ENGLISH 6

Day 1 (Listening)

I. Objectives
a. Infer the mood of certain events through the speaker’s actions/intentions/utterances
b. Listen conscientiously to the passages read
c. Interpret what one famous saying means

II. Subject Matter: Inferring Mood (NAT Competency 7)

Reference: PELC I 8.8.1, BEAM Learning Guide- Module 11, 3rd Grading, Lesson Guide p.32
Materials: Activity Sheet 1, pictures, Teacher Resource Material 1
Strategies: Pictures/Photographs Activity 1 – Eye of the Beholder (Visual/Spatial)
Active Listening Activity 2 – Moody Expressions (Verbal/Linguistic)

III. Procedure
a. Unlocking of Difficulties
Infer Arrogant Worried Disappointed
b. Motivation
Show set of pictures. Study carefully the emotions shown. Write down your
inferences about what the person in the picture is feeling based on the clue in the eyes.
c. Presentation
Activity 2 “Moody Expressions”
1. Choose selected students to pick out and read each sentence with the proper mood.
* Goodbye, my friend. – Arrogant
* Goodbye, my friend. - Excited
* Goodbye, my friend. - Angry
* Goodbye, my friend. - Sad
* Goodbye, my friend. – Worried
* Goodbye, my friend. – Disappointed
2. Give short input on what mood is.
(Mood refers to the feeling conveyed to the reader by the author. It is also reflected in the
words used in the activities of the character.)

3. Instruct the students to listen carefully as teacher read certain events. Let students infer
the moods based on the character’s action, utterances and intentions.

4. Process the activity

* What helped you infer the mood of the situations?
* How important is inferring?
 5. Values Integration
What does the saying “Do not judge the book by its cover” try to tell us?

IV. Evaluation
Listen as the teacher read the emoticons. Infer the mood being conveyed. Choose from the
box of moods.

Hope Discontentment

Relief Disgust

Excitement Doubt

1. “Mother, I believe I shall get well,” Jason, the sick child said.
2. “What a place! Cockroaches everywhere, cobwebs and dust thick enough to plant potatoes.”
3. “Only one peso? What can one buy with that peso these days?”
4. “Here comes the rain! Our crops will grow. There will be food for the people again.”
5. “Lord, if it’s really you, tell me to come to you by walking on the water.”

V. Assignment
Bring a dictionary and prepare for tomorrow’s activity.
 ENGLISH 6
Day 2 (Reading/ 2 days)

I. Objectives
a. Infer traits of character/ alternative actions taken by characters
b. Use dictionary in giving the meaning of unfamiliar words
c. Compare one’s character trait with the characters in the story

II. Subject Matter: Inferring Traits of Character

Reference: PELC III 9, BEAM Learning Guide- Module 11, 3rd Grading, Lesson Guide p. 330
Materials: Activity Sheet 3 and 4, Teacher Resource Material 2
Strategies: Vocabulary Prediction Activity 3 - Predicted Words (Intrapersonal)
Directed Reading Thinking Approach Activity 4 – Black Beauty (Verbal/Linguistic)

III. Procedure
a. Review
* What did you learn from yesterday’s activities?
* Is it difficult to infer? Why?
b. Unlocking of Difficulties (Pre Reading Activity)
*Activity 3, Predicted Words, students will read the sentences and predict word meaning of
the vocabulary words before checking it in the dictionary.
Vocabulary Word Predicted Meaning Dictionary Meaning
1. The carriages are too heavy for me to carry.

2. The coachman harnessed Black Beauty to the

cart to take the passenger in town.

3. He’s black as ebony and quite a beauty.

4. We climbed at the very steep mountain. We

have to be careful so we will not fall.

5. I have learned to wear a bridle to keep me

focus on the road ahead.

c. Presentation (During Reading)

1. Set students for the story reading.
2. Show the title of the story: “Black Beauty”.
3. Motivation: Who do you think is Black Beauty?
4. Distribute Activity Sheet 4. Give the following directions:
* Read the story by group. Group 1 will read the first paragraph, group 2 will read
the second, group 3 will read the third and so on..
* After each group has read the assigned paragraph, I will ask you some questions to
check your understanding and to give you a chance to predict some details in the next
paragraph.
 * Ask questions written in between the paragraphs and guide them in making
predictions. Use Teacher Resource Material 2.
* Who do you think is Black Beauty? How does he look like?
*Do you think Black Beauty will be happy with his new master?
* Why was she called Black Beauty?
*What do you think was wrong with the wooden bridge?
*How did the Squire feel towards Black Beauty for saving their lives?
*What do you think would happen to the characters after they parted ways?
d. Generalization
What is the general mood of the selection? Why do you say so?

e. Integration of Values
From among the characters, who resembles you the most? Why do you think so?
If you are not who you want to be, who among the characters would you like to be?

IV. Evaluation
Read and understand each situation. Then, identify the character trait or value presented.

1. Carlos ate a big mango. Instead of throwing away the seed, he dried it up and planted in their
yard.
a. Independence b. Self-reliance c. Social Justice

2. It was a difficult problem to solve but Amelia did not stop until she got the correct answer.
a. Perseverance b. Courage c. Industry

3. Every weekend, Paolo works as a packer in a grocery store. He uses the money he earns in
buying his needs in school.
a. Hope b. Knowledge c. Self-reliance

4. A taxi driver found a bag containing Php 10,000.00. He knew he did not earn enough for food
that day and he could have used the money he found to buy the needs of his family. But instead he
decided to turn over the bag to the rightful owner who rewarded him well.
a. Honesty B. Wisdom C. Faith

5. Each time Mang Karding passes by a school when a flag ceremony is going on, he stops and
leaves only after it is ended.
a. Courage B. usefulness C. Nationalism

V. Assignment
Write a book report about the story.
 ENGLISH 6
Day 3 (Speaking)

I. Objectives
a. Use too + adjective + nominal/descriptive phrases
b. Construct sentences using too + adjective + nominal/descriptive phrases
c. Enumerate simple good deeds

II. Subject Matter: Using Adjectives

Reference: PELC II 9.1, Lesson Guide p. 197, English for You and Me (Lang.) p, 112
Materials: printed materials, pictures

III. Procedure
a. Review (Identify the character trait or value)
Leonor dusted the pieces of furniture and swept the floor. Then she prepared meals. Leonor is __.

a. proud b. generous c. industrious

Ericka is a quiet girl. She prefers to be alone. She recites only when called on. Ericka is _____.

a. proud b. shy c. sad

Rey tells others how rich his family is. He shows off his expensive clothes and shoes. He also shows
off his money in his wallet. Rey is ________.

a. brave b. boastful c. cheerful

b. Motivation “Spot the Mistake”

Divide the class into groups. Provide each group with the pictures to analyze. Instruct the
pupils to put a cross (X) on the things that a school girl/boy should not wear, have or do.

c. Unlocking of Difficulties
incidentally – accidentally oftentimes – many times
d. Presentation (Ask the students to read the fable below)

A Little Kindness

A hungry cat met a tiny mouse who incidentally was also looking for food.
“I haven’t eaten anything yet, I feel too weak to move,” said the poor cat.
“Why? Does it mean nobody cares for you?”, the mouse asked surprisingly.
“I don’t know. It’s too hard for me to understand what’s going on. Oftentimes,
my masters seem to have forgotten me. Even my favorite mat is too dirty to sleep on.
Everybody seems too busy to spend just a little time for me.”, replied the cat sadly.
“Don’t be sad my dear. I may look too small to help but I know I can do it. I’ll
share with you whatever I will get and we’ll eat together. I’ll be back soon.”, said the
mouse gladly.

Comprehension Check-up
*What kind of story did you read? Justify your answer.
What things made the cat felt sad?
How did the mouse describe itself?
What feeling is reflected in the fable?
What is the moral lesson of the story?

e. Analysis and Discussion

Complete the sentences by using the phrases/sentences from the fable.
1. I haven’t eaten anything yet; I feel __________________________________.
2. I may look ________ but I know I can do it.
3. Even my favorite mat is _________________________.

* What words follow the word too in sentences 1-3? ( weak, small, dirty)
What do you call these words? ( adjectives)
What word follows the adjectives in each sentence? (to)
What words come after to? ( move, help, sleep on)
What are they called? (verbs)

Try these sentences.

1. It is too hard for me to understand.
2. The red dress is too big for Marie.
*What word follows the adjectives hard and big? (preposition for)
What follows for? ( the pronoun me and the noun Marie)
What does the word too in each sentence express? (negative results)
f. Generalization
Too is used before an adjective. It is followed by an infinitive or a “for phrase” which
express a negative result.
A noun or a pronoun follows the phrase too + adjective + for
A verb follows the phrase too + adjective + to

g. Application
Complete the following sentences using too + adjective + nominal
1. I don’t like thus dress, it’s _______________________________________.
2. I won’t go out of the house, it’s _________________________________.
3. I can’t lift this box, it’s _________________________________________.

IV. Evaluation
Construct sentences using too + adjective + nominal/for phrases using the pictures as
clues.
1.

_____________________________________________________________
2.

__________________________________________________________________________
3.

_________________________________________________________________________________

4.

_________________________________________________________________________
5.

______________________________________________________________________

V. Assignment
Combine the ideas of the sentences using too + adjective + nominal/for phrase.

Example: Baby is small. She cannot take care of herself

Answer: Baby is too small to take care of herself.

1. Father is old. He cannot do heavy work.

2. Brother is very young. He shouldn’t cook.
3. The gown is big. It’s not for me.
4. Those rubber shoes are small. They aren’t for Angelo.
5. Uncle is young. He can’t retire.
 ENGLISH 6
Day 4 (Speaking)

I. Objectives
a. Use adjective + enough to
b. Construct sentences using the expression enough to
c. Identify some benefits gained from being simple and thrifty

II. Subject Matter: Using Enough To

Reference: PELC II 9.1, Lesson Guide p. 197, English for You and Me (Lang.) p, 112
Materials: printed materials, pictures

III. Procedure
a. Review (Checking of assignment)
b. Motivation “Guessing Game”
Act out an activity that a child can do. Guess what the activity is.
Playing basketball Biking Swimming reading Cleaning

c. Motivation (show pictures)

* What does the picture show? What celebration does it show?

What is the girl doing in the picture? Who is with her?
 d. Presentation
Read what some children have to say on how to make their summer vacation more
exciting.

Comprehension Check-up
*Based on the statements we just have read, what activities will make summer exciting for
these children interviewed? Do you think they do these things on ordinary days? Why are these
activities exciting to do on summer days?
Who among the children has the simplest activities for summer? Who has the most
expensive or grandest activities?
Aside from enjoyment and excitement, what else could one get from doing summer
activities?

e. Analysis and Discussion

1. a. Patrice is eleven years old.
b. She wants to try wakeboarding.
Patrice is old enough to try wakeboarding.

2. a. Via Zareena belongs to a rich family.

b. She wants to have formal training in ice skating at the Mall of Asia.
Via Zareena is rich enough to have formal training in ice skating at the Mall of Asia.

3. a. Tagaytay is a cool place.

b. It is a good summer vacation spot.
Tagaytay is cool enough to be a good summer vacation spot.

*What is the common phrase among the combined sentences?

What does the expression old enough to try wakeboarding mean?
What does the second combined sentence mean? the third sentence?
Do the expressions express positive or negative meaning? (positive)
What part of speech is old, rich and cool? (adjective)
In all the expressions, what follow the adjective? (enough to)
What part of speech are try, take up and be? (verb)
In what form are these verbs? (simple)
What language pattern can we form? ( adjective + enough to + simple form of verb)

f. Generalization
Enough to may be used to describe nouns. We follow the language pattern adjective
+ enough to + simple form of the verb to form a correct sentence.
 g. Application
Combine into one sentence.
1. a. Thea is tall.
b. She wants to play ball.
________________________________________
2. a. Luis is hard working.
b. He can apply for a summer job.
______________________________________
3. a. Sam and Leo are curious.
b. They want to try horseback riding.
__________________________________________
4. a. I am patient.
b. I can wait for the next bus.
_________________________________________
h. Values Integration
How can we spend summer vacations simply?

IV. Evaluation
Combine each of the following pairs of sentences using the expression enough to.

1. Dan is healthy. He joins track and field.

____________________________________________________

2. Dolphins are intelligent. They can follow instructions.

____________________________________________________

3. The boatmen are fortunate. They earn a lot during summer.

____________________________________________________

4. I am excited. I want to spend summer in my hometown.

____________________________________________________

5. my uncle’s rest house is big. It can accommodate all of us.

____________________________________________________
V. Assignment
Use each phrase in a sentence.
1. honest enough to trust 4. small enough to carry
2. clean enough to use 5. strong enough to lift
3. loud enough to hear
 ENGLISH 6
Day 5 (Writing)

I. Objectives
a. Note the three different parts of a model composition
b. Follow directions in the descriptive writing
c. Realize the value of one’s feelings/reactions

II. Subject Matter: Descriptive Writing

Reference: PELC IV 8.8.1, BEAM Learning Guide- Module 11, 3rd Grading
Materials: Activity Sheet 1, pictures, Teacher Resource Material 1
Strategies: Definition Essay defines explain and exemplify something
Material: a clean sheet of paper, Rubric for descriptive writing

III. Procedure
a. Review
Ways of writing a composition.
b. Motivation
Present the title “What Beauty Means to Me’
Let pupils list down picture words that will describe the topic or subject
c. Explain the directions. Let them write the draft first. Have the review and rewrite their
draft.
Directions: Do what is required to revise your draft.
1. Re-read your work carefully looking for things to fix.
2. Read your output out aloud. Does it sound right?
3. What else does your reader need to know?
4. Is your writing in a logical and effective order? (follow a sequence)
5. Are there unnecessary bits of information?
6. Can you change the words to improve the meaning?
7. Have you used interesting and descriptive words?
8. Have you used variety of verbs?
9. Have you used descriptive/picture words?
10. Does your work create a vivid picture in the reader's mind?
11. Go back to your work. Play around with the words. Revise, add, delete and then
re-read again and again until it says what you want it to.

IV. Evaluation
Let the students write the final copy.

V. Assignment
What are two-word adjectives? How are they formed? Give 5 examples.