around at the high waves, he
was terrified and began to sink.
“Save me, Lord!” he shouted.
Instantly Jesus reached out his hand and grabbed
him. “You don’t have much faith,” Jesus said. “Why did you
doubt me?”
And when they climbed back into the boat the
wind stopped.
Then the disciples worshipped him.
“You really are the son of God!” they exclaimed
After they had crossed the lake, they landed at
Gennesaret. The news of their arrival spread quickly
throughout the whole surrounding area, and soon the
people were bringing all their sick to be healed. The sick
begged him to let them touched even the fringe of his
robe, and all who touched were healed.

Comprehension Check:
1. Who were troubled while Jesus was praying?
2. Why were the disciples troubled while Jesus was
praying?
3. What were the disciples’ reaction upon seeing Jesus
walk on water?
4. Explain why the people want to touch the fringe of His
robe.
WD. Discussing new Ask:
concepts and practicing What/How did you feel while listening to the story?
new skills # 1 What are your feelings or emotions?
a. when Jesus said Come walk with me on water
b. when the disciples said it's a ghost
c. when they touch the fringe of his robe to be healed

Possible Answers: believing, terrified, scared ,

miraculous

Say: They are words to express mood and tone.

Mood and tone of the speaker are almost the same,
because what ever the speaker's tone is, it brings to mind
emotions and feelings of the reader and it creates the
mood.
Source: [Link]

Say:Read the following words which would somehow lead

us in achieving our lesson for the day.

ecstatic loving nervous excited col

sad proud upset worried surprised
lonely hurt comfortable embarrased exhausted

161
 Directions: Identify the tone and mood of each presented
statement.

For Differentiated Instruction

Fast Learners- Let them supply their own answers
Average Learners- Will choose from possible answers
Basic Learners- Multiple choice for each item

(Teacher reads the sentences with proper tone and mood

while pupils read silently)

1. I am ready to face all challenges in the school.

2. I will get back to you when I come back. Be ready.
3. Remember that tomorrow is another day.
4. Next time around I will not play jokes on you anymore.
5. I don't know what to do; I'm not prepared for the test.

Possible Answers:
determined vindictive apprehensive positive regretful
E. Discussing new Say: While we are discussing tone and mood which use
concepts and practicing our emotions and feelings, there is another way authors
new skills # 2 express their ideas to their readers and this is the
AUTHOR'S PURPOSE.

Discuss:
a. to inform – provide facts about topics that are
informative, clear, and well- organized.
b. to entertain – it amuse readers using imaginative works
like novels, stories, and poems.
c. to persuade- make readers to agree to beliefs or
opinions

1. But maybe it’s time to look elsewhere for

inspiration — like the humble honey [Link] can show
us that thinking small may be the best way to think big,
according to beekeeper, Marianne Gee, who lives in
Ottawa, Canada.
Source: [Link]
tackle-big-problems-try-thinking-like-a-bee/

Ask: What's the author's purpose?

Answer: to persuade

2. According to Gee, “a bee in her lifetime makes

only 1/12th of a teaspoon of honey”— a tiny fraction of
the hundred pounds of honey that a typical colony needs to
survive. “The most remarkable thing isn’t that she does the

162
 work; it’s that she doesn’t even do it for herself,” she adds.
A bee won’t directly benefit from the honey she makes;
instead, it will allow future generations to thrive after she is
gone.
Source: [Link]
tackle-big-problems-try-thinking-like-a-bee/

Ask: What's the author's purpose?

Answer: to inform

3. My sofa was ivory; my bookshelves off-

white. My bed linens, towels and curtains were all
crisp, clean white. In the corner of my bedroom I piled
my clothes on a director’s chair covered with — you
guessed it — white canvas. Whenever I needed a new
piece of furniture I browsed colorful catalogs, ogling
mustard velvet sofas and pink-striped slipper chairs.
But in the end, I always came home with trusty old
white.
Source: [Link]
too-much-color-in-your-life-learn-to-let-go-of-your-
fear-and-find-more-joy/

Ask: What's the author's purpose?

Answer: to entertain
F. Developing Mastery Say: Group Activity to be done only in 5 minutes observing
(leads to Formative the Rubric presented for peer rating.
Assessment # 3
RATING RESPONSE BEHAVIOR
5 No errors No misbehavior
4 1- 2 errors 1-2 times misbehavior
3 3-4 errors 3-4 times misbehavior
2 5-6 errors 5-6 times misbehavior
1 7-or more errors 7-or more times
misbehavior

163
ACTIVITY #1
Directions: Identify the tone and mood of each presented
statement.

For Differentiated Instructions

Basic Learners - Multiple choice for each item
Average Learners - Will choose from possible answers
Fast Learners - Let them supply their own answers

1. I also want to have what she has in her birthday

celebration.
2. She never thinks about the feelings of others.
3. At least I tried to catch up with the lesson.
4. I am going to think of another way to come up with a
different solution.
5. Coco Martin is one of the most admired actors in the
country today.

Possible Answers:
envious arrogant admiring judgmental resourceful

ACTIVITY #2
Directions: Identify whether to Inform, to Entertain, or to
Persuade

For Differentiated Instructions

Fast Learners- Let them supply their own answers
Average Learners- Will choose from possible answers
Basic Learners- Multiple choice for each item

The threat that technology monopolies pose to

democracies is about more than the prices they charge: it’s
the concentration of power, data and control over the public
space — and their ability to wield this power over a growing
number of economic activities, especially in the
infrastructure and technologies of the future. The following
companies operate as either monopolies or oligopolies in
their respective fields: Google, Facebook, Uber, Airbnb,
Amazon, Twitter, Instagram, Spotify. Integrated into
everything, everywhere, their technology will blanket the
world.
Source: [Link]
danger-that-facebook-google-and-the-other-tech-
monopolies-pose-to-our-society/

What's the author's purpose?

a. to inform b. to entertain c. to persuade
Answer: to inform

164
G. Finding practical A. Give the tone and mood of the following sentences.
applications of concepts 1. Pollution affects the entire ecosystem.
and skills in daily living 2. Just follow what I said; everything will be okay.
3. I just can't believe it; he made it that far.
4. Stop the loud noise! The neighbors are already
complaining.
5. Turn off the appliances when not in use.

B. Give the author's purpose.

a. to inform b. to entertain c. to persuade

6. This, too, is how we can change the world — by not

worrying about the size of our contributions and by
letting our efforts join the actions of others. Gee,
herself, was distressed by the pesticides and diseases
that were harming the world’s honey bees and ruminated
about what she and her husband could possibly do to fix the
ailing agricultural system.
Source: [Link]
tackle-big-problems-try-thinking-like-a-bee/

Answer: to persuade

7. This one takes willpower, but consciously resists the urge

to tap around on your phone when you’re waiting in line at
the grocery store, walking to the coffee shop, or in the
bathroom. Try to use these breaks to reflect and recharge.
Mindlessly, burning these moments on your phone isn’t
worth it.
Source: [Link]
to-keep-your-phone-from-taking-over-your-life/

Answer: to persuade
H. Making Ask:
generalizations and What have you learned today about mood? tone? and
abstractions about the purpose of the author?
lesson
I. Evaluating learning Directions: Identify the mood or tone expressed in each
sentence. Choose your answer from the box.

a. sure b. optimistic c. cautious

1. I told you never to cross the street without looking right

and left.
2. The van to Legazpi will pass by Putiao Pilar.
3. I guess the weather will be all right on Sunday.

165
 Directions: Identify the author's purpose. Choose your
answer from the box.

a. to inform b. to entertain c. to persuade

4. Ultimately, creating colors that enliven us is about

increasing the activity of these vibrating little particles in a
space. Bright colors animate the light that shines on them,
reflecting it around a space and magnifying its effect. Yellow
is especially effective as a brightening agent. Because it’s
the lightest of all the hues in its pure state, it has an inherent
brightness and warmth.
Source: [Link]
much-color-in-your-life-learn-to-let-go-of-your-fear-and-
find-more-joy/
Answer: to inform
5. Our smartphones provide an endless stream of bite-
sized, delicious information for our brains to consume. It’s
easy to get hooked, even to feel addicted. And most of us
would prefer not to feel this way. So last year, I started to
hack my relationship with my phone, looking for small
behavior changes I could make so that I would begin using
my phone with intention, not automatically.
Source: [Link]
to-keep-your-phone-from-taking-over-your-life/
Answer: to entertain
J. Additional activities for
application or
remediation Say: For your assignment, write other examples of tone
*Assignment/Agreement and mood not used in our lesson today. You will also copy
(___ minutes). Fill in paragraphs showing author's purpose – to inform, to
below any of the four entertain, and to persuade.
purposes
• Reinforcing/
strengthening the
day's lesson
• Enriching
/inspiring the day's
lesson
• Enhancing/
improving the
day's lesson
*Preparing for the new
lesson
VI. REMARKS

166
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
stategies worked well?Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material did I use/
discover which I wish to
share with other teachers

167
School Grade Level VI
Teacher Learning Area English
Time and Date Week 5 Day 2 Quarter First

I – Objectives
A. Content Standard The learners…
 demonstrate understanding of figurative
language, word relationships and nuances in
word meanings to develop word consciousness.
(V)
B. Performance Standard The learners…
 Use figurative language appropriately in various
contexts. (V)
C. Learning Competency:
Competencies  Infer meaning of figurative language using
context clues EN6V - Ie - 12.3.2

Specific Objectives:
 Infer meaning of figurative language using
context clues
 construct sentences using figurative language
 value one’s opinion
II – Content Meaning of Figurative Language (Context Clues)
III - Learning Resources
A. References
1. Teacher’s Guide Curriculum Guide in English
2. Learner’s Materials
3. Textbook English Essential 6 p. 41
4. Additional Materials
from Learning Resource
portal (LR)
IV – Procedure
A. Reviewing previous Review
lesson or presenting the Tell whether the statement is an Onomatopoeia,
new lesson Alliteration or Assonance.

1. I heard a loud bang from the garden.

2. She sells seashells by the seashore.
3. I play a clay all day.
4. Peter Piper picked a peck of pickled pepper
5. Heavy load crash down the street.

B. Establishing a purpose Motivation:

for the lesson Ask the pupils to read the sentences.

1. Give him a big hand.

2. I’m so hungry I could eat a whole elephant.
3. She is a walking encyclopedia.

168
 Ask: Are these statements possible? Can you give a big
hand? Can you eat a whole elephant?

C. Presenting examples/ Presentation

Instances of the new Present an example of figurative language.
lesson
Hyperbole – deliberate an obvious exaggeration used
for effect.

1. I am so hungry I could eat a horse.

2. You are walking slower than a snail

The meaning of a figurative language can be inferred

using context clues, affixes and roots. The underlined
phrase is a figurative language and the phrase inside the
circle is a context clues that gives meaning to the
figurative language. It means that the person is starving
and can eat plenty of foods.

D. Discussing new Teacher gives more examples of hyperbole used in a

concepts and practicing sentence and explains.
new skill # 1
1. I had a ton of work to do.
2. They ran like greased lightning.
3. He is as skinny as a tooth pick.

E. Discussing new Group the class into 5 and give activity sheets.
concepts and practicing Present the output in front and ask them to value one’s
new skills # 2 opinion.
Set the standards in working as a group.

ACTIVITY SHEET

Direction: Identify the figurative language and give its

meaning.

1. I’ve told you to clean your room a million times.

Figurative language
Meaning

2. My geography teacher is older than a hill.

Figurative language
Meaning

3. Her brain is the size of pea.

169
 Figurative language
Meaning

F. Developing Mastery Pair each pupil and let them construct sentences out of
(Leads to formative the given figurative language. Make sure to use context
assessment 3) clues, affixes or roots to infer meaning.

1. mountain of dishes
2. teaching since stone age
3. sleep like an oil

G. Finding practical Infer the meaning of figurative language using context

applications of concepts clues.
and skills in daily living Circle the letter of the correct answer.

1. The team can smell blood as the time comes nearer.

a. winning b. losing c. cooking

2. This shirt is killing me.

a. too fit c. too loose c. too big

3. His shout awakens the dead.

a. too soft c. too loud c. too noisy

H. Making Generalization:
generalizations and
abstractions about the How do you infer meaning of the figurative language?
lesson How do context clues help in getting the meaning of
figurative language?
What was the figurative language you learned today?
What is hyperbole?

I. Evaluating learning Evaluation:

Write the letter of the correct answer on the space

provided that tells the meaning of the figurative language
in each sentences.

_____1. I can smell pizza from a mile away.

_____2. The lesson was taking forever.
_____3. I’ve seen this movie at least 80,000 times.
_____4. That was the easiest question in the world.
_____5. This shoes is killing me.
a. unfit
b. too easy
c. pleasant to the nose
d. too long
e. very beautiful

170
J. Additional activities Assignment:
for application or
remediation Encircle the hyperbole in the sentences.

1. I was home in the blink of an eye.

2. My dad can lift over two tons.
3. The man was old as the hills.
4. That boy runs faster than a car.
5. The package weighed ton.

V - Remarks

VI - Reflection

VII - Others

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities
C. Did the lessons work?

D. No. of learners who

have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

171
School Grade Level VI
Teacher Learning Area English
Time and Date Week 5 Day 3 Quarter First

I – Objectives
A. Content Standard The learners…
 Demonstrate understanding of various linguistic
nodes to comprehend various texts (RC)
B. Performance Standard The learners…
Use linguistic cues to appropriately construct
meaning from a variety of texts for a variety of
purposes (RC)
C. Learning Competency:
Competencies  Analyze figures of speech (Hyperbole and Irony)
EN6RC-Ie-6.10, EN6RC-Ie-6.11

Specific Objectives:
 analyze figures of speech (Hyperbole and Irony)
 construct sentences using figurative language
 appreciate the contribution of OFWs through
reflection

II – Content Figures of Speech (Hyperbole and Irony)

III - Learning Resources
A. References
1. Teacher’s Guide Curriculum Guide in English
2. Learner’s Materials
3. Textbook English Essential 6 p. 20
4. Additional Materials
from Learning Resource
portal (LR)
IV – Procedure
A. Reviewing previous Review
lesson or presenting the
new lesson Identify the hyperbole in each sentence and discuss its
meaning.

1. I was home in a blink of an eye.

2. My dad can lift over two tons.
3. The man was old as the hills.
4. That boy runs faster than a car.
5. The package weighed ton.

B. Establishing a purpose Motivation:

for the lesson
What do you think is the feeling of an Overseas Filipino
Worker? Why?

(Show pictures of a woman washing piled-up laundry.)

172
 Ask: What is the woman doing?
 She is washing a mountain of clothes.
(Show another picture of a woman crying heavily)

Ask: What can you say about the picture?

 The woman is crying a river.

Ask: Are these statements possible?

C. Presenting examples/ Presentation

Instances of the new Discuss to the pupils the topic.
lesson
Hyperbole – deliberate an obvious exaggeration used
for effect.

Example:
1. She left her child for a thousand years.
2. You could eat a million of these.
3. The bridge weighs a ton.

Irony – is also used to say ‘what seem to be against what

reality is.” Use of word or words to convey something
markedly different from literal meaning.

Example:
1. Marie is so kind that nobody befriend her.
2. Your explanation is as clear as mud.
3. It is a secret, so only half of our barangay knows it.

D. Discussing new Teacher will give more examples of hyperbole and

concepts and practicing irony.
new skill # 1
Color the box green if it is hyperbole and yellow if it is
irony.
Maxx is a pig when he The locker room smells
eats. very good.
Awesome! Another long My brother is a couch
test. potato.
This is the worst day of My brother is stronger
my life. than steel.

E. Discussing new Analyze if the following statements show hyperbole or

concepts and practicing irony. Clap your hands once if it shows hyperbole and
new skills # 2 twice if it shows irony.

1. I could eat a horse.

2. Life is like a box of chocolate, you never know what
you’re going to get.
3. They set up a feast for a million mouth

173
 4. This book weighs a ton.
5. Why hurry? We have ocean of time.

F. Developing Mastery Pair each pupil and let them construct sentences out of
(Leads to formative the given figurative language.
assessment 3)
1. mountain of dishes
2. teaching since stone age
3. sleep like an oil

G. Finding practical -Show different pictures to the pupils.

applications of concepts -Let them write their own example of hyperbole or irony
and skills in daily living about the pictures.
-Let them share their works with the class.

H. Making Generalization:
generalizations and
abstractions about the What is hyperbole?
lesson What is irony?

I. Evaluating learning Evaluation:

Analyze the following statements. Write hyperbole or

irony on the space provided.

________1. This pair of shoes is killing me.

________2. At the party I drunk buckets of punch.
________3. She is too friendly that nobody wants to be
with her.
________4. You are too early for tomorrow.
________5. The line at the ticket booth was a thousand
mile long.

J. Additional activities Assignment:

for application or
remediation Write a short paragraph with hyperbole and irony.

V - Remarks

VI - Reflection

VII - Others

A. No. of learners who

earned 80% on the
formative assessment

174
B. No. of learners who
require additional
activities
C. Did the lessons work?

D. No. of learners who

have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

175
 DAILY LESSON PLAN
School Grade Level VI
Teacher Learning Area English
Time & Date Week 5, Day 4 Quarter First

I. OBJECTIVES
The learners…
 Demonstrate understanding of the conventions of
A. Content Standard
standard English grammar and usage when writing or
speaking (G)
The learners…
 Use the correct function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their functions
B. Performance Standard
in various discourse (oral and written) (G)
 Speak and writes using good command of the
conventions of standard English (G)
Competency:
 Compose clear and coherent sentences using
appropriate grammatical structure: modals (EN6G-Ie-
3.6)
C. Learning Competency/
Objective Specific Objectives:
 Identify the appropriate modal to use in the sentences
 Compose clear and coherent sentences using
appropriate grammatical structure
 Show politeness in communicating with others
II. CONTENT Modals (can, could, may and might)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
[Link]
[Link]
[Link]>language
B. Other Learning
Mendoza, Rebecca de Lemos-Mendoza, Ed. D., Essential
Resources
English 5 (2015), p. 28-29
[Link] (Activity Sheets in English 6 prepared by
Rose Ann B. Pamintuan)
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Present the short poem entitled’ “If only...”
new lesson

176
 Have the pupils answer the following questions.
1. What tasks can you do?
I can ________________.
2. What are those that you could do when you were five
B. Establishing a purpose
years old?
for the lesson
I could _______________.

Teacher writes the responses of the pupils according to its

uses.
Discuss: Modals are often used to talk about abilities and
possibilities (or in the lack of them). Some of these modals are
can, could, may, and might. These verbs are used to indicate
modality – that is: likelihood or possibility, ability, permission or
request.

Modal Uses Examples

Present ability I can dance.
Possibility and Anyone can learn to dance, if
conditional they want to.
can Opportunity I can teach you how to dance.
C. Presenting Permission Can I watch you dance?
examples/instances of the Request Can you teach me how to dance?
new lesson Willingness I can teach you.
I could bake a cake when I was
Past ability
younger.
He could be the best baker if he
Possibility
practices more.
could
Conditional I could learn to bake again if I try.
He could fly his kite in the open
Suggestion
field instead of on top of the roof.
Request Could I fly your kite?
Possibility I may be able to go to your party.
may Polite request
May I borrow your book?
or permission

177
 Possibility, but I might be able to go to your
not certainty party.
I might go to your party if my
might Conditional
schedule is free.
You might like to invite her to your
Suggestion
party.
A A modal does not change whether the subject is singular
o ular or plural. or plural. It is always used with the basic form of the verb.

He could swim. I may act. You can cook.

You can cook. They might play. We may dance.
Y
We Choose the correct verb form that goes with the underlined
modal.
D. Discussing new
concepts and practicing 1. Lea can (sing, sings).
new skills #1
We may danc 2
He cou 2. My older sister could (bake, bakes) cakes when she was
little.
3. My father may (arrive, arrives) tomorrow from Manila.
4. Her cousin might (attend, attends) the prayer rally.
5. The children may (borrow, borrows) books from the
library.

Modals can be used alone to answer a question.

Examples:
Can you sing? I can.
Could you sing? I could.
May I borrow this? You may.

Modals, when joined with “not” to form a negative statement,

can be contracted.
Examples:
I can not run. I can’t run.
E. Discussing new
I could not climb. I couldn’t climb.
concepts and practicing
I may forget. I mayn’t forget.
new skills #2
I might not fail. I mightn’t fail.

Statements can be transformed into questions depending on

its intended use.

1. We want a bowl of cereal.

Can we have a bowl of cereal? (asking permission)

2. Give me your phone number.

May I have your phone number? (making a request)

178
 Basic: Choose the appropriate modal.
1. It (may, might) rain tonight, but I doubt it.
2. (Might, Can) I have a slice of cake, please.?
3. I (may, might) become the President of the Philippines
one day.
4. Father (can, could) drive a motorbike when he was
only sixteen years old.
5. (Can, Could) I have a glass of water?

Average: Supply the following sentences with an appropriate

modal.
1. I think her father ______ stop her.
2. I _____ need an umbrella if ever the rain falls.
3. Angelica _____ play the piano. Her fingers are always
F. Developing mastery
on the keys.
(leads to Formative
4. Mother and I ____ cook dinner tonight.
Assessment 3)
5. My nephew ____ speak Chinese when he was
younger.

Fast: Compose sentences using modals based on the

following situations.
1. He wants to buy a new suit for the promenade. (asking
for permission)
2. The noise I hear could be coming from the firecrackers.
(expressing a possibility)
3. We should tell Mrs. Cruz about the accident in the
canteen. (asking for advice)
4. I shall drive you home. (making an offer)
5. You have mistaken her for someone else. (expressing
a possibility)
G. Finding practical
How can these modals be useful/helpful in conversing with
applications of concepts
other people?
and skills in daily living
H. Making generalizations What are modals?
and abstractions about the What are examples of modals?
lesson What are the uses of these modals?
Basic: Encircle the appropriate modal.
1. Drivers ______ speak on the phone while driving.
a. couldn’t b. can’t c. may
2. ______ I ask you some questions about your life?
a. might b. can c. could
3. I ______ see a dentist, I have a toothache.
I. Evaluating learning a. may b. can c. might
4. Drinking a lot of alcohol ______ cause addiction.
a. might b. couldn’t c. can
5. Kara ____ ride a bicycle. She rides it to school everyday.
a. can b. might c. could

Average: Fill in the blanks with the appropriate modal.

179
 Milk is a complete food, full of vitamins and proteins.
Children ________ drink it regularly otherwise they
_________ suffer from undernourishment. Elders _______
also take it but those who _______not afford it ________take
pulses, fruits and vegetables as an alternative.

Fast: Use the following modals in sentences.

1. can _____________________________________.
2. may _____________________________________.
3. could ____________________________________.
4. might_____________________________________.
5. could not __________________________________.

A. Fill in the blanks with an appropriate modal. (Use can,

could, may or might)

1. Cassandra ______ cook Bicolano food.

2. They ___________ go shopping yesterday because the
mall was closed.
J. Additional activities for
3. Ariella ___________read when she was 5 years old.
application or remediation
4. When I grow up, I _________ become a chef.
5. When ________ I talk to you about the book report?

B. Answer the following questions using modals.

1. Can you act? _________________________.
2. Could you go to school alone when you were little?
___________________.

V. REMARKS
VI. REFLECTION
VII. OTHERS
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
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?
F. What difficulties did I
encounter which my

180
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

181
 School Grade Level VI
Teacher Learning Area English
Time & Date Week 5, Day 5 Quarter First

I. OBJECTIVES
The learners…
 demonstrate understanding of the forms and conventions of
print, non-print, and digital materials to understand various
A. Content Standard
viewing texts (VC)
 demonstrate understanding of verbal and non-verbal
elements of communication to respond back (A)
The learners…
 apply knowledge of the various forms and conventions of
B. Performance
print, non-print, and digital materials to appropriately
Standard
comprehend print, non-print, film and moving objects (VC)
 use a variety of strategy to provide appropriate feedback (A)
Competencies:
 describe different forms and conventions of film and moving
pictures (acting) (EN6VC-Ie-5.1.5)
 show openness to criticism (EN6A-Ie-18)
C. Learning
Competency/Objective Specific Objectives:
 describe different forms and conventions of film and moving
pictures (acting)
 act out given situations
 show openness to criticism
Different Forms and Conventions of Film and Moving Pictures
II. CONTENT
(Acting)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
[Link]
Mendoza, Rebecca de Lemos-Mendoza, Ed. D., Essential English
5 (2015), p. 28-29
B. Other Learning
[Link] (My Dad is a
Resources
Liar)
[Link] (Don’t judge
people you don’t know)

182
 [Link]
IV. PROCEDURES
Are you fond of watching films or movies?
Look at these pictures and give the title of the movie if you’re
familiar with these films.

A. Reviewing previous
lesson or presenting
the new lesson

A film, also called a movie, motion picture or photoplay, is a

B. Establishing a
series of still images which, when shown on a screen, creates the
purpose for the lesson
illusion of moving images.

Emotions are feelings. One way of expressing our feelings is

through facial expressions. Facial expressions are seen through
the movement of our eyebrows, eyes, lips and even our nostrils.

Match the emotions with the correct emojis.

C. Presenting
examples/instances of
the new lesson

Happy Scared worried sad

contented Confused joyful hurt
Angry Silly embarrassed surprised

Facial expression is important in acting. Acting is the work of an

actor or actress, which is a person in theatre, television, film, or any
D. Discussing new other storytelling medium who tells the story by portraying a
concepts and character and, usually, speaking or singing the written text or play.
practicing new skills
#1 Some of these expressions include happiness, sadness,
anger, fear, surprise, pain, excitement, and worry.

183
 Aside from facial expressions, the actors’ and actresses’
movement, posture, and body language also help in their acting
performances.
Have them view this heartfelt video clip.

[Link] (My Dad

is a Liar)

Remember to observe the following when viewing a film/video clip:

E. Discussing new
• Do not talk to your seatmate while the film is playing.
concepts and
• Sit comfortably.
practicing new skills
• Do not make unnecessary noises and movement.
#2
• Understand what you are watching.

Ask the following questions:

1. What did you learn from the video clip?
2. What did you like best about it? Why?
3. What were you thinking as you finished watching the film?
4. Would you recommend these to other viewers? Why?
5. How will you describe the performance of the actors in the film?

Have them assign a director, a cameraman, a floor director, a

lights man, and the rest will be actors and actresses. Give each
group 5-7 minutes to think about what scene they will re-enact and
present their work in front of the class. Ask them to show
appropriate emotions for each genre.
F. Developing mastery
(leads to Formative
Group 1: Drama
Assessment 3)
Group 2: Comedy
Group 3: Action

After each presentation, the other groups will give their feedback
regarding the acting performance of the group.

G. Finding practical How should we criticize films especially when it comes to the actors
applications of and actresses’ acting?
concepts and skills in How should we respond to the feedback given to us whenever we
daily living perform?
H. Making
generalizations and What is acting in a film or movie?
abstractions about the
lesson
Film Critiquing: Have the class view a video and ask them to
describe the acting performance of the characters using a checklist.

I. Evaluating learning [Link] (Don’t judge

people you don’t know)

Direction. Put a check mark on the space provided.

184
 Description Agree Disagree
1. The actors portrayed their roles well.
2. Facial expressions shown were suited
to the lines they delivered.
3. The emotions expressed were
heartfelt and moving.
4. The message in the video clip is easy
to understand.
5. Costumes and gestures were
appropriate.
Ask them to make a movie analysis about their favorite film
focusing on acting. Let them share their output to the class.

J. Additional activities Have them answer the following guide questions:

for application or What emotions did you feel while watching the movie?
remediation How will you describe the acting performance of the
characters?
What part of the movie did you like best?
What were you thinking as you finished watching the film?
V. REMARKS
VI. REFLECTION
VII. OTHERS
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 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?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I

185
wish to share with
other teachers?

186
SCHOOL GRADE 6
TEACHER LEARNING AREA English
DATE AND TIME QUARTER Q 1, Week 6 Day 1

[Link]
The learner demonstrates understanding…
A. Content • various verbal elements in oral communication
Standards information
and writing styles to comprehend the author’s message
The learner…
B. Performance
Standards uses diction (choice of words) to accurately analyze author’s
tone, mood, and point of view
Listening Comprehension
C. Learning Infer the speaker’s tone, mood and purpose (EN6LC-If2.11.1
Competencies/ EN6LCIf2.11.2 EN6LC-If2.11.3 )
Objectives Observe politeness at all times (EN6A-If-16 )
Show tactfulness when communicating with others (EN6A-If-
Write the LC 17 )
code for each Show openness to criticism (EN6A-If-18 )
II. CONTENT AUTHOR’S TONE, MOOD, AND PURPOSE
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages K to 12 Curriculum Guide in English 6
1. Learner’s
Materials
pages
2. Textbook English for All Times 6 (Reading TX), pp.144-145
pages
3. Additional English 6 K to 12 Curriculum Guide 2016, p. 126
Materials Activity Sheet in English 6 Quarter 1 Week 6 Day 1
from
Learning
Resources
(LR) Portal
Short video clip, speaker, TV or laptop and projector, manila
B. Other paper, strips of paper
Learning The Little Women I Stories for Kids I My Pingu TV I Fairy Tales
Resources for Children I Kids Story I animation I 4K UHD Published on
December 12, 2017. Accessed February 27, 2019
[Link]
Emoticon images, Stock Photos & Vectors I Shutterstock-
[Link] visited February 26, 2019
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
Let us have a review of some emotions that you know. I
A. Reviewing
will show some emoticons. All you should do is to identify
previous
them.
lesson or
Let the pupils know the definition of tone and mood.
presenting
Differentiate them. Unlock it first. Connect it to the emoticons
the new
you have presented during the review.
lesson

187
 Today, you will be listening to conversations from the
video “The Little Women”. In the conversations, you will be
B. Establishing encountering Meg, Beth, Joe, Amy (The Little Women) mother
a purpose for and father, the soldier and the doctor. Analyze their dialogues
the lesson and infer the speaker’s tone, mood, and purpose. Let us see
how a speaker can express his/her purpose and mood based
on the tone he/she uses.
C. Presenting
examples/ The teacher will play the story of “The Little Women”
instances of
the new
lesson
(The teacher will distribute printed emoticons. While
answering the questions, he/she will point out emoticons that
will lead them to the lesson. Answers should be written on
the board.)
Task 1: Listening for Details/Comprehension
Check
Answer the questions about the conversation you
listened to. Be sure to show openness in hearing your
classmates’ answers.
1. Who just came to their house?
How did the soldier feel while reading the letter? (Students
will show the best emoticon which represents the feeling of
D. Discussing the soldier. Then, they will prove their answer.)
new
concepts and 2. What did Amy say to her father?
practicing How did Amy feel about it? (Students will show the best
new skills #1 emoticon which represents the feeling of the Amy. Then, they
will prove their answer.)

3. Who decided to take care of their father? How did mother

feel about it? (Students will show the best emoticon which
represents the feeling of the mother. Then, they will prove
their answer.)

4. When did the father arrive?

How did the little women feel seeing their father? (Students
will show the best emoticon which represents the feeling of
the father. Then, they will prove their answer.)

(This should be written on a chart where in pupils will write their

answers in tone, mood and purpose.)
 Discussion on tone, mood and purpose.
A speaker’s TONE, MOOD, and PURPOSE are also
E. Discussing revealed via dialogues. The way a character speaks denotes
new his or her tone, mood, and purpose.
concepts and Other examples of TONE are evident in these dialogues.
practicing (Let the pupils write their answers on the board.)
new skills #2 1. “You’ve been called to serve
for the army to fight against the
civil war. Please get ready” (serious)
2. “Oh daddy! Please don’t go.” (sad)
3. “Oh! I have to go there.” (worried)

188
 4. “Don’t worry mother. You start
preparing for the journey I’ll
make some arrangements.”
(optimistic)
5. “This is the best Christmas
present we’ve ever received.” (joyful)
More examples of TONE
(The teacher may choose from the given examples. Ask the
pupils to say a dialogue with the tone.) Game. Acting out.
Joyful serious
threatening sad
pessimistic scared
Worried anxious
depressing arrogant
nonchalant wistful
accepting insane
mysterious Guilty
menacing evil
Other examples of MOOD are expressed in these
dialogues.
(Use the printed emoticons. Tell the pupils to post/show their
answers.)
1. “You’ve been called to serve
for the army to fight against the
civil war. Please get ready” (serious)
2. “Oh daddy! Please don’t go.” (sad/
negative)
3. “Oh! I have to go there.” (worried/
negative)
4. “Don’t worry mother. You
start preparing for the journey
I’ll make some arrangements.”
(optimistic/
positive)
5. “This is the best Christmas
present we’ve ever received.” (joyful/
happy)

More examples of MOOD

(The teacher may choose from the given examples and use
emoticons for easy understanding) Ask the pupils to say a
dialogue with the mood. Game. Acting out.
Energetic bored Alarming
Fantastical silly buoyant
confining fight comical
brooding anxious hopeful
suspensef warm angry
ul
Relaxed cool contented
lethargic dark ashamed
indifferent cynical confused
sarcastic jealous excited

189
 Other examples of PURPOSE are expressed in these
dialogues.
(Write the answers on the board.)
1. “You’ve been called to serve for the army to fight against the
civil war. Please get ready” to inform
2. “Oh daddy! Please don’t go.” to appeal
3. I think you have to go there.” to suggest
4. “Don’t worry mother. You start preparing for the journey I’ll
make some arrangements.” to motivate
5. “This is the best Christmas present we’ve ever received.”
to describe
More examples of PURPOSE
(The teacher may choose from the given examples and let the
pupils say a dialogue.) Game.
to argue to pursue
to inform to explain
to provoke to realize
to warn to convince
to affirm to complain
to appeal to suggest
to describe to motivate
to convince to comfort
to insist to secure
to assure To console
to indicate a turn in a
scene
to indicate triumph
to indicate that a crisis will
erupt
to indicate the final
pronouncement in an
argument
to ask permission
Task 2: Tone, Mood, and Purpose
The teacher will play more dialogues from the story. Infer
the speaker’s tone, mood, and purpose. Use the table below
for your answers. Observe politeness in sharing your answers
to the class.

F. Developing Task 3: Group Work

mastery (The teacher will provide more dialogues in strips of
(Leads to paper.) Each group will be given an envelope where the
Formative dialogues are written. Provide choices written in different
Assessment colors like the yellow paper for tone, red for mood and blue for
3) the purpose. The pupils will post the dialogues and the

190
 appropriate tone, mood and purpose. Same sets of printed
emoticons should be used.
Infer the speaker’s tone, mood, and purpose. Have pupils
state their reason for their answers. Observe politeness in
sharing your answers to the class.
Task 4. Name that Tone, Mood and Purpose!
G. Finding Listen again to another conversation your teacher will
practical play. Infer the speaker’s tone, mood and purpose present
applications in the dialogues. Write on the first column the tone, the mood
of concepts on the second column, and the speaker’s purpose on the last
and skills in column. (Let the pupils tell what made them decide for the
daily living answer.)

H. Making
generalizatio
n and How do we infer tone, mood and purpose?
abstraction
about the
lesson
Oral Activity
Student reads a dialogue and another student answers. Give
dialogue written in strips of paper. Illicit explanations from
students’ answer.
Infer the speaker’s tone, mood and purpose in the
following [Link] your answer from the given
options.
Tone: inviting optimistic preaching calm thankful
Mood: lethargic cool hopeful confining thankful
Purpose: to explain to inform to convince to secure
I. Evaluating to realize
learning 1. “Think of happy things. It’s the same as having wings.”
(optimistic) Peter Pan
2. “When will you realize that the more you take the less you
have?” (preaching) Kung Fu Panda
3. “Lean on me. When you’re not strong I’ll be your friend. I’ll
help you carry on.” (inviting) Excerpt from Lean on Me,
Michael Bolton
4. “I will definitely treat her. That’s my duty” (calm) doctor
from The Little Women
5. “Thank you so much, doctor.” (Thankful)

Observe situations at home while:

a. Eating
J. Additional b. Watching T.V.
activities for c. Doing household chores
application or
remediation Pick out some dialogues and infer the tone, mood and
purpose.

V. REMARKS

191
VI. REFLECTION
A. No. of
learners who
earned 80%
in the
evaluation
B. No of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up in the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did
I use/
discover
which I wish
to share with
other
teachers?

192
193
194
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 6

[Link]
The learner demonstrates understanding that
English language is stress timed to support
comprehension
A. Content
Standards
The learner demonstrates understanding of text
elements to comprehend various text

The learner reads with sufficient accuracy and

fluency to support comprehension
B. Performance
Standards
The learner uses knowledge of text types to correctly
distinguish literary from informational text

C. Learning 1. Analyze figures of speech (culture- based

Competencies/ euphemism)
Objectives (EN6RC- If- 6.12)

2. Read with automaticity grade level frequently

Write the LC code occurring content area words
for each (EN6F-If-1.8.1)

1. ANALYZING FIGURES OF SPEECH

(CULTURE- BASED EUPHEMISM)
II. CONTENT
2. READING WITH AUTOMATICITY GRADE
LEVEL FREQUENTLY OCCURRING
CONTENT AREA WORDS

III. LEARNING RESOURCES

A. References
1. Teacher’s
Guide pages K to 12 Curriculum Guide in English 6
4. Learner’s
Materials
pages
5. Textbook
pages
6. Additional
Materials from
Learning

195
 Resources
(LR) Portal

B. Other pictures of domestic helper & correctional facility,

Learning copy of the selection, manila paper, strips of
Resources cartolina and meta cards

Websites:
[Link]
[Link]
[Link]

IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER

1. What figures of speech have you studied

before? Describe each.

2. The teacher flashes the cards with the

following words (Note: The teacher reads
first.)

figurative language

simile

metaphor

A. Reviewing personification
previous
lesson or irony
presenting the
new lesson hyperbole

assonance

consonance

alliteration

onomatopoeia

sound devices

3. The whole class will read the words again as

fast as they can.

196
 1. Show a picture of a mother. Ask the pupils to
share something about their mothers.

2. Unlocking of Difficulties:

B. Establishing a
purpose for Show the pictures of the following:
the lesson a. domestic helper
b. correctional facility

3. Motive Question: What are the sacrifices

experienced by the mother in the story?

Ask the pupils to read Ask the pupils to listen

“Mom’s Love” first to the story
“Mom’s Love” ( The
Mom’s Love pupils will read after
(by: Israel D. Jaylo) the teacher)

There’s nothing in Mom’s Love

this world a mother can be (by: Israel D. Jaylo)
compared to.
There’s nothing
My sacrifices and in this world a mother
challenges in life are my can be compared to.
successes too. My life
could be full of difficulties My sacrifices
but it always ends into and challenges in life
C. Presenting happiness because I know are my successes too.
examples/ I was able to make my My life could be full of
instances of children happy. difficulties but it always
the new ends into happiness
lesson When my husband because I know I was
was put into correctional able to make my
facility because of wrong children happy.
accusations and passed
away a year after, I started When my
to perform the role of a husband was put into
father and a mother to my correctional facility
children. I earn a living and because of wrong
do household chores at accusations and
the same time. I worked as passed away a year
a domestic helper in after, I started to
other countries just to perform the role of a
provide my children with all father and a mother to
their needs. It was so my children. I earn a
painful to leave my living and do household
children to my sister, but chores at the same

197
the only thing I know is that
time. I worked as a
I have to do this for my domestic helper in
children’s future. After other countries just to
working for almost 10 provide my children
years in other countries, I
with all their needs. It
decided to stay at home, was so painful to leave
attend to my children andmy children to my
take care of them. I wantsister, but the only thing
to see them reach their I know is that I have to
dreams. And now my do this for my children’s
eldest is a successful future. After working for
teacher and my youngest almost 10 years in
will soon graduate in other countries, I
college. decided to stay at
home, attend to my
children and take care
1. Answer the motive of them. I want to see
question. them reach their
dreams. And now my
2. Engagement eldest is a successful
Activities 1: teacher and my
Group the pupils into 5. youngest will soon
Each group will perform graduate in college.
the task given to them.

Group 1 1. Answer the

 Act the role of the motive question.
mother mentioned
in the selection. 2. Engagement
Activities 1:
Group 2: Group the pupils into 5.
 Make an organizer Each group will perform
that shows how the the task given to them.
mother provide her
children with their Group 1
basic needs.  Act the role of
the mother
mentioned in
Group 3 the selection.
 Make a character
map that describes Group 2:
the mother in the  Make an
story. organizer that
shows how the
Group 4 mother provide
 List down activities her children with
that will show your their basic
appreciation to the needs.
sacrifices of your
mother.

198
Group 5 Group 3
 Write a letter to your  Make a
mother expressing character map
your thanks to her that describes
sacrifices. the mother in
the story. (The
Engagement Activities 2: teacher can
Comprehension Check: provide the
(Note: The teacher will go organizer to the
back to the output of the pupils)
pupils in Engagement
Activity 1 during the Group 4
discussion.)  List down
activities that
will show your
1. What are the roles appreciation to
of the mother the sacrifices of
mentioned in the your mother.
selection?
Group 5
2. How did mother  Write a letter to
provide the basic your mother
needs of her expressing your
children? thanks to her
sacrifices.

3. How will you Engagement

describe the Activities 2:
mother in the Comprehension
story? Check: (Note: The
teacher will go back to
the output of the pupils
4. How can you show in Engagement Activity
your appreciation 1 during the
to the sacrifices of discussion.)
your mother?
1. What are the
roles of the
5. If you will write a
mother
letter of thanks to
mentioned in
your mother, what
the selection?
will you write?
2. How did mother
provide the
basic needs of
her children?

199
 3. How will you
describe the
mother in the
story?

4. How can you

show your
appreciation to
the sacrifices of
your mother?

5. If you will write a

letter of thanks
to your mother,
what will you
write?

1. Give a synonym of the italicized words used

in the selection. Choose your answer from
the words inside the box.

maid, died, jail

D. Discussing
new concepts
and practicing [Link] facility- ________________
new skills #1
[Link] away- __________________

[Link] helper- _________________

2. Explain your answer.

There are other words There are other words

that can be used instead that can be used
of others that might be instead of others that
considered harsh or might be considered
unpleasant to hear. They harsh or unpleasant to
E. Discussing are called euphemism. It hear. They are called
new concepts
is used to soften the word. euphemism. It is used
and practicing
to soften the word.
new skills #2
Give the synonym of the
underlined word in the Give the synonym of
sentence. the underlined word in
the sentence based on
the picture.

200
 a. The sanitation
engineers collect a. The sanitation
the garbage in the engineers
community every collect the
day. garbage in the
community
b. I went to the every day.
restroom to change
my clothes.

Source:
([Link]

_________________

b. I went to the
restroom to
change my
clothes.

Source:
([Link]

__________________

Group the pupils into 5. Group the pupils into

Provide them with the 5. Provide them with
table below and the words the table below and the
written in cards. words written in cards.

F. Developing Read the sentences Read the

mastery and study the underlined sentences and study
(Leads to phrases and write the the underlined phrases
Formative appropriate meaning of and write the
Assessment 3) each euphemism. Write appropriate meaning of
your answer in the other each euphemism.
column. Write your answer in
the other column.

201
[Link] the boys 1. There are
suffered the many
consequences economically -
of their disadvantage
wrongdoings people who
they slowly cannot send
begun to return their children to
to their old school.
habits.

2. Some old
[Link] the man are
speakers start becoming a
to talk, the little thin on top.
participants
keep their
voices down.
1. My sister
is now in
the
[Link] were family
chronologically way.
challenge
because of the
traffic.
[Link] who
live in the street
[Link] who were taken by
lives on the the DSWD.
street were
taken by the
DSWD. 5. Because of
the party last
night he
[Link]- boned became a little
people are tipsy.
advised to eat
healthy diet and
exercise.

202
 late homeless

fat drunk

routine
pregnant
homeless
bald
be quiet poor

Write the euphemism of the underlined phrase or

word in the following sentences. Choose your
answer inside the box.

_____ 1. You have to

a. passed away shut your mouth when
b. hold your somebody talks.
G. Finding tongue
practical c. differently- _____ 2. I always give
applications of abled that coin to that beggar
concepts and d. not completely at the door of the church
skills in daily true every Sunday.
living e. poor old man
______ 3. The suspect’s
statements to the police
was a lie.

______ 4. His father died because of heart attack.

______ 5. Handicapped or disabled children were

applauded in the program because of their talent
despite of their physical defects.
H. Making
generalization
and What is euphemism?
abstraction
about the
lesson

203
 Analyze the euphemism listed in column B that
is appropriate to replace the underlined word in
the sentence in column A. Write the letter of your
answer on the blank provided before the number.

A. B.
__ 1. Mother
has a problem
after his
husband
passed away. a. between jobs

__2. Laziness
is one reason
why there are
unemployed
I. Evaluating
people. b. great burden
learning
__3. She left
work without
notice to her
boss. c. abandoned
her apron

__4. The
manager fired
his employee
for always
being late
at work. d. substandard
housing

__ 5. Many
families
live in
slum places. e. let go

J. Additional List down other examples List down other

activities for of euphemism and use examples of
application or them in meaningful euphemism.
remediation sentences.

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned

204
 80% in the
evaluation
B. No of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other
teachers?

205
SCHOOL GRADE 6
TEACHER LEARNING AREA English
DATE AND TIME QUARTER Q 1, Week 6 Day 3

[Link]
The learner demonstrates command of the conventions
A. Content
of standard English grammar and usage when writing and
Standards
speaking
The learner uses the correct function of nouns, pronouns,
B. Performance verbs, adjectives, and adverbs in general and their
Standards
functions in various discourse (oral and written)
Grammar
C. Learning  Compose clear and coherent sentences using
Competencies/ appropriate grammatical structures:
Objectives Pronoun-Reference Agreement (number, case, gender)
(EN6G-IF4.4.1) (EN6G-IF4.4.2) (EN6G-IF4.4.3)
Write the LC code for 1.1 Use pronouns according to gender
each
II. CONTENT
PRONOUN-REFERENCE AGREEMENT
(NUMBER, CASE, GENDER)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages K to 12 Curriculum Guide in English 6
2. Learner’s
Materials pages
3. Textbook pages English for All Times 6 (Reading TX), pp.144-145
4. Additional English 6 K to 12 Curriculum Guide 2016, p. 126
Materials from Activity Sheet in English 6 Quarter 1 Week 6 Day 3
Learning
Resources (LR)
Portal
 Short video clip, speaker, TV or laptop and
B. Other Learning projector, manila paper, strips of paper
Resources  The Little Women I Stories for Kids I My Pingu TV I
Fairy Tales for Children I Kids Story I animation I
4K UHD Published on December 12, 2017.
Accessed February 27, 2019
[Link]
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
Rewrite the sentences Supply the correct
using the correct pronoun pronoun of the
for the underlined nouns. underlined nouns.
A. Reviewing 1. Joe decided to help their 1. Joe decided to help their
previous lesson family during tight times. family during tight times.
or presenting 2. Meg, Joe and Amy were 2. Meg, Joe and Amy were
the new lesson very thankful for the doctor very thankful for the doctor
who treated Beth. who treated Beth.
[Link] served in the army. [Link] served in the
army.

206
 A personal pronoun A personal pronoun
B. Establishing a
has gender. It can be has gender. It can be
purpose for the
FEMININE, MASCULINE, or FEMININE, MASCULINE,
lesson
NEUTER. or NEUTER.
Study the sentences.
1. Amy was the youngest one. She was the prettiest
of all the sisters.
Who was the youngest? (Amy)
What is the gender of Amy? (feminine)
What pronoun is used for her? (She)

2. Beth has fever. She wants to see her mother.

Who has fever in sentence 2?
What is the gender of Beth?
What pronoun is used for her?

 In what gender is the pronoun “she”?

What pronoun do we use for a feminine gender of
singular pronoun?

Study the sentences:

1. Father received a letter from a soldier. He left for
the war.
Who received a letter in sentence 1? (Father)
C. Presenting What is the gender of Father? (masculine)
examples/ What pronoun is used for him? (he)
instances of the 2. The father of Meg is a soldier. He was
new lesson hospitalized.
Who is described as a soldier in sentence 2?
What is the gender of father?
What pronoun is used for him?

 In what gender is the pronoun “he”?

What pronoun do we use for a masculine gender of
singular nouns?

Study the sentences.

1. Scarlet fever is caused by bacteria. It is a
contagious disease.
What is being talked about in sentence 1? (scarlet fever)
Does it have gender? (none)
What pronoun is used for it? (it)
2. Meg received a letter. It is a direct or personal written or
printed message addressed to a person or organization.
What is being talked about in sentence 2? (letter)
Does it have gender? (none) What pronoun is used for
it? (it)
(The teacher may not Read each sentence.
D. Discussing new Choose the correct
give the choices.)
concepts and Read each sentence. pronoun to complete it.
practicing new Choose the correct
skills #1 pronoun to complete it.

207
 1. Meg was young and 1. Meg was young and
beautiful. ____(She/He) was beautiful. ____(She/He)
also very wise. was also very wise.
2. Joe sold her hair. 2. Joe sold her hair.
____(She/He) wanted to ____(She/He) wanted to
help. help.
3. Meg, Joe, Beth and Amy 3. Meg, Joe, Beth and Amy
are siblings. ____(She/They) are siblings.
lived in a small village, in a ____ (She/They) lived in a
small house. small village, in a small
4. A soldier came to their house.
house. 4.A soldier came to their
___(She/He) informed the house.
father about the civil war. ____(She/He) informed
5. The family received a the father about the civil
letter from the army office. war.
____(It/He) was stated in 5. The family received a
there that their father was letter from the army office.
hospitalized. ____(It/He) was stated in
there that their father was
hospitalized.
Work with Pronouns Work with
Form a group with 6- Pronouns
E. Discussing new
8 members. Talk about the Form a group with
concepts and
Little Women. Write your 6-8 members. Based on
practicing new
reactions in details. Be sure the video, Little Women,
skills #2
to observe correct pronoun- write 3-4 sentences using
antecedent agreement. pronouns.
To communicate clearly, we should use correct
pronoun-antecedent agreement all the time.
Post the charted pronouns.
Personal SINGULAR PLURAL
Pronouns
First person I, me, my, mine We, us,
F. Developing our, ours
mastery (Leads Second You, your, yours You,
to Formative person your,
Assessment 3) yours

Third person He, Him, his, They, them, their,

she, her, hers, it, theirs
its

Complete the sentences Complete the sentences

G. Finding by choosing the suitable by choosing the suitable
practical pronoun. pronoun.
applications of (The teacher will not give (The teacher will give
concepts and choices.) choices.)
skills in daily [Link]’s aunt in Antipolo [Link]’s aunt in Antipolo
living sent a post card for Robbie sent a post card for Robbie
and ____(her/she) and ____(her/she)

208
 2. According to Portia and 2. According to Portia and
__(he/him) Antipolo is a __(he/him) Antipolo is a
great place to spend a great place to spend a
vacation. vacation.
3. Portia showed 3. Portia showed
photographs of the Antipolo photographs of the
to Rico and __(him/he) Antipolo to Rico and
4. There was also one of __(him/he)
Robbie and ___(her/she) in 4. There was also one of
front of the Antipolo Church. Robbie and ___(her/she)
5. It was hard to distinguish in front of the Antipolo
between Portia’s cousin and Church.
___ (he/him); they look alike. 5. It was hard to
distinguish between
Portia’s cousin and ___
(he/him); they look alike.
H. Making
generalization How do we use Pronoun-Reference Agreement (number,
and abstraction case, gender) in sentences correctly?
about the
lesson
Write C if the sentence Rewrite the sentences.
used the correct pronoun. Observe the correct use
If not, underline the of pronoun.
pronoun that makes it 1. Children must be
incorrect and write the given vaccine to prevent
correct pronoun. them from having scarlet
1. Children must be fever. She must be brought
given vaccine to prevent to a pediatrician for this
them from having scarlet vaccination.
fever. She must be brought 2. Doctor Cynthia
to a pediatrician for this is a pediatrician who
vaccination. vaccinates children to
2. Doctor Cynthia is prevent scarlet fever. It
a pediatrician who explains to the parents the
vaccinates children to dangers scarlet fever can
prevent scarlet fever. It bring to children.
I. Evaluating explains to the parents the 3. Portia is a 4-
learning dangers scarlet fever can year old child who was
bring to children. vaccinated by Doctor
3. Portia is a 4-year Cynthia. He is now safe
old child who was from that fatal fever.
vaccinated by Doctor 4. However, his
Cynthia. He is now safe from brother, Ponzee, has no
that fatal fever. vaccination yet against
4. However, his scarlet fever. Ponzee
brother, Ponzee, has no might be in great trouble
vaccination yet against once scarlet fever attacks
scarlet fever. Ponzee might him.
be in great trouble once 5. Ponzee’s mother
scarlet fever attacks him. must have Ponzee
5. Ponzee’s mother vaccinated otherwise, he
must have Ponzee can do nothing for Ponzee
vaccinated otherwise, he when he gets inflicted with
can do nothing for Ponzee that disease.

209
 when he gets inflicted with
that disease.

Choose a topic that you are Write C if the sentence is

familiar with. Discuss it in correct. If not write the
one or two paragraphs. Be word to make it correct.
sure to use the correct 1. Ann is beautiful and
pronoun-antecedent he looks like her
agreement in your mother.
J. Additional composition. 2. My father is kind
activities for
and he is the best.
application or
A. Helping the Helpless 3. Mother loves to
remediation
B. Tight Times sing, she is a good
C. Being Responsible for singer.
Other 4. John loves her bag.
5. My sister looks
pretty with her
dress.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?

210
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

211
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 6 Day 4

[Link]
The learner demonstrates command of the conventions
A. Content
of standard English grammar and usage when writing and
Standards
speaking
The learner…
B. Performance • uses the correct function of nouns, pronouns, verbs,
Standards adjectives, and adverbs in general and their
functions in various discourse (oral and written)
Grammar
C. Learning  Compose clear and coherent sentences using
Competencies/ appropriate grammatical structures:
Objectives Pronoun-Reference Agreement (number, case, gender)
(EN6G-IF4.4.1) (EN6G-IF4.4.2) (EN6G-IF4.4.3)
Write the LC code for 1.2 Use pronouns according to number and gender
each
II. CONTENT
PRONOUN-REFERENCE AGREEMENT
(NUMBER, CASE, GENDER)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages K to 12 Curriculum Guide in English 6
2. Learner’s
Materials pages
3. Textbook pages English for All Times 6 (Reading TX), pp.144-145
4. Additional English 6 K to 12 Curriculum Guide 2016, p. 126
Materials from Activity Sheet in English 6 Quarter 1 Week 6 Day 4
Learning
Resources (LR)
Portal
 Short video clip, speaker, TV or laptop and
B. Other Learning projector, manila paper, strips of paper
Resources  The Little Women I Stories for Kids I My Pingu TV
I Fairy Tales for Children I Kids Story I animation I
4K UHD Published on December 12, 2017.
Accessed February 27, 2019
[Link]
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
Replace the Circle each pronoun in
underlined nouns with the sentence.
the correct pronoun to be 1. I walk one kilometer to
used. school everyday.
A. Reviewing
1. Joe decided to help her 2. He watched the sun as it
previous lesson
mother. sank in a blaze of orange
or presenting
2. The little women are very and red.
the new lesson
thankful for the help Joe 3. She enjoyed reading the
gives them. book.
3. Father has to serve as 4. Have you seen them
an army in their country. lately?

212
 [Link] trained dog calmly
guided him to the bus stop.
We should use correct pronoun-antecedent agreement
all the time. Post the charted pronouns.
Personal SINGULAR PLURAL
Pronouns
First person I, me, my, mine We,
us,
our,
ours

Second person You, your, You, your,

B. Establishing a yours yours
purpose for the
lesson Third person He, Him, his, They, them,
she, her, hers, their, theirs
it, its

A pronoun is an identifying word used instead of a noun

and inflected in the same way nouns are. When pronouns
replaced the other words, they carry the meaning of the
replaced words. The words replaced are called
antecedents.

Example: “John” is the antecedent of pronoun “him” in

“Mary saw John and thanked him”.
Let’s Study These:
Here are some examples.
1. Dan handed the tickets to Natahlie.
(He) handed the tickets to (her.)
What is the antecedent of pronoun her?
Where can you find it in the chart?

C. Presenting 2. Precy borrowed the tickets from Andee and Mr. Cruz.
examples/ (She) borrowed the tickets from t(hem).
instances of the What is the antecedent of pronoun them?
new lesson Where can you find it in the chart?

[Link] served dinner.

(He) served (it.)
What is the antecedent of pronoun it?
Where can you find it in the chart?

(Emphasize the use.)

Use correct pronoun in each sentence to complete

D. Discussing new the paragraph.
concepts and
practicing new It’s almost dinner time. Mother was not yet home. After
skills #1 a while, (mother)___ came with groceries and items on a
cart. (The groceries) ___ is for our dinner.
(Mother)___ handed the groceries to (mine)___.

213
 (Mother and I) ___ moved to the kitchen and prepared the
dinner.

(Report and check the group answers.)

Work with Pronouns Work with Pronouns
The teacher will The teacher will
show pictures and the show pictures and the
E. Discussing new students will write 3-4 students will write 3-4
concepts and sentences making use of sentences making use of
practicing new pronouns. pronouns.
skills #2 (Teacher will decide what (Teacher will decide
pictures will be shown. It what pictures will be shown.
may depend on students’ It may depend on students’
interests.) interests.)
Rewrite the dialogue by Rewrite the dialogue by
using correct pronouns. using correct pronouns.

Jo: Where’s Mamee? Jo: Where’s Mamee?

Hannah: ___ just went Hannah: ___ just went
F. Developing
down the street. But ___’ll down the street. But ___’ll
mastery (Leads
be right back. ___wanted be right back. ___wanted
to Formative
you to have ___breakfast you to have ___breakfast
Assessment 3)
when I can get it dished up. when I can get it dished up.
Jo: Come round here. Get Jo: Come round here. Get
behind. Hide them. Get behind. Hide them. Get
close. Get close. Where close. Get close. Where
have you been, Amy? have you been, Amy?
Choose the appropriate pronoun to complete the
sentence.
1. Everyone who purchased one of the paintings was
pleased by ____.
a. It b. him
c. she d. her
2. Between you and ___, this politician cannot be trusted.
a. Me b. her
G. Finding c. she d. them
practical 3. Rhonda explained that ___ and her sister had often
applications of eaten at the restaurant.
concepts and a. She b. her
skills in daily c. his d. them
living 4. ___asked Janice to lend me a pencil.
a. I b. Me
c. Mine d. They

5. Mrs. Garza called my mother and ___asked for the

recipe
a. She b. They
c. He d. We

H. Making
generalization How do you find the lesson? What is a pronoun? How and
and abstraction when do we use the pronoun antecedent in a sentence?
about the Give example.
lesson

214
 Supply the correct pronoun of the antecedents in the
paragraph.

Bobby, Angela and Cindy were so happy to get tickets

I. Evaluating
to a ball game. ___had been looking forward to seeing a
learning
game for a long time. ____the team had their work cut out
for ___. But they refused to leave.
They stayed until the final out has ended up being 5-4 loss
for their team.
J. Additional
activities for Write a paragraph about your favorite hobby using
application or pronouns.
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.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

215
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 6, Day 5

[Link]

The learner demonstrates understanding of the forms and

A. Content
conventions of print, non- print and digital materials to
Standards
understand various viewing text.

The learner applies knowledge of the various forms and

B. Performance conventions of prints, non- prints and digital materials to
Standards appropriately comprehend print, non- print, film and moving
text

C. Learning Describe different forms and conventions of film and

Competencies/ moving pictures (dialogue)
Objectives (EN6VC- If-5.1.6)

Write the LC code for

each

DESCRIBING DIFFERENT FORMS AND

II. CONTENT CONVENTIONS OF FILM AND MOVING
PICTURES (DIALOGUE)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages K to 12 Curriculum Guide in English 6
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
short video clip, speaker, TV or laptop or projector, strips of
B. Other Learning cartolina
Resources
Websites:
Videos from
[Link]
[Link]
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
A. Reviewing
What are the other forms and conventions of film you
previous lesson
studied before?

216
 or presenting
the new lesson

Are you fond of watching movies? What movies have you

B. Establishing a
just recently watched? Can you state familiar lines from the
purpose for the
characters of the movie you watched?
lesson

Today we are going to watch a short video titled “Little

Women”. Take note of the dialogues used by the characters
C. Presenting in the video.
examples/
instances of the Show the movie titled “Little Women”
new lesson ([Link]

Answer the following questions after watching the

movie.

a. Why did father leave his family?

D. Discussing new
b. What problem did the little women encounter after
concepts and
their father left them?
practicing new
c. How will you describe the little women?
skills #1
d. Among the siblings, who do you admire the most?
Why?
e. What values did the story show?

Dialogue is another element of film or movie. Dialogues are

the exact words of a speaker. With the use of dialogues,
stories become livelier and not pure narration. It is essential
in films or movies.

On the other hand, readers must possess the skill of

analyzing dialogues in order to appreciate the harmony of
E. Discussing new other elements in a film or movie.
concepts and
practicing new Dialogues have different functions in a film. Some of
skills #2 these functions include:

a. Reveals how other characters see the main

character

b. Reveals how a character views a situation or the

world

c. Reveals the traits of the character

217
 Group the pupils into 5. Group the pupils into 5.

Provide each group with Provide each group with

strips of cartolina containing strips of cartolina
a dialog from the movie, containing a dialog from the
“Little Women”. Ask them to movie, “Little Women”. Ask
write the traits of the them to write the traits of
character based from the the character based from
dialogue of the characters. the dialogue of the
characters.

Joe: “What Joe: “What

about the about the
fees? How fees? How
would we would we
pay the pay the
doctor’s doctor’s
fee? We fee? We
don’t have don’t have
F. Developing any any
mastery (Leads money.” money.” ______
to Formative
_________
Assessment 3)
Mother:
“Meg, I’m Mother:
trying to “Meg, I’m
work hard trying to
so that I work hard
can earn so that I
enough can earn
money enough
but I’m money
finding it but I’m
difficult.” finding it
difficult.” _______
_________
Beth: Let Beth: Let
it be…. I’ll it be…. I’ll
be ok be ok
soon. soon. _______
_________

218
 Amy: “I Amy: “I
want a want a
new new
dress dress
from from
Santa Santa
Clause Clause
this this
year.” year.”
________ _______

Meg:
Meg: “This is
“This is the best
the best Christmas
Christmas present
present we’re ever
we’re ever received.”
received.”
_ ________ __________
_______

hopeful
worried
happy
confident
frustrated

Write a dialogue used by

the following characters in
the movie Little Women.

G. Finding
Using the same group,
practical
select a scene from the
applications of
movie, Little Women. Then,
concepts and
deliver their dialogue
skills in daily
through a short drama.
living Meg

219
 Jhoe

Beth

H. Making
generalization
What is the importance of dialogue in a film?
and abstraction
about the
lesson

Watch the video, “The Honest Woodcutter”. Write the name

of the character who used the dialogue and describe the
traits of each character based on it. Choose your answer in
the box and write on the blank.
[Link]

Deena Soma
God Wife

worried bored
surprised grateful
I. Evaluating symphathetic
learning
_____ 1. “Boring I will start a little bit later.”_______

______2. “ Oh no! What have I done? That was only my

property which earned money.”_____

______3. “My son I am very much pleased with your

property.”_____

______4. “How come you got this gold and silver ax?”

220
 ______5. “Why are you crying my son.”______

Write some popular lines or

J. Additional
dialogues of your favorite
activities for
actor or actress. Then, give
application or
their traits based on the
remediation
dialogs they delivered.

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

221
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 7 (Day1)

[Link]
The learner demonstrates understanding…
A. Content  of text elements to comprehend various texts
Standards  of non-verbal communication to communicate with
others
The learner…
 uses knowledge of text types to correctly
B. Performance distinguish literary from informational texts
Standards  applies knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message
The learner…
C. Learning
Competencies/  Evaluating narratives based on how the author
Objectives developed the elements: setting, characters
(heroes and villains)
Write the LC code for  Notes details of the story through
each jigsaw reading (EN6RC-Ig-2.24.1-
EN6RC-Ig-2.24.2)

 Observes politeness at all times

EN6A-Ig-16
 Shows tactfulness when communicating with
others EN6A-Ig-17
EVALUATING NARRATIVES BASED ON
II. CONTENT
HOW THE AUTHOR DEVELOPED THE
ELEMENTS: SETTING, CHARACTERS
(heroes and villains)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages K to 12 Curriculum Guide in English 6
2. Learner’s
Materials pages
 Soaring to New Heights in Reading 6 pp.72-77
 English For You and Me Language Textbook6
3. Textbook pages pp.20,30,50, 90
 Webster’s New Universal Dictionary and
Thesaurus Philippine Edition 2015
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning  chart, flashcards, graphic organizers, activity cards
Resources

222
  Video clip from the movie, Beauty and The Beast,
a film by Bill Condon based on 1991animated film
“Beauty and the Beast”
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
A. Reviewing Present a scene from the movie “Beauty and the Beast”.
previous lesson Who among the characters is/are good or bad? Why?
or presenting Where do you think the story happen?
the new lesson
This time we will read a This time we will read a
story titled “Pride Goes story titled “Pride Goes
Before a Fall”. Before this Before a Fall”. Before this
let’s unlock difficult words let’s unlock difficult words
using synonyms. using synonyms.
Match column A with its
Rearrange the following correct meaning in
letters to form new words. Column B.
[Link] (measure employed A B
by the ancients) cubit
[Link] (feeling of pleasure [Link] [Link] begin
in achievement) pride [Link] [Link] of
[Link] (extent from side pleasure in
B. Establishing a to side) breadth achievement
purpose for the 4. tonoroius (widely known) [Link] [Link] things
lesson notorious by force
[Link] (steal things [Link] [Link]
from a place especially by from
force) side to side
plundered [Link] [Link]
[Link] (to begin known
commence [Link] [Link]
employed by
What comes into your mind the ancients
when you hear the word What comes into your
pride? Share an instance mind when you hear the
when you showed pride. word pride? Share an
instance when you showed
pride.
Let us read the story “Pride Goes Before a Fall” by Joseph
Jacobs using DRTA or jigsaw reading. (Group the pupils
C. Presenting
into four or depending on the number of the pupils.)
examples/
Listen carefully as I read the first paragraph of the story.
instances of the
Afterwards, we will answer some questions. Each group will
new lesson
read the next paragraph and they will also answer
questions after reading.
Pride Goes Before a Fall” by Joseph Jacobs
(from Soaring to New Heights in Reading 6 pp.72-74)

D. Discussing new (Teacher) In a certain village there lived ten cloth

concepts and merchants who always went about together. Once upon a
practicing new time they had traveled far afield, and were returning home
skills #1 with a great deal of money which they had obtained by
selling their wares. Now there happened to be a dense
forest near their village, and this they reached early one
morning. In it there lived three notorious robbers, of whose

223
existence the traders had never heard, and while they were
still in the middle of it the robbers stood before them, with
swords and cudgels in their hands, and ordered them to lay
down all they had. The traders had no weapons with them,
and so, though they were many more in number, they had
to submit themselves to the robbers, who took away
everything from them, even the very clothes they wore, and
gave to each only a small loin cloth a span in breadth and
a cubit in length.
Who lived in a certain village?
Where did they go?
What happened to them?
Would they be able to save themselves? How?
Read on.

(Group 1) The idea that they had conquered ten men and
plundered all their property now took possession of the
robbers’ minds. They seated themselves like three
monarchs before the men they had plundered, and ordered
them to dance to them before returning home. The
merchants now mourned their fate.
They had lost all they had, except their loin cloth,
and still the robbers were not satisfied, but ordered them to
dance.

Were the merchants saved?

What did the robbers tell them to do?
Would they obey the robbers? Read on.

(Group 2) There was, among the ten merchants, one who

was very clever. He pondered over the calamity that had
come upon him and his friends, the dance they would have
to perform, and the magnificent manner in which the three
robbers had seated themselves on the grass. At the same
time he observed that these last had placed their weapons
on the ground, in the assurance of having thoroughly cowed
the traders, who were now commencing to dance. So he
took the lead in the dance and, as a song is always sung
by the leader on such occasions, to which the rest keep
time with hands and feet, he thus began to sing:
We are enty men,
They are erith men:
If each erith men
Surround eno man,
Eno man remains,
Tai, tai, tom, tadingana.

Did the merchants obey the robbers?

What did they do?
What plan they had to outwit the robbers?
Will they make it?
Read and find out.

(Group 3) The robbers were all uneducated, and thought

that the leader was merely singing a song as usual. So it

224
 was in one sense: for the leader commenced from a
distance, and had sung the song over twice before he and
his companions commenced to approach the robbers. They
had understood his meaning, because they had been
trained in trade.
When two traders discuss the price of an article in
the presence of a purchaser, they use a riddling sort of
language.
“What is the price of this cloth” one trader will ask
another.
“Enty rupees,” another will reply, meaning “ten
rupees.”
Thus, there is no possibility of the purchaser
knowing what is meant unless he be acquainted with trade
language. By the rules of this secret language erith means
“three”, enty means “ten”, and eno means “one”. So the
leader by his song meant to hint his fellow traders that they
were ten men, the robbers only three, that if three pounced
upon each of the robbers, nine of them could hold them
down, while the remaining one bound the robbers’ hands
and feet.
The three thieves, glorifying in their victory, and
having little understanding of the meaning of the song and
the intentions of the dancers, were proudly seated chewing
betel and tobacco. Meanwhile the song was sung a third
time. Ta, tai tom had left the lips of the singer, and before
tadingana was out of them, the traders separated into
parties of three, and each party pounced upon a thief. The
remaining one-leader himself-tore up into long narrow strips
a large piece of cloth, six cubits long, and tied the hands
and feet of the robbers. They were entirely humbled now,
and rolled on the ground like three bags of rice!

Did the merchants make it?

What happened to the robbers?
Where would the merchants go after the incident?

(Group 4) The ten traders now took back all their property,
and armed themselves with the swords and cudgels of their
enemies; and when they reached their village, they often
amused their friends and relatives by relating their
adventures.

Where did the merchants go?

How did the village people react to their story?
What happens when there is too much pride in a
person? On the other hand, what does humility bring
to a person?
What does the title of the selection mean? Did you
guess correctly?
Divide the pupils into two groups. Let them identify the
E. Discussing new
characters and the setting of the story. Graphic organizer
concepts and
may be used for an appealing presentation.
practicing new Remember to observe the following during group
skills #2 discussion.

225
  Be polite. Wait for your turn to speak. Listen while
your classmates are speaking.
 Be tactful. Say what you want to say in a nice way.
Also, wait for the one who is speaking to finish first
before you say something.
 Be open. When your classmates do not appreciate
what you are saying, do not feel bad. Accept that
people have different opinions.

Group 1: Name and describe the characters.

Group 2: Identify the setting.
F. Developing The teacher will continue the lesson on the next day. The
mastery (Leads group activity will be presented before the start of the
to Formative lesson.
Assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making
generalization
and abstraction
about the
lesson
I. Evaluating
learning
J. Additional
activities for
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.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in the
lesson.
D. No. of learners
who continue to

226
 require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

227
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 7 (Day2)

[Link]
The learner demonstrates understanding…
A. Content  of text elements to comprehend various texts
Standards  of non-verbal communication to communicate with
others
The learner…
 uses knowledge of text types to correctly
B. Performance distinguish literary from informational texts
Standards  applies knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message
The learner…
C. Learning  Evaluates narratives based on how the author
Competencies/ developed the elements: setting, characters
Objectives (heroes and villains)
EN6RC-Ig-2.24.1-EN6RC-Ig-2.24.2
Write the LC code for  Observes politeness at all times
each EN6A-Ig-16
 Shows tactfulness when communicating with
others
EN6A-Ig-17

ELEMENTS OF THE STORY: SETTING,

II. CONTENT CHARACTER (HEROES AND VILLAINS)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages K to 12 Curriculum Guide in English 6
2. Learner’s
Materials
pages
 Soaring to New Heights in Reading 6 pp.72-77
 English For You and Me Language Textbook6
3. Textbook pp.20,30,50, 90
pages  Webster’s New Universal Dictionary and
Thesaurus Philippine Edition 2015

4. Additional
Materials from
Learning
Resources
(LR) Portal

228
 B. Other chart, flashcards, graphic organizers, activity cards
Learning
Resources
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
 Presentation of  Presentation of
group outputs group outputs
Conduct a short review Conduct a short review
A. Reviewing
about the previous lesson. about the previous lesson.
previous  What was the title of  What was the title of
lesson or the story we had the story we had
presenting the yesterday? yesterday?
new lesson  What lesson can we  What lesson can we
get from the story? get from the story?

From the story we read, let us recall the characters in the

story.

Examples: merchants
robbers
B. Establishing a
purpose for the 1. What is their role in the story?
lesson 2. How does characterization make the story appealing?
3. How does it contribute to the development of the story?
4. Can you suggest other setting to make the story more
meaningful?

C. Presenting
examples/
instances of the
new lesson
Explain to the pupils that a story has common elements
like characters and setting. Tell them that one important
thing that can help them understand a story is knowing its
characters’ traits and feelings.
Characters are the persons or animals in the story.
D. Discussing new
Characters in a story have certain traits or feelings.
concepts and Another character in a story is the hero. It is the chief male
practicing new of female character who is typically identified with good
skills #1 qualities and with whom the reader is expected to
sympathize.
Villain is also another character who often refers to as evil
in the story.

E. Discussing new Another element of the story is the setting. Setting tells
concepts and where and when the story happens. The time could be in
practicing new the past, the present or the future; during the day or the
skills #2 night; in any season.
Divide the pupils into four Divide the pupils into four
F. Developing groups (depending on the groups (depending on the
mastery (Leads number of pupils). Each number of pupils). Each
to Formative group will perform an group will perform an
Assessment 3) activity. Give them enough activity. Give them enough
time to finish their work. time to finish their work.

229
(The teacher may allow (The teacher may allow
10min for the activity) 10min for the activity)
Remember to observe the Remember to observe the
following during group following during group
discussion. discussion.
 Be polite. Wait for  Be polite. Wait for
your turn to speak. your turn to speak.
Listen while your Listen while your
classmates are classmates are
speaking. speaking.
 Be tactful. Say what  Be tactful. Say what
you want to say in a you want to say in a
nice way. Also, wait nice way. Also, wait
for the one who is for the one who is
speaking to finish speaking to finish
first before you say first before you say
something. something.
 Be open. When your  Be open. When your
classmates do not classmates do not
appreciate what you appreciate what you
are saying, do not are saying, do not
feel bad. Accept that feel bad. Accept that
people have people have
different opinions. different opinions.
Group 3 Group 1
Identify the setting, the hero Read the short story and
and the villain, then answer the questions.
describe them by using any Jeffrey is in trouble
graphic organizer. again. His teacher sent a
One Monday letter to his parents telling
morning, Celia was brushing them that he is very talkative
her teeth. She used a glass in class. Jeffrey’s parents
to save water as she always gave him another chance to
does. prove his conduct. Jeffrey
On the same day, promised to talk only when
Nestor was also brushing necessary.
his teeth. But unlike Celia, 1. Who are the
he didn’t use a glass. characters?
All of a sudden, no 2. Identify the setting
water came out of the of the story.
faucet.
Celia had water in a Group 2
glass, so she rinsed her Describe the character in
mouth clean. But Nestor did the story by filling in the
not have water. And so he bubbles in the bubble map.
went to school with a frothy My sister had a pet
mouth. cat. She loved to talk to her
cat and enjoyed playing with
it every day. They were
inseparable! Her cat’s name
was Missy.
One day, my sister
went home from school. She
noticed that Missy did not

230
Group4-(Fast Learners) come to greet her. She
panicked and started to call
Act out the short story, then Missy.
describe the characters and “Missy, darling!
the setting Mommy is home! Missy,
where are you?”
Heidi’s family went There was no
on a vacation to the town of response until my dad told
her that Missy was sick. My
Paoay to attend wedding of
sister brought Missy to the
her Aunt Liway. She was veterinarian.
excited because she would
be one of the bridesmaids.
Although only twelve years
old, she’s quite tall for her
age.

Heidi witnessed the

wedding with enthusiasm
and awe. She liked the
wedding reception best. She
would never forget the
throwing of the bouquet by
the bride to all the single
ladies. The bouquet
accidentally landed on her
lap. All eyes were focused
on her. Surprised and
happy, Heidi knew that she
was too young to get the
bouquet. With a smile on her
face, she stood, walked
toward Aunt Liway and
returned the bouquet to her.

“Here, Aunt Liway,

this is not for me. You can
throw it again and let one of
these beautiful ladies have
it.”

Everybody clapped
their hands in approval. The
ladies gathered in the
counter once more in
anticipation. Heidi slowly
moved back and
disappeared from the crowd.

231
 Read the short story, then evaluate how the author
developed the story by answering the questions that
follow.

Georgie Porgie
(lifted from [Link] on Feb.12, 2019
9:36p.m.)
Georgie Porgie was a cheeky little boy. He liked to
tease people especially little girls.
One afternoon, he went to the park near his house.
He found a little girl and tried to kiss her. The girl cried and
G. Finding practical sobbed because she did not like Georgie.
applications of Then, some boys came to the park and saw Georgie
concepts and chasing after the girl. They shouted and laughed loudly at
skills in daily Georgie. Georgie stopped chasing the girl and ran away
living feeling embarrassed. Thereafter Georgie hesitated to play
with his friends because he remembered his
embarrassment that he faced in front of his friends. This
incident prohibited him from chasing girls thereafter.
1. Who are the characters in the story?
2. Who is the hero/villain?
3. Why is it important to understand to understand the
setting and character in a story?
4. Where is the setting of the story?
5. How does the author describe Georgie Porgie?
6. If you were the author, how will you elaborate the
setting?
H. Making What are the elements of What are the elements of
generalization the story that we have the story that we have
and abstraction discussed? Define discussed? Define
about the lesson characters and setting. characters and setting.
Read and evaluate the story based on how the author
developed characters and setting by filling in the graphic
organizer.

The Fox And The Monkey

by Aesop
(lifted from [Link] on Feb.12,
2019 9:51 p.m.)

At a great meeting of the animals, who had gathered

I. Evaluating to elect a new ruler, the Monkey was asked to dance. This
learning he did so well, with a thousand funny capers and grimaces,
that the animals were carried entirely off their feet with
enthusiasm, and then and there, elected him their King.
The Fox did not vote for the Monkey and was much
disgusted with the animals for electing so unworthy a ruler.
One day he found a trap with a bit of meat in it.
Hurrying to King Monkey, he told him he had found a rich
treasure, which he had not touched because it belonged by
right to his majesty the Monkey.
The greedy Monkey followed the Fox to the trap. As
soon as he saw the meat he grasped eagerly for it, only to

232
 find himself held fast in the trap. The Fox stood off and
laughed.
“You pretend to be our king,” he said, “and cannot
even take care of yourself!”
Shortly after that, another election among the
animals was held.

Hero
Setting

Villain

If you were the author, how would you develop the

characters and the setting of the story?
J. Additional Read a story, then identify the characters (hero and villain)
activities for and describe the setting. Be ready to share your answers
application or in front of the class through a role play.
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.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my

233
 principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other
teachers?

234
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 7 (Day3)

[Link]
The learner demonstrates understanding…
 that English language is stress timed to support
A. Content comprehension
Standards  of non-verbal communication to communicate with
others
The learner…
 reads with sufficient accuracy and fluency to
B. Performance support comprehension
Standards  applies knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message
The learner…
C. Learning  Reads with automaticity grade level frequently
Competencies/ occurring content area words
Objectives EN6F-Ig-1.8.1
 Observes politeness at all times
Write the LC code for EN6A-Ig-16
each
READING WITH AUTOMATICITY GRADE
II. CONTENT LEVEL FREQUENTLY OCCURRING
CONTENT AREA WORDS
III. LEARNING RESOURCES
A. References K to 12 Curriculum Guide p.126
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook English For All Times 6 Language Textbook pp.4-5
pages
4. Additional Copy of the curriculum guide, activity sheets
Materials from
Learning
Resources
(LR) Portal
B. Other Chart, picture, rubrics, flashcards, Merriam-Webster
Learning Dictionary
Resources -Picture of a student reading a book from English For All
Times 6 Language Textbook p.128

235
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
A. Reviewing Recall the elements of the story discussed to the
previous pupils during the last meeting.
lesson or
presenting the
new lesson
Present a puzzle of a girl reading a newspaper or book.
Let the pupils form the puzzle to complete the picture. The
teacher may do this activity by group.

B. Establishing a
purpose for
the lesson (from English For All Times 6 Language Textbook
p.128)

1. What is the girl doing?

2. Where do you think she is?
3. Do you think she is enjoying reading the material?
Why?
4. Based on what she is reading, what do you think
are her interests?
5. Do you also read books or other reading
materials? Why?
6. What is/are the importance of reading?

Today, we shall read a dialog, before reading, let us read

some words that we will encounter in the dialog.
great spacious librarian guidance
imagine materials heard excited
library computer could join

Present a dialog to the class. Call volunteer pupils to take

roles. Let them read the dialog with proper intonation and
C. Presenting expression.
examples/ On to the New Library
instances of
the new Elena: Liza, how did you find Carmen’s story?
lesson Liza: It was great. I can imagine how she felt up in the
air while she was on the plane.
Elena: Look there! Guess who’s coming.
Francis: How are you, Elena? Liza? Where are you going?
Liza: We’re fine. We are visiting the new library. How
about joining us?
Francis: I have been there.
Elena: How is the new library?
Francis: It’s more spacious and well-ventilated. It has a lot

236
 of new books and reading materials. There’s also
a computer for the librarian.
Liza: We heard that we have a new librarian. Who could
he or she be?
Francis: You’re right. She’s Mrs. Roda.
Elena: Where is Mrs. Bautista now? Why did she leave
her library work?
Francis: Don’t you know that Mrs. Bautista is now our new
guidance counselor?
Liza: Oh! I a m so happy for her.
Elena: Come. I’m so excited about our new library. I can’t
wait to see it.
Francis: Ok, I’ll join you.

1. Who approached Elena and Liza?

2. Where are the two girls going?
3. What did Francis say about the new library?
D. Discussing 4. Who is Mrs. Bautista?
new concepts 5. What is the role of Mrs. Roda?
and practicing 6. How did the characters feel about the new library?
new skills #1 7. How did Liza feel about Mrs. Bautista’s new job?
8. Do you also go to the library? Why or why not?

Discuss with the pupils the skills to be observed in oral

reading. Tell them that vocal expressions such as clarity,
audibility are necessary. Physical expression like eye
contact, bodily movement and confidence are also
needed.

Call another pair of pupils to take roles in the dialog

E. Discussing observing the skills in reading words/phrases and
new concepts sentences.
and practicing
new skills #2 Let them do the following:
1. Stand straight.
2. Read aloud with expression.
3. Stop at periods and pause at commas.
4. Group the words correctly.
5. Pronounce the words clearly.
6. Glance at the audience once in a while.

Read some words related to food. The teacher may do

this by pair. (Please refer to Merriam-Webster Dictionary
for the proper pronunciation of the words)
[Link] [Link] [Link]
F. Developing [Link] [Link] [Link]
mastery [Link] [Link] [Link]
(Leads to [Link] [Link] [Link]
Formative [Link] [Link] [Link]
Assessment 3) [Link] [Link] [Link]
[Link] [Link] [Link]
[Link] [Link] [Link]
[Link] [Link] [Link]
[Link] [Link] [Link]

237
 Were you able to read all the words correctly?

30 correct words

23-29 correct words

16-22 correct words

8-15 correct words

0-7 correct words

Present a short telephone conversation, then let the pupils

read with automaticity and apply non-verbal skills. Do this
by pair.

Speaker 1: Good morning. I’d like to speak to Mr. Cruz

please.
Speaker 2: Good morning. I’m sorry but Mr. Cruz is not
here at the moment. Would you like to leave a message?
Speaker1: Yes please. Tell him that Miss Reyes needs to
contact him.
Speaker2: Sure, I’ll tell him. Does he has your phone
number?
Speaker1: Yes, he has it. Thank you.
Speaker2: You’re welcome. Something else?
Speaker1: No, that’s all. Good bye.
Speaker2: Good bye.

G. Finding Divide the pupils into four groups. Each group will perform
practical an activity.
applications of Remember to observe the following during group
concepts and discussion.
skills in daily  Be polite. Wait for your turn to speak. Listen while
living your classmates are speaking.
 Be tactful. Say what you want to say in a nice way.
Also, wait for the one who is speaking to finish first
before you say something.
 Be open. When your classmates do not agree with
what you are saying, do not feel bad. Accept that
people have different opinions.

Are you ready for the choral reading?

Let each group read the story they had yesterday during
the group activity. Let them observe the skills in reading
with vocal and physical expression. Use the rubrics to
evaluate the choral reading performance of each group.
Show and discuss this to each group before they prepare
their presentation.

238
 (from [Link] Activity Sheets in English6
on June 6, 2017)
H. Making
generalization
and What do we need to remember when reading orally? Can
abstraction responses be substituted with actions?
about the
lesson
Each of the pupils will be given a copy of the story. The
class will read softly along with the teacher. As they read
along, let them underline the word/s they will
mispronounce or the words they are not sure of the
pronunciation. After reading along, count the number of
words they underlined or encircled. Then, look at the table
below for the percentage of mastery and its description.

The Peacock and The Crane

(lifted from [Link]
I. Evaluating on March 30, 2019 at 7:09pm)
learning
There was a peacock who often boasted about his
beauty. Every day, he walked to the banks of a large lake
and looked his own reflections and said, “Oh! What a
beautiful bird I am! Look at my colorful tail.”
Once the peacock was a crane on the banks of the
lake. He said with a sneer to the crane, “What colorless
bird you are! You have no beautiful and colorful feathers
like mine.”
The crane replied, “Of course! I don’t have beautiful
feathers. But, my feathers can make me fly across the

239
 lake. Can your feathers make you fly?” There was no reply
from the peacock.

Number of Percentage of Description

Mispronounc Mastery
ed Words
0-7 95-100% You are an excellent reader.
8-14 90-94% You are a very good reader.
15-20 85-89% You are almost a very good
reader.
21-27 80-84% You are a good reader.
28-34 75-79% You are almost a good reader.
35 and above Below 74% You need to practice more.
(from [Link] Activity Sheets in English6 on June 6,
2017)
Read another story or any Read another story or any
J. Additional paragraph. Record your paragraph. Record your
activities for voice while reading. Be sure voice while reading. Be
application or to apply your sure to apply your
remediation knowledge/skills in reading knowledge/skills in reading
orally and present it in front. orally and present it in front.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter

240
 which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other
teachers?

241
SCHOOL GRADE 6
TEACHER LEARNING AREA English
DATE AND TIME QUARTER Q1-Week 7-Day 4

[Link]
Demonstrates command of the conventions of standard
English grammar and usage when writing or speaking
A. Content
Demonstrates understanding of on-verbal
Standards
communication to communicate with others

Uses the correct function of nouns, pronouns, verbs

adjectives and adverbs in general and their functions in
various discourse (oral and written )
B. Performance
Applies knowledge of non-verbal skills to respectfully
Standards
give the speaker undivided attention and acknowledge
the message

Compose clear and coherent sentences using

C. Learning appropriate grammatical structures:
Competencies/ - Pronoun reference agreement- Subject and
Objectives Object Pronouns
( number, case, gender)
Write the LC code for EN6G-Ig-4.4.1 EN6G-Ig-4.4.3 EN6G-Ig-4.4.2 p. 126
each Show tactfulness when communicating with others
EN6A-Ig-17 p.126

 PRONOUN- REFERENCE AGREEMENT-

SUBJECT AND OBJECT PRONOUNS
(NUMBER, CASE, GENDER)
II. CONTENT
 SHOWING TACTFULNESS WHEN
COMMUNICATING WITH OTHERS
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages Curriculum Guide in English 6 p.126

2. Learner’s
Materials pages
English This Way 6 ( Third Edition ) pp. 97-103
Author: Elisa M. Robles
English Expressways Language 5 p.84-85
3. Textbook pages
Across Borders Through Language English Series 5 ,
pp.50-54
Author- Editor: Lourdes M. Ribo
4. Additional
Materials from
Learning
Resources (LR)
Portal

242
 B. Other Learning pictures, power point presentation, meta cards
Resources
Websites:
 [Link]
slaves_d297becf7.html
 [Link]
g-fisheries-and-aquaculture/
 [Link]
 [Link]
coco-martin-end-2019-elections/
 [Link]
weekend/

IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER

Do you know what an Where do you usually
anecdote is? spend your summer
vacation?
(ANECDOTE- is a short Today you are going to
story usually with a lesson read a short selection.
about life) Find out how Jia spent
her summer vacation?
. Reading of a short
selection:
AN EXCITING
RIDE
Jia visted the summer
capital of the country,
Baguio [Link] was Jia's
first time to visit the cool
and beautiful place of
A. Reviewing Baguio City. Jia was so
previous lesson happy to see the children
or presenting enjoyed boating at
the new lesson Burnham Park. Other
children played and
biked in the skating rink
near the Wright Park. Jia
saw several horses
coming to and fro. Jia
tried to do the horseback
ride and said " What an
exciting ride I have".

Comprehension
check:
[Link] place did Jia
visit?
[Link] did the children
do in Burnham Park?

243
 [Link] did the other
children do near the
Wright Park?
[Link] Jia enjoy her
horseback riding?
[Link] was Jia’s word of
complement about her
ride?

Read the anecdote and be Go over with the

able to tell what lesson it selection.
teaches in life.
( Present the story to the Can you pick up the
class through power point) different nouns used in
STORY: the selection?
The son returned from What are they?
the city where he had been
studying. He went home to Call pupils to jot it down
his father who lived in the on the board.
country.
" We're cleaning the field  Going back to the
today," said his father. " selection ask the
Take a rake and come and pupils:
help me. " What do you call
But the son did not want the words that
to work, so he said, " I am a replace the noun?
scholar, and I have forgotten
all those farm words. What
is a rake?"
As he walked across Did you notice the word
B. Establishing a the yard, he stepped on the being repeated always?
purpose for the rake that was lying in his (Go back to sample
lesson way, and it struck him on the selection presented.)
forehead. He suddenly Instead of repeating
seemed to recall what a rake these names what word
was, and, clutching his can we use to replace
head, he cried, " What fool these?
left a rake lying here?' - Jia visited Baguio
The Learned son, City.
Leo Tolstoy - It was Jia's first
Comprehension time to visit Baguio City
- Jia was so happy to
check: see children enjoyed
[Link] did the son pretend
boating at Burnham park.
not to know what a rake - Jia saw several
was? horses.
[Link] did he suddenly
recall what a rake was?
*Tell the class that in this
[Link] the son able to recall
lesson they will learn on
what a rake is?
how to use the subject
[Link] you heard of similar
and object pronouns.
situations in your
community?
[Link] lesson did you learn
from the story?

244
 6. From the story that you
have just read can you recall
the words that were used
repeatedly?
What are they?

(Write the answers of the

pupils on the board)

Read and analyze your

answers from the story Study and anlayze the
you read. following sentence.

[Link] does'nt like to work in Mang Julian spreads the

the farm. fishing net to the sea
2. He does'nt want to help. early this morning to
3. It struck him on the catch fish.
forehead.
4. He suddenly recall what a What is the subject of the
rake was. sentence? (Mang Julian )
5. We should learn to look
back the life we had before. What is the predicate?
C. Presenting
(spreads the fising net to
examples/
the sea....)
instances of the
new lesson
What pronoun can we
use to replace the noun,
Mang Julian?

What pronoun can we

replace for fishing net?

What kind of pronoun is

HE?

What kind of pronoun is

IT

What pronouns were used in

Read and analyze the
the sentences given? sentence.
When do we use the subject
a. Mr. Bermudez
pronoun? The object
brought Roy to the
pronoun?
hospital for medical
check up.
Discuss to the class the
D. Discussing new b. He brought him to the
lesson about Subject and
concepts and hospital for medical
Object
practicing new check up.
Pronouns through a power
skills #1 What word is used to
point presentation.
replace Mr. Bermudez?
What word is used to
replace Roy?

245
 Pronoun- is a word used Discuss to the class the
instead of a noun or another lesson about the subject
pronoun. and object pronouns
through a power point
Subject Pronouns- is who presentation.
or what the sentence is all
about. Pronoun- is a word used
- Acts as the doer instead of a noun or
of the action. another pronoun.
-
S Subject Pronouns Subject Pronouns- is
Singular Plural who or what the
I We sentence is all about.
You You - Acts as the
He, She, It They doer of the
( who, whoever) action.

Subject Pronouns
Singular
Plural
Object Pronoun- is I We
someone or something that You You
receives the action of the He, She, It They
verb. ( who, whoever)
- Comes after the
verb Object Pronoun- is
someone or something
Object Pronoun that receives the action
Singular Plural of the verb.
Me Us - Comes after
You You the verb
Him, Her, it Them
(whom, whoever) Object Pronoun
Singular Plural
Me Us
You You
Him, Her, it Them
(whom, whoever)

A. Replace the underlined word with subject

pronoun.

[Link] bird clings on a bough of a tree.

2. The pupils performed very well during the festival
celebration.
E. Discussing new
3. Mark baked a luscious peach mango pie.
concepts and
4. Marthina joined the search for outstanding youth of
practicing new
the year.
skills #2
5. The children applauded the performance of the SPED
pupils.

B. Replace the underlined word with object pronoun.

1. The hen gave the chicks some worms to eat.
2. The tour guide toured the tourists to the museum.

246
 3. The police officer awarded SPO4 Reyes for his
bravery and dedication.
4. Mother congratulates Lianne for topping the licensure
examination.
5. The ducks join with the geese in swimming near the
river bank.

Discussion: ( Refer to the table/chart of subject and

object pronouns?
 How many chicks? Is it singular or plural?
 What object pronoun are we going to
replace the word chicks? Why do we use them?
 How many tourists? What object pronoun can we
use to replace the noun, tourists? Why do we
use them?
 Is SPO4 Reyes singular or plural? What object
pronoun can we use to replace it?
 What object pronoun can we replace for Liane?
Why her not him?
 What object pronoun can we replace for geese?
Are geese singular or plural?

Let the pupils rearrange the jumbled words to make

clear and coherent sentences using the subject
pronouns and object pronouns.
Then, they will underline the subject /object pronoun
used.
F. Developing
1. made a bouquet of flower She and to her mother gave
mastery (Leads
it.
to Formative
[Link] them in the garden some pebbles They gathered.
Assessment 3)
3. made him sleepy Watching too muchTV.
4. use the bags that We our teacher gave us.
5. very excited They are when told the principal them
about the graduation.

247
 Show a picture Supply the correct
to the class. Let the pupils subject or object
give sentences about the pronouns to complete the
picture using subject sentence.
pronoun or object 1. My pupils are busy
pronouns today. _____ are going
to practice the song.
2. The tree gives us
shades.____protects us
G. Finding too much heat.
practical 3. Mary, Lian and I have
applications of a meeting. ____ plan to
concepts and go to Hongkong Disney
skills in daily land this summer.
living
[Link]
[Link]/topics/fishin
g-fisheries-and-
aquaculture/

The teacher may use

additional pictures.
When do we use subject
pronoun?
H. Making When do we use object
generalization pronoun?
and abstraction * We use singular subject
about the pronoun for singluar subject.
lesson HE for masculine gender
SHE for feminine gender
IT for neuter
From the pictures,compose
5 clear and coherent
sentences using subject
pronoun and object
pronouns

I. Evaluating
learning Source:[Link]
?v=LhEaLAfEHo0

Source:[Link]
probinsy ano-coco-martin-end-2019-elections/

248
 Compose clear and
coherent sentences
[Link]
9/winter-storm-weekend/ using subject pronoun
or object pronouns that
agree in number.

J. Additional Cut out some pictures, write examples of sentences

activities for using subject pronoun or object pronoun.
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.
C. Did the
remedial
lessons work?
No. of learners
who have

249
 caught up in the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

250
SCHOOL GRADE Six
TEACHER LEARNING AREA English
DATE AND TIME QUARTER Q1-Week 7

[Link]
Demonstrates understanding of the forms and conventions of
print, non print and digital materials to understand various
A. Content viewing texts
Standards Demonstrates understanding of non verbal communication to
communicate with others

Applies knowledge of the various forms and conventions of

print, non print and digital materials to appropriately
B. Performance comprehend print, non print, films and moving texts
Standards Applies knowledge of non-verbal skills to respectfully give the
speaker undivided attention and acknowledge the message

Describe different forms and conventions of film and moving

C. Learning pictures
Competencies/ - SETTING
Objectives EN6VC-Ig-5.1.7 p.126
Show openness to criticism
EN6A-Ig-18.p.126
Write the LC code for
each
 DESCRIBING DIFFERENT FORMS AND
CONVENTIONS OF FILM AND MOVING
II. CONTENT PICTURES (SETTING)
 SHOWING OPENNESS TO CRITICISM
III. LEARNING RESOURCES
A. References
1. Teacher’s Curriculum Guide in English 6 p.126
Guide pages
2. Learner’s
Materials pages
Essentials in English [Link],3-6,13-18,23-38 ( Rex Bookstore )
3. Textbook Author: Rebecca de Lemos- Mendoza, Ed.D.
pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
pictures, power point presentation,movie clips
B. Other Learning
Resources Websites:

 Movie Clips:The Beach Attack:The Meg Attacks China's

Sanya Bay 2018

251
 [Link]
8pj5Gi6NCzEvZF99d
date retrieved: March 7, 2019
 2009 Mega Tsunami ( scenes from the film- Haeundae )
[Link]
date retrieved: March 7, 2019
 Titanic Split in Half
[Link]
date retrieved: March 11, 2019

IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER

What are the things you should Who among you love to
consider in making a movie? watch movie or videos?
A. Reviewing What kind of movie/ video
previous lesson do you like to watch?
or presenting Let the pupils tell something
the new lesson about it.

Show a picture to the class and Tell the class that they are
let the pupils describe its going to learn about the
B. Establishing a setting. Forms and Conventions of
purpose for the Does setting play an important Films focusing on the
lesson role in a movie? setting.

Setting the standards in watching a movie clip.

Show the movie clip to the pupils.
Let the pupils describe the setting of the movie by asking
questions to them.

[Link] is the setting of the movie (At the beach during summer
day )
C. Presenting 2. Describe the people in the beach before the shark attack?
examples/ after the shark attack?
instances of the 3. What is the mood of the tourists before the attack
new lesson happened? after the attack?
4. What does beach/ water symbolize?

(Teacher will group the answers of the pupils into 3- Realism,

Atmosphere, Symbolism)

From the answers you have given, what have you observed in
this group of words?

Which group shows realism? Atmosphere? Symbolism?

D. Discussing new
concepts and How do these enhance the setting?
practicing new Discuss to the class the forms and conventions of films
skills #1 focusing on the setting of the film.

FILM- is also called as motion picture or movie, a series of still

photographs on film projected in rapid succession onto a
screen by means of light.

252
 SETTING- is both time and geographic location within a film of
within the work of film.
-the setting helps initiate the main backdrop and
mood of story.

REALISM –it is the time and place of setting is made known

ATMOSPHERE-reinforces desired mood.

Example: from rags to riches
( mood- contentment/
satisfaction)

SYMBOLISM- it can conveyed through setting.

Example: a festival symbolizes good harvest or depicts
one's culture and tradition.

Show pictures to the pupils.

E. Discussing new
What do you see in the picture? Describe it.
concepts and What is the setting?
practicing new What is the mood or atmosphere of the picture?
skills #2 What does it symbolize?

Present another set of movie Group activity:

clip and let the pupils identify its Discuss with your group.
purpose and setting. State how setting contribute
Be creative in your presentation to the wholeness of a
focusing on: movie.
F. Developing Group 1- realism Be creative in your
mastery (Leads Group 2- atmosphere presentation.
to Formative Group 3- symbolism Group1- realism ( scene
Assessment 3) from " The beach attack"
Group 2- atmosphere (
scene from " Titanic "
Group 3- symbolism ( Mega
Tsunami )

G. Finding Ask the pupils what movie or teleserye do they usually watch
and let them identify the following:
practical
- setting
applications of - realism
concepts and - atmosphere
skills in daily - symbolism
living

253
 What is setting?
Setting- is a time and place
where and when the film
takes place.

It can be used for a number

of purposes.
H. Making
- realism
generalization
What is the importance of - atmosphere
and abstraction - symbolism
about the studying setting in a movie
or teleserye?
lesson
How does it enhance/ affect
the viewer's point of view?

Fill in the blanks to complete the sentence.

Choose your answer from the given choices.

1.A series of still photographs and projected with the

succession of light is called__________. ( Light )
a. setting
b. film
c. atmosphere
2. _________ reinforce the desired mood of a movie.
(Atmosphere)
a. atmosphere
b. realism
c. symbolism
I. Evaluating 3. _________ helps initiate the main backdrop and
learning mood for a story. (Setting )
a. film
b. setting
c. symbolism
4. ________ can be conveyed through setting. (Symbolism)
a, setting
b. realism
c. atmosphere
5. It is the time and place of setting is made known. ___
( realism )
a. symbolism
b. realism
c. setting

A. Choose one from the A. Choose one from the

following samples of following samples of
J. Additional teleserye and be able to teleserye and be able to
activities for identify its setting, mood and identify its setting, mood
application or symbolism. and symbolism.
remediation Ang Probinsyano Ang Probinsyano
The General' s Daughter The General' s Daughter
Kadenang Ginto Kadenang Ginto

254
 B. Give 2 examples of your B. Give 2 examples of
choice ( a movie or teleserye your choice ( a movie or
). Identify its setting and its teleserye). Identify its
purpose. setting and its purpose.
a. realism a. realism
b. atmosphere b. atmosphere
c. symbolism. c. symbolism.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other teachers?

255
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 8 Day 1

[Link]
A. Content The learner demonstrates understanding of text
Standards elements to comprehend various texts
The learner…
B. Performance
uses knowledge of texts to correctly distinguish text
Standards
elements
Evaluate narratives based on how the author developed
C. Learning the elements:
Competencies/ - Plot
Objectives o En medias res
o Flashback
Write the LC code for - EN6 RC-Ih-[Link]
each - EN6 RC-Ih-[Link]
Show tactfulness/patience when communicating with
others EN6A-Ih-17.1
EVALUATING NARRATIVES- PLOT (EN
II. CONTENT MEDIAS RES; FLASHBACK)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide English 6 Quarter I, Week 8
pages p.127
2. Learner’s
Materials pages
3. Textbook pages English for You and Me-Reading pp. . 69-73
4. Additional
Materials from MISOSA ENGLISH 6- Identifying the Plot
Learning
Resources (LR)
Portal
Video: “My Neighbor is Hiding Something,” from
B. Other Learning [Link]
Resources +hiding+something/+printed+story&tbm

Picture from
[Link]
man-fined-2nd-time-for-illegal-hunting-activities/

256
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
Let’s watch this!
Say: The video clip will be used
The plot of the story you as a spring board to
have just watched was introduce the lesson.
presented using Watch a video clip entitled
flashback. It recalled “My Neighbor is Hiding
things that happened Something,”
before the main story took [Link]
place. arch?q=my+neighbor+is+h
How about the story “The iding+something/+printed+
Swan’s Gift”? How was the story&tbm=isch&tbs=rimg
plot of the story Ask the following
presented? questions:
What was the story about?
What was hidden by the
old man in his house?
Why?
How did the story begin?
Say:
The plot of the story you
have just watched was
A. Discussing new presented using
concepts and flashback. It recalled
practicing new things that happened
skills #1 before the main story took
place.
How about the story “The
Swan’s Gift”? How was the
plot of the story
presented?

Analyzing the Story Plot

Use the story “The Swan’s Gift” in developing the
concepts.
Aside from chronological-sequential arrangement of
events, plot can also be presented through:
1. En medias res
This is a Latin phrase which means “into the middle of
B. Discussing new
things”. Unlike the direct narration pattern of story
concepts and
events, another related story is narrated inside the main
practicing new
plotline. It is narrating from the midpoint rather than the
skills #2
beginning-usually opening with a dramatic action rather
than the exposition.
Example:
Anton went through the cold night to save his family
from hunger. He was too tired and weary. He didn’t see
any sign of animal track. He wanted to give up
When he was about to leave he saw a swan floating
on a half frozen lake. He raised his gun and aimed it to
the swan, many times, but he failed to kill the beauty that
was before his eyes.

257
 The swan lifted up its wings and flew over Anton. The
water droplets that fell from the swan’s wings turned into
diamonds.
1. Flashback
This device presents to the reader all or most of the
events that have taken place before the events that are
currently unfolding in the story. The events may be past
narratives by characters of their dreams or memories to
create a background to the present situation, place or
person. These may be placed at the beginning or may
be inserted into normal chronological order of events.
Example:
Anton recalled how happy his family was before the
spring came and killed his wheat. He thought how
healthy and plump their cheeks were. How they sang a
good song after each meal.
Now he was in the middle of the forest searching for
food. His family has nothing to eat, he has to do
something about it.
C. Discussing new Let’s Work together! Let’s Work together!
concepts and Form 3 groups (or more Form 3 groups (or more
practicing new depending on class size) depending on class size)
skills #3 G1- Do a presentation of G1- Arrange the plot of the
the plot of the story “The story “The Swan’s Gift”
Swan’s Gift” using the en using en medias res.
medias res. Supply the ____The swan rewarded
events that happened in Anton with diamonds for
the story. Use the not killing her.
semantic web below. ____Anton set himself out
Situation: Anton shivered, one night to search for
his body became numb, he food.
was hopeless and ____Anton’s family
exhausted. He will go suffered from hunger
home without food. Write because they had very
other events that lead to little food supply.
the end of the story. ____There was no sign of
animal tracks. He was
disappointed.
____He saw a swan and
aimed his gun at her but
he can’t kill the most
beautiful creature he had
ever seen.
G2- Look back at the
events Anton had with his
G2- Look back at the family before the winter
events Anton had with his came. Present your plot
family before the winter using Flashback. Fill out
came. Present your plot the bubbles with events
using Flashback. Fill out Anton might think. Add
the bubbles with events more bubbles if necessary.
Anton might think. Add
more bubbles if necessary.

258
 Source:
[Link]
Source:
ack-sask-man-f ined-2nd-time-f or-illegal-
[Link]
hunting-activ ities/
ack-sask-man-f ined-2nd-time-f or-illegal-
hunting-activ ities/
G3- Arrange the plot of the
story “The Swan’s Gift” G3- Give the events under
using the en medias res. the big event given.
____The swan rewarded
Anton with diamonds for
not killing her. Alas! Anton saw a
____Anton set himself out swan in the
one night to search for middle of the half-
food. frozen lake.
____Anton’s family
suffered from hunger
because they had very
little food supply.
____There was no sign of
animal tracks. He was
disappointed.
____He saw a swan and
aimed his gun at her but
he can’t kill the most
D. Values Infusion beautiful creature he had
ever seen.

Remember: Remember:
You should always You should always
remember that when you remember that when you
work with the group and work with the group and
communicate with others communicate with others
you should always be you should always be
tactful and open to tactful and open to
criticism. criticism.

259
 How is a plot presented using en medias res?
E. Generalization How is a plot presented using flashback?

Tell whether the event is a flashback or en medias

res.
F. Finding practical a. all the happy times came back to Anton’s mind while
applications of struggling to look for food.
concepts and b. The swan rose up and flew above Anton.
skills in daily c. The water droplets turned into diamonds as they
living touched the ground

Identify which element of the narrative are the

following passages. Choose your answer from the
box.

En medias res or Flashback

[Link] his old habits came back automatically. At a glance

he assessed everyone’s posture and hands. Was there
a man whose fingers curled in a little tremor when their
eyes met, a woman whose hand moved to rest inside
her handbag? He knew all the practical moves and
involuntary gestures, and he scanned everyone, granting
no exceptions. He and Eddie had done a job like this
one when he was no more than twelve. Eddie had
dressed him for baseball and had even bought him a
G. Evaluating new glove to carry folded under his arm. When they had
Learning come upon the man in the crowd, he hadn’t even seen
them; his eyes were too occupied in studying the crowd
for danger to waste a moment on a little kid and his
father walking home from a sandlot game. As they
passed the man …

[Link] gasped for air and waddled. She saw no edge, no

land. Before her eyes was a vast sea, she was in the
middle of the sea! She called for help but not a single
sign of person or a fisherman was at sea. She had a
hard time struggling against the sea current. She cried,
she was literally weak and her body was giving up. But
then she was determined to live for her two sons. She
prayed and continued to waddle until she saw a boat...
“A boat!’ she cried, “Help!Help!”

[Link] stared out his kitchen window. Cold rain beat on

the brown grass and bare trees. It took him back to that
other rainy day thirty years ago, the day that had
changed Gary’s life forever …

260
 H. Additional Read your favorite story. Give the plot using flashback or
activities for en medias res.
application and
recommendations
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up in the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

261
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 8 Day 2

[Link]
A. Content The learner demonstrates understanding of text elements
Standards to comprehend various texts
The learner…
B. Performance
Standards uses knowledge of texts to correctly distinguish text
elements
Evaluate narratives based on how the author developed
C. Learning the elements:
Competencies/ - Plot
Objectives - Chronological-sequential
- EN6 RC-Ih-[Link]
Write the LC code for Show tactfulness/patience when communicating and
each dealing with life’s conflict
EN6A-Ih-17.1

II. CONTENT
EVALUATING NARRATIVES- PLOT
(CHRONOLOGICAL-SEQUENTIAL)
III. LEARNING RESOURCES
A. References
1. Teacher’s K to 12 Curriculum Guide English 6 Quarter I, Week 8
Guide pages p.127
2. Learner’s
Materials pages
3. Textbook pages English for You and Me-Reading pp. 69-73
4. Additional
Materials from MISOSA ENGLISH 6- Identifying the Plot
Learning
Resources (LR)
Portal
Story: The Swan’s Gift by Brenda Seabrook
Pictures from:
 [Link]
crime/sports/2017-18-hunting-and-fishing-licenses-
go-on-sale/
 [Link] om/best-hunting-
binoculars/
B. Other Learning  [Link]
Resources content/uploads/2015/04/slider-image-02-
[Link]
 [Link]
[Link]
 [Link]
sask-man-fined-2nd-time-for-illegal-hunting-
activities/

262
  [Link] immagine-hunter-con-la-
pistola-holding-ucciso-brown-lepre-stagliano-
[Link]
 [Link]
hunting-silhouette-luxury-hunter-with-dog-duck-
hunting-silhouette-royalty-free-cliparts/
 [Link]
content/uploads/2014/01/IMG_1740.jpg
 [Link]
baby/155074/
[Link]
 [Link]
 [Link] uthentic-chinese-
dumplings-recipe/
 [Link]
pages#[Link]
 [Link]
color/hunting-pictures-to-color-deer-hunting-
coloring-pages-deer-hunter-coloring-pages-tufo-
number-coloring-pages/
 [Link]
pages#[Link]
 [Link]
coloring-pages-free-printable-deer-hunting-
coloring-pages-best-online-images-duck-hunting-
coloring-pages/

IV. PROCEDURES: ADVANCE LEARNER AVERAGE LEARNER

A. Reviewing Task 1
previous lesson Arrange the following pictures to show the steps in animal
or presenting hunting.
the new lesson

Source: [Link] [Link]/news- Source: [Link] .c

crime/sports/2017-18-hunting-and-f ishing- om/best-hunting-binoculars/
licenses-go-on-sale/

263
Source: [Link] Source:
content/uploads/2015/04/slider-image-02- [Link]
[Link] kneeling-rif [Link]

Source: Source: [Link] .it/foto-

[Link] immagine-hunter-con-la-pistola-holding-
sack-sask-man-f ined-2nd-time-f or-illegal- ucciso-brown-lepre-stagliano-tramonto-
hunting-activ ities/ [Link]

Source: [Link]
silhouette/duck-hunting-silhouette-luxury -hunter-
with-dog-duck-hunting-silhouette-roy alty -f ree-
cliparts/

264
 Today another topic will Today another topic will
further enhance your skills further enhance your skills
on how to evaluate on how to evaluate
narratives based on how the narratives based on how
author developed the the author developed the
elements specifically- the elements specifically- the
plot- chronological- plot- chronological-
sequential; en medias res; sequential; en medias
flashback. (Post metacards res; flashback. (Post
on the board or flash the metacards on the board or
words through power point flash the words through
presentation) power point presentation)
When you face a problem,
When you face a problem, what do you do to solve it?
what do you do to solve it? Task 2- Unlock M e
Task 2- Unlock Me Up
Up Match the picture with
Choose the word that best the suggested meaning.
substitute the underlined A B
word in each sentence.
[Link] all went to the edge Venison
of the shore. (gate, end, hall)
[Link] found a plump
woman waiting for all the
guests. (fat, fashionable, Source:
[Link]
B. Establishing a thin) content/uploads/2014/01/IMG_1740.jpg
purpose for the [Link] told the story of the
lesson withered plants near the
sea. (blossomed, perfumed,
wilted) Dumplings
[Link] they listened intently,
their breath rasped in the
Source:
freezing air. [Link]
(rubbed, laughed, joined) /big-baby/155074/
[Link]
[Link] adults were scanning
the newfound stones at the
beach.
(rehearsing, cleaning,
examining)
[Link] scoffed at the
Plump
woman who owned the Source: [Link]
stones.
(mocked, appealed, looked)
[Link] all of them were Scoffed
given venison for their
lunch.
(sardines, fried fish, meat of
deer)
[Link] children enjoyed [Link] uthentic-
chinese-dumplings-recipe/
eating dumplings, too.
(wrapping of dough
enclosing filling of meat, a
mixture of boiled banana

265
 and camote, a mixture of
different kinds of vegetables)
Task 3- Read and Task 3- Read and
Learn Learn
C. Presenting Read the story “The Swan’s Read the story “The
examples/ Gift” by Brenda Seabrooke. Swan’s Gift” by Brenda
instances of the English for You and Me pp Seabrooke. English for
new lesson 69-73 You and Me pp 69-73
Please see attached copy Please see attached
of the story “The Swan’s copy of the story “The
Gift” Swan’s Gift”
Comprehension Check:
Use the Gradual Psychological Unfolding strategy
Try to answer these questions.
[Link] is the setting of the story? How does it relate to the
characters?
D. Discussing new [Link] the characters in the story.
concepts and [Link] each character’s personality.
[Link] did Anton earn a living?
practicing new
skills #1 [Link] made Anton and his wife worry about their family’s
food supply?
[Link] decision did Anton make that affected his family
condition? Why?
[Link] you were Anton, would you free the swan or take it for
your starving family? Explain your answer.
What lesson does the story teach us?
Remember: Remember:
Life is full of Life is full of
perplexing circumstances, perplexing circumstances,
when these kinds of when these kinds of
situations come in your life, situations come in your life,
stay calm, keep your focus stay calm, keep your focus
E. Values Infusion and think of positive actions and think of positive
that will help you solve the actions that will help you
problem or problems. solve the problem or
problems.

F. Discussing new Analyzing the Story Analyzing the Story

concepts and
practicing new
Plot Plot
The Plot is one of the The Plot is one of the
skills #2
elements of a narrative. It elements of a narrative. It
consists of several events consists of several events
from the story. The events from the story. The events
tell the action and conflict tell the action and conflict
that leads to its climax and that leads to its climax and
conclusion. It is the storyline conclusion. It is the
plan or scheme. storyline plan or scheme.
The plot may be presented The plot may be presented
through literary devices such through literary devices
as the following: such as the following :

266
 [Link]- [Link]-
sequential arrangement of sequential arrangement
events. of events.
This is the normal way of This is the normal way of
sequencing events as sequencing events as
shown by the hierarchy of shown by the hierarchy of
action below action below
CLIMAX
CLIMAX
Shows the RisingAction Falling
highest point of Action
inerest, suspense
and turning point
of the story
Exposition Conclusion
RISING Falling
ACTION/Con Action
flict/respons Consequenc
e/attempt es
Develops
conflict/main
Shows how A. Beginning (initiating
the charaters
problem faced
by the
solve the event) this is the beginning
problem/conf
characters
lict or ties up of the story
loose ends
B. Conflict – problems to
Exposition/ Conclusion be solved, struggle between
Beginning Shows how two opposing force.
things end
Provides
background up in the C. Internal Response –
information,
setting and
story character’s feelings about
information
about the
the problem and the
characters decision made
D. Attempt – action taken
to solve the problem or
achieve his goal
E. Consequence – result
of the attempt
F. Climax – peak of the
story/the most suspenseful
part
G. Conclusion – states
how the story end

G. Discussing new LET’S WORK LET’S WORK

concepts and
practicing new
TOGETHER! TOGETHER!
Form 3 groups. Follow the Form 3 groups. Follow the
skills (Leads to
instructions. instructions.
Formative
G1- Do a presentation of the G1- Arrange the following
Assessment 3)
plot of the story “The Swan’s events to show wholeness
Gift” using the of the story.
chronological-sequential _____The swan lifted its
arrangement of events. wings, rose from the lake,
Supply the events that and circled over Anton,
happened in the story. Use water dropping from its
the semantic web below. wing feathers.
_____During spring time,
the rains didn’t fall and

267
 Anton’s wheat died in the
fields.
_____ As winter came,
their food supply grew
smaller and smaller.
_____The water turned
into diamonds as it
touches the ground.
_____He saw a swan
floating on the lake which
was not frozen yet.
_____The swan rewarded
G2- Arrange the following
Anton with diamonds for
events to show wholeness of his good heart.
the story. _____Anton tried to shoot
_____The swan lifted its the swan but he cannot kill
wings, rose from the lake, the beauty that is before
and circled over Anton, his eyes.
water dropping from its wing
feathers. G2- Call pupils to pick up
_____During spring time, metacards with events
the rains didn’t fall and from the story “The Swan’s
Anton’s wheat died in the Gift”. Those pupils with
fields. metacards will form group
_____ As winter came, their and arrange the events in
food supply grew smaller chronological-sequential,
and smaller. then post them on the
_____The water turned into board.
diamonds as it touches the _____Anton and his family
ground. live happily at the foot of
_____He saw a swan the forest.
floating on the lake which _____One spring, the rain
was not frozen yet. didn’t fall and his wheat
_____Anton knocked on the died.
door but the innkeeper ____His family has little
refused to let him in. food to eat until the time
_____He showed the that they have nothing to
innkeeper the diamonds and eat.
the latter gave him food that ____Anton looked for food,
he wished to bring to his but he found none.
family. ____He was too tired and
_____The swan rewarded felt hopeless, when he saw
Anton with diamonds for his a swan floating on the half
good heart. frozen lake.
_____Anton tried to shoot ____He aimed the trigger
the swan but he cannot kill of his gun, once, twice,
the beauty that is before his thrice, but realized he can’t
eyes. kill the most beautiful
creature.
____The swan lifted up its
wings and the water from it
G3- Write a short narration
turned into diamonds
of important events that ____Anton went home with
happened in the story. venison and dumplings

268
 Follow the sequence as they which his family enjoyed
happened in the story. eating.
____His family lived a
happy and abundant life.

G3- Do a presentation of
the plot of the story “The
Swan’s Gift” using the
chronological sequential
arrangement of events.
Supply the events that
happened in the story. Use
the semantic web below.

Anton felt
great despair
seeing his
family suffer
from hunger

What is a plot?
H. Generalization
How do you arrange events in chronological order?

I. Finding In what way or event in In what way or event in

practical your life do you think is your life do you think is t
applications of sequencing skill sequencing skill
concepts and necessary/important? necessary/important?
Cite instances where you Cite instances where you
skills in daily can apply this skill.. can apply this skill..
living

Arrange the events using Number the pictures

the chronological- above in order that they
sequential arrangement. happened in the story.
______1. Anton’s family
J. Evaluating suffered from hunger when
their food supply became
learning
small due to winter. A.
______2. He saw a swan
wading on the half frozen
lake.
Source:[Link]
hunting-coloring-pages#deer-hunting-
[Link]

269
 ______3. He went out one
night to hunt animals for
food.
______4. He can’t kill the
swan.
______5. His brought his
B
family abundant food and Source: [Link] is-
diamonds. [Link]/hunting-pictures-to-
color/hunting-pictures-to-color-deer-
______6. The swan gave hunting-coloring-pages-deer-hunter-
him diamonds. coloring-pages-tuf o-number-coloring-
pages/
______7. People go to the
forest in search of the swan,
but the swan was never
seen by anyone except
Anton.
______8. His wife Rubina C
and their children were very Source:[Link]
dog-coloring-pages#hunting-dog-coloring-
happy sharing venison and [Link]
dumplings and went to
sleep.

D.
Source:[Link]
dog-coloring-pages#hunting-dog-coloring-
[Link]

E
Source:[Link] o/hunting-coloring-
pages/hunting-coloring-pages-f ree-
printable-deer-hunting-coloring-pages-
best-online-images-duck-hunting-coloring-
pages/

E. Agreement E. Agreement
J. Additional Write a brief summary of the Write 5 important events
activities for story “The Swan’s Gift”. Use from the story “The Swan’s
application or chronological-sequential Gift”. ”. Use chronological-
remediation arrangement of events. sequential arrangement of
events.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No of learners
who require
additional

270
 activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up in the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

271
 The Swan’s Gift
by Brenda Seabrooke
English for You and Me pp 69-73

Anton was a farmer who lived with his wife, Rubina, and their seven children
at the edge of the forest. He worked hard and they were very happy for many years.
Then one spring, the rains didn’t fall and Anton’s wheat died in the fields.
As winter came, their food supply grew smaller and smaller.
Soon, Anton’s shoulders were stooped with worry. Rubina’s plump apple
cheeks withered. The children no longer sang or laughed or danced, for they were too
hungry.
Every day, Anon went out to look for game (wild animals hunted for food) but
returned without firing a shot. And every day, Rubina added water to the onion soup until
there nothing in the pot but water. When Anton saw his family crying from hunger, he
wanted to cry too. But instead, he took his gun and went out again into the cold, cold
night.
He had to find something for them to eat; a bird or a rabbit. But the black
branches were empty of birds and no rabbits crouch in the frozen scrub. The only tracks
Anton saw were his own.
He came to a small hill and knew it was the last one he would be able to climb
before his strength was gone. His feet were numb and his breath rasped in the freezing
air. At the top of the rise, he stopped to rest, scanning the snow for animal tracks.
In despair, Anton turned to go. Just then, he saw below him a lake that had not
yet frozen over. Its edge was laced with ice and its center floated a swan of such
dazzling beauty that Anton could not look away. Its stark white feathers gleamed against
the dark water and as Anton watched, the swan seemed to grow larger until its image
filled his eyes.
Suddenly, the juices flowed in Anton’s mouth. He could taste succulent roasted
swan and see his children’s faces glowing as his family sat at the table eating again. He
raised his gun and sighted the swan down the long barrel.
Anton put his finger on the trigger. The swan seemed to be looking at him,
listening for the shot that would kill it.
He lowered the gun. The swan was the most beautiful creature Anton had ever
seen. As he watched, the swan fanned its magnificent wings in a way that seemed to
embrace the night. Anton closed his eyes and thought of his family. Again he raised his
gun.
Hours seemed to pass. The feathers on the swan’s breast moved gently with
each beat of its heart, and Anton could feel his own heart beating. He lifted his heavy wet
feet, walked a few steps, and then dropped to his knees.
“I can’t do it,” he said.
“Why not?” asked a voice as soft as snow or feathers ruffling in a gentle wind.
“I cannot kill beauty. If I kill this swan, my family will have food for one or two
meals. And then what? We will be hungry again and it will have been for nothing.”
Anton was too tired to be surprised that he was speaking to the swan or the wind
or the night. He was too tired to walk back home. He bowed his head with sadness for
his family.
With a cry, the swan lifted its wings, rose from the lake, and circled over Anton,
water dropping from its wing feathers. As the water hit the snow it froze into crystals that
sparked in the moonlight. Anton reached out and touched one. It was hard, harder than
ice, and did not melt in the warmth of his hands.
“A diamond!” Anton said.
Quickly, he scooped up the diamonds that lay in a glittering circle around him. He
filled his pockets with them and set off through the snow to a nearby village.

272
 Anton was no longer tired. He no longer felt the cold. He woke up the innkeeper
calling, “I need food.”
Your crops failed,” said the innkeeper. “Everyone knows you have no money.”
“I have a diamond,” said Anton.
“Where would the likes of you get a diamond?” the man scoffed.
“Let me in and I will explain.”
The innkeeper fed Anton cold venison and sweet dumplings while Anton told his
story and the innkeeper’s wife packed a sledged for him with roast chickens and cheese
and onions and turnips. Then they sent Anton on his way so that they could begin
looking for the magic swan themselves.
Rubina met him at the door. “Did you find any game? Mischa has fainted.”
“No. But look what I have brought.” Anton showed her the sledge.
“But how did you get it?” she asked.
For answer, he spilled the diamonds on the table.
“Oh,” cried Rubina, “You have turned to robbery!”
“No,” said Anton. And he told her all about the swan, and how it had circled him
with diamonds falling from its wings.
Anton and Rubina woke the children even though it was the middle of the night,
and they all sat at the table eating slowly, enjoying the flavour of the food and the
wonderful feeling in their stomachs. Rubina’s black eyes sparkled as she filled her
children’s bowls. Anton felt his strength returning. Several of the children hummed as
they were put to bed.
Anton and Rubina and their children prospered, for they used their diamonds
wisely and well. News of the magic swan spread throughout the land and many people
searched for it. But the swan was never found.
Sometimes, when Anton was alone in the forest, the image of the swan rose before him. He
saw again the gleam of its feathers, the coral glow of its beak, and the magnificent reach of
its wings as it glided silently across the sky.

273
School Grade Level Grade VI
Teacher Learning Area ENGLISH
Time & Dates Quarter Q1-Week 8-Day
3

I. OBJECTIVES
A. Content Standards Demonstrates understanding that English language is
stress timed to support comprehension
B. Performance Reads with sufficient accuracy and fluency to support
Standards comprehension
C. Learning
Competencies/
EN6F – Ih- 1.13 Read grade level text with 135 words
Objectives.
correct per minute.
Write the LC Code
for each.

II. CONTENT
READING GRADE LEVEL TEXT WITH 135
WORDS CORRECT PER MINUTE
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages The Swan’s Gift English For You and Me 6 pp. 69-71
4. Additional Materials DepEd LR Portal English6-Q1-W8-D1&[Link]
from Learning
Resource (LR) Portal
5. Other Learning Websites:
Resources  [Link]
 [Link]/story/aesops-
fables/#MERCURY_AND_THE_WOODMAN
 ([Link]
[Link])
 ([Link]
bogey-beast)
IV. PROCEDURES
A. Reviewing previous
lessons or presenting Let’s play Word Relay. Divide the class into five groups.
the new lesson Each member reads 27 words on the board in one minute.
Whoever finishes first with the highest score wins the
game

Watch the video clip about Mercury, one of the Greek

B. Establishing a
Gods and find out who he is.
purpose for the lesson
([Link]

C. Presenting We are going to read the story ‘Mercury and the

examples/instances of Woodman’ orally. Find a partner and take turn in reading
the new lesson the story. As you read, have a partner time your reading for
one minute then stop. Copy the chart in your notebook, fill

274
it in and record how many words you were able to read
correctly in First Reading Box.

Name ________________ Date _______

Number of Words Read in One Minute

First Second Third

Reading Reading Reading

Read the story ‘Mercury and the Woodman’. Find out how
Mercury helped the Woodman.

MERCURY AND THE WOODMAN

A poor Woodman was cutting down a tree near the edge

of a deep pool in the forest. It was late in the day and the
Woodman was tired. He had been working since sunrise
and his strokes were not so sure as they had been early
that morning. Thus it happened that the axe slipped and
flew out of his hands into the pool.

The Woodman was in despair. The axe was all he

possessed with which to make a living, and he had not
money enough to buy a new one. As he stood wringing his
hands and weeping, the god Mercury suddenly appeared
and asked what the trouble was. The Woodman told what
had happened, and straightway the kind Mercury dived into
the pool. When he came up again he held a wonderful
golden axe.

“Is this your axe?” Mercury asked the Woodman.

“No,” answered the honest Woodman, “that is not my

axe.”

Mercury laid the golden axe on the bank and sprang

back into the pool. This time he brought up an axe of silver,
but the Woodman declared again that his axe was just an
ordinary one with a wooden handle.

Mercury dived down for the third time, and when he

came up again he had the very axe that had been lost.

The poor Woodman was very glad that his axe had been
found and could not thank the kind god enough. Mercury
was greatly pleased with the Woodman’s honesty.

275
 “I admire your honesty,” he said, “and as a reward you
may have all three axes, the gold and the silver as well as
your own.”

The happy Woodman returned to his home with his

treasures, and soon the story of his good fortune was
known to everybody in the village. Now there were several
Woodmen in the village who believed that they could easily
win the same good fortune. They hurried out into the
woods, one here, one there, and hiding their axes in the
bushes, pretended they had lost them. Then they wept and
wailed and called on Mercury to help them.

And indeed, Mercury did appear, first to this one, then to

that. To each one he showed an axe of gold, and each one
eagerly claimed it to be the one he had lost. But Mercury
did not give them the golden axe. Oh no! Instead he gave
them each a hard whack over the head with it and sent
them home. And when they returned next day to look for
their own axes, they were nowhere to be found.
Honesty is the best policy.

How many words were you able to read in one minute?

D. Discussing new What could be the problem why you were not able to read
concepts and 135 words in one minute?
practicing new skills #1 What should you do then?

Let us continue reading the story. This time record your

E. Discussing new reading on your phone for one minute. After doing so,
concepts and allow your partner to listen and count the number of correct
practicing new skills #2 words you were able to read. Record result on the chart
inside the Second Reading box.
Report results in front.
Compare results and tell what you did to improve your
reading speed and accuracy.
How can we improve reading speed with accuracy?

Find a pair. Take turn in doing the activity.

Each holds a copy of the story,The Swans Gift. Let your
pair time your reading for 1 minute and cross out words not
read properly.

Read the story The Swans Gift,( The Swan’s Gift English
For You and Me 6 pp. 69-71). Record the number of
F. Developing Mastery correct words read for 1 minute on the Third Reading box.

After discussing your result with your pair, find another pair
and compare your scores with them. Share ideas on how
you can improve reading speed with accuracy at the same
time. Report results and present in front. (Think, Pair and
Share)

Note: Teacher can give other stories of his/her choice.

276
G. Finding practical
Is it necessary to read words with accuracy and speed?
application of concepts
Why? Why not?
and skills in daily living
H. Making
generalizations and What should we always remember in reading with
abstractions about the accuracy and speed?
lesson
Read for 1 minute and slash the word you were not able to
read correctly or had found difficult to read. Count the
number of correct words read after the timer stops.
Teacher serves as the timer while pupils read altogether
words on the list they hold.
A Hole in the Fence
([Link]
[Link])
1. small 16. parents
2. village 17. of
3. little 18. were
4. boy 19. very
5. lived 20. depressed
6. with 21. due
7. his 22. to
8. father 23. his
9. and 24. bad
10. mother 25. used
11. He 26. get
12. was 27. angry
I. Evaluating learning 13. the 28. soon
14. only 29. taunt
15. son 30. others

46. words 31. About

47. bad 32. advised
48. temper 33. many
49. made 34. times
50. him 35. control
51. that 36. anger
52. hurt 37. develop
53. scolded 38. kindness
54. kids 39. unfortunate
55. neighbors 40. all
56. even 41. their
57. friends 42. attempts
58. avoided 43. failed
59. really 44. finally
60. worried 45. came

277
 76. up 61. became
77. with 62. lost
78. an 63. found
79. idea 64. amusing
80. one 65. accepted
81. day 66. task
82. gave 67. ran
83. huge 68. drove
84. bag 69. first
85. nails 70. after
86. asked 71. next
87. hammer 72. few
88. one 73. number
89. fence 74. reduced
90. every 75. half

106. difficult 91. each

107. decided 92. passed
108. control 93. able
109. gradually 94. pull
110. when 95. out
111. no 96. most
112. did 97. however
113. not 98. there
114. lose 99. remained
115. that 100. could
116. for 101. about
117. several 102. it
118. days 103. appreciate
119. now 104. asked
120. remove 105. pointing

278
 121. hole
122. what
123. you
124. see
125. there
126. replied
127. will
128. remain
129. look
130. has
131. scars
132. over
133. some
134. cannot
135. even

Identify how well you have done the reading task using
the rubric. 136. for
137. several
138.
135 words – Excellent days
130- 134 words –139.
Very Good
now
125 – 129 words140.
– Goodremove
120 – 124 words – Fair
115 below – Needs More Practice

J. Additional activities Read the story and time yourself. Record the number of
for application or correct words you can read in 1 minute. Use your phone as
remediation timer or ask help from anybody at home to time you. Do it
 Assignment/ thrice to record how many words you can read in one
Agreement minute on your first, second and third reading to track your
(______minutes). progress and see if there is an improvement.
Fill-in below any of
the four purposes The Bogey-Beast ([Link]
 Reinforcing/ stories/the-b ogey-beast)
strengthening
the day’s lesson The Bogey-Beast is a delightful fairy tale about how luck
 Enriching/ is all relative. From English Fairy Tales, retold by Flora
inspiring the Annie Steel (1922), illustrated by Arthur Rackham. This
day’s lesson
story is featured in Children's Stories.
 Enhancing/
improving the
day’s lesson
 Preparing for the There was once a woman who was very, very cheerful,
next lesson though she had little to make her so; for she was old, and
poor, and lonely. She lived in a little bit of a cottage and
earned a scant living by running errands for her
neighbours, getting a bite here, a sup there, as reward for
her services. So she made shift to get on, and always

279
looked as spry and cheery as if she had not a want in the
world.
Now one summer evening, as she was trotting, full of
smiles as ever, along the high road to her hovel, what
should she see but a big black pot lying in the ditch!
"Goodness me!" she cried, "that would be just the very
thing for me if I only had something to put in it! But I
haven't! Now who could have left it in the ditch?"
And she looked about her expecting the owner would not
be far off; but she could see nobody.
"Maybe there is a hole in it," she went on, "and that's why it
has been cast away. But it would do fine to put a flower in
for my window; so I'll just take it home with me."
And with that she lifted the lid and looked inside. "Mercy
me!" she cried, fair amazed. "If it isn't full of gold pieces.
Here's luck!"
And so it was, brimful of great gold coins. Well, at first she
simply stood stock-still, wondering if she was standing on
her head or her heels. Then she began saying:
"Lawks! But I do feel rich. I feel awful rich!"
After she had said this many times, she began to wonder
how she was to get her treasure home. It was too heavy
for her to carry, and she could see no better way than to tie
the end of her shawl to it and drag it behind her like a go-
cart.
"It will soon be dark," she said to herself as she trotted
along. "So much the better! The neighbours will not see
what I'm bringing home, and I shall have all the night to
myself, and be able to think what I'll do! Mayhap I'll buy a
grand house and just sit by the fire with a cup o' tea and do
no work at all like a queen. Or maybe I'll bury it at the
garden foot and just keep a bit in the old china teapot on
the chimney-piece. Or maybe—Goody! Goody! I feel that
grand I don't know myself."
By this time she was a bit tired of dragging such a heavy
weight, and, stopping to rest a while, turned to look at her
treasure.
And lo! it wasn't a pot of gold at all! It was nothing but a
lump of silver.
She stared at it, and rubbed her eyes, and stared at it
again.
"Well! I never!" she said at last. "And me thinking it was a
pot of gold! I must have been dreaming. But this is luck!
Silver is far less trouble—easier to mind, and not so easy
stolen. Them gold pieces would have been the death o'
me, and with this great lump of silver—"

280
 So she went off again planning what she would do, and
feeling as rich as rich, until becoming a bit tired again she
stopped to rest and gave a look round to see if her
treasure was safe; and she saw nothing but a great lump
of iron!
"Well! I never!" says she again. "And I mistaking it for
silver! I must have been dreaming. But this is luck! It's real
convenient. I can get penny pieces for old iron, and penny
pieces are a deal handier for me than your gold and silver.
Why! I should never have slept a wink for fear of being
robbed. But a penny piece comes in useful, and I shall sell
that iron for a lot and be real rich—rolling rich."
So on she trotted full of plans as to how she would spend
her penny pieces, till once more she stopped to rest and
looked round to see her treasure was safe. And this time
she saw nothing but a big stone.
"Well! I never!" she cried, full of smiles. "And to think I
mistook it for iron. I must have been dreaming. But here's
luck indeed, and me wanting a stone terrible bad to stick
open the gate. Eh my! but it's a change for the better! It's a
fine thing to have good luck."
So, all in a hurry to see how the stone would keep the gate
open, she trotted off down the hill till she came to her own
cottage. She unlatched the gate and then turned to
unfasten her shawl from the stone which lay on the path
behind her. Aye! It was a stone sure enough. There was
plenty light to see it lying there, douce and peaceable as a
stone should.
So she bent over it to unfasten the shawl end, when—"Oh
my!" All of a sudden it gave a jump, a squeal, and in one
moment was as big as a haystack. Then it let down four
great lanky legs and threw out two long ears, nourished a
great long tail and romped off, kicking and squealing and
whinnying and laughing like a naughty, mischievous boy!
The old woman stared after it till it was fairly out of sight,
then she burst out laughing too.
"Well!" she chuckled, "I am in luck! Quite the luckiest body
hereabouts. Fancy my seeing the Bogey-Beast all to
myself; and making myself so free with it too! My
goodness! I do feel that uplifted—that GRAND!"—
So she went into her cottage and spent the evening
chuckling over her good luck.

V. REMARKS

VI. REFLECTIONS

281
SCHOOL GRADE Six
TEACHER LEARNING AREA English 6
DATE AND TIME QUARTER Q 1, Week 8 Day 4

[Link]
The learner demonstrates understanding of the
A. Content
conventions of standard English grammar and usage
Standards
when writing or speaking
The learner uses correct function of nouns and verbs
B. Performance in general and their function in various discourse (oral
Standards
and written)
Compose clear and coherent sentences using
C. Learning appropriate grammatical structures:
Competencies/  Subject- Verb agreement
Objectives EN6 G-Ih-3.9
Show openness to criticism
Write the LC code for EN6A-Ih-18
each

II. CONTENT
USING SUBJECT-VERB AGREEMENT
CORRECTLY
III. LEARNING RESOURCES
A. References
1. Teacher’s K to 12 Curriculum Guide English 6 Quarter I, Week 8
Guide pages p.127
2. Learner’s
Materials pages
English for You and Me-Reading pp. 77-78
3. Textbook pages
English for All Times pp. 280-285
4. Additional
Materials from MISOSA ENGLISH 6- Subject-Verb Agreement
Learning
Resources (LR)
Portal
Websites:
B. Other Learning Pictures from:
Resources  [Link]
cars/future-motoring-what-will-cars-be-25-years
 [Link]
71/[Link]
 [Link]
594647332024320
 [Link]
6/week-1-how-can-the-use-of-technology-
support-improved-teaching-and-learning-in-the-
philippines/
 [Link]
content/uploads/2012/09/[Link]
 [Link]
 [Link]
feeding-programs-address-hunger-

282
 malnutrition-and-performance-among-school-
children/
Photos by Nelly Sanin
 Actual school children during PE class
 Actual school feeding time
IV. PROCEDURES: ADVANCED LEARNER AVERAGE LEARNER
Task 1- Let’s Ready to Rumble!
A, Reviewing Group pupils into 4.
previous lesson or Ask each group to arrange the jumbled words (written
presenting the new in meta cards) to form a grammatically correct
lesson sentences.
Box the subject and encircle the verb.
[Link], submits the school, Our, financial, now,
report.
[Link], The, to, school, everyday, children
[Link] , moon, the, round, earth, revolves.
[Link], air, the, ozone, layer, destroys

You have done very well previous lesson, now you will
B. Establishing a
learn on how to compose clear and coherent
purpose for the lesson
sentences using appropriate grammatical structure
using subject-verb agreement.

Later, you will learn and apply the basic rules in

subject-verb agreement.

Task 3- How Much Do You Already

Development of the Know?
Lesson Study the following sentences carefully.
[Link]. Paz , our teacher, inspires us to do our best.
C. Presenting [Link] admire her very much and she likes us, too.
examples/ instances of [Link] enjoy doing hands-on activities in her English
the new lesson subject.
[Link] Duterte declares an intensified war
against drugs and insurgency.
[Link] senate and the congress work hard to raise the
salary of teachers.

Answer the following questions:

D. Discussing new
What is the subject and the verb in the first sentence?
concepts and
second sentence? third sentence? fourth sentence?
practicing new
fifth sentence?
skills #1
What verb do we use for singular/plural subject?
Are you familiar with the rules on subject-verb
agreement? Can you cite some?
E. Discussing new Task 3- Follow the Rules!
concepts and Verbs must always agree with the subject of the
practicing new sentence, both in form and in number.
skills #2

283
 Plural subject takes the simple or base form of
verb.
Singular subject takes the –s form of verb.
Here are the basic rules in subject-verb agreement
[Link] nouns, singular common nouns and
mass nouns go with the –s form of a verb.
Anton looks for food in the middle of the night.
A glass filled water needs three scoops milk.
[Link] the base form of verb with compound
subjects joined by and.
Water and oil do not mix.
The president and his men visit the insurgency
stricken places in Mindanao.
[Link] words & phrases: A phrase or clause
that interrupts a subject and its verb does not affect
the subject verb agreement (of phrases, together
with, as well as, with, in addition to, accompanied
by, etc.)
The captain of the guards stands at attention
The troopers whom the captain put in charge of the
roadblock stand on either side.
The teacher, together with her students, visits the
library.

F. Discussing new Let’s Practice Let’s Practice

concepts and
practicing new
Together Together
skills #3 Cars of the Future….. Fancy Pet...
Do you have a pet cat
at home? How do you
treat it? Why do you
have to take care of
your pet?
Read and study the
paragraph below.
Sources: [Link]
Use the verb forms in
news/new-cars/f uture-motoring-what-will- the sentences
cars-be-25-y ears

[Link] -
71/Accenture-Mobility -Serv [Link]

Read the passage below.

Underline the subject and
encircle the verb. Source:[Link]
y board/status/553594647332024320
Do you know that science
and technology help a lot in
the development and
progress everywhere? Life If you spent any time at
becomes easier because of all with our cat, you
the modern products of would understand why
science and technology. we called him Mischief.
Cars are among the modern He (love) to hide
ways of transportation. Have behind a wall or a
fence and then jump

284
 you heard about car of the out at people passing
future? by, pretending to be a
Cars of the future huge tiger. He (lead)
feature many dramatic all dogs in our
changes. Many have air- neighbourhood on a
cooled engines made of merry chase whenever
aluminium and other metals. he can. He (stalk)
The engine is mounted in through my mother’s
the back of the car. Instead flower beds as though
of one motor, some cars they were a jungle filled
have four separate electric with dangerous beasts
motors placed at each of the and of course
four wheels. In addition, cars (trample) all the
of the future contain special flowers, which (drive)
instruments, such as an my mother crazy. Even
automatic pilot, for fast, safe so, I wouldn’t part with
travel along highway Mischief for all the
world.
You should always remember that when you work with
G. Values Infusion the group and communicate with others you should
always be tactful and open to criticism. Do not feel
mad if you are corrected. Being open to correction and
suggestions is a good virtue, it shows good attitude
towards others and builds good relationship and
eventually wins m0re friends.

Task 4- Let’s Work Task 4- Let’s

Together Work Together
Divide the class into four Group pupils into 3
teams. With your groups. Explain to each
teammates, observe the group what to do. Set
picture posted on each standards to be
station, then compose a observed while working
sentence or two using a with the group
variety of subject-verb rules.
Team 1 will start at GROUP 1
Station 1, then move to
H. Developing Station 2, then to Station 3 Study the passage
Mastery (lead and finally to Station 4. The below. Identify the
to formative other teams should also do verbs by encircling
Assessment) the same in reverse manner. each of them and
Then exchange your underline the subject.
work with other team and let
them see the correctness of Mystery of Plant
your sentence structures Life
focusing on subject-verb
agreement. Be able to show We cannot help but
your work to the class. be amazed at the
mystery of a seed. The
seed contains the spirit
of life that makes it
possible for a new
plant to grow. Equally

285
STATION 1 amazing are the
curious ways plants are
scattered by the wind.
These seeds have
parts that serve like
wings, parachutes or
balloons. Some seeds
are scattered by water.
These seeds are lighter
than water so they can
Photo by: Nelly J. Sanin be carried to faraway
places by rivers,
STATION 2 streams or sea waves.
21st Century Learner Some plants scatter
their own seeds. The
fruits of these plants
crack or split and twist
when fully dry. Some
plants are self-planters.
They plant their own
seeds. Birds, animals
and people also scatter
Source:[Link] [Link]/
2015/02/06/week-1-how-can-the-use-of - plant seeds.
technology -support-improv ed-teaching-and-
learning-in-the-philippines/
GROUP 2

Read the paragraph

STATION 3
very carefully. Choose
Rampant hunger the verbs in the
parentheses that agree
with the number of the
doer.

I Have A Busy
Family
Mother (wake, wakes)
Source:[Link] [Link]/wp-
content/uploads/2012/09/hungry -[Link]
up early every morning.
She (prepare,
prepares) breakfast for
STATION 4
all of us. I and my older
sister (help, helps)
Mother prepare
sandwiches for our
snacks in school. Big
sister (take, takes) her
bath early every day.
She, together with our
youngest sister (eat,
Anti-measles vaccination eats) breakfast after
taking a bath. Father
to school children
Source:[Link] (take, takes) Yahmy
9836/world and me to school
before going to the
office. My baby brother

286
 (sleep, sleeps) long
STATION 5 hours every day. My
sister or brothers (help,
helps) me in doing my
homework every night.
GROUP 3
Read the paragraph
below, use the correct
verb form in each
sentence.

School Feeding Program The Firefly

Source:[Link] [Link]/growi
ngkids-f eeding-programs-address-hunger-
malnutrition-and-perf ormance-among-school-
children/
The firefly is an insect
that has a yellow light
that (blink) on and off
on the back part of its
body. The male firefly
(blink) its light first to
signal that he needs a
mate. The female firefly
(respond) by flashing
her light. They (used)
lights in order for them
to get together. People
(enjoy) watching
fireflies because of
their lights

How do you use simple present form of verb in

sentences?
I. Generalization
State the rules learned from the discussion.

Knowledge on the effective use of subject-verb

J. Finding
agreement is very important in order to communicate
practical
ideas meaningfully.
applications of Oral Test
concepts and
Give sentences using the learned rules on subject-
skills in daily
verb agreement. Write your sentence on your show-
living
me-board”
Read the following sentences in the first column.
In the second column, write the correct verbs that
agree to the subjects in the sentences. Then, in
the third column, rewrite the sentences with the
correct verbs.
K. Evaluating Rewrite
Learning Sentence the
Correct sentence.
verb

1. My sister, accompanied by
my mother (visits, visit) our

287
 relatives in my mother’s
hometown.

2. Sometimes, I or my brothers

also (goes, go) to my mother’s

home province in Laguna on
long vacation.

3. A neighbor (comes, come)

with a basket of fresh fruits.

4. Me and my cousin Elmer

(love, loves) climbing and
picking ripe mangoes in their
farm.

[Link] grandmother as well as

my mother, (shout, shouts) out
loud to us with her fear that we
might fall from the tree.

Practice More! Practice More!

Let Us Compose! Let Us Compose!

Write a short narrative about Compose your own

your favorite activities during clear and coherent
leisure times. Use the sentences using the
correct simple present form following subjects. Be
of verb that agree with the sure to observe rules in
subject. subject-verb
Apply the rules previously agreement. Present
learned. your work in the class.
Do it in a one-half sheet of 1. Fruits and
L. Additional pad paper vegetables
activities for __________________.
application and (give)
recommendatio 2. The visitors
ns __________________
__. (arrive)
3. The teacher,
together with her
students, _________.
(go out)
4. Rice and fish
__________________
__. (make)
5. The singers,
accompanied by the
guitarist, _______.
(perform)

288
 6. A Filipino
learner_____________
.( possess)

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up in the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

289
SCHOOL GRADE LEVEL Grade VI
TEACHER LEARNING AREA English
TIME & DATES QUARTER Q1-Week 8-Day 5

I. OBJECTIVES
A. Content Standards Demonstrates understanding of the various forms and
conventions of print, non-print, and digital materials.
B. Performance Evaluates effectively the message constructed and conveyed
Standards in various viewing texts.
C. Learning
EN6VC-Ih-5.1.8- Describe different forms and conventions
Competencies/
of film and moving pictures ( set-up)
Objectives.
EN6A-Ih-.1.7 - Show tactfulness when communicating with
Write the LC Code
others.
for each.

II. CONTENT
FORMS AND CONVENTIONS OF FILM AND
MOVING PICTURES – SET-UP
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional DepEd Learning Portal [Link]
Materials from
Learning Resource
(LR) Portal
5. Other Learning Videos from:
Resources It’s Showtime: Funny One: Crazy Duo( Wildcard Round)
[Link]

Banana Sundae: BananaKada jokes about tickling soldiers

‘General Kiliti’
[Link]

FPJ’s Ang Probinsyano: Bus Holdup

[Link]

Partly Cloudy from

[Link]

10 UNFORGETTABLE FILIPINO COMMERCIALS from

[Link]

FROZEN 2 Trailer (2019) from

[Link]

IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS

How many of you have TV sets at home?
A. Reviewing Do you watch TV often? What programs do you usually
previous lessons or watch?

290
presenting the new (Possible answers include Ang Probinsyano, Showtime, Eat
lesson Bulaga, WOWOWIN, Going Bulilit, Banana Sundae,etc)

Tell something about the place or location where those TV

B. Establishing a programs took place.
purpose for the Work in groups, brainstorm. The leader will explain. Say if
lesson the action was done in studio or out of the studio.

1.
(video credits to youtube Wowowin; GMA Sept. 23,
2016)

2.
(video credits to youtube Ang Proginsyano Bus
Holdup; ABS-CBN Entertainment, Dec. 4, 2015)

3.
(video credits to youtube Banana Sundae:
BananaKada jokes about tickling a soldier; ABS-CBN
Entertainment Dec. 2, 2018)

4.
(video credits to youtube It’s Showtime Funny One:
Crazy Duo Wildcard Round; ABS-CBN
Entertainment, July 4, 2015 )

5.
(video credits to youtube Ang Proginsyano Bus
Holdup; ABS-CBN Entertainment, Dec. 4, 2015)

291
 Clap once if it is real location/ Run to the left if the clip
place and raise right hand if was taken outside the
stage structured or make-believe studio. Run in front if it
place. was taken inside the
studio or stage structured.
How were you able to tell that it
was taken at the studio? What was done to make
How were you able to tell that it the studio appear as real?
was done outside studio or on
location?

Why do you think they did it that

way?

Watch the video clips and tell if Watch the video clips and
C. Presenting the clip was taken on location or tell if the clip was taken on
examples/instances a studio set-up/ structured. location or a studio set-
of the new lesson Leader will report answers. up/ structured. Write OL if
(Teacher should flash the video on location and SS if
Important note to the clips of the pictures used stage structured.
teacher: Each video previously.) 1. Wowowin
clip should be shown  What helped you decide on 2. Ang Probinsyano
for just 1 minute. which answer to choose? 3. Banana Sundae
Activities be given 7-8  How does a director prepare 4. Its Showtime
minutes including the the set for an episode/ part of 5. Ang Probinsyano
discussions. the movie/ film?
 Is set-up important in setting
the mood/ theme of the film?
Why do you think it is
important?
What is wrong with the boy in Going Bulilit who gave a wrong
(Integration – Math, change? Was it intentional? What Math skill did he master?
ESP) not master?
What trait did Cardo of Ang Probinsyano show in the video?
If you were the traffic aid, would you do the same? Why?

D. Discussing new How can you tell if the setting or set design is on location or a
concepts and studio set- up?
practicing new skills Why do you think is there a need to create background
#1 design?
How do movie makers make their films appear so real?

A set-up is also called set design. It refers to the creation

of scenery that shows the “look” or physical appearance
of the set for a film.
Set-ups or set designs communicate a sense of location
and place. They are often structured or built in studios.
They can also be on locations.
Let’s play a game. Raise left hand and say stage structured
E. Discussing new if the setting is a set-up inside studio and the right hand and
concepts and say location if it is on location. Analyze the pictures taken
practicing new skills from the moving pictures/ film. (Photo credits to the clips of
#2 Michelle Balatbat, LR Portal)

292
 1.
(Photo credits to the clips of Michelle Balatbat, LR Portal)

2.
(Photo credits to the clips of Michelle Balatbat, LR Portal)

3.
(Photo credits to the clips of Michelle Balatbat, LR Portal)

4.
(Photo credits to the clips of Michelle Balatbat, LR Portal)

5.
(Photo credits to the clips of Michelle Balatbat, LR Portal)

Watch the video clips. Tell whether the set-up is a studio set-
up or on location.

F. Developing Video of Partly Cloudy from

Mastery [Link]

Note: Teacher may use her/his own video clips.

Find a pair. Think of a movie/ film or TV program that you have

G. Finding practical
watched. Discuss and describe the set-up. Tell how it was
application of
shown and how it helped the audience understand more the
concepts and skills in
story. Then find another pair whom you could discuss your
daily living.
answer with before finalizing your report. Show tactfulness in
(Think Pair and Share
communicating with each other. Publish discussions in front.
- TPS)

293
H. Making How do directors prepare their set for every movie/film they
generalizations and make?
abstractions about
the lesson
Watch the videos. Describe the set-up. Tell whether on
location or structured in studio. Write OL if on location and SS
if stage structured.(video credits to youtube Average Life,
Feb.7, 2017)

1. Frozen
[Link]
I. Evaluating learning
2. 10 Unforgettable Filipino Commercials -McDo
3. 10 Unforgettable Filipino Commercials -Nips
4. 10 Unforgettable Filipino Commercials –Camella
Homes
5. 10 Unforgettable Filipino Commercials -Sprite
[Link]

J. Additional activities Watch your favorite TV programs at home. List down at least
for application or 3 and describe the set-up. Tell if it was done on location or
remediation studio structured. Comment on how the set-up helped the
audience in showing the mood and theme of the episode.

V. REMARKS
VI. REFLECTIONS
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
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?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?

294
G. What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?

295
School Grade Level Six
Teacher Learning Area English
Time & Date Quarter 1, Week 9 Day 1

I. OBJECTIVES
Demonstrates understanding of the forms and
A. Content
Standard conventions of print, non-print, and digital materials

Applies knowledge of the various forms and

conventions of print, non-print, film and digital materials
B. Performance
Standard to appropriately comprehend print, non-print, film and
moving texts

C. Learning Analyze the characters used in print and non-print

Competencies/O materials (Age and gender, Race and nationality,
bjectives Attitude and behavior)
(Write the LC
EN6VC-Ii-3.3.4
code for each)
ANALYZE THE CHARACTERS USED IN
II. CONTENT
PRINT AND NON-PRINT MATERIALS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide none
pages
2. Learner’s none
Materials pages
English Expressways Reading, page 39.
3. Textbook pages English for You and Me, Reading 6, pages 95-96.
English for All Times, Reading 6, page 8
4. Additional
Materials from
Learning
Resource (LR)
portal
short stories/selection, pictures of famous
personalities/cartoon character from;
 [Link]
superman-sideshow-collectibles-300537
B. Other Learning  [Link]
Resources presidentiables-leni-robredo/
 [Link]
[Link]/boxing/news/2017/06/30/looking-back-
manny-pacquiao-s-storied-career-28026

296
  [Link]
Philippines_B.htm

IV. PROCEDURE AVERAGE

ADVANCED LEARNER LEARNER

 Show pictures of some

famous personalities
and cartoon
characters. Ask the
pupils to describe each
character. What make
these personalities
famous?

Source:
[Link] -
comics-superman-sideshow-collectibles-300537

Note: The same

A. Reviewing previous activity for this
lesson or presenting procedure
the new lesson
Source: [Link] our-
v ice-presidentiables-leni-robredo/

Source: [Link]
[Link]/boxing/news/2017/06/30/looking-back-
manny -pacquiao-s-storied-career-28026

297
 Source;
[Link]
philippines-catriona-gray-is-crowned-miss-
universe-2018

Unlocking of Difficulties
Choose the meaning of the Note: The same way
underlined word or words in of unlocking of
the sentence. Choose your Difficulties with the
answer inside the box. Advanced Group
1. My daughter
Pauleen was  Reading the
proficient in the art story, “What’s
of calligraphy. in a Name?”,
2. The man looked adapted from
annoyed as much Messenger of
as disappointed. St. Anthony,
3. Her voice was English for
raspy from yelling You and Me,
so much and many Reading,
find it cruel. pages 95-96.
4. Mother puts our old
toys in the attic.
The room below
our roof is found
next to the guest
room.
B. Establishing a 5. I always see to it
purpose for the that putting things
lesson in the storage is
one of my priority
during my free
time.

Bothered
art of writing
Under the roof
Grating
Keeping them neatly in a
stockroom

Read the story, “What’s in a

Name?” adapted from
Messenger of St. Anthony,
English for You and Me,
Reading 6, pages 95-96.

298
 Comprehension Comprehension
Check: Check:
a. Who are the [Link] are the
characters in the characters in the
story? story?
[Link] is Carlo’s
b. What is Carlo’s mother
mother and
and grandfather’s grandfather’s
C. Presenting nationality? nationality?
examples/instances c. How old is the [Link] old is the
of the new lesson grandfather? Carlo? grandfather? Carlo?
d. What words described d. What words
Carlo? Grandfather? described Carlo?
Grandfather? Mother?
mother?
e. How did Carlo show
his love for his
grandfather?

Have a discussion about Have a discussion

characterization and how to about
an analyze it. characterization and
 By the way how to analyze it.
they speak  By the way
 Physical they speak
appearance  Physical
 Interaction – appearance
the way they  Interaction- the
act towards way they act
other towards other
characters and characters and
others others
 Study and analyze
D. Discussing new this child’s picture,  Read a short
concepts and Ara. Then, be able to selection,
practicing new skill #1 answer the bubble “Fiona
map below. Fabulous”,
taken from
[Link]
[Link]

Questions to be
answered:
a. Who is
Fiona?
b. What can
you say
about
Fiona?

299
 c. What do
you think is
Fiona’s
age?
d. How can
you
describe
Fiona’s
attitude/be
havior?

age

nationa
lity Ara attitud
e

gender

Source:
[Link]
[Link]/Wikipedia/wp
/p/Philippines_B.htm

Reading the selection by Reading of the

group. Each group will be selection by group
given a copy of the taken from English
selection. Expressways
Jeffrey is a son of both Reading, page 39.
Filipino parent who was turning Each group will be
eleven the next day. Before he given a copy of the
left, he imagined what his selection. (The same
family would do on his selection with the
birthday. Usually, he would advanced group).
receive telephone calls from  Group activity
E. Discussing new
his friends. Unfortunately, that
concepts and
night it was raining hard. So,  Note: The
practicing new skills
he just fell asleep.
#2 teacher will
The next morning, he
went early to church with his only choose
family. Then, they had a usual one activity
breakfast. Next, his father and from the
mother left for work. His Advanced
mother a forty-five year old is Group suited
a physics teacher in the high
to her/his
school on the next street. His
father is an engineer of a well class
known company in their town.
He is two years older than his

300
mother. Jeffrey was expecting
to receive five hundred pesos
for his friends’ ice cream. But,
it turned out he wasn’t given
any, so, left for school just the
same.
That noon, in school,
classes were suspended due
to an approaching typhoon.
So, Jeffrey headed home
feeling lonely. To his surprise,
as he climbed the stairs of their
house, he heard a birthday
song. His entire family
sorrounded him. The dining
table was laden with spaghetti,
fried chicken, muffins, a gallon
of ice cream, a birthday cake,
and a five hunded-peso bill.
Jeffrey felt that it was
the best birthday he ever had.
He would never exchange his
big and happy family for
anything in the world.
( Adapted from English
Expressways Reading, page
39.)

Group Activity:
Group 1(Know Me)
Read the story carefully.
Complete the table by
supplying the details needed.
Characte Jeffrey Father Mother
ristics
Age

Gender

Attitude

Nationa
-lity

Group 2 ( Play Me)

Have a role play on the
characteristics of each
character in the story read.

Group 3 ( Describe
Me)

301
 Write a short descriptive
paragraph about the
characteristics of the
characters in the story read.

Recite a poem/song about the

characteristics of the
characters in the story.

Independent Practice:
Read the paragraph. After reading the story, be
able to complete the table below.
Betty is a twelve year Grade VI pupil. She is
well liked by her classmates. But
Betty spent all her free time in practice and
study. Her friends could not understand why
she had no time for them. They thought she
was far too serious.
Once in a while, she thought of the good
times she was missing. But always, she put
F. Developing mastery
these thoughts out of her mind and passed up
(leads to formative
assessment 3) any fun.

(Adapted from: English for All Times, Reading 6, page

8.)
Describe Betty’s characteristics. Fill out this table
correctly.

Age

Gender

Behavior
/Attitude
G. Finding practical Ask: How should you treat people with different
applications of
concepts and skills in age gap, gender and behavior?
daily living
H. Making How do we analyze the characters used in print
generalizations and and non-print materials?
abstractions about
the lesson
Read and analyze the short selections below. Identify
the characterization revealed in each item. Choose the
letter of the correct answer.

I. Evaluating learning 1. Jake is Cassie’s older brother. One day

they are walking home from school when a
cold front rolls in and the temperature drops
20 degrees. Jake is dressed more
appropriately for the weather than Cassie.

302
 He takes off his hooded sweatshirt and
offers it to her. She gratefully accepts. Jake
is now colder, but he is happier. What kind
of attitude did Jake possess?
a. loving
b. greedy
c. rude

2. Kelvin found a wallet on the ground. He

opened up the wallet and saw an old
woman’s ID card. Kelvin took the ID out of
the wallet, walked to the woman’s house,
and returned the wallet to her. Based from
the selection, how old is Kelvin?

a. A little boy b. a teenager c. an old

man

3. My godmother’s family live in Alaska, USA.

She’s a nurse and the most industrious
woman I’ve ever known. She manages a
dry good store with her sister and her
husband. She is Mrs. Nenita de Vera, a
mother of two boys, Jun and Pio. What is
godmother’s nationality?
a. Filipino b. American c. Russian
4. Leo is a Grade VI pupil who spends long
hours playing with his matchbox cars.
Already the youngster has three hundred
matchbox cars in his collection. He puts
them in all sorts of formation on the ground,
on his bed and on dining table. He is very
happy every time he plays with his
treasures. How old is Leo?
A. Between 11-12 b. between 9-10
c. between 7-8
5. There was a fight in a classroom during the
break. Simon picked up the board eraser and
threw it at his friend. He missed and broke the
window. The teacher came in a few minutes
later and asked, “Who broke the window?”
Simon said nothing. Based from the selection,
what is the main character’s gender?
a. male b. female c. not mentioned

 Read a story in any  Draw your

J. Additional activities Grade VI book, figure favorite
for application or out their characters. cartoon
remediation Decide which one you character.
liked best and why. Make a short

303
 Write a short description
paragraph about that about your
character. favorite
cartoon/movie
character.

V. REMARKS

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?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

304
School Grade Level Six
Teacher Learning Area English
Time & Date Quarter Q 1, Week 9 Day 2

I. OBJECTIVES
Demonstrates understanding of the forms and conventions of
A. Content Standard print, non-print, and digital materials

Applies knowledge of the various forms and conventions of

B. Performance print, non-print, film and digital materials to appropriately
Standard comprehend print, non-print, film and moving texts

C. Learning
Competencies/ Analyze the setting used in print and non-print materials
Objectives (urban or rural; affluent or poor)
(Write the LC EN6VC-Ii-3.3.4
code for each)
ANALYZE THE SETTING USED IN PRINT
II. CONTENT
AND NON-PRINT MATERIALS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide none
pages
2. Learner’s
Materials pages
3. Textbook pages English for You and Me, Reading 95-96

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning short stories, passages, pictures from the ff. sources;
Resources  [Link]
reviews/cinderella
 [Link]
standup/-/A-52030869
 [Link]
cinderella-adaptation/
 [Link]
[Link]
 [Link]
 [Link]
 [Link]

305
  [Link]
 [Link]
 [Link]
 : [Link]
[Link]
 [Link]
our-stc-45-rated-folding-glass-wall
 [Link]

ADVANCED LEARNER AVERAGE LEARNER

IV. PROCEDURE
Show pictures of Cinderella Review:
in different setting.
[Link] is setting?
[Link] the words:
a. Rural
b. Urban
c. Affluent
d. Poor
Source:
[Link]
org/movie-reviews/cinderella
[Link] unlocking those words,
What can you say about her? the teacher will follow the
same activity, re: advanced
group.
A. Reviewing previous
lesson or presenting
the new lesson

Source: [Link] -
princess-cinderella-standup/-/A-52030869

Source: [Link]
cabello-to-star-in-cinderella-adaptation/
Where do you think this
scene took place?
Reading of the Story
 The pupils will read
the story silently. After Note: The same activity for
B. Establishing a purpose reading silently, the this procedure
for the lesson whole class will read it
orally.

Cinderella

306
 Source:[Link]
ry of cinderella

Cinderella’s mother dies

and his father remarries.
Shortly after, her father died
as well. Cinderella’s step -
mother didn’t like her and
made her work as servant in
the household. One day, the
family was invited to a royal
ball. The step-mother said
Cinderella could go out if all
her work was finished.
Cinderella’s fairy godmother
appeared and help her make
it to the ball. She danced with
the prince and he fell in love
with her. At midnight she left
the ball but left behind a glass
slipper. The prince found it
and used to identify Cinderella
later. After he found
Cinderella later, they lived
happily ever after.

Comprehension
check:
1. Who are the
characters in the
story?
2. Who is living with
Cinderella ?
3. Why is
Cinderella’s step-
mother and step-
sisters cruel to
her?
4. Where did the
story happen?

 The teacher will now

present several
pictures showing the Note: The same activity for
C. Presenting types of community. this procedure.
examples/instances of (Note: Pictures be
the new lesson placed together)

urban rural

307
Affluent poor

Source:
[Link]
2015/04/wanderlust-sm-city-
[Link]

Source:
[Link]

Source:
[Link]

308
 Source: [Link]

Ask the pupils to compare

the locations of each
picture.
 Which one is found in
urban? Rural?

1. Have a discussion on 5. Guide the pupils in

how to analyze the understanding about
setting of the story. analyzing the setting.
 Examining the
surrounding Guided Practice
/environment/ 6. Listening to the story
back ground about Fiona Fabulous.
(Source:[Link]
 Historical m)

place in time
and
geographic
[Link] did the story take
location
place? What kind of
community is it? Rural or
D. Discussing new 2. What makes the place urban?
concepts and urban? rural? [Link] did it happen?
practicing new skill #1
Guided Practice
3. Read the story
carefully, about Fiona
Fabulous.
(Source:[Link]
m)

4. Ask the pupils to

describe the setting of
the story. Read
through descriptive
sentences and by
answering these
questions:

309
  Where did the
story take
place? What
kind of
community is
it? rural or
urban?

 When did it
happen?
Independent Practice Independent Practice
 Group Activity.  Group Activity Form a
Divide the pupils into 4 group with 4-5
or more groups, members.
depending on the
number of pupils they  The teacher will only
have. They will read choose one activity
the story about, from the Advanced
“What’s in a Name?” Group suited to her/his
adapted from class.
Messenger of St.
Anthony, English for
You and Me, Reading,
pages 95-96.

Group 1
Answer the questions that
follow.
E. Discussing new
1. Where did the
concepts and
practicing new skills story take place?
#2 Is it rural or urban?
Prove your
answer.
2. When did the story
happen? Cite the
part that tells
about it.

Group 2
Draw where the story
took place. Have a short
description about it.
Group 3
Compose a song or a poem
about the setting of the story
read. Rubrics will be the basis
for scoring.
Group 4
Compose a short descriptive
paragraph describing the

310
 setting of the story, stating
whether it is rural or urban
community. State also if it is
affluent or poor.

 Read the following

sentences. Analyze
the setting used,
whether urban or
rural.
1. There were
towering buildings
along the busy
streets.
2. The farmers are
busily plowing the Note:
F. Developing mastery
fields. The same activity for
(leads to formative
assessment 3) 3. People are in a this procedure
hurry to reach
their work place.
4. Actors and
actresses are
filming inside the
studio.
5. Children are
playing hide and
seek near the rice
field.

a. If you will be given a

chance to travel
around Bicol Region,
G. Finding practical which places will you If you will be given a chance
applications of to travel around Bicol Region,
concepts and skills in visit? Why? which place will you visit?
daily living Why?
b. What makes it special
to you?

 When do you say that  When do you say that

the place is affluent or the place is affluent or
poor? poor?
H. Making
generalizations and  How do you  How do you
abstractions about the differentiate an urban differentiate an urban
lesson from a rural from a rural
place/community? place/community?

311
 Analyze the setting of the following pictures. Write whether it
is found in rural or urban, then, if it is affluent or poor
community.

1. ___________________
Source: [Link]

2._________________
Source: [Link]

I. Evaluating learning

3._____________________
Source: [Link]

4. ______________
Source: [Link]
wall

5.______________
Source: [Link]
Note: For advanced learners, write an explanation to support
your answer.
 Let the pupils write 2-
 Make a descriptive
3 sentences about the
J. Additional activities for paragraph about your
chosen tourist
application or favorite tourist
destination. (The
remediation attraction in your own
teacher will provide
place.
several pictures of

312
 tourist destinations in
Sorsogon City.

V. REMARKS

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?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

313
 SCHOOL GRADE SIX
TEACHER LEARNING AREA ENGLISH
DATE AND TIME QUARTER 1-Week 9
Day 3

I. OBJECTIVES
A. Content Standards Demonstrate understanding of text elements to
comprehend various texts
B. Performance Uses knowledge of text types to correctly distinguish
Standards literary from informative text

C. Learning Evaluate narratives based on how the author developed

Competencies/ the elements: Theme En6RC – Ii 2.24.4 p-127
Objective  Identify the theme of the passage

EVALUATE NARRATIVES BASED ON

II. CONTENT HOW THE AUTHOR DEVELOPED THE
ELEMENTS: THEME
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide 2016
2. Learner’s material none
3. Textbook page English for All Times pp.4, 53-55
Comprehension Skills 6 p-3
: Language Arts p.226

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
copy of the selections
Resources
IV. PROCEDURES ADVANCED LEARNER AVERAGE LEARNER

Ask: How do you show your Ask: How do you show

love to God? your love to God?

Read the short selection: Read the short selection:

God loves us. He looks God loves us. He

after us. We call Him when looks after us. We call
we need help. He gives us Him when we need help.
A. A. Reviewing previous lesson everything and that we must He gives us everything
or presenting the lesson return his love. It is in and that we must return
attending church services his love. It is in attending
that we can show our love to church services that we
Him. We can also show love can show our love to Him.
every hour of our life when We can also show love
our every thought, word or every hour of our life when
action is influenced by the our every thought, word or
Divine Presence. action is influenced by the
Source: English For All Times p.54
Divine Presence.
Source: English For All Times p.54
Ask:

314
 1. What is being talked Answer YES or NO
about in the 1. God loves us.
passage? 2. God gives us
everything.
2. What is the key 3. We must
idea? What are the show our love
details? to God.
4. The passage
3. What is the central is about God’s
message? love and we
must show our
4. What is the theme? love to Him.

5. What help you Ask: What is the theme of

identify the theme? the passage? What help
you identify the theme?

Presentation of the objective of the lesson.

B. B. Establishing a purpose for The theme is an idea that can be stated in sentence form.
the lesson It goes beyond specific characters and events to give the
reader an insight into general truth

Read and understand the

selection

I know it’s terrible to

have faith when people are Note: Use the same
doing horrible things. But do passage
you know what I sometimes
think? I think the world may
be going through a phase,
the way I was with mother.
This will pass, maybe not for Ask:
hundreds of years, but
C. C. Presenting someday… I still believe, in [Link] is the paragraph
Example/instances of the new
spite of everything, that about?
lesson people are really good at
heart. [Link] is the theme of
(Source: English For All Times, p.53) the passage?
a. People can
[Link] is the passage behave decently
about? towards each
other in spite of
[Link] does the author horrible
observe about people? circumstances-
that people are
[Link] is the theme of the basically good at
passage? the heart.

315
 [Link] can people be good b. People are good
despite experiencing horrible when others are
circumstances? good and that
they are bad
when others are
[Link] this happen in real bad.
life? Give an incident.
[Link] is letter A the
theme of the passage?
[Link] the theme stated in the
text? 3. Cite an example where
the theme happened in
7. How will you evaluate the real life.
theme?
How did the author develop
the theme?

Read a part of a lyric Read the passage

of the song “ I Love
Bimbo is only a dog
Myself” trying to take care of a
boy. His attempts at
I love myself the way I am. communication are not
There’s nothing I need to always understood, and
chage the erupting volcano puts
I’ve always been the perfect Tino in grave danger.
me, Bimbo does save Tino,
There’s nothing to rearrange but in the process loses
I’m beautiful and capable of his own life.
being the best me I can ( Source: English For All Times, p.54)
(Source: English for All Times p-4)

Answer:
1. What is the theme of [Link] is the theme?
the song? a. Dogs are best
D. D. Discussing new concepts
and practicing new skill #1 friends of man.
2. What can you say b. Dog sacrifices his
about the theme of own life for the sake of
the song? his master

3. Is the theme stated [Link] did you say that is

in the song? the theme of the
passage?
4. Is the theme
believable? Why? [Link] an example where
the theme happened in
5. What makes it real? real life.

6. How did the author [Link] did the author

develop the theme? develop the theme?
What is/are his
bases of the theme? 5. Did the author use his
own experience in
developing the theme?

316
 Read the passage Note: Use the same
passage
When God created the
world, one of the things that 1. What is the
he made was the river. As passage all
the river flows from the about?
mountain to the sea, it 2. What can you say
provides life to many earthy about the river?
creatures. Marine life live in 3. What is the theme
its water. Along its banks live of the passage?
man and many other kinds of
E. E. Discussing new concept and animals. They use the river in
practicing new skill #2 many ways. They make use
of its water and the marine
life in it. The river then is life
giving.
(Source: A passage from “The River of Life”
from the book of “Read, Learn and Grow”)

1. What is the theme of

the passage?

2. How did the author

develop the theme?

Folks are queer as they can Use the same passage

be
Always saying “Don’t” to me Ask:
Don’t do this and don’t do 1. What is the poem
that about?
Don’t annoy or tease a cat 2. How did the
Don’t throw stones or climb author feel about
a tree adult/folks?
F. F. Developing Mastery (leads Don’t play in the road: Oh, 3. Do you feel the
to formative assessment) gee same as the
(Excerpt from the poem “Don’ t” by Edgar A.
Guest)
author about
adult? Why?
1. What is the poem 4. What is the theme
about? of the poem?
2. What is the theme of
the poem?
3. How did the author
develop the theme?

Coral reefs are the habitat of an estimated one million

species which include about two thousand fish species. A
healthy coral reef can produce more than ninety tons of
fish each year,
G. G. Finding Practical Application Our coral reefs have been around for some five
of concepts and skills in daily hundred years, but they are now rapidly disappearing
living because of blasting or quarrying for limestone. Other
causes of the damage to our coral reefs are cyanide
fishing, encroachment of shell collectors, and
underground nuclear testing. The threat of extinction of
this valuable marine life should be given a quick response.
(Source: Language Arts p.226)

317
 a. What is the theme of the passage?

b. Is the theme real?

c. How did the author develop the theme? Where

did he base her theme?

When the author did not

How do we find the theme of state the theme directly,
H. H. Making generalization about the passage? we can infer from what
the lesson How do we evaluate the the characters do, say
theme? and think and from what
happened to them.

Read and evaluate the Read and evaluate the

theme: theme

1. Human activities One Saturday

have a great effect afternoon, I saw a bird’s
upon the nest. It was on the branch
environment. Since of the mango tree. The
people depend upon nest was made of straw.
the soil for food, they
Sitting on the nest were
change the Earth’s
three birdies.
surface by farming.
Farming causes 1. What is the
changes in climate, passage about?
vegetation, water A. One Saturday
supply and erosion. afternoon
Many times, it causes B. The bird’s nest
pollution to the soil, has three
water and air. The birdies
I. I. Evaluating learning building of highways, C. The nest was
airports, and dams made of straw
greatly affects the
Earth’s surface. 2. How did the
Landscapes are author develop
changed also by the theme?
mining activities. Raw A. Based on
materials are taken what he
from the earth to saw
produce food, B. Based on
provide energy, and what he
to make more felt
products for the C. Based on
increasing what
population. Some others said
materials like to him
minerals are non –
renewable. They 3. Is the story real?
cannot be replaced. A. Yes
B. No

318
 Once used up, they C. Maybe
are gone forever.
(Source: Gil, A., Villamin, A. Comprehension
Skills 6 p-3)

1. What is the passage

about?
2. How did the author
develop the theme?

J. J. Additional activities for Sing your favorite song and be able to give the
application or remediation theme/message.
V. REMARKS:
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?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

319
SCHOOL GRADE 6
TEACHER LEARNING AREA ENGLISH
DATE AND TIME QUARTER 1-Week 9 Day 4

I. OBJECTIVES
A. Content Demonstrate understanding of text elements to
Standards comprehend various texts
B. Performance Uses knowledge of text types to correctly distinguish
Standards literary from informative text
C. Learning
Evaluate narratives based on how the author developed
Competencies/
the elements: point of view En6RC – Ii 2.24.5 p-127
Objective
EVALUATE NARRATIVES BASED ON
II. CONTENT HOW THE AUTHOR DEVELOPED THE
ELEMENTS: POINT OF VIEW
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide 2016
2. Learner’s
none
material
3. Textbook page Comprehension Skills 6 p-30, 38
English for all Times p-4
English for You and Me p-104
Manila Standard: April 24, 1997
4. Additional
Materials
B. Other Learning Picture of Barrio fiesta from
Resources [Link]/city/Glendale-callisting/barrio-fiesta-3
Date retrieved: April 26, 2019
Picture of library from
[Link] of
library-information science/
AVERAGE
IV. PROCEDURES ADVANCED LEARNER
LEARNER

Show pictures of:

a. Barrio fiesta

A. Reviewing
previous
lesson or
presenting
the lesson Source: [Link]/city/Glendale-callisting/barrio-fiesta-3
Date retrieved: April 26, 2019

320
 b. Library

Source: [Link]

Ask:
What do you see on the picture?
What is the message/theme of the picture?
Note: the same activity

B. Establishing
Present the objective of the lesson.
a purpose for
the lesson

Spelling: Spelling:
Adolescent boastful adolescent
Aggressive insecure boastful
competitive aggressive
insecure
competitive
Vocabulary
Development: Vocabulary
Complete the sentence using the Development:
words on the list. Choose the meaning
1. Carlo is very _____ to of the underlined
know about Judo karate. words
C. Presenting
2. Some boys and girls in
Example/inst
grade six are in ______ 1. Carlo is very
ances of the stage. aggressive to
new lesson
3. Don’t feel ____ if you are know about
not good as your friend. Judo Karate.
4. Filipinos should acquire a. Eager
the skills and knowledge b. fun
to become globally _____. c. shy
5. Being _____ is not good
in seeking attention from 2. Some boys
your peers. and girls in
grade six are
Ask: in adolescent
 What are the stage.
characteristics of an a. 8-11
adolescent? years old
 Read the passage: b. 10-12
years old

321
 Some boys and girls in grade c. 13-15
six are in adolescent stage. years old
Adolescence in its literal sense
means “becoming an adult.” The 3. Don’t feel
adolescent is characterized by an insecure if
excessive necessity to prove you are not
himself as an adult. When he falls good as your
short of what he considers “adult friend.
standards” he feels inadequate a. Not safe
and insecure. He tries hard to b. Not lucky
make up for this feeling by being c. Not
boastful, aggressive and happy
competitive.
(Source:Gil,Avelina and Villamin, Araceli;
Comprehension Skills 6) 4. Filipinos
should
acquire the
(Ask questions using skills and
Gradual Psychological knowledge to
Unfolding -GPU) become
globally
1. What is adolescent competitive.
stage? a. Based on
2. What are the popularity
characteristics of b. Based on
adolescents? competiti
3. How does adolescent on
cope up with failure? c. Accepted
4. Are you an
adolescent? Why? 5. Being
5. What does the author boastful is
is trying to point out? not good in
Why? seeking
6. How does the author’s attention
point of view about the from peers.
adolescents affect a. Humble
your emotion? b. Kind
/Understanding of c. Make an
your peer? exaggera
7. Is the author correct in ted claim
saying that in
adolescent stage the
adolescents try to
prove themselves that Note: Use the same
they are adult? Have passage and GPU
you experienced that? questions

Read a part of a lyric

Read a part of a lyric of the song, of the song, “I Love
D. Discussing
“I Love Myself” Myself”
new
concepts and
I love myself the way I am. 1. Which is the
practising
There’s nothing I need to change point of view
new skill #1
I’ve always been the perfect me, of the
There’s nothing to rearrange author?

322
 I’m beautiful and capable of being
the best me I can ( Adapted a. The author
from English for All Times p-4)
loves himself
because
1. What does the writer of believes that
the song mean when he he is capable
said, “ I’ve always been of everything
the perfect me, there’s
nothing to rearrange”
b. He loves
himself
2. Why did the writer use because he
the title “I love myself?’ for believes that
the song? he is perfect.
3. What was his stand about c. He loves
self? himself the
way he is
and he
believes on
his capability
and he is
contented.
E. Discussing
new concept Go on, Keep on
and By: Bishop Soc Villegas
practising
new skill #2 Jimbo’s teacher in piano was to hold a concert and
Jimboo was given two tickets for himself and his mother.
Before the concert started Jimboo excused [Link]
the curtain opened Jimboo still hadn’t returned. But when
the lights went on, Jimboo’s mother saw him seated
before the piano. She became confused. His teacher did
not know what to make of the incident.
Then Jimboo started to play the piano, stopped and
looked at his teacher. The teacher encourages him to go
on. Jimboo continue to play and finally the teacher sat
beside him and they play together.
It was the best part of the concert.
(Source: English for You and Me 6 p-104)

(Ask questions following the GPU approach)

[Link] is about to hold a concert?

2. How many tickets were given to Jimbo?

3. Why did Jimboo sit beside the piano?

4. Who is the author of the selection?

5. What was the best part of the concert?

6. Why did the author use the title “Go on, keep on”
for the selection?

323
 Read :
In China, there are seven
major dialects. These are
Cantonese, Mandarin, Amoy,
Hakka, Toochow, Shanghai and
Wenchow. Mandarin is
recognized as the official
language of modern China. For
everyday communication the
number of words needed is about
3,000. However, for reading
newspapers, an adequate Note:
F. Developing working vocabulary is 7,000 (Optional)
Mastery characters. A working knowledge The teacher may
(leads to of this language will enable us to continue the
formative communicate with 800,000,000 discussion on the
assessment) people. Shall we try to learn it passage “Go on
then? Keep On”
(Adapted from:Gil [Link]. Comprehension Skill 6 p-38)

a. What is the paragraph

about?
b. What does the author
trying to point out?
c. How did the author
encourage the reader
to learn the Chinese
language?

G. Finding
Practical Ask the pupils about their favorite song.
Application
of concepts Ask them the point of view of the writer of the song.
and skills in
daily living

H. Making How do we find the point of view of the author/writer?

generalizatio
n about the How do we evaluate the point of view of the
lesson author/writer?

Read: Note:
Use the same
Coral reefs are the passage
habitat of an estimated one
million species which include Choose the letter of
I. Evaluating the correct answer.
learning about two thousand fish
species. A healthy coral reef
can produce more than ninety 1. What is coral
tons of fish each year, reef?
(Source: Language Arts p.226

324
1. What is coral reef? a. Habitat of
2. How does corals help fish
fishes? species
3. Why did the author say b. Habitat of
that healthy corals can all
produce more fish each animals
year? c. Habitat of
birds

2. How does
coral reefs
help fish
species?
a. Coral
reef is
the place
where
the fishes
live
b. Coral
reef
serves as
fish
sanctuary
c. Both a
and b

3. Why did the

author say
that healthy
corals can
produce
more fish
each year?
a. So that
people
will
conserve
our fish.
b. So that
people
will take
good
care of
the corals
c. So that
people
will not
destroy
coral
reefs.

325
 J. Additional (Optional)
activities for Listen to your favorite song.
application or Write the message of the song
remediation

V. REMARKS:

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?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

326
327
328
 SCHOOL GRADE SIX
TEACHER LEARNING AREA ENGLISH
DATE AND TIME QUARTER 1-Week 9 Day 5

I. OBJECTIVES
A. Content Standards Demonstrate command of conventions of
standard English grammar and usage when
writing or speaking

B. Performance Uses the correct function of nouns, pronouns,

Standards verbs, adjectives and adverbs in general and their
functions in various discourse (oral and written)

C. Learning Compose clear and coherent sentences using

Competencies/ appropriate grammatical structures: Subject-Verb
Objective agreement

EN6GIi 3.9 p-127

II. CONTENT COMPOSE CLEAR AND COHERENT

SENTENCES USING APPROPRIATE
GRAMMATICAL STRUCTURES:
SUBJECT-VERB AGREEMENT
(PERIOD OF TIME, AMOUNT OF
MONEY, MEASUREMENT AND
DISTANCE)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide 2016
2. Learner’s Material none
Language Arts6 p-89, English for Children of
3. Textbook page
Today 7 p-126
4. Additional Materials
from Learning
none
Resource portal (LR)
portal
B. Other Learning Charts, activity sheet, pictures
Resources Website:
Photo from [Link]
[Link]/

IV. PROCEDURES ADVANCED AVERAGE

LEARNER LEARNER
A. Reviewing previous lesson or
presenting the lesson Show pictures of drought and let them describe
the effect to the environment and economy.
Ask: What is El Niño?
How does El Niño affect the environment and our
economy?

329
 Source: [Link] [Link]/21469-drought-def [Link]/

B. Establishing a purpose for the

lesson Present the objective of the lesson
C. Presenting Example/instances Read the sentences;
of the new lesson 1. Six months drought affects the rice
production.

2. Three million pesos is the estimated cost

of damage in Tuna industry.

3. Four hundred hectares or equivalent to

4,000,000 m 2 is the total land affected by
the drought. (Math integration)
(1hectare=10,000 square meter)
Ask:
[Link] are the underlined words?
[Link] verb is used if the subject of the sentence
is;
 Period of time?
 Amount of money?
 Measurement or distance?

D. Discussing new concepts and

practicing new skill #1 Read the sentences. Read the sentences.
Choose the correct verb Choose the correct
inside the parenthesis. verb inside the
parenthesis
[Link] yards of cloth
(make, makes) four [Link] hours (is, are)
curtains. too long to wait.

[Link] pesos (was, were) [Link] pesos (is,

used to buy my TLE are) not enough for
project. my snacks.

[Link] meters of
[Link] metres bridge cloth (is, are) enough
(connect, connects) the for school uniform.
two barangays.
[Link] kilometres (is
[Link] hours sleep a day are) the distance I
(make, makes) your body walk in going to
healthy school

E. Discussing new concept and

practicing new skill #2 Perform the Group Activity

330
 (See the attached activity Perform Group
sheet suited for the group) Activity
(See the attached
Activity sheet suited
for the group)

Compose correct sentences using correct form of

F. Developing Mastery (leads to verb.
formative assessment) Use amount of money, period of time, distance,
measurement as the subject of the sentence.

Answer the following:

1. How many hours of sleep does one need
to have enough rest?
2. How many glasses of water daily do we
G. Finding Practical Application
need to keep ourselves healthy?
of concepts and skills in daily
3. How many hours does it take you to come
living
to school from your house?
4. How many meters of cloth is enough for
curtains in your room?
5. What is the area of your school garden?

What form of verb is used when the subject of the

sentence is;
 Period of time
 Amount of money
H. Making generalization about
the lesson  Measurement or distance?

Does intervening expressions affect the subject-

verb agreement?

Compose 5 sentences using the subject-verb

I. Evaluating learning agreement given

Create a short Compose 5

story/paragraph using the sentences using the
subject-verb agreement following words as a
J. Additional activities for
learned. subject of the
application or remediation
sentence
1. Three hours
2. Six meters
3. Two kilos
K. [Link]
L. VI. REFLECTION
M. No. of learners who earned
80% on the formative
assessment

331
N. No. of learners who require
additional activities for
remediation.
O. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
P. No. of learners who continue
to require remediation.
Q. Which of my teaching
strategies worked well? Why
did these work?
R. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
S. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

332
 ACTIVITY SHEET

GROUP I
Choose the correct answer inside the parenthesis
1. Three hours (run, runs) fast when one is busy.
2. Sixty centimeters (is, are) the length of the eel.
3. Five kilometres (is, are) too far to walk.
4. One hundred fifty centimeters (is, are) my height.
5. Twenty square meters (is, are) the area of the room.

GROUP II
Create a short story from the given words (ADVANCED)
Make a sentence using the given words as a subject of the sentence. (AVERAGE)
five centimeters bakes two hours sells three meters
one hundred pesos Satisfaction happiness helps Mother

GROUP III
Answer the following questions with statements using as subjects a period of time, an
amount of money, a measurement or a noun derived from an adjective.
1. How many hours do you need to have enough rest?
2. How many glasses of water daily do we need to keep ourselves healthy?
3. How many hours does it take you to come to school from your house?
4. How many meters of cloth is enough for your school uniform?
5. What is the floor area of your house?

GROUP IV
Give the correct verb.
1. Five pesos _____ the only money in my pocket.
2. Eight hours travel _____ me feel sick.
3. Two kilometres ____ the distance I walk in going to school.
4. Four kilos pork _____ used for Apritada.
5. Three hours _____ fast when one is busy.

333
SCHOOL GRADE 6
TEACHER LEARNING AREA ENGLISH
DATE AND TIME QUARTER 1-Week 9
I. OBJECTIVES
Demonstrate command of conventions of standard
A. Content Standards English grammar and usage when writing or speaking

Uses the correct function of nouns, pronouns, verbs,

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

Compose clear and coherent sentences using

C. Learning appropriate grammatical structures: Subject-Verb
Competencies/ agreement (Indefinite Pronoun)
Objective EN6GIi 3.9 p-127

COMPOSE CLEAR AND COHERENT

II. CONTENT SENTENCES USING SUBJECT -VERB
AGREEMENT ( INDEFINITE PRONOUN)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Curriculum Guide in English 6
Guide
2. Learner’s
none
material
3. Textbook page Embrace Power through Language 6 p-91-96, Language
Arts 6 p-53
4. Additional
Materials from
LR portal
B. Other Learning activity sheets, chart, pictures(2) with values from
Resources [Link] retrieved: February 14,2018
IV. PROCEDURES ADVANCED LEARNER AVERAGE LEARNER

Ask: Ask:
1. Have you experienced 1. Do you respond
responding to a to a problem
problem? even when you
2. What would happen if think it is not
A. Reviewing everyone will just wait your
previous lesson or for somebody else to responsibility?
presenting the solve a problem? Why?
lesson 2. What would
happen if
everyone will
just wait for
somebody else
to solve a
problem?

334
B. Establishing a
purpose for the Present the objective of the lesson
lesson

Read the following questions Read the sentences:

and answer these after
reading the situation below. a. Everybody is
1. Who is going to do the going to do the
job? job.
2. Do you think all of them b. But all are not
are willing to do the willing to do the
job? job.
c. Everyone wants
Read the situation: to do the job.
d. Nobody takes
There was an important the
job to be done and everybody responsibility.
was sure that somebody will
do it. Examine the underlined
Anybody could have done words in the sentence,
it but nobody did. What form of verb is
Somebody got angry about used if singular/plural
because it was everybody’s indefinite pronoun is the
job. Everybody thought that subject of the
anybody could do it but sentence?
nobody realized that
Everybody wouldn’t do it.
C. Presenting It ended up with Everybody
Example/instances blaming Somebody when
of the new lesson Nobody did what Anybody
could have done.
(Adapted from Language Arts p-53)

1, What are the indefinite

pronoun in the situation.
( Ask the motive question and
write the sentence on the
board)
(Answer may vary)

Read:
[Link] is going to do the
job.

[Link] are not willing to take the

responsibility.

Examine the sentences.

a. In the first/second
sentence what form of
verb is used in
plural/singular
indefinite pronoun?

335
 Choose the correct verb and Draw a happy face on
explain why it is the correct the blank if the
answer. sentence is correct and
1. All of the candies (is, sad face if the
are) eaten by the sentence is wrong.
children.
2. All of the candy (is, _____1. Somebody
are) eaten by the ants. knocks at the door.
3. Many (like, likes) _____2. Somebody
D. Discussing new
watching basketball knock at the door.
concepts and
games. _____3. Does
practicing new skill
4. Nobody (accept, everybody enjoy the
#1
accepts) the invitation. show?
5. Several (has, have) _____4.Do everybody
decided to decorate the enjoy the show?
room. _____5. Both
paintings appeal to me.
______6. Both
paintings appeals to
me.

Compose correct sentences using indefinite pronoun

with the correct form of verb. (oral test)

 Use the singular form of verb with the

singular indefinite pronoun.
 Use the plural form of verb with the plural
indefinite pronoun.

Singular Plural
E. Discussing new Somebody Few Some
concept and Nothing Both All
practicing new skill Anybody Several
#2 Someone Many
Everybody No Others
one Most
Nobody
Nothing
Everything
Anywhere
Something
Nowhere
All Each

Supply the appropriate verb.. Choose the correct

1. Some _____ to answer.
Sorsogon in May. 1. Some (go,
F. Developing
2. Everybody _____ the goes) to
Mastery (leads to
cold and hot Sring in Sorsogon in
formative
Irosin. May.
assessment)
3. Many of the visitors 2. Everybody
___ the souvenir and (love, loves) the
Bicol delicacies. cold and hot
Sring in Irosin.

336
 4. Several ______to swim 3. Many of the
in Tolonggapo Beach visitors (buy,
in Bacon. buys) the
5. All of the visitors souvenir and
______ fascinated by Bicol delicacies.
the sunset in 4. Several (like,
Rompeolas. likes) to swim in
Tolonggapo
Beach in
Bacon.
5. All of the
visitors (was,
were)
fascinated by
the sunset in
Rompeolas.

Compose a sentence using Choose the correct

indefinite pronoun and the answer inside the
correct form of verb based on parenthesis.
the picture. 1. Some (go,
goes) to
Sorsogon in
May.
2. Everybody
(love, loves) the
cold and hot
Sring in Irosin.
3. Many of the
G. Finding Practical
visitors (buy,
Application of
buys) the
concepts and skills [Link]
souvenir and
in daily living
Bicol delicacies.
4. Several (like,
likes) to swim in
Tolonggapo
Beach in
Bacon.
5. All of the
visitors (was,
were)
[Link] fascinated by
the sunset in
Rompeolas.

 What form of verb is used in singular indefinite

H. Making pronoun?
generalization
about the lesson  What form of verb is used in plural indefinite
pronoun?
Compose 5 sentences using singular and plural
I. Evaluating learning indefinite pronoun as a subject of the sentence and with
correct form of verb.

337
 (Optional)
Write the correct form
of verb.
(Optional) 1. All of the
J. Additional activities
Write a short paragraph/story candies___
for application or
using indefinite pronoun with eaten by the
remediation
the correct form of verb. children.
2. All of the candy
___ eaten by
the ants.
V. REMARKS:
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?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

338
School Grade level Six
Teacher Learning Area English
Time & Date Quarter Q1, Week 10, Day 1

I. OBJECTIVE/S
A. Content Standard Demonstrates understanding of the various forms
and conventions of print, non-print and digital
materials to various viewing text.
B. Performance Applies understanding of forms and conventions of
Standard viewing texts to appropriately create and recreate
meaning or messages.
C. Learning Analyze the characters used in print, non-print and
Competencies digital materials (age, gender, race, nationality,
(Write the LC attitude and behavior)
Code)
EN6VC-lj-3.3.4
ANALYZE THE CHARACTERS USED
IN PRINT, NON-PRINT AND DIGITAL
II. CONTENT
MATERIALS. (AGE, GENDER, RACE,
NATIONALITY, ATTITUDE AND
BEHAVIOR)
III. LEARNING
RESOURCES
A. References
1. TG/CG pages CG 6 p. 127
2. Learner’s Materials
pages
3. Textbook pages Developing Reading Power p.168
4. Additional
Materials
Pictures, chart, laptop, projector, wifi connection
Websites:
Pictures from:
[Link]
B. Other Learning [Link]
Materials [Link]

Video from:
[Link]
y+not+to+cry [3/12/2019]
AVERAGE
IV. PROCEDURES ADVANCED LEARNER
LEARNER
Preliminary Activities:
(Let the pupils describe the pictures as to their
A. Reviewing previous age, gender, race, nationality, attitude and
lesson and presenting new behavior]
lesson Show them pictures of the following;
a. picture of Coco Martin
b. picture of a dressed man with an attaché case

339
 c. picture of a farmer

ASK:
A. 1. Who is in the picture?
2. Describe him.
-What do you think is his age? gender? race?
nationality?

Today, you are going to analyze the characters

used in print, non-print and digital materials.

Pre – Reading:
Unlocking of difficulties: Match the meaning of
the following words in column A to column B.

A B

1. porch a. the status of belonging to a

2. labor particular nation
B. B. Establishing a purpose 3. limp b. grouping of humans based
for the lesson 4. race
on shared
5. nationality
physical into categories
c. a job or task done or
to be done
d. to walk slowly and with
difficulty because of having
an injured or painful leg
or foot
e. an exterior appendage to a
building

Tell the class that they are about to read the story,
“Strong But Lazy”.

Ask: Which do you prefer? [ to be handsome but

C. Presenting examples/ dumb, to be ugly but intelligent, or to be strong but
instances of the lesson lazy?]

Remind the class to observe the standards for silent

reading.

During Reading :
Reading the story “Strong but Lazy”

[Please see attachment]

After reading:
D. Discussing new
- Answering of the motive question.
concepts and practicing
new skills #1 Comprehension question:

340
 1. Who are the characters in the story?
2. Where did the story happen?
3. Describe Don Pedro and the other man?
4. Why did the man approach Don Pedro?
5. Why did the old man think that he is stronger
than him?
6. What is the story telling you?
[Link] do we need to work hard? (Value
infusion)

Teaching and Modeling

Characters refer to the persons or animals
around which the story revolves. The characters
are the heroes or the villains in the story. The
villains are the enemies of the heroes and are the
“bad guys.” This written text is called printed text.
 Looking back in the story, “ Strong but
Lazy”, let us analyze the main character in
the story – Don Pedro
How old is he?
What are other ways to determine the age?
[ through the hair color, body built or body
structure, skin, disposition in life]
- Age could be young, old, middle age
- We can analyze also by means of gender
[male or female],
E. Discussing new -nationality?[Filipino, American,
concepts and Australian,…],
practicing new
-race? [Asian, American Indian, Black or
skills #2 African American, Native Hawaiian, White],
-attitude and behavior? [through facial
expression, action, gestures, utterance and
disposition].
What about the other man?

Use a table to analyze the characters in the story.

Charac age gender race nationality Attitude
ter /Behavior

Don
Pedro
Other
man

VIEWING
[Using digital materials]

341
 Watch the video titled,“Try Not to Cry”. Then
analyze the characters in the video. [ Set the
standard to be followed while watching a video]
[Link]
c&t=38s
[Note: Only the first part of the story- [mother and
daughter]
After watching the video clip, answer the following
questions:
- Who are the characters in the story?
- Describe the characters age, gender, race,
nationality, attitude and behavior.

Complete the T-chart below.

Characters
Mother Daughter

Age

Gender

Race

Nationality

Attitude

behavior

Cooperative/Differentiated Activities:
[ Set the standard to be followed when performing
group activity)
Group the class into five (5) groups.
1. Each group will listen to a situation.
F. Developing mastery 2. Analyze the characters age, gender, race,
[leads to formative nationality, attitude and behavior.
assessment 3] 3. Write your answer in the table below.
Characters age gender Race/nationality Attitude/behav ior

1.

2.

Describe the local officials in your community as to

G. Finding practical his/her age, gender, race/nationality, attitude and
application of concepts behavior. Use the table below.
and skills in daily living character age gender Race nationality Attitude/behavior
1.

2.

H. Making generalization How do we analyze the characters used in print,

and abstractions about non-print and digital materials?
the lesson

342
 Study the pictures. Then analyze each character
as to their age, gender, race, nationality, attitude
and behavior. Choose the word that best describe
him/her inside the parenthesis and identify the
message conveyed in the pictures.
[[Link]]

1. A farmer is planting rice the whole day.

What is the attitude shown by the farmer?
[ industrious, lazy, indolent]

I. Evaluating learning
Source: [Link]

2. He lives in Saudi Arabia. What do you think

is his nationality?
[ Korean, American, Arabian]

Source: [Link]

3. She has long and shiny hair. What do you

think is the gender of the character in the
picture?
[ male, female]

343
 Source: [Link]

4-5. Listen to a situation, then answer the

following questions.

4. What is the gender of the character?

5. What do you think is his age?

J. Additional activities for Watch the teleserye, “Ang Probinsiyano” . Then

application or analyze the main characters as to age, gender,
remediation race, nationality, attitude and behavior. Use the
organizer below.
age

attitude/
behavior gender

character

nationalit
y race

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who acquired
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.

344
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encountered
which my principal
can help me
solve?
G. What innovation or
localized materials
did I used/discover
which I wish to
share with other
teachers?

345
 Strong But Lazy

In a far country side lives an old elderly man, Don Pedro, was his name, as a
sign of respect to this man, who has risen to be the richest man in the city out of hard
work .

Don Pedro’s hands showed marks of age and hard labor. Bent old, he used a
cane when he walked. The riches and comfort of life that he enjoyed were the results
of hard work. He had risen to become the richest man in town and the most respected
as well. He was known as a very kind old man.

One day, as Don Pedro was reading in the porch of his beautiful house, a man
dressed almost in rags approach him.

“ I’m very hungry, Sir. Kindly give me something to eat,” he said.

Don Pedro looked straight at the man’s eyes. He noticed that he was about forty years
old. The man looked healthy by limped when he walked.

“Are you sick?” Don Pedro asked.

“ I’m sickly, Sir. I have been like this since I was born,” was the man’s reply.

“ I would like to give you a sack of rice. Can you carry it?”
The man’s face lightened up with joy when he said, “ Yes, Sir I can carry a sack of
rice.”

“ Just as I thought, “ Don Pedro said, “ Go home and work. You are stronger
than I am because you can carry a cavan of rice while I cannot.”

346
SCHOOL Grade level Six
TEACHER Learning English
Area
TIME & Quarter 1, Week 10, Day 2
DATE

I. OBJECTIVE/S
A. Content Demonstrates understanding of the various forms and
Standard conventions of print, non-print and digital materials to
various viewing text.
B. Performance Applies understanding of forms and conventions of viewing
Standard texts to appropriately create and recreate meaning or
messages.
C. Learning Analyze the setting used in print, non-print and digital
Competencies materials (urban or rural, affluent or poor)
(write the LC Code) EN6VC-lj-3.3.4
ANALYZE THE SETTING USED IN PRINT,
II. CONTENT
NON-PRINT AND DIGITAL MATERIALS
( URBAN OR RURAL, AFFLUENT OR POOR)
III. LEARNING
RESOURCES
C. References
5. TG/CG pages
6. Learner’s
Materials
pages
7. Textbook Developing Reading Power p.168
pages
8. Materials
downloaded
from LRMDS
D. Other Pictures, chart, laptop, projector
Learning
Materials Websites:
Video: “Try not to cry” from Youtube
[Link]

ADVANCED LEARNER AVERAGE

IV. PROCEDURES
LEARNER
Show them pictures of the following;
a. Picture of a dressed man with a portfolio
b. Picture of a fisherman
c. Picture of a farmer
C. Reviewing d. Picture of a woman works in a bank
previous
lesson and Classify the picture into what
presenting 1. Kind of social status do they belong.
new lesson 2. What characteristics in terms of environment,
workplace do they have in common?
3. How are you going to classify them if you are to label
their living standards? Give input on urban and rural?
affluent or poor?

347
 [elicit ideas from pupils on their idea of urban and poor]

Have them complete the table using the pictures.

Urban Rural

D. Establishing a Today, you are going to read a Note: Same

purpose for selection which you have read questions to be
the lesson yesterday. We will analyze the asked to the
pupils
setting used in the selection

 Give the standard for oral reading

 Motive question:
 What kind of place did Don Pedro live?
 Reading the story

Strong But Lazy

In a far country side lives an old elderly man, Don

Pedro, was his name, as a sign of respect to this man, who
has risen to be the richest man in the city out of hard work .
Don Pedro’s hands showed marks of age and hard
labor. Bent old, he used a cane when he walked. The riches
and comfort of life that he enjoyed were the results of hard
E. Presenting work. He had risen to become the richest man in town and
the most respected as well. He was known as a very kind
examples/
old man.
instances of One day, as Don Pedro was reading in the porch of
the lesson his beautiful house, a man dressed almost in rags approach
him.
“ I’m very hungry, Sir. Kindly give me something to
eat,” he said.
Don Pedro looked straight at the man’s eyes. He noticed
that he was about forty years old. The man looked healthy
by limped when he walked.
“Are you sick?” Don Pedro asked.
“ I’m sickly, Sir. I have been like this since I was
born,” was the man’s reply.
“ I would like to give you a sack of rice. Can you carry
it?”
The man’s face lightened up with joy when he said,
“Yes, Sir I can carry a sack of rice.”

348
 “Just as I thought, “Don Pedro said, “Go home and work.
You are stronger than I am because you can carry a cavan
of rice while I cannot.”
After reading:
1. Answering the motive question
2. What are the distinct features of the setting? In print
media
3. Do you think it happened in urban or rural area?
Why?
4. Does the surrounding seem affluent or poor? Explain
your answer.
5. Answering the motive question
F. Discussing 6. What are the distinct features of the setting? In print
new concepts media
and practicing 7. Do you think it happened in urban or rural area?
new skills #1 Why?
8. Does the surrounding seem affluent or poor? Explain
your answer.
9. Answering the motive question
10. What are the distinct features of the setting? In print
media
11. Do you think it happened in urban or rural area?
Why?
12. Does the surrounding seem affluent or poor? Explain
your answer.

Let’s have more example:

[using a situation]
A. In a far- away barangay, there lived a childless
couple who ate nothing but squash.
Where do you think the couple live?
-What do you call the place where the story
happened? SETTING
G. Discussing -Is the couple poor or rich? POOR
new concepts -Why do you say so? They ate nothing but
and practicing squash.
new skills #2 B. Mr. Cruz owns a mansion, luxury cars and
many properties. He is an affluent man in his
town.
-From the sentence, what is the meaning of the
word affluent? RICH
C. Urban farmers are finding ways to grow food
in cities with little farm land.
-From the text given above, what do you mean
by urban? A city or a progressive land.

349
 D .Her mother lay dead in their small farm
house.
-What do you think a rural area looks like?
Poor and remote area

Teaching and Modeling

In reading text or selections, printed pictures or in digital
materials, it is important that we have to analyze the setting
not only the characters in the story.
1. How do you determine the setting of the story, in the
printed text or in the printed pictures? Through the
description words used in the text, set- up of the
place.
2. What are other ways to determine the setting?
a. If it seem affluent? Well- Organized and clean
b. If it seem poor? Disorganized and messy or dirty

H. Developing Let’s try. Analyze the picture.

mastery (lead
to formative
assessment
3)

 Which of the pictures have an urban setting? Rural

Setting?
Describe each.
 Which of the pictures can be described as affluent?
Poor?
Describe each.

350
 Viewing:
Watch the video entitled “Try not to cry” on youtube
[Link]

Describe the setting of the story

How will you classify it? urban or rural? Why?.

I. Finding You have a
practical visitor in your
applications home. She
If you will be given a chance to travel in wants to visit
of concepts
the Philippines, which places will you places here in
and skills invisit? And why? Sorsogon.
daily living Where are you
going to bring
her and why?
J. Making  How do we analyze the setting  How do we
generalization used in print, non-print and analyze the
and digital materials? setting used
abstractions  Which gives us a clearer in print, non-
about the view/idea of a setting? Why? print and
lesson. digital
materials?

K. Evaluating
Learning
Outcomes

1. What is the setting?

a. urban
b. rural
2. Is it poor or affluent?

351
 3. What is the setting?
c. urban
d. rural
4. Is it poor or affluent?

L. Additional Read the Selection and analyze the setting.

activities for Rolando’s vacation days are soon to be over.
application or How much he enjoyed swimming in the brook. Riding on
remediation bancas and climbing on trees. When mother told him to
pack up his things, tears swelled in his eyes. He will miss
the songs of the birds and the swee smell of grass.

1. Where do you think the story happened?

2. What is the setting?
[Link] do you differentiate rural from urban?

V. REMARKS

VI. REFLECTION
A. No. of
learners who
earned 80%
in the
evaluation

B. No. of
learners who
acquired
additional
activities for
remediation
who scored
below 80%

C. Did the
remedial
lessons
work? No. of

352
 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?

F. What
difficulties did
I encountered
which my
principal can
help me
solve?

G. What
innovation or
localized
materials did I
used/discover
which I wish
to share with
other
teachers?

353
School Grade Level Six
Teacher Learning Area ENGLISH
Time & Dates Quarter Q 1 Week 10 Day 3

I. OBJECTIVES
Demonstrates command of the conventions of standard English
A. Content grammar and usage when writing or speaking.
Standards

Uses the correct functions of nouns, pronouns, verbs, adjectives

B. Performance and adverbs in general and their functions in various discourse
Standards (oral and written)

C. Learning
Compose clear and coherent sentences using appropriate
Competencies/
grammatical structures of subject-verb agreement (Special
Objectives.
Nouns and Collective Nouns)
Write the LC
(EN6G-Ij-3.9)
Code for each.
COMPOSE CLEAR AND COHERENT
SENTENCES USING APPROPRIATE
II. CONTENT
GRAMMATICAL STRUCTURES SUBJECT-VERB
AGREEMENT USING THE -S FORMS OF THE
VERBS, FOCUS: SPECIAL NOUNS AND
COLLECTIVE NOUNS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Curriculum Guide K-12 English 6
pages
2. Learner’s Material
pages
3. Textbook pages English For All Times pp.108-110
4. Additional
Materials from
Learning Resource
(LR) Portal
5. Other Learning
Resources Chart, meta cards, laptop, projector, pictures, strips of colored
paper with sentences (Chart containing the rules in subj-verb
agreement)

Website(s):
Causes of measles and enciphalities,2nd paragraph-from news
online-[Link]
Pictures from:
A pack of hounds-[Link]
Bouquet of flowers-hppts://[Link]
Colony of ants-[Link]
cf99211e7ac4
Darts-Https://[Link]/detail/photo/young -happy-
couple-playing-darts-in-entertainment-royalty-free-
image/685851002

354
 Billiards-[Link]

ADVANCED AVERAGE
IV. PROCEDURES

Motivation:
Let’s Play! (Same activity for advance and Average learners)

The teacher posts cards on the board containing words with plural
in form but singular in meaning. Pupils will stand in front of the
word as the teacher reads the clue word or phrase being
described. Pupils who stand on the wrong answers will take their
seats. Pupils standing on the right card will continue with the
game.

Physics mumps Mathematic civics

s
A. Reviewing
previous lessons or measle Home new The
presenting the new s Economics s Philippines
lesson/Motivation

1. is now a subject for both girls and boys.

2. a contagious disease like mumps and s chicken pox.
3. daily happenings heard over the radio.
4. concerns with citizenry for the general welfare or
betterment of life.
5. somewhat difficult subject because of mathematical
problems and computations.
6. a country that has 3 groups of islands Luzon, Visayas and
Mindanao
7. An acute contagious disease marked by fever and by the
swelling at the side of the face near the ear.

B. Establishing a What part of speech are the words in the meta cards? Do you
purpose of the have any idea what kind of nouns are these? (Special nouns)
lesson Today, you will learn what special noun is and how to use it.

Let pupils read the selection orally.

The Philippines experiences a big dilemma when diseases
outbreak in most parts of the country.
Measles is one of the widespread diseases. It is a highly
contagious respiratory disease caused by a virus which can be
C. Presenting spread through sneezing, coughing and close personal contact.
examples/instances Complications include diarrhea, ear infections, pneumonia and
of the new lesson encephalitis - or the swelling of the brain - which may lead to death.
Encephalitis is an inflammation of the brain. There are
several causes, but the most common is viral infection.
Encephalitis often causes only mild flu-like signs and
symptoms — such as a fever or headache — or no symptoms at all.

355
 Sometimes the flu-like symptoms are more severe. Encephalitis can
also cause confusion.
Mumps is another disease. It is also a viral infection that
affects the saliva-producing glands. (6) Mumps swells the jaw.
News about contagious disease creates fear to many
people.
So, every family undertakes precautionary measures not to
be infected by any of these diseases.
The board is trying their best to do remedies to the problem.
The group searches for best medicines to cure the
patients.
Source: online,[Link]

Comprehension Questions
1. What is the paragraph about?
2. What are the diseases mentioned in the paragraph?
3. What is the main cause of these diseases?
4. What should one do to prevent from having this?
D. Discussing new 5. How do people in remote areas know what is happening?
concepts and 6. If you were affected by any of these diseases what would
practicing new skills you do?
#1 7. Whom will you consult, a doctor or herbolario/quack
doctors? Why?
8. As a student, you have learned from your science teacher
about these diseases, what would you do? Why?
9. What agency of the government is in-charge of this
problem.

Teaching and Modeling

E. Discussing new Study the sentences in the paragraph.
concepts and What are the subjects in sentences 1-7? What is common to
practicing new skills the subjects?
#2 What verb does each subject (1-7) take? (ends in -s)
What can you say about the spelling of these words? (Plural
in form)

How do you call these words? (Words that are plural in form
but singular in meaning or special nouns?
Discuss Subject-verb agreement rule no.10. -Nouns that
are plural in form but singular in meaning agree with
singular verbs/ takes a singular verb. (s/es form of the
verb)
- Show other examples of special nouns ((e.g. darts,
acoustics, mimetics, billiards, civics, economics, politics,
rhetorics etc.)

Study sentences 8-10. What are the subjects?

What can you say about the subjects? (It refers to a group)
What verb does it take? (It takes the s/es form of the verb)
What do you call a noun that refers to a group?
Discuss Subject- Verb Agreement rule # 9.
Collective Noun is a word that refers to a group. It takes
a singular verb when the group it names acts as a single

356
 unit. It takes the plural verb when the group it names acts
as individual with different points of view.
e.g.
The audience admires the performers on stage.
Two groups from the audience admire the performers by
yelling at them.
(give examples of collective nouns- band, choir, crew,
orchestra, colony, faculty, group, swarm, troop, clicque, school of
fish)
(The teacher may use pictures to show examples of collective
nouns)

[Link] Practice E. Guided Practice

ACTIVITY 1. ACTIVITY 2. I AM
Stand to Confirm, Sit to CHOOSY! (Oral
disagree. Reading)
(Have a student pick a strip of One student reads the
sentence and another pupil
paper with the sentences written
answers it.
on it, then read it aloud to the
class)
Choose the correct form of the
verb in each sentence.
Analyze the following sentences
1. Physics (is, are) Jewels’
if the noun agrees with the verb.
favorite subject.
1. Tuberculosis shows
2. Measles (spread,
F. Developing many symptoms.
spreads) all over the body.
Mastery 2. News are everywhere.
3. Mumps (is, are) caused
3. Mathematics teach
by a virus.
children to analyze mathematical
4. Mathematics (develop,
problems.
develops) skill in analyzing and
4. The flock of birds fly
solving problems.
towards the east.
5. Playing billiards (needs,
5. The gang surrenders
need) a lot of concentration
voluntarily at the police station.
and patience.
7. A swarm of bees (chase,
6. The committee (plan,
chases) the naughty boys.
Follow-up question: What was plans) well for the city’s
centennial celebration.
wrong with some of these
sentences.
Let pupils explain why they
choose such answer.
F. Independent Practice

IT’S YOUR TURN! (Written drill)

Write the correct form of the verb in each sentence.
G. Finding practical 1. A crew of sailors (repair)__----the machine.
application of 2. A bunch of keys (be)____rusty.
concepts and skills 3. The company (increase)___the salary of employees.
in daily living 4. The Grade six class (participate)___ in the school wellness
program.
5. Three members of the band (be)----- lead singers.
6. Acrobatics (strengthen)___the muscles.
7. Home Economics (train)____the boys and girls to do house
chores.

357
8. Mathematics (challenge)___ me a lot.
9. Tonsillitis (lead)___to heart disease if not given attention
immediately.
10. Aerobics (firm)__our muscles in the arms and legs.

Group Activity
Compose clear and coherent sentences using grammatical
structure -special nouns and collective nouns. Observe correct
subject-verb agreement

Pride of lions

Source: [Link]

Bouquet of flowers

Source: hppts://www.f [Link]

Colony of ants

Source:[Link] .io/the-future-of -work-cf99211e7ac4

358
 Darts

Source: Https://[Link] [Link]/detail/photo/young -happy -couple-play ing-darts-in-entertainment-

roy alty -free-image/685851002

Billiards

Source: [Link] ing-billiards

H. Making What kind of nouns did we discuss today?

generalizations and What is Special noun? Collective Noun?
abstractions about What form of verb are we going to use for Special Nouns? For
the lesson Collective Nouns? What do you mean by subject – verb agreement?
Compose clear and coherent
sentences using special nouns Compose clear and coherent
and collective nouns. Observe Sentences using special
correct subject-verb nouns and collective nouns.
agreement. Observe correct subject-
[Link] Philippines _________. verb agreement.
I. Evaluating learning [Link] of examination______. [Link] Philippines _________.
3.A troop of scouts__________. 2. The news ____________.
4.A bevy of [Link] gang_____________.
girls________________. 4. The Choir____________.
5.Gymnastics_______________. 5. The army _______.

.
J. Additional Select 5 words in the list of special nouns and collective nouns in
activities for the chart, then compose clear and coherent sentences. Be sure to
application or use correct subject-verb agreement.
remediation

V. REMARKS

VI. REFLECTION

359
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
acquired
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
strategies
worked well?
Why did
these work?
F. What
difficulties did
I encountered
which my
principal can
help me
solve?
G. What
innovation or
localized
materials did
I used/
discover
which I wish
to share with
other
teachers?

360
SCHOOL GRADE LEVEL Grade VI
TEACHER LEARNING AREA ENGLISH
TIME & QUARTER First Quarter -
DATES Week 10 Day 4

I. OBJECTIVES
A. Content Standards Demonstrates understanding that English Language
is stress timed to support comprehension
B. Performance Standards Reads with sufficient accuracy and fluency to
support comprehension
C. Learning Competencies/ Read grade level text with 135 words correct per
Objectives. minute
Write the LC Code for each. EN6F-Ij-1.13

II. CONTENT
READ GRADE LEVEL TEXT WITH 135
WORDS CORRECT PER MINUTE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide K-12 Grade 6
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
5. Other Learning Resources
Old Phil-IRI texts: “Diving”, “Pictures for All”
issued by DepEd

picture of a diver
[Link]
donesia/2084829/British-scuba-divers-missing-in-
[Link]
IV. PROCEDURES ADVANCED LEARNER AVERAGE LEARNER
What is the most interesting place people want or
A. Reviewing previous lessons wish to go for a vacation especially during
or presenting the new lesson summer vacation? ( Answers may vary)

Show the picture. What

Show the picture. What do you call this person in
do you call this person in the picture? (diver)
the picture? (diver)

B. Establishing a purpose for

the lesson

Ask: Why do divers like Ask: Why do divers like

to swim underneath sea? to swim underneath sea?

361
Today you are going to Today you are going to
read a selection. The read a selection. The
purpose of reading is to purpose of reading is to
test your comprehension test your comprehension
and speed in reading. and speed in reading.

Before reading the

selection, the teacher Before reading the
reads first the word list. selection, the teacher
(Modelled the correct reads first the word list.
pronunciation) (Modelled the correct
pronunciation.
A. Reading the .
Word List A. Reading the
Word List
Treasures thousands
Sailed resources Treasures thousands
Beneath surface Sailed resources
Diving explore Beneath surface
Divers underwater Diving explore
Breath mixture Divers underwater
Suits pumped Breath mixture
Mouthpiece pressure Suits pumped
Weighs bubbles Mouthpiece pressure
Consequently suffers Weighs bubbles
Consequently suffers
B. Unlocking of
Difficulties B. Unlocking of
Give the meaning of the Difficulties
words written in bold in Give the meaning of the
the sentence through words written in bold in
context clues. the sentence through
context clues.
1. The diver swam Choose the meaning of
beneath the sea words from the given
to search for choices.
different species 1. The diver swam
of sea creatures. beneath the sea
2. Aside from to see different
looking into the species of sea
living creatures creatures.
he also explored 2. Aside from
the vast sea looking into the
underneath. living creatures
3. The 75-year old he also explored
woman suffered the vast sea
from chronic underneath.
coughing.
4. The miners dig 3. The fire victim
the land for suffered from
treasures. third degree burn.
5. Mr. Tan can buy
properties

362
 because he has 4. The miners dig
the resources. the land for
treasures.
5. Mr. Tan can buy
properties
because he has
the resources.

Choices:
a. To look at
something in a
careful way to
learn more about
it; to study or
analyze
b. Something
valuable that is
hidden or kept in
a safe place.
c. A supply of
something (such
as money)
d. To experience
pain, illness or
injury
e. In or to lower
position; below
Present the selection Present the selection
C. Presenting titled “Diving”. titled “Diving”.
examples/instances of the new
lesson Oral reading of the Oral reading of the
selection selection

DIVING DIVING

The sea has always The sea has always

interested people. From interested people. From
it they can get food, it they can get food,
minerals minerals
And treasures. And treasures.
For thousands of years, For thousands of years,
people sailed on the sea. people sailed on the sea.
They have use many of They have use many of
its resources. But they its resources. But they
could not go far beneath could not go far beneath
its surface. Nowadays, it its surface. Nowadays, it
is only through diving that is only through diving that
people can explore the people can explore the
sea. But how do divers sea. But how do divers
stay underwater? stay underwater?

363
 A A
Diver who wants to stay Diver who wants to stay
underwater far more than underwater far more than
a few minutes must a few minutes must
breathe air or a special breathe air or a special
mixture of gases. He can mixture of gases. He can
wear diving suits and wear diving suits and
have air pumped into him have air pumped into him
from above. Or he can from above. Or he can
carry tanks of air on his carry tanks of air on his
back and breathe back and breathe through
through a hose and a a hose and a mouthpiece.
mouthpiece.

The diver’s body

The diver’s body is, the gases in his blood
is, the gases in his blood takes in some under great
takes in some under pressure in deep water
great pressure in deep because water weighs
water because water 800 times as much as air.
weighs 800 times as Tons of water push
much as air. Tons of against deep in the sea.
water push against deep When this happens, his
in the sea. When this blood takes in some of
happens, his blood takes the gases he breathes.
in some of the gases he
breathes.
When the diver
rises to the surface, the
When the diver water pressure becomes
rises to the surface, the less. But if he rises too
water pressure becomes quickly, the gases in his
less. But if he rises too blood form bubbles that
quickly, the gases in his make breathing difficult.
blood form bubbles that Consequently, a diver
make breathing difficult. suffers from bends,
Consequently, a diver causing a diver to double
suffers from bends, up in pain. It can even kill
causing a diver to double him.
up in pain. It can even kill
him. (201 words)

(201 words)

Comprehension Comprehension
Check Check
1. What has always
1. What has always
interested people?
D. Discussing new concepts interested
a. sea b. fish [Link]
and practicing new skills #1 people?
2. What should be done if
2. What should be
a diver wants to stay
done if a diver
under water for more than
wants to stay
a few minutes?
under water for
a. wear diving suits

364
 more than a few b. carry tanks of air
minutes? c. breathe air of a special
3. What can cause a mixture of gases
diver to double up 3. What can cause a diver
in pain? to double up in pain?
4. Why were the a. bends b. air tanks
people before not c. pressure
able to go
underwater? [Link] were the people
5. What happens before not able to go
when a diver’s underwater?
body is under [Link] were afraid
great pressure? b. They didn’t know how.
c. They didn’t have the
device.
6. Why shouldn’t a
diver rise too [Link] happens when a
quickly? diver’s body is under
7. If you were a great pressure?
diver, what a. His blood takes in less
preparations gases.
would you make b. His blood takes in
before diving? some gases.
c. His blood does not take
in gases.

[Link] shouldn’t a diver

rise too quickly?
a. Gases in his blood will
increase.
b. Gases in his blood will
decrease.
c. Gases in his blood will
form bubbles.
[Link] you were a diver,
what preparations would
you make before diving?
A. Carry tanks of air and
wear swim suit
b. Carry tanks of air and
wear diving suit.
c. Carry tanks of food
and wear diving suits.

Reading of the selection Reading of the selection

E. Discussing new concepts
by the whole class. by the whole class.
and practicing new skills #2
Group the pupils into 5 Group the pupils into 5
and let them read the and let them read the
selection. (The teacher selection. (The teacher
will record the reading will record the reading
F. Developing Mastery
speed and number of speed and number of
miscues) miscues)

Computation: Computation:

365
 Reading speed = No. of Reading speed = No. of
words read X 60 words read X 60

Reading time in seconds Reading time in seconds

e.g. No. of words in e.g. No. of words in

the passage: 103 No. the passage: 103 No.
of minutes it took Karlo of minutes it took Karlo to
to read it: 1.5mins. (90 read it: 1.5mins. (90
seconds) seconds)
103 words read = 69 103 words read = 69
words per minute words per minute
90 seconds 90 seconds
Karlo’s reading rate: 69 Karlo’s reading rate: 69
words per minute words per minute
Read in pairs. Read in pairs.
Read the selection. The Read the selection. The
pair of pupils will take pair of pupils will take
G. Finding practical application
turn reading the text. turn reading the text.
of concepts and skills in daily
They will record the They will record the
living
miscues and speed of miscues and speed of
pupils using their pupils using their
cellphones cellphones.
What should one do in What should one do in
H. Making generalizations and
order to read fast with order to read fast with
abstractions about the lesson
correct phrasing? correct phrasing?
Give another selection Give another selection
and let pupils read with and let pupils read with
automaticity. Read by automaticity.
pairs. Each pair will take Read by pairs. Each
turn in reading and pair will take turn reading
recording the speed and and recording the speed
miscues. and miscues
(see attach reading text) .Computation:
Reading speed = No. of
Computation: words read X 60

Reading speed = No. of Reading time in seconds

words read X 60
e.g. No. of words in
I. Evaluating learning the passage: 103 No.
Reading time in seconds
of minutes it took Karlo to
e.g. No. of words in the read it: 1.5mins. (90
passage: 103 No. of seconds)
minutes it took Karlo to 103 words read = 69
read it: 1.5mins. (90 words per minute
seconds) 90 seconds

Karlo’s reading rate: 69

103 words read = 69 words per minute
words per minute
90 seconds

366
Karlo’s reading rate: 69 Reading Text #2
words per minute
PICTURES FOR ALL
Reading Text #2
Photographs are the
PICTURES FOR ALL threads that tie together
the moments of our lives.
Photographs are the Most of us has been
threads that tie together posing for, looking at, and
the moments of our lives. taking them since birth.
Most of us has been They record the personal
posing for, looking at, and events- the picnics, the
taking them since birth. trips, birthdays.
They record the personal
events- the picnics, the Photographs give
trips, birthdays. life to our heroes and
heroines. They keep the
Photographs give life memories of those we
to our heroes and love forever. And more
heroines. They keep the and more, they are used
memories of those we to express our personal
love forever. And more vision, as creative
and more, they are used photography has become
to express our personal a popular art form.
vision, as creative
photography has become Any photograph is
a popular art form. based on two simple
facts- light passing
Any photograph is through a lens forms an
based on two simple image, and light darkens
facts- light passing certain substances.
through a lens forms an
image, and light darkens In photography, light
certain substances. rays reflected from the
subject being
In photography, light photographed pass
rays reflected from the through a lens in a light-
subject being tight box called a camera.
photographed pass
through a lens in a light- The first camera
tight box called a camera. dates back before the
tenth century- the camera
The first camera abscura (Latin for
dates back before the darkened chambered).
tenth century- the camera The camera is actually a
abscura (Latin for small room with a hole in

367
 darkened chambered). one wall. The hole allows
The camera is actually a the light rays to center
small room with a hole in and strike the opposite
one wall. The hole allows wall. It forms an inverted
the light rays to center image on the wall. The
and strike the opposite artist would then trace the
wall. It forms an inverted image. The modern
image on the wall. The camera works on the
artist would then trace the same principle. But
image. The modern instead of the Image
camera works on the being reflected on a wall,
same principle. But it is reflected and
instead of the Image recorded on film.
being reflected on a wall,
it is reflected and No matter how
recorded on film. images are reflected and
recorded, photography
No matter how remains an art.
images are reflected and
recorded, photography (220 words)
remains an art

(220 words)

Read the miscues at Read the miscues at

J. Additional activities for home and practice home and practice
application or remediation
reading the selection reading the selection
using the timer. using the timer

V. REMARKS

VI. REFLECTIONS

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have

368
 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?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Reading text #1

DIVING

The sea has always interested people. From it they can get food, minerals
And treasures. For thousands of years, people sailed on the sea. They have use many
of its resources. But they could not go far beneath its surface. Nowadays, it is only through
diving that people can explore the sea. But how do divers stay underwater?

A diver who wants to stay underwater far more than a few minutes must breathe
air or a special mixture of gases. He can wear diving suits and have air pumped into him
from above. Or he can carry tanks of air on his back and breathe through a hose and a
mouthpiece.

The diver’s body is, the gases in his blood takes in some under great pressure
in deep water because water weighs 800 times as much as air. Tons of water push against
deep in the sea. When this happens, his blood takes in some of the gases he breathes.

When the diver rises to the surface, the water pressure becomes less. But if
he rises too quickly, the gases in his bloodform bubbles that make breathing difficult.
Consequently, a diver suffers from bends, causing a diver to double up in pain. It can even
kill him.

201 words

369
Reading Text #2

PICTURES FOR ALL

Photographs are the threads that tie together the moments of our lives. Most
of us has been posing for, looking at, and taking them since birth. They record the
personal events- the picnics, the trips, birthdays.

Photographs give life to our heroes and heroines. They keep the memories of
those we love forever. And more and more, they are used to express our personal
vision, as creative photography has become a popular art form.

Any photograph is based on two simple facts- light passing through a lens
forms an image, and light darkens certain substances.

In photography, light rays reflected from the subject being photographed pass
through a lens in a light-tight box called a camera.

The first camera dates back before the tenth century- the camera abscura
(Latin for darkened chambered). The camera is actually a small room with a hole in
one wall. The hole allows the light rays to center and strike the opposite wall. It forms
an inverted image on the wall. The artist would then trace the image. The modern
camera works on the same principle. But instead of the Image being reflected on a
wall, it is reflected and recorded on film.

No matter how images are reflected and recorded, photography remains an art.

220 words

The standards are, in fact, not fast at all and many skilled readers easily
read much faster. Children that read in a laborious manner, slowing or stopping
to figure things out, will have difficulty comprehending text. This difficulty
compounds as the student proceeds to higher grades and reads more complex
texts. Lack of fluency adds extra stress to completing every school assignment
and is not just evident during reading lessons or reading tests. Lack of fluency
also contributes to the amount of homework a child has and the time it takes a
child to complete homework. Here are a few things a child can do to improve
in fluency: 1) Before Reading: Skim and scan the text then orally predict what
the text will be about. That helps your child’s brain get ready for a whole group
of associated words s/he might need to read in the selection. 2) During
Reading: Partner read aloud. Read the words together with both voices on.
Your child should point to the text to keep you together. Don’t stop for a phonics
lesson. Just say the right word and point to the part the child should notice. 3)
After Reading: Partner discuss; react to your reading, clarify and summarize
the message. Look back in the text to find the part of the text that supports what
you are talking about. Stop and talk often. 4) Reading aloud is a valuable and
necessary part of helping students become proficient readers. As little as 10
minutes per night for a school year makes a large

370
Appendix
PICTURES for Evaluating Narratives Chronological Sequence

[Link] [Link]
ck-sask-man-fined-2nd-time-for-illegal- pages#[Link]
hunting-activities/

[Link] [Link]
silhouette/duck-hunting-silhouette-luxury- 71/[Link]
hunter-with-dog-duck-hunting-silhouette-
royalty-free-cliparts/

[Link] [Link]
553594647332024320 to-color/hunting-pictures-to-color-deer-hunting-
coloring-pages-deer-hunter-coloring-pages-tufo-
number-coloring-pages/

[Link] [Link]
pictures-to-color/hunting-pictures-to-color- content/uploads/2014/01/IMG_1740.jpg
deer-hunting-coloring-pages-deer-hunter-
coloring-pages-tufo-number-coloring-
pages/

371
[Link]
g-baby/155074/
[Link]
[Link]

[Link]
[Link] uthentic-chinese-
cars/future-motoring-what-will-cars-be-
dumplings-recipe/
25-years

Actual PE activity of Grade Six pupils, [Link]

San Isidro Elementary Sch. 06/week-1-how-can-the-use-of-technology-
support-improved-teaching-and-learning-in-
the-philippines/

[Link]
[Link]
ds-feeding-programs-address-hunger-
d
malnutrition-and-performance-among-
school-children/

372
[Link] immagine- [Link]
hunter-con-la-pistola-holding-ucciso- [Link]
brown-lepre-stagliano-tramonto-
[Link]

[Link] [Link] om/best-

content/uploads/2017/09/Best-Hunting- hunting-binoculars/
[Link]

[Link] [Link]
content/uploads/2012/09/[Link] crime/sports/2017-18-hunting-and-fishing-
licenses-go-on-sale/

373