LESSON PLAN ENGLISH GRADE VI Time : 8 : 30 9 : 30 Subject : English VI- Cattley a I.

. Objectives Answer questions about the story heard Take note of the correct intonation for statements and yes-no questions Use tag questions correctly II. Subject Matter A. The Rajas Ear A. Using Tag Questions B. Reference : PELC II. 3.2 English for All Times Language pp. 34-41 English for All Times Reading pp. 30-34 C. Materials : pictures, charts D. Values: Be contented of what you have III. Learning Activities C. Developing English Language Competencies (DELC) 1. Preparatory Activities a. Drill Word of the day b. Read the following sentences with correc t intonation. 1. Does Raja has big ears? 2. Did the barber tell his secret? 3. Was Raja angry? 4. Did the band play music for the barber? 5. Do people know Rajas secret? 2. Lesson Proper a. Motivation Game Match the answer to the questions in the strips of cartolina. The fastest group to do the task will be declared as winner. Questions Answer 1. Does Rajah have big ears? Yes, he does. 2. Did the barber tell his secret? No, he di dnt. 3. Was Rajah angry? Yes, he was. 4. Did the band play music for the barber? No, it didnt. 5. Do people know Rajas secret? Yes, they do. b. Presentation/ Focalization a. Read the sentences taken from the story. Set A 1. The Rajah has big ears, hasnt he? 2. You are gossiping about my secret, arent you? Set B 1. The barber didnt tell the Rajahs secret, did he? 2. You havent told my secret to a single person, have you? What do you notice of the questions in Set A? What are the two parts of the question? What do you call the first part? What do you call the underlined words added at the end like a ta g? What do you call these questions? What have you noticed to your intonation when reading the questi ons and honestly you wanted to have an answer? What punctuation mark separates the question tag from the statem ent?

What word in the first part is repeated? Go back to the examples in Set A, what happens to the affirmativ e has and are in the question tag? Look at the sentences in Set B. Is the first part affirmative or negative in each question? How about the second part? What have you noticed if the first part of the question is negat ive, what tag question is use? If the first part of the question is negative, what tag question is use? c. Generalization What are the two parts of the tag question? What are the two ways in stating tag questions? What punctuation marl separates the two parts of a tag q When we honestly want an answer to a tag question, how d oes the question read? Tag questions are questions with two parts. The first part is a statement followed by a question part. This question p art is added to the end like a tag. Tag questions can be stated in two ways. If the statement part is affirmative, the question tag is negative. If the sta tement part is negative, the question tag is affirmative. A comma separates the two parts of a tag questio n. When we honestly want an answer to a tag questio n, it is read or d. id and didnt. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. Elsa didnt come to school, did she? The janitor polished the floor, didnt he? The girls danced very well, _____________they? The visitors didnt stay long, ____________they? Nenas parents came for her, ____________she? Ana wore a beautiful dress, _____________she? The boys finished their project, ___________they? Rene Jumped very high ,_______________he? The children listened attentively? _____________they? They rode in a train,____________ they? Francis recited very well , ____________ he? Nora sang the song sweetly, ___________ she? * Independent Practice Directions: Supply the missing tag questions. Those slippers are yours, _______________? Its Friday today, ______________? The children arent here yet, _____________? Jose wasnt late yesterday, _____________? The books were lost, _______________? Alfred is not coming today, _____________? Your dresses were new, ______________? Examples: spoken with a rising intonation at the end. Practice Exercise * Guided Practice Directions: Complete the following tag questions with d

uestion?

8. 9. 10.

Mathematics is not difficult to learn, ___________? Your grades were high, ________________? The superintendent was the speaker, ____________? e. Application Directions: Using tag questions, ask a classmate to find out. Example: if sampaguitas are easy to grow Sampaguitas are easy to grow, arent they? if Fe is the youngest in the family if Igorots are good wood carvers if narra is our national tree if his mother is not working if Rizal is our national hero if Mr. Roberto Manalo our principal if Mrs. Marife Taala our English Supervisor if Mrs. Emma A. Bautista our Superintendent if Mr. Jusi is not your teacher in EPP if English is difficult subject Evaluation Directions: Fill in the blanks with the correct tag questio

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. II. n.

Choose the answer from the parenthesis. 1. The band played the music for the Rajah, _____________? ( did it, didnt it) 2. The servants tell the secret of Rajah to the tree, ___________? ( do they, dont they) 3. The Rajah was angry, _____________? ( was he, wasnt he) 4. We should be contented for what we have, _____________? ( should we, shouldnt we) 5. You are not following my orders, ______________? ( are you, arent you) III. Assignment Directions: Fill in the blanks with the correct tag question. 1. The Badjaos are sea dwellers, _____________? 2. The desks were all clean, _____________? 3. Ruben does not study hard, ____________? 4. Not all stories are interesting, ____________? 5. The moon is a planet, ______________? Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives State the main idea of a paragraph that is explicit or implied II. Subject Matter A. Story : The Rajahs Ears B. Stating Explicit and Implied Main Idea C. Reference: BEC PELC III. 3.3.2 English for All Times Reading pp. 30-35 D. Materials: pictures, charts E. Values : Be contented for what you have III. Learning Activities D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Action Song 2. Checking of Assignment 3. Review Directions: Form nouns by adding noun-forming suffixes to the ba se words below. 1. patriot ________________

2. child ________________ 3. kind ________________ 4. create ________________ 5. agree ________________ 6. citizen ________________ 7. favorite ________________ 8. prepared ________________ 9. good ________________ 10. improve ________________ 4. Lesson Proper a. Motivation Encourage the children to look in to the mirror. Are you happy with how you look or you wanted to change something in your body or face. If you are given a chance to have plastic surgery, whom do you wanted to be? b. Presentation 1. Setting of standards to be followed in reading the s tory 2. Read the story orally. Call one pupil to read the se lection with correct juncture. Refer to English for All Times Reading pages 3034. c. Discussion What character traits does Rajah possess in the story? What traits should a Rajah or a leader p ossess? If you were given a chance to be a leade r of the country, will you be like Rajah in the story you have read? Why? d. Exercises A. Guided Practice Directions: Read the paragraph below. Tel l the main idea of the paragraph that is explicit or implied. . 1. The Rajah wanted to cut his hair because he was going to marry. So, he called the barber to cut his hair. He ordered all his servants and courtier to get outside while the barber cuts his hair. What is the main idea of the paragraph? a. The Rajah is going to marry. b. The Rajah wanted to have a hair cut. c. The Rajah is angry with the barber. d. The Rajah does not want anybody to see his hair cut. 2. The Rajah took off his hat and t he barber was amazed to see the big ears. Listen, you will not tell anyone about my secret if you do you will have your head cut, said the Rajah. . The barber started to cut Rajahs hair. All the time he was cutting away w ith his scissors, he was trying not to look at the Rajahs ears. But they were right in front of him all the time, just where he was looking. What is the main idea of the par agraph? a. The barber was amazed to see the Rajahs big ears.

b. c. d. 3

The barber was afraid to look the Rajahs big ears. The barber was cutting the hair of the Rajah. The barber was happy to cut the Rajahs hair. I must not tell anyone about the Rajahs ears, I must not tell

anyone about the Rajahs big ears, said the barber over and over again. When he had finished, the Rajah put his hat on and sent the barber off saying, Remember what I have said, young man. Yes, your majesty, not a word to anyone or else my head will be cut. What is the main idea of the paragraph? a. The barber was afraid. b. The barber was happy. c. The barber was confused. d. The barber was angry. 4. The next day, the barber was dying to tell someone about the secret so in the end, he had a plan. Th e next morning, instead of going to work, he went off to the woods. He thou ght of telling the secret to the tree. It wont bother anymore because the Rajah will never find out for he did not tell it to a person that can tell it to anyone else, and he will feel better. What is the main idea? a. The barber was feeling well. b. The barber was worried about the secret. c. The barber told the secret to the tree. d. The barber was uncomfortable. 5. The celebration starts a nd the band play the music. Awful things happen, the sound coming out of the mus ical instrument wasnt a wedding dance but a song and the words of the song were; the Rajahs got big ears. The rajah shouted to stop the music and he called the barber in a loud voice. What is the main idea of the par agraph? a. The barber hides his self. b. The band played the wedding march. c. The Rajah was angry to hear the music. d. The people laughed hearing the music. B. Independent Practice Directions: Give the implied or explicit main idea of the paragraph. 1. All kangaroos are herbivorous; m ost of them eat leaves or grass. In order to get leaves, tree kangaro os climb trees, branching themselves with their tails. They ma y spend long hours during the day sleeping in the fork of a tree. What is the main idea? 2. The atlas is a book of maps and variety of facts about places. It has charts, maps, tables and graphs

. Illustrations of places like cities, towns, roads countries and like are included. Distribution of many other things such as economic resou rces, population and even the types of climate are obtained in an atlas. 3. transportation in China. There are so many people in the cities th at cars create enormous traffic jams. Bikes on the other hand, are smalle r and easier to maneuver. Ad of course you save gasoline. IV. Evaluation Directions: Choose the correct implied or explicit main idea of the para graph. Write the letter of the correct answer on your paper. People who are gregarious are n ot manics and people who need more solitude than others are not schizoids. Respect for different requirements is of great importance. Ramon falls asleep early and gets up early. Nelia goes t o sleep late and gets up early. There is no attempt to convert either or both to another pattern and no message conveyed that one or another pattern is better. a. Respect requires everything to achieve. b. It is better to sleep early and wake up early. c. It is good to convey message to others d. People who are gregarious are not manics and those who need solitude are not schizoids. 2. Curiosity is a great enabler, and I believe, a natural inborn asset. It can be enhanced and may become a constru ctive inner source. As such, it can be a powerful motivator for self-dev elopment in all areas. However, it can also be stunted and destroyed. a. Curiosity is a powerful motivator. b. Curiosity is natural inborn asset. c. Curiosity is constructive. d. Curiosity is destructive. 3. When God created the wor ld, one of the things that He made was the river. As the river flows from t he mountain to the sea, it provides life to many earthly creatures. Marine l ife lives in its water. Along its banks live man and many other kinds of a nimals. They use the river in many ways. They make use of its water an d marine life in it. a. God created the world. b. River is needed by man. c. River is life giving. d. River is useful. 4. Well-trained dogs are of great help to man. They keep goats and pigs out of gardens, flower beds and oth er areas where they might do harm. Dogs help protect barns and chicke What is the main idea? A bicycle is your best means of

n houses from stray animals and robbers. They can be trusted to guar d a family and its property well. a. Dogs are useful. b. Dogs are mans best friend. c. Dogs are needed by man. d. Dogs can do everything. 5. Rice cake parties that a llow you to sample a variety of rice cakes can be more fun than pizza parties. Rice cakes are not hard to bake but they still taste great. No one should fi nish sixth grade without having a rice cake party with his or her friend. a. Rice cake parties are fun. b. Rice cake is delicious. c. Rice cake is not hard to make. d. Rice cake is like bibingka. V. Assignment Group Activity Directions: Copy a paragraph on your reading book and decide whe ther the main idea is explicit or implied. Write the paragraph on a sheet of manila paper.

Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Fill out information sheet II. Subject Matter A. Story : The Rajahs Ears B. Filling Out Forms ( Information Sheet ) C. Reference: BEC PELC IV. 12. English for All Times Reading pp. 30-35 English for All Times Language pp. 43-44 D. Materials: information sheet form, charts E. Values : Be contented for what you have III. Learning Activities E. Writing 1. Preliminary Activities a. Drill Game Read the words and be familiar with the spelling. Then ea ch group with seven members will answer the items on the chart using the words which were asked of you to be familiar with. address intonation ning autobiography information 1. A place where one lives a __ __ __ __ __ __ 2. The rising and falling of voice or tune of the s entence. i __ __ __ __ __ __ __ __ __ 3. It means enjoyable or fun paragraph occupation entertai

4. 5. 6. 7. thing 2.

e __ __ __ __ __ __ __ __ __ __ __ job or profession o __ __ __ __ __ __ __ __ __ a group of sentence p __ __ __ __ __ __ __ __ life story of a person which he/she writes a __ __ __ __ __ __ __ __ __ __ __ __ Important facts about a person, place, event or

i __ __ __ __ __ __ __ __ __ __ Presentation a. Modeling Present the filled up sample information sheet. Pupils Information Sheet NAME : MANALO RONABETH ILAGAN (Surname) (Given Name) (Middle Nam GRADE AND SECTION : VI- CATTLEYA AGE LAST BIRTHDAY : 11 Sex: F 21 (Date) MABINI, (Town) BATANGAS Nationality 199

e) : FILIPINO RELIGION : ROMAN CATHOLIC DATE OF BIRTH : NOVEMBER 8 ( Month ) (Year) PLACE OF BIRTH: SAN JUAN, (Barangay) (Province) ADDRESS: 060 SAN JUAN , MABIN I, BATANGAS (Number) (Street) (District/Town) (City/Province) TELEPHONE NUMBER/MOBILE NUMBER: 09176054971 FATHER : ROBERTO A. MANALO OCCUPATION: PRINCIPAL PLACE OF WORK: MAINAGA-SAN FRANCISCO ELEMENTARY SCHOOL MOTHER : ANTONIA ILAGAN OCCUPATION: TEACHER PLACE OF WORK: MAINAGA-SAN FRANCISCO ELEMENTARY SCHOOL b. Discussion Answer the following questions. 1. Whose information sheet is it? 2. Did she give the correct information about herself? 3. What additional information does it give about Ronabeth? 4. Is the birth date written properly? 5. Is the address written properly? 3. Skill Focus a. Copy the information sheet in a sheet of paper and fill it out. b. Write a short paragraph about your self. Observe the rules on pu nctuation and capitalization. IV. Evaluation Directions : Fill out correctly the information sheet to be placed in yo ur portfolio. Observe the correct procedure in fill upping the forms. Pupils Information Sheet NAME : _____________________________________________ (Surname) (Given Name) (Middle Nam e) GRADE AND SECTION : ______________________________ AGE LAST BIRTHDAY : ___ Sex: ____ Nationality

: __________ RELIGION : ___________________________________ DATE OF BIRTH : _________________________________________ ( Month ) (Date) (Year) PLACE OF BIRTH: ___________________________________________ (Barangay) (Town) (Province) ADDRESS: _ (Number) ____________________________________________________ (Street) (District/Town) (City/Province) TELEPHONE NUMBER/MOBILE NUMBER: ________________________ FATHER : _______________________ OCCUPATION: _____________ PLACE OF WORK: _________________________________________________ MOTHER : ______________________ OCCUPATION: _____________ PLACE OF WORK : _________________________________________________

Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives A. Skills Identify the setting, main character, secondary characters, plot c limax and ending of a story listened to Answer questions about the story listened to B. Strategies Story telling Dramatization Questioning C. Values : Patriotism, Love and Dedication II. Subject Matter Story: In Them I See God Identifying the setting, main character, secondary characters, plot, cli max and ending of a story Answering questions based on the story listened to A. Reference: BEC PELC I. 4 p. 23 English for All Times Language pp. 46-47 B. Materials: dictionary, pictures, charts III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-reading a. Drill Word of the Day b. Motivation What is your ambition? Why you want to be a nurse? an engineer? a lawyer? Where do you want to work or serve here in our country or in abroad? Why? c. Vocabulary Development Unlock the meaning of the following words using dictiona ry. To be done in game. Let each group find the meaning of t he different words using dictionary. 1. theological 2. begging 3. convince 4. natives 5. funds

d. sten?

6. missionary 7. brethren 8. sanitation 9. expanded 10. earnest Motive Question What do you want to know from the story youre going to li

Guide the pupils to give the motive question. B. Constructing Meaning (CM) 2. Active Reading First Reading The teacher will read the story to the class without int erruption. Second Reading Read the story again to the pupils. After reading severa l parts, ask questions to help pupils to monitor their comprehension. In Them I See God Good news, Lilia! Heres a letter from Talbot Theological S eminary in California. Work is waiting for you there, Dr. Pio Castro informed his daughter. Lilia had graduated from nursing and masteral courses. But Papa, I cannot leave the Mamanwa natives. They need m y help. Theyve been begging around our hospital ever since. Then work abroad and send them funds. They need me more than the funds I can send, Papa. They n eed someone who can help them understand that there is something more to life th an begging. Dr. Castro tried his best to convince his daughter. Why n ot to work abroad for two years? Then you can come back and carry out your plans for t he natives. Lilia held her fathers hand and looked at him earnestly. I have applied for missionary work to help the Mamanwas. Papa, I studied hard so th at I can offer better services to my people and none other. The Mamanwas are my people . Then work in the hospital, manage it, and Ill transfer eve rything to you. I have to live with them Papa, so we can fully understand one another. In them, I see a way to answer Gods call. Dr. Castro began to realize how earnest his daughter was . Wasnt it yourself, Papa, who told me about what God said? W hatever you do the least of your brethren, you are doing it unto Me. Lilia Castro practiced her nursing skills with the Maman was, whom she taught snitation, the importance of education, and love of God. Now in her forties, she has expanded her mission work to include the natives of Agusan. 3. Post Reading a. Answer the motive questions. b. Engagement Activities Group Activity

Divide the class into five groups and give each group a task to do Group 1 ter and the secondary Group 2 Group 3 ve learned from the Group 4 nurse like Lilia Castro Group 5 hy you wanted to ur ambition. Discussion Comprehension Questions Group 1 Where do you think the story happen? 2 Who is the main character? 3 Who is the secondary character? 4 What is the most interesting part of the story? 5 c. selection. Give the different responsibilities of a Asks your members ambition then discuss w be and how will you serve people with yo character was talking about the letter. Enumerate the five elements of the story Discuss with the group the values you ha Dramatize the scene when the main charac

Group Group Group Group

How did the story end? 4. Value Integration What will you do to serve other people? Will you be like Lilia? Why? What are the values you have learned today? Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives A. Skills Retell the story/selection listened to B. Strategies Retelling of story/Selection C. Values : Patriotism, Love and Dedication II. Subject Matter Story: In Them I See God Retelling Story/Selection A. Reference: PELC II. 4 English for All Times, Language, pp. 46-49 B. Materials: charts, pictures III. Learning Activities C. Developing English Language Competencies (DELC) 1. Lesson Proper a. Review Directions: Supply the missing tag questions. 1. Neil Wilfred did not study his lesson, ____________? 2. The people in the barangay built the health center, ____________? 3. The girls dont know how to sing, ____________? 4. Edna sang well in the program, ____________? 5. Leny wants to study in Manila,_____________? 2. Presentation The teacher will read the story again while the pupils are liste ning. In Them I See God Good news, Lilia! Heres a letter from Talbot Theological S

eminary in California. Work is waiting for you there, Dr. Pio Castro informed his daught er. Lilia had graduated from nursing and masteral courses. But Papa, I cannot leave the Mamanwa natives. They need m y help. Theyve been begging around our hospital ever since. Then work abroad and send them funds. They need me more than the funds I can send, Papa. They n eed someone who can help them understand that there is something more to life th an begging. Dr. Castro tried his best to convince his daughter. Why n ot to work abroad for two years? Then you can come back and carry out your plans for t he natives. Lilia held her fathers hand and looked at him earnestly. I have applied for missionary work to help the Mamanwas. Papa, I studied hard so th at I can offer better services to my people and none other. The Mamanwas are my people . Then work in the hospital, manage it, and Ill transfer eve rything to you. I have to live with them Papa, so we can fully understand one another. In them, I see a way to answer Gods call. Dr. Castro began to realize how earnest his daughter was . Wasnt it yourself, Papa, who told me about what God said? W hatever you do the least of your brethren, you are doing it unto Me. Lilia Castro practiced her nursing skills with the Maman was, whom she taught snitation, the importance of education, and love of God. Now in her forties, she has expanded her mission work to include the natives of Agusan. b. Discussion/Analysis Where did the story happen? What was received by father? What was the letter about? What was Lilias decision about the letter from Theological Semina ry in California? Why she didnt want to go to California? What was his fathers advice? Why she didnt accept her fathers advice? What kind of nurse was Lilia? Describe how the story ended. c. Generalization What are the things to be considered in retelling a story heard? d. Guided Practice Directions: Using the elements of the story, retell the selectio n about Lilia. Guide the pupils in doing this task. c. Independent Practice Directions: Listen to the selection then retell it by your own w ords. Be sure to use the elements of the story. Kronos, one of the first gods of Greek mythology, hated

his children. So, he swallowed each one as it was born. However, when Zeus was bor n, his mother tricked Kronos by giving him a stone wrapped in a baby clothes w hich he swallowed. When Zeus grew up, he forced his father to vomit his brothers and sisters. In gratitude, they made him king of the gods. Zeus appointed his brothe r Poseidon ruler of the seas. Because another brother, Hades, was quiet and stern, Zeus made him king of the underworld where dead spirits go. e. Application Group Activity- Use activity sheet Divide the class into three groups. Each group will do t he task listed in the activity sheet. Group 1 Group 2 IV. Retell the story about the Rajahs ear. Retell the story about Miguel

Group 3 Retell the story about The Giving Tree Evaluation Directions: Retell the selection by using the pictures. Write your answe r on a piece of paper then read it in the class. Mother Knows Best

V.

Assignment Directions: Watch this evening the portion of a Telenovela May Bukas Pa th en retell in class tomorrow about the story you have watched. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives A. Skills Identify the events of the plot of a story B. Strategies Identifying C. Values : Patriotism, Love and Dedication II. Subject Matter Story: In Them I See God Identifying the events of the plot of a story A. Reference: PELC II. 4 English for All Times, Language, pp. 46-49 English for All Times Reading, pp. 40-43 B. Materials: charts, pictures III. Learning Activities 1. Action Song 2. Checking of assignment 3. Review Directions: Read the paragraph below and give the main idea. Tel l whether it is explicit or implied. 1. The basketball game is over. Lito did everything wrong. He passed the ball to the wrong team. He even slipped while dribbling the ball. But worst of all, he shot the ball on the wrong basket.

What is the main idea? 2. A sick person can be brought to the hospital by calling for an ambulance. Sometimes an ambulance can bring home people from the hospita l. People who man the ambulance are well-trained for any emergency. In some cas es, an ambulance can also deliver important medicines or donated organs from on e hospital to another. What is the main idea expressed in the paragraph? 3. Swimming is a lot of fun. Once you learn how to do it. B oating is also a nice way to spend a lazy afternoon. Water volleyball is fun to play. If you are near the seashore, looking for small fish and crabs is exciting . What is the main idea of the paragraph? 4. Lesson Proper a. Motivation Using Game Group the pupils into two with five players. Let each gr oup give the correct answer needed as fast as they can. Match column A with Column B. Column A Column B 1. The place where the story happened. A. ending 2. The person who is the focus of the story. B. climax 3. Other character who support the main character. C. setting 4. The problem that has been resolved. D. main cha racter 5. Marks the resolution of whatever conflict or problem E. secondary the characters have or situations present. Characte r b. Presentation a.1 Setting of standards to be followed in reading the s tory. a.2 Read the story orally. Call one pupil to read the s tory with correct juncture. In Them I See God Good news, Lilia! Heres a letter from Talbot Theological S eminary in California. Work is waiting for you there, Dr. Pio Castro informed his daught er. Lilia had graduated from nursing and masteral courses. But Papa, I cannot leave the Mamanwa natives. They need m y help. Theyve been begging around our hospital ever since. Then work abroad and send them funds. They need me more than the funds I can send, Papa. They n eed someone who can help them understand that there is something more to life th an begging. Dr. Castro tried his best to convince his daughter. Why n ot to work abroad for two years? Then you can come back and carry out your plans for t he natives. Lilia held her fathers hand and looked at him earnestly. I have applied for missionary work to help the Mamanwas. Papa, I studied hard so th at I can offer better services to my people and none other. The Mamanwas are my people . Then work in the hospital, manage it, and Ill transfer eve

rything to you. I have to live with them Papa, so we can fully understand one another. In them, I see a way to answer Gods call. Dr. Castro began to realize how earnest his daughter was . Wasnt it yourself, Papa, who told me about what God said? W hatever you do the least of your brethren, you are doing it unto Me. Lilia Castro practiced her nursing skills with the Maman was, whom she taught sanitation, the importance of education, and love of God. Now in her forties, she has expanded her mission work to include the natives of Agusan c. Comprehension Check-up 1. What was the news informed by Dr. Pio Castro to her daughter Lilia? 2. Was she happy about the news? 3. What was the reason why Lilia doesnt want to go to C alifornia? 4. What did her father do? 5. What was realized by father at the end? 6. If you were Lilia would you do the same? Why? d. Exercises Directions: Read the story then answer the questions th at follow. Copy the letter of the word or words that answer the quest ions. The Royal Journey to Heaven Once upon a time there was a fat, foolish king who had a thin, sharp-witted minister. The minister wanted to impress the king with his c leverness and soon the king depended on him all the time. The minister promised the king to be with him always and that pleased the king. One evening the king after his stroll heard foxes barkin g in the nearby forest. He was annoyed with the noise so he asked the minister w hy they were barking. The minister said that the foxes were begging him blankets because its winter and the officer in-charge is to blame. The king was impresse d with his cleverness and in anger to the officer ordered the minister to wrap t he officer in-charge in a blanket and throw him into the sea and buy a hundred o f blankets for the foxes. At once the minister obeyed the kings order except that he never bought blankets, instead he kept the money for himself. Next evening the king still heard the foxes barking agai n but the minister replied that they were barking their thanks to the king. And again the king was very impressed with the minister and asked him to leave him. The kings pleasure did not last long. The king saw a boar for the first time. But the minister told him that it was the elephant and it w as in poor condition due to the officer-in-charges negligence to feed it properly . The king was very angry. He ordered that the officer should put in death and a sked the minister to buy feeds and see to it that the poor animal was fed. The m inister drew a large amount from the treasury but again kept it for himself. One evening, the king upon returning from his stroll saw the boar again. He asked the minister if it was the same animal they saw before . But he was surprised because it has not grown fatter. The minister denied and told the king that it was a mouse which had become so large because it has been eating the food in the royal kitchen and the cook is to blamed. The king was very angry and ordered that the cook should be hanged after he had prepared the dinner. But that evening, the c ook went to see the minister, gave him a lot of money and promised to give him part of every dish hell prepare fo r the king if the minister will help him save his life. At midnight, just the co

ok was about to be hanged, the minister came rushing and stooped them. He explai ned to the king that he consulted the almanac and found out that this hour of midnight is a very lucky hour. Anyone who is hanged now will find a place res erved for him in heaven and that would not be a punishment at all for the cook, it would be a reward. The minister was surprised when the king jumped for joy, f or the king wanted to see the heaven for a long time. And now is the last time, the king wanted to be hanged so that he could see the heaven at once but with t he ministers promise that hell never leave the king and will always be with him, t he king ordered the hangman to hang the minister first. 1. What did the minister promise to the king? A. to prepare his food B. to follow the king wherever he want C. to share his cleverness to the king D. to buy blanket for the king 2. What did the minister do without the kings knowledge? A. He ate all the foods in the royal kitchen. B. He took all the money intended for the animals. C. He took away some of the kings clothes. D. He took good care of the kings animals. 3. Who was blessed for the negligence and carelessness? A. the king B. the guards C. the minister D. the cook 4. What was the punishment given to the cook? A. to be hanged B. to throw him into the sea C. to feed him to the animals in the forest D. to throw him out of the palace 5. What happened to the minister and the king? A. They left the palace. B. They were hanged. C. They remained friends. D. They were thrown into the sea. e. Application Directions: Read the story then answer the questions tha t follow. Choose the letter of the correct answer. THE WISDOM OF KING SOLOMON Ounce upon a time in the kingdom of King Solomon the two women came. The first woman enters and bows down low before the king w hile the second woman carrying a baby in her arms, bows down too. King Solomon a sked the women to take their seats. What can I do for you women? asked King Solomon. The first woman stood and said, Oh, my lord, this woman and I live together in th e same house. I gave birth to a baby boy, and after three days, she also gave bi rth to a boy. There was no one else living with us in the house. One night her s on died. The second woman hurriedly stood and said, My baby didnt die, my lord. It was her son who died. This child in my arms is very much alive. It is my baby. So both of you are claiming the same baby for you r own, you may continue to relate your story, pointing to the first woman. Thank you, my lord. As I was about to say, one ni ght this womans baby died because she accidentally stifled its breath in her sle ep. When she realized what happen, she got up and got my son. She laid her dead child in my bosom and carried my child away in her arms. Unbelievable, my lord, this woman is telling you a lie. I am telling the truth my lord, the truth and not hing but the truth. When I woke up in the morning to nurse my child, behold it w as dead! But when I looked closely, I knew it was not my child. It was the chil d of this woman. pleaded the first woman. It is not so my lord, said the second woman. The l

iving child is mine. The dead child is hers. You accidentally killed it when yo u were fast asleep. So you, the first woman claimed that that this ch ild is yours and that her died, pointing to the second woman. Who is to believe ? He commanded his guard to get a sword and bring it to him. He will cut the bab y into two halves. The first half will be given to the first woman and the seco nd half will be given to the second woman. Please my lord, spare the life of my child. Dont slay him. Give the child to this woman, pleaded the first woman. My lord, your indeed a wise judge. The child wil l never be mine nor hers. Divide it now. said the first woman triumphantly. Kin g Solomon stood and commanded, Give the child to the first woman, she is the rea l mother. No one could let her child died. The first woman gets the child to the second woman and the second woman stoops down in shame and embarrassment. 1. Why did the two women come to King Solomon? A. They have a dream. B. They have a party. C. They have a quarrel. D. They have a celebration. 2. What was the quarrel of the two women about? A. Each claimed that she was the mother of the child. B. Each claimed that she was the guardian of the child. C. Each claimed that she was the godmother of the child. D. Each claimed that she was the grandmother of the child. 3. What did King Solomon command one of the guards to do? A. Bring him a bolo and divide the child into two. B. Bring him a sword and divide the child into two. C. Bring him a knife and divide the child into two and gave it to the first woman. D. Bring him a gun and shot the child to be given to the second woman. 4. How did King Solomon discover the real mother of the living child? A. When the woman agreed to divide the child. B. When one of the women begged the king to spare the childs life C. When one of the women agreed to slay the child D. When one of the women agreed to cut the child into two 5. Was the decision of the king fair? Why? A. Yes, because the king was wise. B. No, because the women become enemies. C. Yes, because the first woman was the real mother. D. No, because the second woman was the real mother. IV. Evaluation Directions: Read the story care fully then identify the events on the p lot of the story by choosing the letter of the correct answer. SIR RUBEN Early that Monday, Ruben woke up excitedly and prepared to dress up for school. He took time to fix himself seeing to it that the uniform which he was using for the first time was neatly pressed. It was his first day of service as a te acher in an elementary school and he ought to create a good impression on his principal, co-te achers, and pupils. After a hurried breakfast, he was off at exactly 6:00 in the morning. While in the tricycle on the way to school, he thought o f what he experienced before his teaching job. He began as a janitor in an elementary school and for three years he cleaned toilets and corridors while studying at night. Then h

e passed a government test which resulted in his promotion as clerk; he continued studying until he graduated. He applied for a teaching position after passing a government test for teachers. He was given his present assignment as a HEKASI teacher after waiting for thr ee months. He got off the tricycle in front of the school and walke d to the gate. The janitor, who had met him before when he presented his assignment paper to the principal, greeted him with a very distinct SIR. As he went to his room, children did not fail to say Good morning, SIR! He felt light and overjoyed hearing the greeting. Ho w nice it is to be addressed as SIR, he thought. The new teacher, Mr. Ruben Reynoso, promised himself to do the best he could to serve that complement SIR. 1. Why did Ruben wake up excitedly last Monday? A. to go to school early B. to go to his janitorial work C. to serve in the barangay hall as clerk D. so that he can ride in a tricycle early 2. What were his former jobs? A. a teacher in the school B. a janitor and at the same time clerk C. a principal in the school D. a tricycle driver 3. How did he become a HEKASI teacher? A. by studying at night while working the whole day B. by talking to the higher authorities to hire him C. by giving gifts to the principal to hire him D. by the help of the janitor in the school 4. What qualities of Ruben make him a teacher? A. Ruben is hardworking and dedicated. B. Ruben is kind and loving person. C. Ruben is trustworthy. D. Ruben is honest. 5. What is his promise as the new teacher in the elementary? A. He promised to be good and kind. B. He promised to be early always. C. He promised to do the best he could do. D. He promised to obey the principal. V. Assignment Directions: Read the story on English for All Times Language pp. 54-55 t hen answer the following questions. 1. What is the setting of the story? 2. Who is the main character? 3. What happened to mother? 4. Why she give mirror to her daughter? 5. How did the girl grow? Implied Main Idea and Explicit Main Idea A. Exercise 1 Directions: Read the paragraph below. Tell the main idea of the paragraph 1. that is explicit or implied.. The Rajah wanted to cut his hair because he was going to marry.

So, he called the barber to cut his hair. He ordered all his servants and courtier to get outside while the barber cuts his hair. What is the main idea of the paragraph? A. The Rajah is going to marry. B. The Rajah wanted to have a hair cut. C. The Rajah is angry with the barber. D. The Rajah does not want anybody to see his hair cut. 2. The Rajah took off his hat and the barber was am azed to see the big ears. Listen, you will not tell anyone about my secret if you do you will have your head cut, said the Rajah.. The bar ber started to cut Rajahs hair. All the time he was cutting away with his scissors, he was trying not to look at the Rajahs ears. B ut they were right in front of him all the time, just where he was lo oking. What is the main idea of the paragraph? A. The barber was amazed to see the Raj ahs big ears. B. The barber was afraid to look the Ra jahs big ears. C. The barber was cutting the hair of t he Rajah. D. The barber was happy to cut the Raja hs hair. 3. I must not tell anyone about the Rajahs ears, I mu st not tell anyone about the Rajahs big ears, said the barber over and over again. When he had finished, the Rajah put his hat on an d sent the barber off saying, Remember what I have said, young man. Yes, your majesty, not a word to anyone or else my head w ill be cut. What is the main idea of the paragraph? A. The barber was afraid. B. The barber was happy. C. The barber was confused. D. The barber was angry. 4. The next day, the barber was dying to tell someo ne about the secret so in the end, he had a plan. The next morning, i nstead of going to work, he went off to the woods. He thought of telling the ret to the tree. It wont bother anymore because the Rajah will never find out for he did not tell it to a person that can tel l it to anyone else, and he will feel better. What is the main idea? A. The barber was feeling well. B. The barber was worried about the se cret. C. The barber told the secret to the t ree.

5. ic. Awful things asnt a

D. The barber was uncomfortable. The celebration starts and the band play the mus happen, the sound coming out of the musical instrument w

wedding dance but a song and the words of the song were; the Rajahs got big ears. The rajah shouted to stop the music and he called the barber in a loud voice. What is the A. B. C. c. D. The people laughed hearing the music . B. Exercise 2 Directions: Give the implied or explicit main idea of the paragraph. 1. All kangaroos are herbivorous; most of them eat leaves o r grass. In order to get leaves, tree kangaroos climb trees, branching themselves with their tails. They may spend long hours during t he day sleeping in the fork of a tree. What is the main idea? 2. The atlas is a book of maps and variety of facts about places. It has charts, maps, tables and graphs. Illustrations of places lik e cities, towns, roads countries and like are included. Distribution of ma ny other things such as economic resources, population and even the types of climate are obtained in an atlas. What is the main idea? A bicycle is your best means of transportation in China. are so many people in the cities that cars create enormous traff ic jams. Bikes on the other hand, are smaller and easier to maneuver. And of course you save gasoline. C. Exercise 3 Directions: Choose the correct implied or explicit main idea of the paragraph. Write the letter of the correct an swer on your paper. 1. People who are gregarious are not manics and people who need more solitude than others are not schizoids. Respect for different requirements is of great importance. Ramon falls asleep early and gets up early. Nelia goes t o sleep late and gets up early. There is no attempt to convert either or both to another pattern and no message conveyed that one or another pattern is better. A. Respect requires everything to achieve. B. It is better to sleep early and wake up earl y. C. It is good to convey message to others. D. People who are gregarious are not manics and those who need solitude are not schizoids. 2. Curiosity is a great enabler and I believe, a natural inborn as set. It main idea of the paragraph? The barber hides his self. The band played the wedding march The Rajah was angry to hear the musi

3. There

can be enhanced and may become a constructive inner source. As such, it can be a powerful motivator for self-development in all areas . however, it can also be stunted and destroyed. A. Curiosity is a powerful motivator. B. Curiosity is natural inborn asset. C. Curiosity is constructive. D. Curiosity is destructive. 3. When God created the world, one of the things that He made was the river. As the river flows from the mountain to the sea, it provides life to many earthly creatures. Marine life lives in it s water. se fe in Along its banks live man and many other kinds of animals. They u the river in many ways. They make use of its water and marine li it. A. B. C. D. 4. t do harm. Dogs help protect barns and chicken houses from stray anim als and robbers. They can be trusted to guard a family and its prope rty well. A. B. C. D. Rice cake parties Dogs are useful. Dogs are mans best friend. Dogs are needed by man. Dogs can do everything. that allow you to sample a variety of rice c God created the world. River is needed by man. River is life giving. River is useful.

Well-trained dogs are of great help to man. They keep goats and pigs out of gardens, flower beds and other areas where they migh

5. akes ake but

can be more fun than pizza parties. Rice cakes are not hard to b they still taste great. No one should finish sixth grade without having a rice cake party with A. B. C. D. his or her Rice cake Rice cake Rice cake Rice cake friend. parties are fun. is delicious. is not hard to make. is like bibingka.

Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives A. Skills Identify synonyms of common words through context clues Identify the setting, the main character, climax and ending o f the selection of the story listened to B. Strategies Story telling Dramatization Questioning

C. Value: Be contented II. Subject Matter Reading: The Tale of the White Squash Skills: Identifying Synonyms Identifying the setting, main character, climax, and ending of the story. A. Reference: PELC I.1 p.23 , I.3, I.5 English For All Times Reading Textbook pp. 48-51 B. Materials: charts and real object III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-reading a. Drill Word of the Day b. Vocabulary Development Directions: From the sentences given, choose the meaning of the word given. Choose the synonyms of the underlined words in the sentence through context clues. 1. The white squash turned into baby and the husband and the wife was very shocked. After recovering from surprise, the wife bath the baby. 2. The couple decided to build a palace and planned how many servants they should employ .They will hire such for them to be real queen and king in their palace. 3. The baby and the gold vanished and the couple were left poor. All their fortune disappeared due to their greediness. 4. You have obtained enough money but you want to possess more. 5. Im so sorry that you could not be satisfied with your fortune . All your wealth will disappear. c. Motivation Show a real squash. Let the pupils describe it according to color, shape, taste, and the nutrients it brings to us. The story that you are going to read is about a squash but it is different from other squash. d. Motive Question To be raised by the pupils. Answer may vary. e. Setting of Standards to be followed in listening a story. b. Constructing Meaning (CM) 2. Active Reading First Reading The teacher will read the story to the class without interruption. Second Reading Read the story again to the pupils. After reading several pa rts, ask questions to help pupils monitor their comprehension. 3. Post Reading a. Answer the motive question b. Engagement Activities Group Activity Group 1 Compose a song about squash. Group 2 he greediness of the wife. Group 3 Discuss with your group the valu Dramatize the scene that shows t

e that you have learned Group 4 y. Discussion Directions: Answer the following questions. 1. Squash is the only food that the couples eat every day From this statement tell the setting of the story and the source of their income. 2 Who is the main character in the story? 3. Who are the secondary characters in the story.? 4. What negative trait did the couple possess? 5. Why do you think the third wish of the couple was not granted? 6. If we are to analyze the couples character they were not as greedy as the other character in the stories that weve read when we were in the lower grades b ut why do you think they were punished? 7. How did the story end? 8. If you were the wife, would you ask for more money? Why? Why not? 4. Value Integration Based on the selection that you have listened, what value did you learned today? Time : 8 : 30 9 : 30 Subject : English VI- Catt leya II. Objectives A. Skills Identify the setting, the main character, climax and ending o f the selection of the story listened to B. Strategies Story telling Dramatization Questioning C. Value: Be contented II. Subject Matter Reading: The Tale of the White Squash Skills: Identifying Synonyms Identifying the setting, main character, climax, and ending of the story. C. Reference: PELC I.1 p.23 , I.3, I.5 English For All Times Reading Textbook pp. 48-51 D. Materials: charts and real object IV. Learning Activities A. Discovering the Magic of Reading (DMR) 2. Skill Focus A. Put a check mark { / } on the space if the pair of words are synonymous to each other. If not put cross { x }. ____1. reply response ____2. build destroy ____3. receive-accept ____4. vanished-disappear ____5. surprised-shocked B. Arrange the events as they happen in the story. Put number 1 to 5 on the blank. _____Shinning pieces of gold were rolled down from to the mat from the babys body. _____The wife was very surprised so she bathe the baby. _____The baby came out from the white squash. c. Enumerate the elements of a stor

_____The couple had so much money that they did not know how to spend it. _____The wife continued bathing the baby until all water had turned into gold. 3. Application A. Read the story carefully and be able to answer the questions that follow s. ( See the story and questions on the chart.) B. Arrange the events as they happened in the story. Number the events 1 to 5. See it on the chart. C. Get the meaning of the underlined word through context clues. ( See it o n the chart ). IV. Evaluation Read the sentences below. Use context clues to get meaning of words. Choose the letter of the correct answer. 1. We wear sweater when we feel_________________. A. hot B. cold C. hungry D. sleepy 2. Knitting needles are needed to knit a ______________. A. blouse B. sweater C. handkerchief D. skirt 3. A wise man helped us to ______________ ______. A. solve the problem B. build houses C. plants trees D. sleep all day 4. We can make our hands warm by _________ ______. A. washing B. shaki ng C. stretching D. rubb ing 5. We cannot write with a _______________ pencil. A. broken B. shak en C. long D. sh ort V. Assignment Read the sentences below. .Look for the clues to the meaning of each underlined word. Write the answer on your note book. See it on the chart. Time : 8 : 30 9 : 30 Subject : English VI- Catt leya I. Objectives Distinguish changes in meaning of sentences caused by stress Use the correct intonation in asking question introduced by in terrogatives Use interrogatives in conducting interview II. Subject Matter A. Listening Distinguishing Changes in Meaning of Sentence Cause by Stress Shift B. Speaking/ Grammar Using Interrogatives in Conducting Interviews Materials: Language Textbook 6 pp.68-79, strips of cartolina III. Procedures A. Listening 1. Motivation Have you ever been interviewed? What where the questions asked by the interviewer? How did you feel while you were being asked?

2.

Presentation Listen to the interview conducted by a writer in the school paper with a new teacher. Observe the stress of words ask. Ask one pupil to take role of Paolo. 3. Comprehension Checkup Who play as an interviewer? Who is being interviewed? Did the interviewer use courteous expressions in his interview? What are they? 4. Practice Exercise Listen as the teacher says the following sentences. Pay attention to the word which is emphasized in each sentence. See Textbook in Language p. 69 Does the shift in stress change the meaning of the sentence? 5. Application Listen as the teacher says each sentence below. Then choose the meaning of the s entence by the stress word. 1. I applied in this school because I believe in its mission-vision. ( I not he, not entered but applied.) ( not that school but this school) ( not its school motto but its mission-vision) Continue on page 70 of English Textbook Language. B. Speaking/Grammar 1. Presentation Call pupils to act out on a dialog on page 71. 2. Discussion How would you describe the interviewers? What qualities are shown in the following statements? Hi! Good Morning, Christian. Well, Christian, thanks for spending some precious time with us. Thanks a lot and goodbye , Christian. 3. Focalization Read the following questions. Note the beginning and how the sentence ends. 1. What can I do for you? 2. How did you become a spelling wizard? 3. Which do you prefer, Language or Science? 4. Where do you usually practice? 5. Why do you prefer Language/Science? 6. Who trained you during the spelling preparations? How each sentence begin? What punctuation mark is used in the question? Interrogatives can be classified as interrogative pronouns, interrogative adject ives and interrogative adverbs. Give examples of it. 4. Generalization What are the three classification of interrogatives that can be used in conducti ng an interview? 5. Guided Practice Do Exercise 2 p. 74 6. Independent Practice Do Exercise 3 p. 74 7. Application Do Exercise 4 p. 75 IV. Evaluation Answer 1-5 in Apply Your Skills Again p. 78. V. Assignment Make an information question using interrogatives. 1-4. Time : 8 : 30 9 : 30 Subject : English V I- Cattleya I. Objectives

Get information about a word in a dictionary Infer the characters feelings through their speech Sequence events using story mapping II. Subject Matter A. The Frightened Shoes B. Skill Focus: Differentiating, Inference, Outcomes and Conclusions C. Materials: Reading Textbook 6 pp. 56-63 Real shoes, pictures of escalator, elevator III. Procedures A. Pre-Reading 1. Motivation What are your expressions on your first day in school? Please tell us about how do you feel during your first time in school. 2. Unlocking of Difficulties Pronounce the words under Meet New Words on page 57. Let The pupils differentiate an elevator and an escalator. Show pictures if there is any. Use the words in sentences until finally meanings are given in their own words. 3. Presentation 3.1 Settings of standards to be followed in silent reading. 3.2 Ask the pupils to read the selection silently. B. Post Reading 1. Comprehension Check up Why do you think the author give this tit le The Frightened Shoes? Answer the question .in Think it Over. Ask the pupils what value they have learned from the story? 2. Application Guide the pupils in doing Exercise 1-4 3. Enrichment Tell the pupils to think of a friend or a classmate who has the experience s of becoming afraid in some situations. Then tell them to Write a paragraph on how they can help themselves to overcome their fear. 4. Skill Focus Do Exercise 5 Practice Exercises or sequence events in a selection through story mapping. A story mapping shows the important parts of a story mapping or The beginning gives the setting, the middle tells the problem and the ending giv es the solution to the problem. IV. Evaluation Read the story of the Daisy, A chipmunk then complete the story map. Read the story map. See Teachers Manual p.45. Time : 8 : 30 9 : 30 Subject : English VI- Catt leya I. Objectives Get meaning of words using dictionary Infer characters feeling based on what he says or does Identify cause-effect relationship II. Subject Matter A. Reading The Frightened Shoes Skills: Getting Information in the Dictionary Inferring Characters Feeling Cause-Effect Relationship B. Reference: English For All Times Reading pp. 56-63 C. Materials: word cards, real shoes D. Value : Self Awareness ,Self Confidence

III. Procedure A. Pre-Reading 1. Motivation Do you still remember the first time you go to school? How did you feel? Why did you feel that way? 2. Unlocking of Difficulties Use your dictionary to get the meaning of the following words. d. elevator e. escalator f. misery g. dare 3. Motive Question What is about school that makes new students feel nervous during the first day of classes? 4. Setting of Standards to be followed in oral reading. 5. Presentation Using the real shoes encourage the pupils to stand and step forward . Are you comfortable with your shoes? Let the pupils sit down and ask somebody to read the story orally. B. Post Reading 1. Comprehension Why were the shoes frightened of stairs? What may have made the shoes afraid of an escalator but not of an elevator? Have you ever been taken an escalator? How did you feel on your first ride? What new adventure did the shoes look forward to? How did the shoes behave at this adventure? What must have made them behave that way? How did Tinas mother solve the problem? Was it really the pair of shoes that are afraid of the stairs? E xplain your answer. What do you think is the authors purpose in making it appear that the shoes are the ones afraid and not the child in the story? Is it normal for children to feel frightened when a task is to be done for the first time? Prove your answer. Value Integration Based on the story read, what value have you learned? 3. Skill Focus A. Inferring Characters Feeling Do activity or Exercise 3 p. 60 EFAT Reading book. B. Cause and Effect Relationship Do Exercise 2 p. 60 4. Application Do Exercise A in Skill Book in English VI p. 27. IV. Evaluation Answer Evaluation Test in Skill Book in English p.27. V. Assignment Answer Exercise B. p.25 in Skill Book English VI. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives: Form compound words and write their meaning Deduce meaning of unfamiliar words using structural analysis 2.

Tell the relationship expressed in the selection as to cause and effect II. Subject Matter An Unusual Friendship Forming Different Kinds of Compound Words Cause-Effect Relationship Materials: Word cards, charts and pictures Reading Textbook 6 pp. 40-47 III. Procedure A. Pre-reading 1. Motivation Would animals, plants and man live by themselves without each other? Can wild plants live without animals? Why? 2. Unlocking of Difficulties Match the following. Write only the letters on the blank. I II _____1. symbiosis . substance from bees _____2. honey-guide a small bird _____3. ratel c. helping each other in order to survive _____4. beeswax . honey _____5. beehive e. home of bees f. an animal

a b.

3. Presentation 3.1 Setting of standards to be follow ed in oral reading of the selection. Ask the pupils on how they sho uld read the selection orally with correct standards. 3.2 Call pupil to read the selection with correct stress and juncture. B. Post reading 4. Comprehension check up What is symbiosis? How do the African honey-guide and the ratel show symbiosis? What examples of similar unusual friend ship have you observed? What is the advantage of this kind of f riendship? Would it be good idea for people to cu ltivate friendship with plants and animals? Explain your answer. What can you to cultivate such friends hip? How is friendship with people differen t from friendship with animals and plants? 5. Application Do exercise 2, 3,and 4 pp. 42-44 of Eng lish for All Times Reading 6 6. Enrichment Ask the pupils about the symbiotic rel ationship among plants and including man.

Discuss with the pupils other relation ship among plants like mutualism 7. meone to share in class what compound words are and how they are f ormed. Give other examples of compound words and explain to them that there are three kinds of compound wo rds. Be able to differentiate each. Do exercise 5 and 6 in EFAT 6 pp. 45-46. 8. ith plants and animals? Make a poster to show your answer. IV. Evaluation Write the cause of each of the following situation bellow. 1. We have floods because_____________________. 2. It rains because_____________________________. 3. You score high in the test because _________________. 4. There are nights and days because____________________. 5. Nico got sick because________________________________. V. Assignment: Finish at home the poster to show how can friendship be preserved with plants an d animals. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Draw conclusion based on the information given Scan to locate specific information in a material read Identify synonyms of common words Form nouns with suffixes II. Subject Matter A. Story : The Giving Tree B. Skill Focus : Forming Nouns with Suffixes C. Other Skills : Identifying Synonyms Scanning D. References English For All Times, Reading Textbook pp. 22-29 E. Materials: Word cards, pictures III. Procedures A. Pre-Reading 1. Unlocking of Difficulties Look for the meaning of the words under Meet New Words p. 23 2. Motivation What does true and lasting friendship mean? What do you do when your friends are in need? How do you treat them when you have misunderstanding? Is friendship applied to persons only? To what else? How? 3. Presentation 3.1 Assign pupils to take roles of the characters in the story p ages 22-25 and read it in front of the class. While the other group is re ading, take time to show the pictures of the tree in the selection. 3.2 Set standards to be followed in oral reading of the selection. Value Integration How people can preserve friendship w commensalisms, parasitism etc. Skill Focus Let the pupils read the words. Ask so

B. 1.

Post Reading Comprehension Check up Why did the boy love the tree so mush when he was a child? What did he need from the tree as he grew older? When the tree had no more fruit, branches and a trunk, what was for the boy? Why was the tree happy every time the boy visited her? Cite the

her use lines in the story that express the trees happiness. Why was the boy sad when he visited the tree for the last time? Read the lines in the story that express the boys sadness. What do you think the boy should have done to save the tree? Why should we have a lasting friendship with trees? How can we achieve this? Application Do exercise 1 p.26 Do Exercise 2 p. 26 Do Exercise 4 p. 27

2. a. b. c.

3. Enrichment Using the Reading Text, ask the pupils to scan the Table of Contents to find the topics below. Let them give the title of the story. 1. Generosity 2. Friendship 3. Sunken Ship 4. A Japanese poem 4. Skill Focus Read and explain thoroughly to the pupils the different suffixes and their meanings. Give examples of base words or root word s plus the new words that will form by adding suffixes. Do Exercises 5 pp. 25-29 Do Exercises 6 p. 29 5. Value Integration What is the real essence of friendship? E mphasize the give and take relationship. IV. Evaluation Directions: Derive nouns by combining the given word and the suggested suffix. 1. contribute + ion _______________ 2. lonely + ness _______________ 3. boy + hood ________________ 4. friend + ship ______________ 5. sincere + ity ______________ V. Assignment Directions : Add a prefix or a suffix to the root word in side the parenthesis to complete the meaning of each sentence. 1. The jeep is one means of (transport) ____________________. 2. Jenny has a (collect) ______________ of old books. 3. There was (confuse) _______________ over the way home; we got lost. 4. Mr. Jones is a very (social)____________ person. He easily gets along with different people. 5. We had a (marvel) ______________ time on our trip to Baguio. Time : 8 : 30 9 : 30 English VI- Cattleya Subject :

I.

Objectives Show enjoyment in listening to a story Answer the questions about the story Use the sentence with compound subject and compound predic

ate II. Subject Matter Birds of the same Feathers Answering Questions Using Compound Sentence Spelling of Words with / hw / sounds Reference: Developing Reading Power pp. 150-151 English For All Times Language 6 pp. 84-92 F. Materials: Pictures, chart, strips of cartolina III. Procedures 1. DMR a. Motivation Do you have friends? What will you do if your friend doesnt want to go with you anymore? How do you feel? b. Presentation 2.1 Setting of standards in listening to the story. 2.2 Using pictures of two girls share the story. Let the pupils listen to the story as the teacher reads it. 4. Critical Thinking Answer the following questions. Who used to be the best friends? Why did Gina and Norie drift apart as friends? What do you think did Norie do? If you were Norie would you still remain friend with Gina? Why? Did Gina value her friendship with Norie? What do you mean by birds of the same feathers? 5. DELC 2. Presentation Read the story again orally. Use correct stress and juncture. 3. Focalization Read the following sentences taken from the selection. d. Norie went to the school ground and she saw Gina talking with Nina. e. The two girls beat classes and they go to the movie house. What is the subject in the first sentence? Which is the predicate? How many predicate are they? What do you call to this sentence? Ask the same questions to the second sentence. Study this sentence. Norie and Gina drifted away as friends because they realized and decided not t o continue their friendship. How many subjects are they? What do you call these? How many predicates are they? What do you call these? 4. Generalization What is a compound subject? What is a compound predicate? What does a compound sentence express? 5. Guided Practice Identify the compound subject in the sentence. 1. Pictures and status are cleverly arranged in my aunts house. 2. Beth Flores and I went to the same theater. 3. My aunt and my grandfather are living with my family. A. B. C. D. E.

5.

Independent Practice Read the sentences and look

for the compound predicate. 1. We look a bus to the city and walked the national museum. 2. The root system of plants anchors the plant and absorbs water. 3. We drove to the river and fished for tourist. D. DDS Read the words with / hw / How do spell words sounded with / hw / sound. Do Practice Exercise A. B p. 92 IV . Evaluation A. Choose the compound subject and compound predicate in the sentence. 6. Lolo and Lola went to the mall and watched movie 7. Birds and the squirrel either found a hallow tree for a home or build a nest and on the branch. 8. The member of the committee and the mayor met and discussed plans for th e new library. V. Assignment Answer Exercises b. p.94. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Talk about the things seen and observed in their weekend trip. Create a situation for everybody to write on See a model and pay particular attention to mechanics, sentence sequence and good beginning and ending sentence II. Subject Matter Morning on the Farm III. Procedure 1. Motivation Did you enjoy your weekend trip? Do you still remember the things you saw in the place where you spend your weekend? What is the most interesting thing that attracts you? 2. Presentation a. Creating a writing situation A topic to talk about maybe initiated from a weekend trip made on week end. b. Discussion Where did you go last weekend? What are the different things you see? What did you hear? What did you see in the ground? What do you call the tiny drops of water on the grass? How did you feel the air? What feelings did you have while in that place? c. Studying the Model Let the pupils read the model. Morning on the Farm The most delightful time on a farm is early morning of a bright day. Then you see everywhere the beauties of nature and you enjoy the peace of the country. The dewdrops on the grass s parkle like jewels in the sun. You hear

the songs of the birds and the rippl e of the brooks. The cool morning air laden with the odor of the ripening palay, is as sweet as babys breath. The big open space of the green or gold gives you a feeling of peace and quiet. Every living things seems to greet you with a smi le. The sun too, looks as if to say Good d. erative effort. Expected words: bright morning sunny morning pleasant morning sweet song s of birds dewdrops green grass fresh air rippling brook busy animals Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Make an oral composition on the titles selected by the pupi ls Express ones ideas clearly and correctly II. Subject Matter Oral Composition on Selected Titles III. Procedures A. Review What are the words and phrases we have formulated yesterday? B. Lesson Proper 1. Motivation Do you want to continue talking about what we have started or you want to change it? 2. Choosing Suitable Titles a. Pupils will suggest titles and write the titles given on the blackboard. b. Pupils will study the titles according to the following criteria. Does the title suggest what composition is about? Is it brief and interesting? Is it specific? c. .Decide whether to accept the title or not. d. Select the appropriate title for the topic. 3. Planning and Outlining This will lead or help pupils to: Organize his thoughts Help logical thinking and clearly shows the proper relationship between details. Furnish pupils a definite guide for his writing. 4. Oral Composition Children will do their oral composition based on : outline use of appropriate words suggestions for improvements good points in oral themes pupils think of interacting beginning and ending sentences about the topic. IV. Evaluation Morning. Vocabulary Development Anticipated vocabulary will be extracted from pupils coop

Listen to the oral composition made by the pupils. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Make a rough draft on selected topic Write with proper attention on the organization and con tent of a composition II. Subject Matter Writing a Rough Draft III. Procedures 1. Review Recall the things discussed the day before. 2. Presentation a. Motivation Do you think you are now ready to write a rough draft? b. Setting of Standards to be followed for Composition Writing Minimize carelessness in spelling and punctuation mark. Pay attention to content and organization of the composition. Writing their draft on the topic selected. Making use of the vocabulary words de veloped, good beginning and ending sentences and the outline made. c. Improving the Draft Class cooperatively check pupils draft written on the board Pupils exchange draft for correction. Pupils check their own work. Rewriting the draft. Remarks and evaluation. IV. Evaluation Check the pupils work using the mechanics in writing comp osition. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Write the final draft in a clean sheet of paper Write neatly, legibly and correctly II. Subject Matter Writing the Final Draft in a Clean Sheet of Paper III. Procedures A. Motivation How do you feel now that you are going to write your composition in a clean sheet of paper? B. Setting of standards to be followed in writing the final draft. C. General comments of the teacher on the pupils final draft regarding the f ollowing: 1. Format of the theme. 2. Neatness and legibility of the work done. 3. Good beginning and ending sentences. D. Drill on the typical errors made. 1. Taking up in class the most common errors made by pupils. 2. Rechecking ones final draft. E. Writing the final draft 1. Pupils will write the final draft in a clean sheet of paper. 2. Pupils ask direct help from the teacher on symbols which they are confus ed. 3. Remarks and Evaluation on the written work. *

IV.

Evaluation

Check the pupils work using the symbols in writin g composition. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Write the composition in formal theme Write neatly, legibly and correctly II. Subject Matter Writing the Composition in Formal Theme III. Procedures a. Motivation How do you feel now that you are going to write your composition in a formal theme? b. Setting of standards to be followed in writing the composition. c. General comments of the teacher on the pupils composition regarding the f ollowing: 1. Format of the theme. 2. Neatness and legibility of the work done. 3. Good beginning and ending sentences. d. Drill on the typical errors made. 1. Taking up in class the most common errors made by pupils. 2. Rechecking ones composition. e. Writing the composition. 1. Pupils will write the composition in a formal theme notebook. 2. Pupils ask direct help from the teacher on symbols which they are confus ed. 3. Remarks and Evaluation on the written work. IV. Evaluation

Check the pupils work using the symbols in writin g composition. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Follow series of directions in cooking recipe and doing an ac tivity from the directions listened to Use variety of sentences correctly Spell words with /hw/ sound Write a series of directions II. Subject Matter A. Listening Following Directions Listened To B. Grammar Using Variety of Sentences C. Spelling of Words with /hw/ sound D. Writing Series of Directions E. Materials: English for All Times Language 6 pp. 81-94 III. Procedures A. Listening 1. Motivation Have you ever experience the habit of cooking? What is the first thing to do before you cook? Are you familiar with the recipe book? What are written in the recipe book? 2. Presentation

2.1 What are the standards to be followed in listening? 2.2 Listen carefully to the steps or directions to be followed in cooking. ( See Language Text for the steps p. 81 ) 3. Comprehension Checkup Did Vilma and her sister get the steps right? Did they not miss anything? Are the steps in the right sequence? What is the first step to be followed in cooking the Japanese om elet? What should be the next? When the ingredients where thoroughly blended, what will be adde d? For how many minutes will it be simmered? How many servings will it make? 4. Generalization What are the reminders to be followed in following directions? 5. Application Number the picture on your book p. 83 to show proper sequence o f directions given. B. Grammar 1. Motivation Have you ever attended a demonstration lesson on how to do something? After attending will you able to list step by step the instruct ions given? 2. Presentation Read the lesson about the demonstration lesson of Mrs. Rodrigue z. 3. Discussion/Focalization Read and study the following sentences. 1. Vilma and Sonia attended the demonstration. 2. Mrs. Rodriguez cut fresh pineapple. 3. She cut the flesh away from the skin. What kind of sentences are they? How many ideas they express? Study the following sentences: She reserved the room for her visitor. What is the subject of the sentence? What is the predicate? Are there any more subjects or predicates? What kind of sentence has simple subject and simple predicate? Sonia and Marsha brought the complete ingredients. What do you notice about the subject in this sentences? How many subjects are there in the sentence? What do you call this sentence? What is a compound subject? Bill bought new earphones but gave them to Patsy. What is the subject in the sentence? How many predicates does it have? What are they? What is a compound predicate? Laguna and Bulacan are rich in historical attractions and are home of many heroes. What are the subjects in this sentence? What are the predicates?

What have you notice about this simple s entence? 4. Generalization What is a simple sentence? What can a simple sentence have? 5. Practice Exercises 5.1 Guided Practice Read the sentences and look for the compound subject. 1. Pictures and statues are cleverly arranged in my aunts antique shop. 2. Both Flora and I went to the theater but saw different movies. 3. My aunt and my grandmother are living with my family. 5.2 Independent Practice Identify the compound predicate of these sentences. 1. We took the bus to the city and walked to the national museum. 2. The root system of a plant anchors the plant and absorb water. 3. We drove to the river and fished for tourist. C. Spelling 1. Presentation When /w/ is blended with /h/, the /hw/ sounds are spelled wh. Examples: which when where while white wha t wheel whirl whi p whale whether whistl e whisper wheat whimpe r When you hear the consonant /h/ in a word and find that it is spelle d wh, you will usually find also that the letters wh are followed by the l etter o. Examples: who whose ver 2. Practice Exercise Complete each sentence with a word beginning with wh. Do these on ap iece of paper. 1. The store owner buys canned and dried goods at __________ price. 2. My friend gave me a ____________ set of kitchen utensils last Christmas. 3. ____________ dress will you wear? 4. I do not know _________ we are going to the mall or not. 5. Never __________ your pet animals, father said. 6. The little girl turned ____________ with fear. 7. Ill wait here ___________ you go inside. 8. We watched a ____________ movie last Sunday. 9. Bread is made from ____________. 10. I heard him ___________ from a distance. 3. Application Arrange the jumbled letters to complete the sentences. Write the w ords on your paper. 1. I am afraid to ride on a Ferris (hweel). 2. (hwat) time is it? whom wholesome wholehearted whole wholesale whome

3. 4. 5. D.

(hwo) is your best friend? The president of the United States stays in the (Hwite) House. Small boyslike to (hwistel). Writing You are asked to demonstrate on one of the following topics. Choose one and write down what you are going to say during your demonstration. 1. How to Make a Guava Jelly 2. How to Make a Homemade Pizza. 3. How to do a Papier Mache 4. How To Make Personalized Card 5. How To Weave 6. How To Make an Improvised Stove 7. How To Frame Pictures Artistically 8. How to make Hand Fns out of Paper Foldings (Origami) IV. Evaluation Directions: Underline the subject once and the predicate twice and tell whether it is a simple subject/predicate or compound s ubject/predicate. 1. Lolo and Lola went to the mall and watched a movie. 2. Birds and tree squirrels either find a hollow tree for a home or build a nest on a branch. 3. The members of the committee and the mayor met and discussed plans for t he new library. 4. Mariele and Kristel read books and research in the library. 5. The president of the class initiated a project and solicit funds for it . V. Assignment Answer Exercise B. Apply your skills Again p 94. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Show enjoyment in reading the story Answer questions based on the story read Use compound sentence correctly Spell words with /hw/ sounds II. Subject Matter A. Discovering the Magic of Reading (DMR) The Flower of Love B Answering Questions Based on the Story C. Using Compound Sentences Correctly D. Spelling of Words with /hw/ Sounds E. References: Developing Reading Power 6 pp. 56-58 English for All Times pp. 81-94 F. Materials : Chart, strips of cartolina III. Procedures A. DMR 1. Unlocking of Difficulties Give the meaning of the following words. Use your dictionary. a. b. c. d. e. f. g. h. chieftain unfortunately unconscious recovered warrior maiden bloomed garlands

i. faithful 2. Presentation 2.1 Setting of standards to be follo wed in reading a story. 2.2 Let the pupils listen as the tea cher read the story then ask somebody to read after the teacher. T he Flower of Love Once there lived a chi eftain who had a beautiful daughter named Liwayway. One day she went into the woods to gather fruits and flowers but unfortunately lost her way. She became unconscious when a wild beast ran after her. When she recovered, s he saw a young man bending over her. He was the son of another chieftain . When they parted each one knew that they were in love with each othe r. One day the young man was going away to fight the white men who had invaded their land. The love rs promised never to forget each other saying sumpa kita. But the warrior never came back. In sorrow, the maiden killed herself. Sometime later, shrubs with fragrant white flowers grew on her grave. People believ ed that Liwayways love grew and bloomed. It became a custom for young lov ers after that to exchange garlands of these flowers as a token of thei r faithful love. They whispered I promise ( Sumpa kita ) to each other. In time the flowers became known as sampaguita. It is adapted as our national flower because of its fragrance and simplicity. 3. Comprehension Checkup Who was Liwayway? Why did she go to the woods ? What happened when she saw a wild beast? What did she see when she r egained consciousness? Who was the young man the m aiden saw? Why did the young man leave ? What did they promise each other? Who killed herself? Why? What grew on the grave of t he maiden? What does sampaguita symbol ize?

B. DELC 1. Presentation Ask pupils to read the procedures of M rs. Rodriguez in making Pineapple and Cheese Salad Boats on page 83 of Language T extbook. 2. Check up What did Mrs. Rodriguez do first? How did she cut the flesh of the pineap ple? What did she do with the skin of pineap ple? What did she do next? 3. Focalization Read the following sentences. 1 . She mixed cheese and cucumber with the pineapple and nuts and poured the French dressing over and tossed it. 2. She arranged the pineappl e on a serving dish and lined each pineapple with shredded lettuce. 3. Then she sprinkled the pineapple with cooled toasted coconut and served it at once. 1. have much time. 2. but shes on diet. 3. his body is weak. 4. ecipe but she has to buy the ingredients first. 5. Mother wants to prepare food for her visitors but she needs to rest. 4. Discussion What two complete thoughts or ideas are expressed in each sentence of the first set? What word or words connect these ideas or thoughts? When two or more complete thoughts or i deas are joined by and, the sentence becomes compound sentence. The word an d is called a conjunction. It suggests addition, that is the idea in the seco nd sentence is one that would be naturally expected. In the second set of sentences, what a re the two ideas expressed? When two sentences are so related that the second sentence presents a contrasting idea, what conjunction is used? We can also use two or more ideas that suggest choice with the use of or. 5. Generalization What is a compound sentence? What are the conjunction used to join two simple sentences? 6. Practice Exercises a. Guided Practice Agnes wants to try the r Rodel looks healthy but Cita likes to eat salads I love cooking but I dont

Do Exercise 1 p. 88 English for All Times Language b. Independent Practice Do Exercise 2 p.p.88-89 Englis h for All Times Language 7. s Language C. Spelling 1. Presentation When /w/ is blended with /h/, the /hw/ sounds are spelled wh. Examples: which while t wheel p whale e whisper r When you hear the consonant /h/ in a word and find that it is spelle d wh, you will usually find also that the letters wh are followed by the l etter o. Examples: who whose ver 1. iece of paper. 1. The store owner buys canned and dried goods at __________ price. 2. My friend gave me a ____________ set of kitchen utensils last Christmas. 3. ____________ dress will you wear? 4. I do not know _________ we are going to the mall or not. 5. Never __________ your pet animals, father said. 6. The little girl turned ____________ with fear. 7. Ill wait here ___________ you go inside. 8. We watched a ____________ movie last Sunday. 9. Bread is made from ____________. 10. I heard him ___________ from a distance. 2. Application Arrange the jumbled letters to complete the sentences. Write the w ords on your paper. 11. I am afraid to ride on a Ferris (hweel). 12. (hwat) time is it? 13. (hwo) is your best friend? 14. The president of the United States stays in the (Hwite) House. 15. Small boyslike to (hwistel). IV. Evaluation Directions: Connect the two simple sentences with and, but or to make a compound Practice Exercise Complete each sentence with a word beginning with wh. Do these on ap whom wholesome wholehearted whole wholesale whome wheat whimpe whether whistl whirl whi when white where wha Application Do Exercise 3 p. 89 English for All Time

1. ___ he saw his enemy rushing 2. 3. ed 4. 5. im

sentence. The King stood on a tower on the wall

______

towards the gate. The aged leader saw the fearsome warriors coming ___________ he groaned aloud. The gatekeeper opened the gates ___________ the people in the newly form areas came in quickly. They had to seek shelter __________ the enemy would surely find them. The old man spoke to hid son beside him ___________ he could convince h to give it up. V. Assignment

Directions: Answer Apply Your Skills Again p. 94 Lette r B. English for All Times Language Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Use dictionary to get the appropriate meaning of a gi ven word Deduce meaning of words through context clues Answer who, what, and why question Identify realism from fantasy II. Subject Matter Wiki to the Rescue Skill Focus: Using Dictionary Materials: Reading Textbook pp. 64-77, pictures III. Procedures 1. Motivation Where is Hawaii located? How do dolphins look like? Show pictures of dolphins. 2. Unlocking of Difficulties Replace the italicized expression with a word from the word box. Wr ite your answer on the blank before each number. 3. Presentation Setting of standards in reading Show again the picture of the dolphins. Talk about it. Ask pupils to get their book and let it open on page 65. Read the story silently. 4. Comprehension Check up Answer the following question Who is Wiki? Why do people call the boy Kamuelo when it should be Samuel? What amazing things can Wiki do which made her so popular in the village? How did Wiki rescue Kamuelo? Retell the details. How did Kamuelo know that it was Wiki who saved him? What do you think could have happened if Wiki did not come? Do you think Kamuelo could be saved by his little skill in swimming? Prove your answer. 5. Application Answer Exercise 1 on page 71. Answer Exercise 2 p. 72 6. Skill Focus Talk about the dictionary. Study how to use a dictionary. Examine the following entry words taken from a dictionary. Then

answer the questions on the next page. See Reading Textbook on pages 73-74. Answer Exercises no. 6,7,8, 9, and 10. IV. Enrichment a. Group the pupils into five with at least seven members in the group. Let them go to the library and research cooperatively for 6 Hawaiian words with their meanings. Let them pronounce each word to the class. b. From the group of five, One group will list down statement of realism about the moon and the other group, statement of fantasy about it. V. Evaluation Study the dictionary below then answers the question that foll ows. 1. Which word on this sample dictionary page is both a noun and a verb? 2. How many definitions are given for hierarchy? 3. Which definition of hide is used in each of the following sentences? Indicat e your answer by writing the number as given in the sample dictionary page. a. The rebels had to hide in the mountain to avoid being pursued by the governme nt soldiers? b. Fathers belt and clutch bag are made of cows hide. c. The estate of royal family covers thousands of hide. 4. Which word is both a noun and an adjective? 5. Which word is pronounced in two ways? 6. Which entries are compound words? VI. Assignment Go to the library and look for the meaning of the following words, their pronunciation, and syllabication. 1. 2. 3. 4. ` 6. 7. 8. 9. 10. receipt quoted pursuit humane 5. enthusiasts heroism catastrophe heir heirloom ankle

Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Distinguish in meaning of sentences caused by stress Identify and use complex sentences correctly Spell difficult words II. Subject Matter A. Sentence with Stressed Word Working with Complex Sentence Spelling of Difficult Words B. References: English for All Times Language pp. 96-103 C. Materials: pictures and chart III. Procedures A. Listening 1. Motivation What are the positive values and traits of Filipinos do you know? or observed? Give examples. The students will give examples of positive valu es of

2. g. 3.

Filipinos as reinforced in school and at home. Presentation Listen as the teacher says each sentence to convey the given meanin Discussion Does the sentence change in meaning every time a different word is stressed? Explain that in giving a statement, stress the important word to co your desired message to the person you are speaking to. Practice Exercise Let the pupils work in pairs for Exercise 1. Say the words properly to convey the desired meaning. Application Find a partner again. Read the dialogs on your book p. 97. Think of dialogs to communicate different meanings. Do Exercise 2.

nvey 4. 5. other B. Speaking 1. Presentation Read the following sentences. Try to explain the meaning of each combination. Filipinos can easily overcome problems. They have supportive families. 1. Filipinos can easily overcome problems because they have support ive families. 2. Filipinos can easily overcome problems if they have supportive f amilies. 3. Filipinos can easily overcome problems when they have supportive families. 4. Filipinos can easily overcome problems since they have supportiv e families. 5. Filipinos can easily overcome problems unless they have supportiv e families. 2. Discussion What kind of sentences are formed out of the above combinations? When combining two ideas into one sentence, think of how they are related to each other. Then, choose a conjunction that will clea rly show that relationship. What are the conjunction used in the sentence? What you mean by those conjunctions? What are other conjunctions used to form a complex sentence? Can you combine the ideas in the paragraph on p. 99 of your Lan guage book. Use the appropriate conjunctions and form complex sentenc e. 3. Generalization What is a complex sentence? What are the conjunctions used to form a complex sentence? 4. Practice Exercise a. Guided Practice Do Exercise 3 pp. 99-100 b. Independent Prac tice Do Exercise 4 p. 100 5. Application Answer Exercise 5 pp.100-1

01 C. Spelling 1. Presentation From the list of words in the bo x, copy the word that answer each question below. support financing incapacity discipline party system because fraction hospitality but hosting disability guiding physical generous solidarity

1. What G means free in giving? 2. What B refers to a conjuncti on meaning for the reason that? 3. What S is a synonym for aid of help? 4. What H means a generous act of receiving visitors? 5. What S means state of being firmly united in support of common interests? 6. What P refers to the outer f eatures of a person? 7. What D means self-control? 8. What D means inability? 9. What F refers to money matte rs? Application Dictate the following spelling t o the pupils and let them write it correctly. 1. hospitality 2. creativity 3. generosity 4. politeness 5. patience 6. solidarity 7. light-spirited 8. cooperation IV. Evaluation Directions: Change the following sentence to complex sent ence. 1. I will call you up. We meet again. 2. The noise had stopped. I had difficulty in going to sleep. 3. The businessman keeps on working. He is a wealthy man. 4. They can live with us. They are waiting for their friends. 5. The children went out to play. The rain has stopped. 6. She has no formal attire. She will not attend the wedding. 7. You will be admitted. Youre healthy. 8. I was extremely tired. I went to bed early last night. V. Assignment Directions. Answer Apply Your Skills Again Letter D. p. 10 3. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Use dictionary to find meaning of words 2.

II. rmation

Answer how and why questions Use atlas, almanac and other general references Subject Matter A. Topic: Kangaroos B. Skill Focus: Using Reference Materials to Locate Info C. Materials: pictures, reference materials available Reference : English for All Times, Reading Textbook,

in the BEC D. pp. 80-87 III. Procedures A. Pre - Reading 1. Kangaroos? Have you seen it? Show pictures of Kangaroo. What can you say about it? 2. Unlocking of Difficulties Circle the antonym of the it alicized word. 1. tired simple destroyed offensive freed name? How are Kangaroos similar to dogs? What are wallabies? What are marsupials? Which are the mortal enemies of kangaroos? 4. Setting of standards to be followed in oral reading? 5. Presentation Read the selection orally. Call pupil to read the selection. B. Post Reading 1. Comprehension Who was the first Europea n to see Kangaroos? What do wallabies eat? Of what uses is the femal e kangaroos pouch? How large is an adult gra y kangaroo? Why do farmers consider r at kangaroos a nuisance? What animals are the mort al enemies of smaller kangaroo? Where does the name marsu pial come from? How do tree kangaroos and terrestrial kangaroos differ? relaxed 2. enormous 3. stable 4. satisfying 5. controlled 3. Motive Questions How did the Kangaroo get its captivity nuisance wrecked tremendous exhausted Motivation How well do you know about

Do kangaroos have burrows ? Kangaroos like other anim als, are now endangered, how can the government protect these species from extinction? How can people help the g overnment in protecting endangered species? Why do people ne ed to support the government in this aspect? 2. Fixing Skills Do Exercise 1 p. 82 Do Exercise 2 p. 83 Do Exercise 3 p. 83 3. Skill Focus a. Using Almanac, the Encycl opedia and Atlas Show the real almanac, a tlas and encyclopedia b. Using Card Catalog to loc ate Information Do Exercise 4. A. pp. 85-86 Do Exercise 4 B. p. 8 6 Do Exercise 4 C. p. 86 4. Practice Exercise Do Exercise 5, p.87 IV. Evaluation Directions: Fill in the blanks with the correct answer. 1. ___________ is a collection of drawers in which 3x5 inch cards that give s data on all books in the library are field. 2. ___________ is a kind of card catalog which the name of the author appea rs above the title of the book. 3. ___________ is a book of maps and variety of facts about places. 4. ___________ contains list of facts on many different subjects. It is pub lished annually. 5. ___________ contains various information and are easy to locate because of the guide words at the top of each page V. Assignment Research other rare animals in the library and get their distinctive characteristics. Use the different general references to locate informati on. Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Show enjoyment in listening to a dialog Answer questions based on the dialog listened to Use nouns that are plural in form but singular in meaning (spec ial nouns) Spell special nouns correctly Fill up forms ( Community Tax Certificate ) II. Subject Matter A. Showing Enjoyment in Listening Answering Questions Nouns That Are Plural in Form But Singular in Meaning Spelling of Special Nouns Filling Up Forms ( Community Tax Certificate ) B. References: English for All Times Language pp. 104-115

C. cate III.

English for All Times Manual Materials: pictures, chart, sample community tax certifi

Procedures A. DMR 1. Motivation Who among you have flower gard

en at home? What varieties of flowers do y ou have? Have you heard the queen of P hilippine orchids? What do you think is it? 2. Unlocking of Difficulties Use your dictionary to get the meaning of the following wo rds vibrant botanical endangered extinction 3. Presentation 3.1 3.2 ialog. B. CM What is considered as queen of Philippine orchids? How are they different from other flowers? What makes the waling-waling so popular? Where in our country can we find most of these flowers? This flower is endangered, how can you help conserve this Setting of standards to be followed in listening. Listen to the dialog. Call 2 pupils to play in the d rare bouquets

flower? In what way you can help save the life of this species? 1. Engagement Activity Read the paragraph on page 105. Take turns in asking and answering questions beginning with Wh and How about the paragraph. Observe proper intonation. See paragraph on page 105 of y our Language Text.. C. DELC 1. Drill A. Give the plural form of these noun s. a. book b. square c. glass d. tomato e. key f. watch g. quiz h. ocean i. range j. mat k. potato l. toy m. match n. box o. carabao

2. rregular nouns. a. child b. ox c. mouse d. oasis e. goose f. tooth g. foot h. man i. woman j. half

Review Give the plural form of theses i

State the rule in forming plural s. 3. . The news is bad. Measles is contagious. Politics takes much tim e. The Philippines is a be autiful country. 4. Discussion/ Focalization What are the italicized wor ds in the sentences? What is the form of these w ords? Look at their meaning, are they plural or singular? Give more examples of words that are plural in form but singular in meaning. aeronautics news acrobatics Physics billiards series civics species mumps United States mathematics tonsillitis The Netherlands tuberculosis Read the following sampl e sentences. 1. His favorite subject is Physics. 2. The Netherlands is having an economic problem. 3. Mumps spreads everywhere. 4. I love Mathematics. 5. Do you know how to play billiards? 6. Generalization What do you call these nouns that are plural in form but singular in meaning? 7. Practice Exercise: Presentation Read the following sentences

8. D. Spelling

Do Exercise No. 1-10 Do exercise 3 p. 110 Application Do Exercise 4 p. 110 Study the spelling of the following nouns. measles a se

eronautics ries tonsillitis Philippines

mumps acrobatics Mathematics species calisthenics billiards tuberculosis Spell the following words correctly. Do Exercise 6, pp. 111-112

E. Writing Show the sample community tax certificate. Study the data in the community tax certificate. Fill up the community tax certificate. Do Exercise A and B. p. 112. 11. Evaluation Answer Apply Your Skills Again Letter D. p.114 Use the following entries to fill-out Community Tax Certi ficate. Pp .115. a. b. Time : 8 : 30 9 : 30 Subject : E nglish VI- Cattleya I. Objectives Note details in selection listened to Pronounce the final s sound in a word correctly Use the plural of compound nouns correctly II. Subject Matter A. Noting Details B. Sounding the final s of a word C. Plural forms of compound nouns D. Materials: Language Textbook pp. 116-127 Pictures, map of the Philippines, water forms landforms, and oth er natural resources III. Procedures A. Listening 1. Motivation Show pictures of natural resources. Which are useful? Which are not? 2. Presentation You are going to listen to a dialog entitled Visiting the Country 3. Setting of standards to be followed in listening? 4. Listen to the dialog. 5. Comprehension Check up What are the natural resources of our country? What name is given to a large group of fish traveling together? In what ways are mountains good sources of wealth? Who owns the forest? What does our government do to conserve our natural resources? What does uncle Rolly say about our mining industry? B. Speaking 1. Presentation Read the phrases after the teacher.

Notice how the teacher reads these group of words together. Repeat the Phrases after the teacher. Only the italicized words are said in a loud voice. in our rivers and streams bodies of water from these resources works of art lakes and rivers What sound is common in the stressed words? Here are some words ending is s . Take note how the words in each colum n are pronounced. 1 3 / s / / iz / forests sources lakes resources tasks bushes beliefs 2. churches Discussion What What What Did To a word ending sound produce in column 1? sound produce in the final s in column 2? was done to the words in column 3? you observe the following points? in a voiceless sound like t, k, p, and f, we give the / streams waterfalls ponds rivers / z / 2

1. s / 2. and

sound to the final s. Examples : lakes, groups To a word ending in a voice sound like b, d, g, v, m, n, ng, l, r, g, w

all vowels, we give the /z/ sound to the final s. Examples : rivers, ponds 3. To a word ending in the missing sound like s, sh, ch, z, zh, and dge, we add a separate syllable /iz/. Examples: places, bushes 3. Application Directions: Use the following words in your own sentences. Then read them orally in class. Be sure to soun d the final s correctly. 1. groups 6. animals 11. helps 2. sights 7. lasses 12. hides 3. roofs 8. places 13. creeps 4. deeds 9. houses 14. sounds 5. bees 10. classes 15. dances C. Grammar 1. Presentation Read the letter below. Take note of the nouns used by the writer. March 7, 2002 Dear Leandro, How are you now? About me, Im having a great time here in the City. Ive traveled along wide expressways and flyovers. Ive seen skyscrapers at th e center of the city. I was overwhelmed by all these sights. But you know what? I miss our farmhouse and the wildlife we enjoy so much. Anyway, Ill be back there in a weeks time.

See you soon. Your pal, Rodel 2. Discussion What are the nouns used in the letter above? What do you notice about the nouns time, city, center, and sights? How about the words expressways, flyovers, skyscrapers, farmhouse and wildlife, what characteristics do they have in common? How do we call these nouns? How are compound nouns formed? Here are more nouns: Mother-in-law, baby-sitter, cave-in What do you observe about these nouns? Another way to form compound nouns is seen below: Skyscraper, farmhouse, sideline How is each formed? Study the following nouns again: 1. sight sights 2. city cities 3. expressway expressways 4. farmhouse farmhouses 5. mother-in-law mother-in-laws 6. study hall study halls 7. highway highways 8. headquarter headquarters 9. officer-in-charge officers-in-charge 10. library libraries The first column shows the singula r form of the nouns while the second column shows their plural form. 3. Generalization How are compound nouns form their plural? 4. Practice Exercise Do Exercise 1 p. 121. Do Exercise 3 p. 122 5. Application Do Exercise 5 p. 123 IV. Evaluation Write S if the compound nouns are separate words, H if they are hyphenated words and C if they should be combined words. Write their plural form. Do thi s on a sheet of paper. 1. _________ iron founder ___________ _________ 2. _________ joy ride _______ _____________ 3. _________ key note ________ ____________ 4. _________ kitchen garden ____________ ________ 5. _________ lamp post _________ ___________ 6. _________ land rover ________ ____________ 7. _________ land mark _________ ___________

8. _________ ______________ 9. _________ ______________ 10._________ _____________ V. Assignment

life cycle life jacket life time

______ ______ _______

Answer letter C in Apply Your Skills Again. P. 126.