ENGLISH VI

Date: ____________

I. Objective:
 Use degrees of comparison of irregular adjectives

Value: Concern for the environment

II. Subject Matter:

Comparing Irregular Adjectives

References: PELC Growing in English, Language pp. 228-233

Materials: chart, pictures

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Add – er or - est to each adjective and write the new word on your paper.
1. funny + er
2. dry + est
3. large + est

2. Motivation:
Have pupils look at the picture of three birds having different appearance and sizes.
Ask: What can, you say about the birds in the picture?
What do you think are the birds trying to say to each other?

B. Presentation:
1. Have pupils listen carefully as the teacher reads the dialogue of birds in the picture. Then,
have them infer the mood of the selection through the characters' intonation and utterances.
2. Comprehension Check-up:
1. What is the dialogue of the three birds about?
2. What is the concern of Ernest Eagle?
3. Which of these phrases describes the mood of the selection? What did the character to
prove it?
a. sad and gloomy c. concerned and pathetic e. informative and educational
b. furious and scornful d. fearful and excited

3. Fixing Skills:
Give the comparative and the superlative degrees of the following irregular adjectives.
Comparative Superlative
1. ill ___________________ ___________________
2. bad ___________________ ___________________
3. many ___________________ ___________________

4. Generalization:
How are the comparative and superlative degrees of irregular adjectives formed?

5. Practice Exercises:
Write the correct form of the adjective in the parenthesis. Write your answer on the blank
provided for.
 1. If you like sun, the Sahara is the (good)_______place to go.
2. Is the rattle snake the (bad) ______ snake?
3. Desert have (many) ______ poisonous snake or scorpions.

IV. Evaluation:
Use the following phrases in meaningful sentence. Use the three degrees of comparison of
adjectives.
1. bad day
2. many horns
3. ill feelings
4. much rain
5. good performance

V. Assignment:
Use the following phrases in sensible sentence using the three degrees of comparison of
adjectives.
1. little rainfall
2. many fruits
3. good trait
 ENGLISH VI

Date: ____________

I. Objective:
 Use two-word adjectives

Value: Politeness, concern for others

II. Subject Matter:

Using Two-Word Adjectives

References: PELC Speaking 9.2 p. 25 Growing in English TM - pp. 185-187; T.B. pp. 235 - 243
(Language) Building English Skills (Language) pp. 16-19
Materials: chart, pictures of Great Pyramid of Egypt, pictures for “Which Game”.

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
By means of pictures, conduct the "Which Game" which is:
a. larger, elephant or carabao?
b. Deeper, stream or ocean?
c. Stronger, man or machine?

2. Review:
Identify the adjectives in the sentences:
a. The fruit vendor threw away ten red apples.
b. The old sick beggar lay on his rough bamboo bed.

3. Motivation:
Say: Look at this picture. What does it show? Do you know how the Great Pyramid of
Egypt was built? Why do you think it is called the Great Pyramid?

B. Presentation:
1. Listening Text:
2. Comprehension Check-up:
a. What do you think is the general mood of the story?
b. What trait or attitude did the workers or workmen show to their King? To their work?

3. Analysis and Discussion:

Study the following adjectives
Fairylike century-old lovely delicately-chiseled beautiful

4. Fixing Skills:
Make the following descriptions into two-word adjectives
a. travel done in two hours.
b. a letter made up of these pages
c. a house with three bedrooms.

5. Generalization:
What are compound adjectives? How are they formed? How are adjectives formed out of
other words, such as nouns and verbs?
 6. Valuing:
What can you say about the attitude of the workmen in the selection? How will you
compare yourself to them?

7. Practice Exercises:
a. Guided Practice:
Copy the following sentences and write an appropriate two-word adjective in the blank.
a. We bought a _________ticket for the show.
b. Ramon lives in a ______ apartment.
c.The class recited a ______poem about the elephant.

b. Independent Practice:
Think of 10 two-word adjectives and use them in a sentence.

IV. Evaluation:
Change the underline phrases to tow-word adjectives.
1 The mother has delivered a baby of ten pounds.
2. The class wrote a story of three paragraphs?
3. He watched the show of two hours.
4. The chairman reds a report having ten pages?
5. The pet is a kitten of three colors

V. Assignment:
Change the following into phrases containing two-word adjectives.
a. a cake with three layers.
b. a cell phone measuring three inches long
c. a library having thirty- five rooms.
 ENGLISH VI

Date: ____________

I. Objective:
 Use adjectives in a series

Value: Expressing Pleasures

II. Subject Matter:

Using adjectives in a Series.

References: PELC 9.4 p. 25 GIE (L) pp. 246-251

Materials: chart, flashcards

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Identify the adjectives in each phrases. Tell weather the adjective describes color,
number, length, texture, size age, kind.
Long circus Stormy weather three glasses
Orange blossoms young fellow cold night

2. Review:
Divide the class into four groups. Have them read the nouns below. Assign one noun to
each group. Think of adjectives to describe them, then indicate whether they describe color,
number, length, texture, size, age, kind. (Use a graphic organizer for your answer)
1. woman 3. creature
2. experience 4. flowers

3. Motivation:
Have you been to other places? What experiences did you have? Can you share them to
us?

B. Presentation:
1. Sometimes you use two or more adjectives in one sentence. In what order should they be
placed? Note the underlined words.

2. Comprehension Check-up:
a. What did Melissa have for the first time?
b. How did she feel?

3. Analysis and Discussion:

Notice that more than one adjective was used to describe a noun. Take a close look at the
series of adjectives arranged?
1. I saw two long narrow rivers which looked like thousand white threads.
2. Several huge, majestic purple (numeral - size - quality mountains fascinated me.

4. Fixing Skills:
(Form 4 groups. The first to finish will win.)
How would you put these series of adjectives in order?
 1. a red huge old ---- truck
2. two oversized black well-trained --- dogs
3. large white one brand new --- bungalow

5. Generalization:

6. Valuing:
After visiting a panoramic view, how do· you feel? In what ways can you express your
feelings?

6. Practice Exercises:
Rearrange the following groups of words such that the adjectives are in correct order.
1. that book interesting red
2. boys five healthy young
3. large one dozen yellow flowers

IV. Evaluation:
Rewrite the following sentences on a piece of paper. Rearrange the order of adjectives properly.
1. He brought with him (rectangular, a, black, disposal) camera.
2. With it, he took, (thirty, interesting, good) pictures of the tourist places he went to.
3. There in Singapore, he rode in (blue, several, new, mini) taxes.

V. Assignment:
Copy the adjectives. Write them in the correct order.
1. The (summer, dry) heat bothered the children.
2. The (orange, big, bright) sun begun to set.
3. The sun peered through (white, billowing) clouds.
4. (Morning, a few, early) showers will nurse the withering plants back to life.
5. (Monson, heavy, the) rains flood the street of Manila.
 ENGLISH VI

Date: ____________

I. Objective:
 Make a heading/sub heading for paragraph in a selection.

Value: Importance of Crops to Our Country

II. Subject Matter:

Making Headings/Sub Heading for Paragraphs in a Selection.

References: PELC 9.1 P. 24; GIE (R) pp. 139-144; pp. 160-161
Materials: chart, flashcards

III. Learning Activities:

A. Preparatory Activities:
1. Review:
Read each paragraph carefully. Then, choose the right main idea.
1. Books are important to man. You get a lot of information from the. They tell stories of all
sorts - from sad to funny, to exciting, to scary. Some books tell time stories and facts.
Others are fictional. Books can be our best friends,
a. Books are important to man.
b. Books are fun.
c. Books are our best friends.
d. Books are enjoyable.

2. Motivation:
Have you been to a farm? Describe it by mentioning the things that you can see there.

3. Motive Question:
What is the Philippines' most important food?

B. Presentation:
1. Read the numbered paragraphs on p. 140 GIE (R)
2. Answering the motive question.
3. Comprehension Questions:
a. What is the second most important food of the Filipinos?
b. Describe the corn.
c. What did the farmer do to have the best corns?
d. What are the needs of corn?

3. Skill Development:
Each group will be assigned a heading. This time choose any graphic organizer and make
a subheading for the headings you have made.
Group 1 - What is Corn?
Group 2 - How to Grow Corn?
Group 3 - Growing Corn in the Philippines
Group 4 - Corn Cropping Season
Group 5 - Importance of Corn to Man
 4. Generalization:
What must we remember in making heading/subheading for paragraphs in a selection?

5. Practice Exercises:
a. Guided Practice:
Select the best heading in the paragraph.
1. For many years; educators have engaged in a controversy over the best method of
teaching deaf children to communicate. For a long time, only one spoken language
was encouraged. Sign language was dismissed as something to be used only as a last
resort. But recently, people have begun to accept a new idea. It is called total
communication. Total communication, means the use of sign language along with
oral language.
a. Language for the Deaf
b. Sing Language for the Deaf
c. Oral Language for the Deaf
d. The Deaf

b. Independent Practice:
You now have the heading for each paragraph, this time make subheadings for each.

IV. Evaluation:
Read the paragraphs below. Then complete the outline by arranging the given subheadings and
headings. “Producing and Marketing Bananas” pah. 164

V. Assignment:
Read the selection "Where Will Our Forest Go?"
GIE (R) pp. 154-156. Complete the outline for the selection by writing the details for the given
headings.
 ENGLISH VI

Date: ____________

I. Objective:
 Identify the key concept/sentence that make up a story.

Value: Patience

II. Subject Matter:

Identify the Key Concept That Make Up a Story.

References: PELC Growing in English, Reading pp. 146-153

Materials: chart, manila paper

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
t and o
keywords TREE – THREE
tie – thigh mat-math team - theme
tin – thin bat - bath torn - thorn

2. Unlocking Difficulties:
Look for the words that will match the following meanings. The first letter serves as clue.
1. l _ _ _ (jump)
2. p _ _ _ _ _ _ _ (large leopards)
3. r _ _ _ _ _ (plants with small greenish flower that grow in wet places)

3. Motivation:
What does blessing mean to you? What blessing do you receive each day? Do you think
even old and ugly things could be blessings? Why?

4. Motive Question:
Why does the coal became happy and thankful in spite of its appearance?

B. Presentation:
1. Have the pupils read the story. “I am a Piece of Coal,” on p. 146 of growing in English 6
(Reading)

2. Comprehension Check-up:
a. Answering the motive question.
b. 1. What does the story about?
2. Who was the main character in the story?
3. Why did the coal unhappy?
4. Which part of the story did you like best? Why?

3. Discussion:
Have pupils give the main idea of the story they have read.
Have them tell the key concept sentence that make up tile story, "I am a Piece of Coal".
 4. Fixing Skills:
Have pupils tell a simple story about the picture.

5. Generalization:
What are the key concepts? How do you identify the key concepts/key ideas that make up
the story?

6. Practice Exercises:
Using the chain figure, arrange the concepts below to show the wholeness of the story "A
Reason for Everything."
1. Don't lose hope.
2. Typhoons are destructive to crops.
3. God has a reason for everything.
4. Gather what you can after a disaster.
5. There are reasons for calamities.

IV. Evaluation:
Choose the key concepts/ideas that make up the story. "I am a Piece of CoaL"
1. All old things are useful
2. The older things are useful
3. One should not give up
4. Patience pays
5. Good appearance is needed to be useful

V. Assignment:
Choose a story. Identify/write the key concepts/sentence that make up the story.
 ENGLISH VI

Date: ____________

I. Objective:
 Identify the details, heading for an outline

Value: Love for Nature

II. Subject Matter:

Identify the Details, Heading for an Outline

References: PELC Reading 9.3 p. 25; Growing in English (Reading) pp. 154-161
Materials: chart, pictures, radio cassette

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Spelling
a. authorities c. dinoflagellates
b. stagnant d. appreciate

2. Review:
Listen to a story about a barangay in the province of Nueva Ecija. This was worst hit by a
deadly disease called dengue H-fever. Note details and be able to answer the questions.
“Emergency” TM p. 146
a. What was the problem of the barangay?
b. How was it solved?
c. What did the barangay captain do?

3. Motivation:
What can you say about our forest now?

B. Presentation:
1. Have the pupils read silently the article “Where Will Our Forests Go?” pp. 155-156
2. Comprehension Check-up:
 What happened to our forest?
 What should we do about it?

3. Analysis and Discussion:

What important facts should we remember in the selection? How can we easily remember
facts?

4. Valuing:
What is your learning about what is presently happening now to our nature?

6. Practice Exercises:
Read the report below. Identify and write the proper details that belong to the heading.
The details are found below.
 Different Kinds of Volcanoes
I. Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________

II. Sleeping Volcanoes

A. ____________________
B. ____________________
C. ____________________

III. Active Volcanoes

A. ____________________
B. ____________________

IV. Evaluation:
Read the paragraph below. Then, complete the outline by arranging the given details and
headings.
Planting Growing Bananas food markets distributing loading on ships
Selling throughout tropical lowlands cultivating

V. Assignment:
Do you have a province to go home to once in a while? If you don't choose an province you
want to adopt as your own. Find out the main product (preferably fruit) of that province. Discover
how the product is produced and marketed. Make an outline of the information you have gathered.
 ENGLISH VI

Date: ____________

I. Objective:
 Make a tree-point outline of an expository text read.

Value: Conservation of plants

II. Subject Matter:

Making a Three-Point Outline of an Expository Text Read

References: PELC 9.A (Reading) Building English Skills 6 Reading pp. 99-101
Selection: “How Seeds of Plants are Scattered”
Materials: pictures, charts

III. Learning Activities:

A. Preparatory Activities:
1. Unlocking Difficulties:
droppings - waste matter dropped by birds used on fields.
Hitch hikers seeds that are unintentionally scattered by people and animals

2. Motivation:
Showing of pictures.
"What do you think the birds are doing?"

3. Motive Question:
How are the seeds of plants scattered?
B. Presentation:
1. a. Recall the standards of silent reading
b. Reading of the selection “How Seeds of Plants are Scattered”
2. Comprehension Check-up:
Answering the motive question
 What seeds are scattered by the wind?
 What plants scattered their own seeds?
 What plants are called self-planters?
3. Generalization:
 What is an outline?
 What are the steps in writing an outline?
4. Practice Exercises:
Read the selection. Make a three point outline. Pearl” pp.170
Pearl
I. ______________________
A. ____________________
B. ____________________
C. ____________________

II. _______________________
A. ____________________
 B. ____________________

IV. Evaluation:
Read the paragraph. Make a three point outline by supplying the subtopics to the main
topic………..see pp. 171

Clara Burton
I. Clara Burton as a child
A. ____________________
B. ____________________
C. ____________________

II. Clara Burton as a young woman

A. ____________________
B. ____________________
C. ____________________

III. Clara Burton during the civil war

A. ____________________
B. ____________________
C. ____________________

V. Assignment:
Read and make the outline on a short bond paper….pp. 171

Different Kinds of Volcanoes

I. Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________

II. Sleeping Volcanoes

A. ____________________
B. ____________________
C. ____________________

III. Active Volcanoes

A. ____________________
B. ____________________

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