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. S
ubject Matter A. The Rajas Ear A. Using Tag Questions B. Reference : PELC II. 3.2 E
nglish 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. Le
arning Activities C. Developing English Language Competencies (DELC) 1. Preparat
ory Activities a. Drill Word of the day b. Read the following sentences with cor
rec 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 questio
ns 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 t
he 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 th
e 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. Yo
u havent told my secret to a single person, have you? What do you notice of the q
uestions 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 punctuati
on 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 sentenc
es in Set B. Is the first part affirmative or negative in each question? How abo
ut the second part? What have you noticed if the first part of the question is n
egat ive, what tag question is use? If the first part of the question is negativ
e, 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 que
stion, 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 i
s added to the end like a tag. Tag questions can be stated in two ways. If the s
tatement part is affirmative, the question tag is negative. If the sta tement pa
rt 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 r
ead 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, ____________t
hey? Nenas parents came for her, ____________she? Ana wore a beautiful dress, ___
__________she? The boys finished their project, ___________they? Rene Jumped ver
y 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 Direct
ions: Supply the missing tag questions. Those slippers are yours, ______________
_? Its Friday today, ______________? The children arent here yet, _____________? J
ose wasnt late yesterday, _____________? The books were lost, _______________? Al
fred 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 Di
rections: Using tag questions, ask a classmate to find out. Example: if sampagui
tas are easy to grow Sampaguitas are easy to grow, arent they? if Fe is the young
est 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 Manal
o our principal if Mrs. Marife Taala our English Supervisor if Mrs. Emma A. Bauti
sta our Superintendent if Mr. Jusi is not your teacher in EPP if English is diff
icult subject Evaluation Directions: Fill in the blanks with the correct tag que
stio
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 Raj
ah, _____________? ( did it, didnt it) 2. The servants tell the secret of Rajah t
o 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 cor
rect tag question. 1. The Badjaos are sea dwellers, _____________? 2. The desks
were all clean, _____________? 3. Ruben does not study hard, ____________? 4. No
t all stories are interesting, ____________? 5. The moon is a planet, __________
____? Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives State th
e main idea of a paragraph that is explicit or implied II. Subject Matter A. Sto
ry : The Rajahs Ears B. Stating Explicit and Implied Main Idea C. Reference: BEC PE
LC III. 3.3.2 English for All Times Reading pp. 30-35 D. Materials: pictures, ch
arts E. Values : Be contented for what you have III. Learning Activities D. Deci
phering and Decoding Strategies and Skills (DDSS) 1. Action Song 2. Checking of
Assignment 3. Review Directions: Form nouns by adding noun-forming suffixes to t
he 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 mirr
or. Are you happy with how you look or you wanted to change something in your bo
dy or face. If you are given a chance to have plastic surgery, whom do you wante
d 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 corre
ct juncture. Refer to English for All Times Reading pages 3034. c. Discussion Wh
at 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 paragr
aph that is explicit or implied. . 1. The Rajah wanted to cut his hair because h
e was going to marry. So, he called the barber to cut his hair. He ordered all h
is 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 wan
ted 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 ba
rber was amazed to see the big ears. Listen, you will not tell anyone about my s
ecret if you do you will have your head cut, said the Rajah. . The barber starte
d 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 t
he 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 hai
r of the Rajah. The barber was happy to cut the Rajahs hair. I must not tell anyon
e 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 wha
t 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. T
he 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 bec
ause the Rajah will never find out for he did not tell it to a person that can t
ell it to anyone else, and he will feel better. What is the main idea? a. The ba
rber 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 celebratio
n 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 c
alled the barber in a loud voice. What is the main idea of the par agraph? a. Th
e 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 i
s the main idea? 2. The atlas is a book of maps and variety of facts about place
s. It has charts, maps, tables and graphs

. Illustrations of places like cities, towns, roads countries and like are inclu
ded. Distribution of many other things such as economic resou rces, population a
nd even the types of climate are obtained in an atlas. 3. transportation in Chin
a. There are so many people in the cities th at cars create enormous traffic jam
s. Bikes on the other hand, are smalle r and easier to maneuver. Ad of course yo
u save gasoline. IV. Evaluation Directions: Choose the correct implied or explic
it main idea of the para graph. Write the letter of the correct answer on your p
aper. People who are gregarious are n ot manics and people who need more solitud
e 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 lat
e and gets up early. There is no attempt to convert either or both to another pa
ttern 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 e
nabler, 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 selfdev elopment in all areas. However, it can also be stunted and destroyed. a. Cur
iosity is a powerful motivator. b. Curiosity is natural inborn asset. c. Curiosi
ty 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 moun
tain 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 us
e 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. Ri
ver is useful. 4. Well-trained dogs are of great help to man. They keep goats an
d pigs out of gardens, flower beds and oth er areas where they might do harm. Do
gs help protect barns and chicke What is the main idea? A bicycle is your best m
eans 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 y
ou to sample a variety of rice cakes can be more fun than pizza parties. Rice ca
kes 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 par
ties are fun. b. Rice cake is delicious. c. Rice cake is not hard to make. d. Ri
ce cake is like bibingka. V. Assignment Group Activity Directions: Copy a paragr
aph on your reading book and decide whe ther the main idea is explicit or implie
d. Write the paragraph on a sheet of manila paper.
Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Fill out infor
mation sheet II. Subject Matter A. Story : The Rajahs Ears B. Filling Out Forms ( I
nformation 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 she
et form, charts E. Values : Be contented for what you have III. Learning Activit
ies E. Writing 1. Preliminary Activities a. Drill Game Read the words and be fam
iliar with the spelling. Then ea ch group with seven members will answer the ite
ms on the chart using the words which were asked of you to be familiar with. add
ress 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 entert
ai

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 s
ample information sheet. Pupils Information Sheet NAME : MANALO RONABETH ILAGAN (
Surname) (Given Name) (Middle Nam GRADE AND SECTION : VI- CATTLEYA AGE LAST BIRT
HDAY : 11 Sex: F 21 (Date) MABINI, (Town) BATANGAS Nationality 199
e) : FILIPINO RELIGION : ROMAN CATHOLIC DATE OF BIRTH : NOVEMBER 8 ( Month ) (Ye
ar) PLACE OF BIRTH: SAN JUAN, (Barangay) (Province) ADDRESS: 060 SAN JUAN , MABI
N I, BATANGAS (Number) (Street) (District/Town) (City/Province) TELEPHONE NUMBER
/MOBILE NUMBER: 09176054971 FATHER : ROBERTO A. MANALO OCCUPATION: PRINCIPAL PLA
CE OF WORK: MAINAGA-SAN FRANCISCO ELEMENTARY SCHOOL MOTHER : ANTONIA ILAGAN OCCU
PATION: TEACHER PLACE OF WORK: MAINAGA-SAN FRANCISCO ELEMENTARY SCHOOL b. Discus
sion Answer the following questions. 1. Whose information sheet is it? 2. Did sh
e give the correct information about herself? 3. What additional information doe
s it give about Ronabeth? 4. Is the birth date written properly? 5. Is the addre
ss 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 r
ules on pu nctuation and capitalization. IV. Evaluation Directions : Fill out co
rrectly the information sheet to be placed in yo ur portfolio. Observe the corre
ct procedure in fill upping the forms. Pupils Information Sheet NAME : __________
___________________________________ (Surname) (Given Name) (Middle Nam e) GRADE
AND SECTION : ______________________________ AGE LAST BIRTHDAY : ___ Sex: ____ N
ationality

: __________ RELIGION : ___________________________________ DATE OF BIRTH : ____

_____________________________________ ( Month ) (Date) (Year) PLACE OF BIRTH: __
_________________________________________ (Barangay) (Town) (Province) ADDRESS:
_ (Number) ____________________________________________________ (Street) (Distri
ct/Town) (City/Province) TELEPHONE NUMBER/MOBILE NUMBER: _______________________
_ FATHER : _______________________ OCCUPATION: _____________ PLACE OF WORK: ____
_____________________________________________ MOTHER : ______________________ OC
CUPATION: _____________ PLACE OF WORK : ________________________________________
_________
Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives A. Skills Iden
tify the setting, main character, secondary characters, plot c limax and ending
of a story listened to Answer questions about the story listened to B. Strategie
s Story telling Dramatization Questioning C. Values : Patriotism, Love and Dedic
ation II. Subject Matter Story: In Them I See God Identifying the setting, main ch
aracter, secondary characters, plot, cli max and ending of a story Answering que
stions 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 co
untry or in abroad? Why? c. Vocabulary Development Unlock the meaning of the fol
lowing words using dictiona ry. To be done in game. Let each group find the mean
ing of t he different words using dictionary. 1. theological 2. begging 3. convi
nce 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. Ac
tive 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 daughte
r. Lilia had graduated from nursing and masteral courses. But Papa, I cannot leav
e the Mamanwa natives. They need m y help. Theyve been begging around our hospita
l 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 ea
rnestly. 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 Mama
nwas are my people . Then work in the hospital, manage it, and Ill transfer eve ryt
hing 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 earnes
t his daughter was . Wasnt it yourself, Papa, who told me about what God said? W ha
tever you do the least of your brethren, you are doing it unto Me. Lilia Castro p
racticed her nursing skills with the Maman was, whom she taught snitation, the i
mportance of education, and love of God. Now in her forties, she has expanded he
r mission work to include the natives of Agusan. 3. Post Reading a. Answer the m
otive questions. b. Engagement Activities Group Activity

Divide the class into five groups and give each group a task to do Group 1 ter a
nd the secondary Group 2 Group 3 ve learned from the Group 4 nurse like Lilia Ca
stro Group 5 hy you wanted to ur ambition. Discussion Comprehension Questions Gr
oup 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 t
hen discuss w be and how will you serve people with yo character was talking abo
ut the letter. Enumerate the five elements of the story Discuss with the group t
he 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 peop
le? Will you be like Lilia? Why? What are the values you have learned today? Tim
e : 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. Va
lues : Patriotism, Love and Dedication II. Subject Matter Story: In Them I See Go
d Retelling Story/Selection A. Reference: PELC II. 4 English for All Times, Langu
age, pp. 46-49 B. Materials: charts, pictures III. Learning Activities C. Develo
ping 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 progra
m, ____________? 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 ca
nnot leave the Mamanwa natives. They need m y help. Theyve been begging around ou
r 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 conv
ince 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 transfe
r eve rything to you. I have to live with them Papa, so we can fully understand on
e another. In them, I see a way to answer Gods call. Dr. Castro began to realize h
ow 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 snitati
on, the importance of education, and love of God. Now in her forties, she has ex
panded 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 ab
out? What was Lilias decision about the letter from Theological Semina ry in Cali
fornia? Why she didnt want to go to California? What was his fathers advice? Why s
he 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 retellin
g 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. Inde
pendent 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 b
or 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 brothe
rs 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. Applic
ation Group Activity- Use activity sheet Divide the class into three groups. Eac
h group will do t he task listed in the activity sheet. Group 1 Group 2 IV. Rete
ll 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 re
ad it in the class. Mother Knows Best
V.
Assignment Directions: Watch this evening the portion of a Telenovela May Bukas P
a 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 event
s 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, pictur
es III. Learning Activities 1. Action Song 2. Checking of assignment 3. Review D
irections: 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 callin
g for an ambulance. Sometimes an ambulance can bring home people from the hospit
a l. People who man the ambulance are well-trained for any emergency. In some ca
s es, an ambulance can also deliver important medicines or donated organs from o
n e hospital to another. What is the main idea expressed in the paragraph? 3. Sw
imming 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 int
o 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. cl
imax 3. Other character who support the main character. C. setting 4. The proble
m 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. Cha
racte 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 Theologi
cal S eminary in California. Work is waiting for you there, Dr. Pio Castro inform
ed 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 aro
und 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 understan
d that there is something more to life th an begging. Dr. Castro tried his best t
o 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 l
ooked 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 t
ransfer eve

rything to you. I have to live with them Papa, so we can fully understand one anot
her. In them, I see a way to answer Gods call. Dr. Castro began to realize how ear
nest 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 Castr
o practiced her nursing skills with the Maman was, whom she taught sanitation, t
he importance of education, and love of God. Now in her forties, she has expande
d 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 ali
fornia? 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 wo
rds that answer the quest ions. The Royal Journey to Heaven Once upon a time the
re was a fat, foolish king who had a thin, sharp-witted minister. The minister w
anted 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 ple
ased 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 becaus
e 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 of
ficer in-charge in a blanket and throw him into the sea and buy a hundred o f bl
ankets 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 k
ing 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 th
e 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 el
ephant 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 p
ut in death and a sked the minister to buy feeds and see to it that the poor ani
mal 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 boa
r again. He asked the minister if it was the same animal they saw before . But h
e was surprised because it has not grown fatter. The minister denied and told th
e 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. Bu
t 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 ministe
r 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 m
idnight is a very lucky hour. Anyone who is hanged now will find a place res erv
ed 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, th
e 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 h
e 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 wa
nt 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 awa
y 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 m
inister D. the cook 4. What was the punishment given to the cook? A. to be hange
d 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. T
hey 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 K
ING 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 woma
n carrying a baby in her arms, bows down too. King Solomon a sked the women to t
ake 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 s
econd woman hurriedly stood and said, My baby didnt die, my lord. It was her son w
ho died. This child in my arms is very much alive. It is my baby. So both of you a
re claiming the same baby for you r own, you may continue to relate your story, p
ointing 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 chi
ld 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 hin
g 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 commande
d his guard to get a sword and bring it to him. He will cut the bab y into two h
alves. 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 s
lay him. Give the child to this woman, pleaded the first woman. My lord, your ind
eed 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 t
he first woman, she is the rea l mother. No one could let her child died. The fir
st 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 celeb
ration. 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 c
hild. C. Each claimed that she was the godmother of the child. D. Each claimed t
hat she was the grandmother of the child. 3. What did King Solomon command one o
f 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 c
hild into two and gave it to the first woman. D. Bring him a gun and shot the ch
ild to be given to the second woman. 4. How did King Solomon discover the real m
other 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 wom
en agreed to slay the child D. When one of the women agreed to cut the child int
o two 5. Was the decision of the king fair? Why? A. Yes, because the king was wi
se. 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. Evalu
ation Directions: Read the story care fully then identify the events on the p lo
t of the story by choosing the letter of the correct answer. SIR RUBEN Early tha
t Monday, Ruben woke up excitedly and prepared to dress up for school. He took t
ime to fix himself seeing to it that the uniform which he was using for the firs
t time was neatly pressed. It was his first day of service as a te acher in an e
lementary school and he ought to create a good impression on his principal, co-t
e achers, and pupils. After a hurried breakfast, he was off at exactly 6:00 in t
he morning. While in the tricycle on the way to school, he thought o f what he e
xperienced before his teaching job. He began as a janitor in an elementary schoo
l 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 continue

d 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 pre
sented his assignment paper to the principal, greeted him with a very distinct SI
R. 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, h
e thought. The new teacher, Mr. Ruben Reynoso, promised himself to do the best h
e could to serve that complement SIR. 1. Why did Ruben wake up excitedly last Mond
ay? 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 h
is former jobs? A. a teacher in the school B. a janitor and at the same time cle
rk C. a principal in the school D. a tricycle driver 3. How did he become a HEKA
SI 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 lovin
g 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 pr
omised to be early always. C. He promised to do the best he could do. D. He prom
ised 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 i
s the setting of the story? 2. Who is the main character? 3. What happened to mo
ther? 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 be
low. Tell the main idea of the paragraph 1. that is explicit or implied.. The Ra
jah 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 courti
er to get outside while the barber cuts his hair. What is the main idea of the p
aragraph? 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 s
ee 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 wi
ll have your head cut, said the Rajah.. The bar ber started to cut Rajahs hair. A
ll 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 c
ut the Raja hs hair. 3. I must not tell anyone about the Rajahs ears, I mu st not t
ell 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, Remembe
r 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 afra
id. 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 ca
n tel l it to anyone else, and he will feel better. What is the main idea? A. Th
e barber was feeling well. B. The barber was worried about the se cret. C. The b
arber 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 mu
s 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. W
hat is the A. B. C. c. D. The people laughed hearing the music . B. Exercise 2 D
irections: Give the implied or explicit main idea of the paragraph. 1. All kanga
roos 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 spe
nd long hours during t he day sleeping in the fork of a tree. What is the main i
dea? 2. The atlas is a book of maps and variety of facts about places. It has ch
arts, maps, tables and graphs. Illustrations of places lik e cities, towns, road
s countries and like are included. Distribution of ma ny other things such as ec
onomic resources, population and even the types of climate are obtained in an at
las. What is the main idea? A bicycle is your best means of transportation in Ch
ina. are so many people in the cities that cars create enormous traff ic jams. B
ikes on the other hand, are smaller and easier to maneuver. And of course you sa
ve gasoline. C. Exercise 3 Directions: Choose the correct implied or explicit ma
in 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 t
han others are not schizoids. Respect for different requirements is of great imp
ortance. Ramon falls asleep early and gets up early. Nelia goes t o sleep late a
nd gets up early. There is no attempt to convert either or both to another patte
rn and no message conveyed that one or another pattern is better. A. Respect req
uires 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 en
abler 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 nat
ural 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 th
e river flows from the mountain to the sea, it provides life to many earthly cre
atures. Marine life lives in it s water. se fe in Along its banks live man and m
any 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 ch
icken houses from stray anim als and robbers. They can be trusted to guard a fam
ily 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 gard
ens, 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 tast
e 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 a
re fun. is delicious. is not hard to make. is like bibingka.
Time : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives A. Skills Iden
tify synonyms of common words through context clues Identify the setting, the ma
in character, climax and ending o f the selection of the story listened to B. St
rategies 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, an
d ending of the story. A. Reference: PELC I.1 p.23 , I.3, I.5 English For All Ti
mes Reading Textbook pp. 48-51 B. Materials: charts and real object III. Learnin
g Activities A. Discovering the Magic of Reading (DMR) 1. Pre-reading a. Drill W
ord of the Day b. Vocabulary Development Directions: From the sentences given, c
hoose 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 obtaine
d enough money but you want to possess more. 5. Im so sorry that you could not be s
atisfied 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 s
quash 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 teach
er will read the story to the class without interruption. Second Reading Read th
e 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 questi
on 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 Dram
atize the scene that shows t

e that you have learned Group 4 y. Discussion Directions: Answer the following q
uestions. 1. Squash is the only food that the couples eat every day From this stat
ement 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 wi
sh of the couple was not granted? 6. If we are to analyze the couples character t
hey 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 va
lue 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 en
ding o f the selection of the story listened to B. Strategies Story telling Dram
atization Questioning C. Value: Be contented II. Subject Matter Reading: The Tal
e 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 re
al object IV. Learning Activities A. Discovering the Magic of Reading (DMR) 2. S
kill Focus A. Put a check mark { / } on the space if the pair of words are synon
ymous to each other. If not put cross { x }. ____1. reply response ____2. build d
estroy ____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 blan
k. _____Shinning pieces of gold were rolled down from to the mat from the babys b
ody. _____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. _____T
he wife continued bathing the baby until all water had turned into gold. 3. Appl
ication A. Read the story carefully and be able to answer the questions that fol
low s. ( See the story and questions on the chart.) B. Arrange the events as the
y happened in the story. Number the events 1 to 5. See it on the chart. C. Get t
he 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 nee
ded to knit a ______________. A. blouse B. sweater C. handkerchief D. skirt 3. A
wise man helped us to ______________ ______. A. solve the problem B. build hous
es 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 R
ead the sentences below. .Look for the clues to the meaning of each underlined w
ord. 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 intr
oduced by in terrogatives Use interrogatives in conducting interview II. Subject
Matter A. Listening Distinguishing Changes in Meaning of Sentence Cause by Stre
ss Shift B. Speaking/ Grammar Using Interrogatives in Conducting Interviews Mate
rials: Language Textbook 6 pp.68-79, strips of cartolina III. Procedures A. List
ening 1. Motivation Have you ever been interviewed? What where the questions ask
ed 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 w
ith a new teacher. Observe the stress of words ask. Ask one pupil to take role o
f Paolo. 3. Comprehension Checkup Who play as an interviewer? Who is being inter
viewed? 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. A
pplication Listen as the teacher says each sentence below. Then choose the meani
ng of the s entence by the stress word. 1. I applied in this school because I be
lieve in its mission-vision. ( I not he, not entered but applied.) ( not that sc
hool 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 t
he 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 qu
estions. 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 Sc
ience? 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? Wh
at punctuation mark is used in the question? Interrogatives can be classified as
interrogative pronouns, interrogative adject ives and interrogative adverbs. Gi
ve examples of it. 4. Generalization What are the three classification of interr
ogatives that can be used in conducti ng an interview? 5. Guided Practice Do Exe
rcise 2 p. 74 6. Independent Practice Do Exercise 3 p. 74 7. Application Do Exer
cise 4 p. 75 IV. Evaluation Answer 1-5 in Apply Your Skills Again p. 78. V. Assi
gnment 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 throug
h their speech Sequence events using story mapping II. Subject Matter A. The Fri
ghtened Shoes B. Skill Focus: Differentiating, Inference, Outcomes and Conclusio
ns 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 f
irst 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 meanin
gs 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 class
mate who has the experience s of becoming afraid in some situations. Then tell t
hem 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 selecti
on through story mapping. A story mapping shows the important parts of a story m
apping 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 M
anual p.45. Time : 8 : 30 9 : 30 Subject : English VI- Catt leya I. Objectives G
et meaning of words using dictionary Infer characters feeling based on what he sa
ys or does Identify cause-effect relationship II. Subject Matter A. Reading The
Frightened Shoes Skills: Getting Information in the Dictionary Inferring Charact
ers 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. e
levator e. escalator f. misery g. dare 3. Motive Question What is about school t
hat 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 shoe
s 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. Po
st Reading 1. Comprehension Why were the shoes frightened of stairs? What may ha
ve made the shoes afraid of an escalator but not of an elevator? Have you ever b
een 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 fee
l frightened when a task is to be done for the first time? Prove your answer. Va
lue Integration Based on the story read, what value have you learned? 3. Skill F
ocus 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 Ex
ercise A in Skill Book in English VI p. 27. IV. Evaluation Answer Evaluation Tes
t 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. Objectiv
es: Form compound words and write their meaning Deduce meaning of unfamiliar wor
ds using structural analysis 2.

Tell the relationship expressed in the selection as to cause and effect II. Subj
ect 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 a
nd man live by themselves without each other? Can wild plants live without anima
ls? Why? 2. Unlocking of Difficulties Match the following. Write only the letter
s 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. be
eswax . honey _____5. beehive e. home of bees f. an animal
a b.
d
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 cor
rect standards. 3.2 Call pupil to read the selection with correct stress and jun
cture. B. Post reading 4. Comprehension check up What is symbiosis? How do the A
frican honey-guide and the ratel show symbiosis? What examples of similar unusua
l friend ship have you observed? What is the advantage of this kind of f riendsh
ip? Would it be good idea for people to cu ltivate friendship with plants and an
imals? Explain your answer. What can you to cultivate such friends hip? How is f
riendship with people differen t from friendship with animals and plants? 5. App
lication 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 in
cluding 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 com
pound wo rds. Be able to differentiate each. Do exercise 5 and 6 in EFAT 6 pp. 4
5-46. 8. ith plants and animals? Make a poster to show your answer. IV. Evaluati
on 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 V
I- Cattleya I. Objectives Draw conclusion based on the information given Scan to
locate specific information in a material read Identify synonyms of common word
s Form nouns with suffixes II. Subject Matter A. Story : The Giving Tree B. Skill
Focus : Forming Nouns with Suffixes C. Other Skills : Identifying Synonyms Scan
ning D. References English For All Times, Reading Textbook pp. 22-29 E. Material
s: Word cards, pictures III. Procedures A. Pre-Reading 1. Unlocking of Difficult
ies Look for the meaning of the words under Meet New Words p. 23 2. Motivation Wh
at does true and lasting friendship mean? What do you do when your friends are i
n need? How do you treat them when you have misunderstanding? Is friendship appl
ied to persons only? To what else? How? 3. Presentation 3.1 Assign pupils to tak
e 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 s
election. 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 h
e was a child? What did he need from the tree as he grew older? When the tree ha
d no more fruit, branches and a trunk, what was for the boy? Why was the tree ha
ppy 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 exp
ress the boys sadness. What do you think the boy should have done to save the tre
e? 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 Conten
ts 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 exampl
es of base words or root word s plus the new words that will form by adding suff
ixes. 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 suggeste
d 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 wo
rd 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 hom
e; we got lost. 4. Mr. Jones is a very (social)____________ person. He easily ge
ts 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 Comp
ound 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: Pict
ures, chart, strips of cartolina III. Procedures 1. DMR a. Motivation Do you hav
e friends? What will you do if your friend doesnt want to go with you anymore? Ho
w do you feel? b. Presentation 2.1 Setting of standards in listening to the stor
y. 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 questi
ons. Who used to be the best friends? Why did Gina and Norie drift apart as frie
nds? What do you think did Norie do? If you were Norie would you still remain fr
iend 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 ta
lking with Nina. e. The two girls beat classes and they go to the movie house. W
hat is the subject in the first sentence? Which is the predicate? How many predi
cate 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 bec
ause they realized and decided not t o continue their friendship. How many subje
cts 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 pre
dicate? What does a compound sentence express? 5. Guided Practice Identify the c
ompound 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 / Ho
w 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 sentenc
e. 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 libr
ary. V. Assignment Answer Exercises b. p.94. Time : 8 : 30 9 : 30 Subject : Engl
ish 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 p
articular attention to mechanics, sentence sequence and good beginning and endin
g sentence II. Subject Matter Morning on the Farm III. Procedure 1. Motivation D
id 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 attr
acts 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 yo
u go last weekend? What are the different things you see? What did you hear? Wha
t did you see in the ground? What do you call the tiny drops of water on the gra
ss? 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 everywh
ere 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 s
pace of the green or gold gives you a feeling of peace and quiet. Every living t
hings seems to greet you with a smi le. The sun too, looks as if to say Good d. e
rative effort. Expected words: bright morning sunny morning pleasant morning swe
et song s of birds dewdrops green grass fresh air rippling brook busy animals Ti
me : 8 : 30 9 : 30 Subject : English VI- Cattleya I. Objectives Make an oral com
position on the titles selected by the pupi ls Express ones ideas clearly and cor
rectly II. Subject Matter Oral Composition on Selected Titles III. Procedures A.
Review What are the words and phrases we have formulated yesterday? B. Lesson P
roper 1. Motivation Do you want to continue talking about what we have started o
r you want to change it? 2. Choosing Suitable Titles a. Pupils will suggest titl
es 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 accep
t the title or not. d. Select the appropriate title for the topic. 3. Planning a
nd Outlining This will lead or help pupils to: Organize his thoughts Help logica
l thinking and clearly shows the proper relationship between details. Furnish pu
pils a definite guide for his writing. 4. Oral Composition Children will do thei
r oral composition based on : outline use of appropriate words suggestions for i
mprovements 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. Subj
ect Matter Writing a Rough Draft III. Procedures 1. Review Recall the things dis
cussed the day before. 2. Presentation a. Motivation Do you think you are now re
ady to write a rough draft? b. Setting of Standards to be followed for Compositi
on Writing Minimize carelessness in spelling and punctuation mark. Pay attention
to content and organization of the composition. Writing their draft on the topi
c selected. Making use of the vocabulary words de veloped, good beginning and en
ding sentences and the outline made. c. Improving the Draft Class cooperatively
check pupils draft written on the board Pupils exchange draft for correction. Pu
pils check their own work. Rewriting the draft. Remarks and evaluation. IV. Eval
uation 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 draf
t in a clean sheet of paper Write neatly, legibly and correctly II. Subject Matt
er Writing the Final Draft in a Clean Sheet of Paper III. Procedures A. Motivati
on How do you feel now that you are going to write your composition in a clean s
heet 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 ol
lowing: 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. Tak
ing up in class the most common errors made by pupils. 2. Rechecking ones final d
raft. 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 the
y 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 form
al theme Write neatly, legibly and correctly II. Subject Matter Writing the Comp
osition in Formal Theme III. Procedures a. Motivation How do you feel now that y
ou are going to write your composition in a formal theme? b. Setting of standard
s 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. Ne
atness 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 error
s 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 dire
ct help from the teacher on symbols which they are confus ed. 3. Remarks and Eva
luation 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 i
n cooking recipe and doing an ac tivity from the directions listened to Use vari
ety of sentences correctly Spell words with /hw/ sound Write a series of directi
ons II. Subject Matter A. Listening Following Directions Listened To B. Grammar
Using Variety of Sentences C. Spelling of Words with /hw/ sound D. Writing Serie
s of Directions E. Materials: English for All Times Language 6 pp. 81-94 III. Pr
ocedures A. Listening 1. Motivation Have you ever experience the habit of cookin
g? What is the first thing to do before you cook? Are you familiar with the reci
pe 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 s
teps p. 81 ) 3. Comprehension Checkup Did Vilma and her sister get the steps rig
ht? 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 n
ext? 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. Generaliza
tion What are the reminders to be followed in following directions? 5. Applicati
on 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 ins
truct ions given? 2. Presentation Read the lesson about the demonstration lesson
of Mrs. Rodrigue z. 3. Discussion/Focalization Read and study the following sen
tences. 1. Vilma and Sonia attended the demonstration. 2. Mrs. Rodriguez cut fre
sh pineapple. 3. She cut the flesh away from the skin. What kind of sentences ar
e 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 pred
icate? Are there any more subjects or predicates? What kind of sentence has simp
le subject and simple predicate? Sonia and Marsha brought the complete ingredien
ts. What do you notice about the subject in this sentences? How many subjects ar
e there in the sentence? What do you call this sentence? What is a compound subj
ect? Bill bought new earphones but gave them to Patsy. What is the subject in th
e 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 si
mple 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 livin
g with my family. 5.2 Independent Practice Identify the compound predicate of th
ese 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 t
o the river and fished for tourist. C. Spelling 1. Presentation When /w/ is blen
ded with /h/, the /hw/ sounds are spelled wh. Examples: which when where while w
hite 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 u
sually find also that the letters wh are followed by the l etter o. Examples: wh
o whose ver 2. Practice Exercise Complete each sentence with a word beginning wi
th wh. Do these on ap iece of paper. 1. The store owner buys canned and dried go
ods at __________ price. 2. My friend gave me a ____________ set of kitchen uten
sils 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. Applicat
ion Arrange the jumbled letters to complete the sentences. Write the w ords on y
our paper. 1. I am afraid to ride on a Ferris (hweel). 2. (hwat) time is it? who
m wholesome wholehearted whole wholesale whome

3. 4. 5. D.
(hwo) is your best friend? The president of the United States stays in the (Hwit
e) House. Small boyslike to (hwistel). Writing You are asked to demonstrate on o
ne 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 Homemad
e 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 si
mple 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 t
ree 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 r
ead 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. Object
ives Show enjoyment in reading the story Answer questions based on the story rea
d Use compound sentence correctly Spell words with /hw/ sounds II. Subject Matte
r A. Discovering the Magic of Reading (DMR) The Flower of Love B Answering Questio
ns 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 fo
r 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 re
covered 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 someb
ody 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 unconsciou
s when a wild beast ran after her. When she recovered, s he saw a young man bend
ing over her. He was the son of another chieftain . When they parted each one kn
ew 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 t
o 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 g
rew on her grave. People believ ed that Liwayways love grew and bloomed. It becam
e 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 nati
onal flower because of its fragrance and simplicity. 3. Comprehension Checkup Wh
o 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 sampa
guita 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. Che
ck 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. Focal
ization 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 ar
ranged the pineappl e on a serving dish and lined each pineapple with shredded l
ettuce. 3. Then she sprinkled the pineapple with cooled toasted coconut and serv
ed it at once. 1. have much time. 2. but shes on diet. 3. his body is weak. 4. ec
ipe but she has to buy the ingredients first. 5. Mother wants to prepare food fo
r her visitors but she needs to rest. 4. Discussion What two complete thoughts o
r ideas are expressed in each sentence of the first set? What word or words conn
ect these ideas or thoughts? When two or more complete thoughts or i deas are jo
ined by and, the sentence becomes compound sentence. The word an d is called a c
onjunction. It suggests addition, that is the idea in the seco nd sentence is on
e that would be naturally expected. In the second set of sentences, what a re th
e two ideas expressed? When two sentences are so related that the second sentenc
e 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 c
ompound 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 heal
thy 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 Ex

ercise 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. Examp
les: 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 lett
ers 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 h
im ___________ from a distance. 2. Application Arrange the jumbled letters to co
mplete 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 t
o (hwistel). IV. Evaluation Directions: Connect the two simple sentences with an
d, but or to make a compound Practice Exercise Complete each sentence with a wor
d 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 ___________ h
e groaned aloud. The gatekeeper opened the gates ___________ the people in the n
ewly form areas came in quickly. They had to seek shelter __________ the enemy w
ould surely find them. The old man spoke to hid son beside him ___________ he co
uld 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 wor
ds through context clues Answer who, what, and why question Identify realism fro
m fantasy II. Subject Matter Wiki to the Rescue Skill Focus: Using Dictionary Ma
terials: Reading Textbook pp. 64-77, pictures III. Procedures 1. Motivation Wher
e is Hawaii located? How do dolphins look like? Show pictures of dolphins. 2. Un
locking of Difficulties Replace the italicized expression with a word from the w
ord box. Wr ite your answer on the blank before each number. 3. Presentation Set
ting 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 sile
ntly. 4. Comprehension Check up Answer the following question Who is Wiki? Why d
o 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? R
etell 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 b
e saved by his little skill in swimming? Prove your answer. 5. Application Answe
r Exercise 1 on page 71. Answer Exercise 2 p. 72 6. Skill Focus Talk about the d
ictionary. Study how to use a dictionary. Examine the following entry words take
n from a dictionary. Then

answer the questions on the next page. See Reading Textbook on pages 73-74. Answ
er 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 researc
h cooperatively for 6 Hawaiian words with their meanings. Let them pronounce eac
h word to the class. b. From the group of five, One group will list down stateme
nt 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 ow
s. 1. Which word on this sample dictionary page is both a noun and a verb? 2. Ho
w 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 mountai
n 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 syllab
ication. 1. 2. 3. 4. ` 6. 7. 8. 9. 10. receipt quoted pursuit humane 5. enthusia
sts 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 correc
tly Spell difficult words II. Subject Matter A. Sentence with Stressed Word Work
ing 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 posi
tive valu es of

2. g. 3.
Filipinos as reinforced in school and at home. Presentation Listen as the teache
r says each sentence to convey the given meanin Discussion Does the sentence cha
nge 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 y
ou 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 part
ner 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 t
o explain the meaning of each combination. Filipinos can easily overcome problem
s. They have supportive families. 1. Filipinos can easily overcome problems beca
use 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 t
hey 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 cle
a rly show that relationship. What are the conjunction used in the sentence? Wha
t you mean by those conjunctions? What are other conjunctions used to form a com
plex sentence? Can you combine the ideas in the paragraph on p. 99 of your Lan g
uage book. Use the appropriate conjunctions and form complex sentenc e. 3. Gener
alization What is a complex sentence? What are the conjunctions used to form a c
omplex sentence? 4. Practice Exercise a. Guided Practice Do Exercise 3 pp. 99-10
0 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 gene
rous solidarity
1. What G means free in giving? 2. What B refers to a conjuncti on meaning for t
he reason that? 3. What S is a synonym for aid of help? 4. What H means a generou
s act of receiving visitors? 5. What S means state of being firmly united in sup
port 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 mone
y matte rs? Application Dictate the following spelling t o the pupils and let th
em write it correctly. 1. hospitality 2. creativity 3. generosity 4. politeness
5. patience 6. solidarity 7. light-spirited 8. cooperation IV. Evaluation Direct
ions: 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. Y
ou 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 d
ictionary to find meaning of words 2.

II. rmation
Answer how and why questions Use atlas, almanac and other general references Sub
ject Matter A. Topic: Kangaroos B. Skill Focus: Using Reference Materials to Loc
ate Info C. Materials: pictures, reference materials available Reference : Engli
sh 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 D
ifficulties Circle the antonym of the it alicized word. 1. tired simple destroye
d offensive freed name? How are Kangaroos similar to dogs? What are wallabies? W
hat are marsupials? Which are the mortal enemies of kangaroos? 4. Setting of sta
ndards 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 fe
mal e kangaroos pouch? How large is an adult gra y kangaroo? Why do farmers consi
der r at kangaroos a nuisance? What animals are the mort al enemies of smaller k
angaroo? Where does the name marsu pial come from? How do tree kangaroos and ter
restrial kangaroos differ? relaxed 2. enormous 3. stable 4. satisfying 5. contro
lled 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, h
ow 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 suppor
t the government in this aspect? 2. Fixing Skills Do Exercise 1 p. 82 Do Exercis
e 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 Ex
ercise 4 C. p. 86 4. Practice Exercise Do Exercise 5, p.87 IV. Evaluation Direct
ions: 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 autho
r appea rs above the title of the book. 3. ___________ is a book of maps and var
iety of facts about places. 4. ___________ contains list of facts on many differ
ent subjects. It is pub lished annually. 5. ___________ contains various informa
tion 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 distinctiv
e 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 n
ouns that are plural in form but singular in meaning (spec ial nouns) Spell spec
ial nouns correctly Fill up forms ( Community Tax Certificate ) II. Subject Matt
er A. Showing Enjoyment in Listening Answering Questions Nouns That Are Plural i
n Form But Singular in Meaning Spelling of Special Nouns Filling Up Forms ( Comm
unity Tax Certificate ) B. References: English for All Times Language pp. 104-11
5

C. cate III.
English for All Times Manual Materials: pictures, chart, sample community tax ce
rtifi
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 y
our dictionary to get the meaning of the following wo rds vibrant botanical enda
ngered extinction 3. Presentation 3.1 3.2 ialog. B. CM What is considered as que
en 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 flo
wers? This flower is endangered, how can you help conserve this Setting of stand
ards 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 Ac
tivity Read the paragraph on page 105. Take turns in asking and answering questi
ons beginning with Wh and How about the paragraph. Observe proper intonation. Se
e paragraph on page 105 of y our Language Text.. C. DELC 1. Drill A. Give the pl
ural 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. Discussi
on/ Focalization What are the italicized wor ds in the sentences? What is the fo
rm of these w ords? Look at their meaning, are they plural or singular? Give mor
e examples of words that are plural in form but singular in meaning. aeronautics
news acrobatics Physics billiards series civics species mumps United States mat
hematics tonsillitis The Netherlands tuberculosis Read the following sampl e sen
tences. 1. His favorite subject is Physics. 2. The Netherlands is having an econ
omic 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 t
he following words correctly. Do Exercise 6, pp. 111-112
E. Writing Show the sample community tax certificate. Study the data in the comm
unity 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 sel
ection listened to Pronounce the final s sound in a word correctly Use the plura
l of compound nouns correctly II. Subject Matter A. Noting Details B. Sounding t
he final s of a word C. Plural forms of compound nouns D. Materials: Language Te
xtbook pp. 116-127 Pictures, map of the Philippines, water forms landforms, and
oth er natural resources III. Procedures A. Listening 1. Motivation Show picture
s 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 standard
s to be followed in listening? 4. Listen to the dialog. 5. Comprehension Check u
p What are the natural resources of our country? What name is given to a large g
roup of fish traveling together? In what ways are mountains good sources of weal
th? Who owns the forest? What does our government do to conserve our natural res
ources? What does uncle Rolly say about our mining industry? B. Speaking 1. Pres
entation Read the phrases after the teacher.

Notice how the teacher reads these group of words together. Repeat the Phrases a
fter the teacher. Only the italicized words are said in a loud voice. in our riv
ers and streams bodies of water from these resources works of art lakes and rive
rs 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 / forest
s 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 poin
ts? in a voiceless sound like t, k, p, and f, we give the / streams waterfalls p
onds 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 sep
arate 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. las
ses 12. hides 3. roofs 8. places 13. creeps 4. deeds 9. houses 14. sounds 5. bee
s 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 no
w? About me, Im having a great time here in the City. Ive traveled along wide expr
essways and flyovers. Ive seen skyscrapers at th e center of the city. I was over
whelmed by all these sights. But you know what? I miss our farmhouse and the wil
dlife 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 lette
r 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 com
pound nouns formed? Here are more nouns: Mother-in-law, baby-sitter, cave-in Wha
t do you observe about these nouns? Another way to form compound nouns is seen b
elow: Skyscraper, farmhouse, sideline How is each formed? Study the following no
uns 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 n
ouns 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 compou
nd 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. _________ l
and 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.