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DETAILED

LESSON
PLAN IN
ENGLISH 6
(Second Quarter)
ii
DETAILED LESSON PLAN DEVELOPMENT TEAM
Second Quarter Weeks 1-10

SUBJECT AREA: ENGLISH GRADE: 6


DIVISION: SORSOGON PROVINCE EPS: LIDA R. ALCANTARA

NAME ROLE IN THE DEVELOPMENT


1. Jean Lyn L. Barte Writer/Demo Teacher
2. Vivian B. Valdenaro Writer/Demo Teacher
3. Rosanna L. Abarnas Writer/Demo Teacher
4. Anna Marie G. Balderama Writer/Demo Teacher
5. Arianne S. Bañega Writer/ Demo Teacher
6. Joan G. Ambanta Writer/Demo Teacher
7. Mellany M. Guray Writer/Demo Teacher
8. Bobby S. Albor Writer/Demo Teacher
9. Rose G. Gernandizo Writer/Demo Teacher
10. Ruby L. Hernandez Writer/Demo Teacher
11. Aireene Mae V. Elli Writer/Demo Teacher
12. Janice V. Lumbao Writer/Demo Teacher
13. Lovelyn C. Arong Writer/Demo Teacher
14. Julius A. Ranoco Writer/ demo Teacher
15. Cynthia L. Mantes Writer/Demo Teacher
16. Azel B. Hilis Writer/Demo Teacher
17. Rosario D. Hitosis Writer/Demo Teacher
18. Erene H. Binalla Writer/Demo Teacher
19. Maricel R. Hajas Writer/Demo Teacher
20. Ramonelle D. Oribiada Writer/Demo Teacher
21. Albert E. Estrellado Writer/Demo Teacher
22. Anatolio E. Farenas Writer/Demo Teacher
23. Ronnoel D. Nicolas Writer/Demo Teacher
24. Elvira E. Divinagracia Writer/Demo Teacher
25. Jenny E. Padilla Writer/Demo Teacher
26. Liny B. Grefal QA/Validator
27. Evangeline B. Meteoro QA/Validator
28. Edna L. Mallo QA/Validator
29. Princess Ann G. Grajo QA/Validator
30. Joey A. Habla QA/Validator
31. Ma. Cecilia B. Bacani QA/Validator
32. Lida R. Alcantara QA/Validator

iii
TABLE OF CONTENTS

QUARTER 2

WEEK 1
DAY 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

WEEK 2
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

WEEK 3
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102

WEEK 4
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140

WEEK 5
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165

WEEK 6
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
WEEK 7
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219

iv
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231

WEEK 8
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .251
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264

WEEK 9
DAY 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .270
DAY 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .276
DAY 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282
DAY 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .289
DAY 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223

WEEK 10
DAY 1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .299

v
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 1
I. OBJECTIVES
The learners…
A. Content Standards
 Demonstrate understanding of various linguistic
nodes to comprehend various texts. (LC)
 Demonstrate understanding of library skills to
research a variety of topics. (SS)
B. Performance The learners…
Standards  Analyze text types to effectively understand
information/messages (LC)
 Utilize discrete techniques (general or specific)
and apply appropriately them to all most field of
study (SS)
C. Learning Competencies:
Competencies/Obje  Respond appropriately to the message of the
ctives different authentic texts. EN6RC-IIa 5.5
 Gather relevant information from various
sources- glossary-indices. EN6SS-IIa 1.3
EN6SS-IIa 1.4
Specific Objectives:
 Gather relevant information from various
sources- glossary-indices.
 Respond appropriately to the message of the
different authentic texts.
 Observe preparedness during calamity.
II. CONTENT Messages from Authentic Texts
Borrowed Words and Content Specific Words
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages English Arts I 2000 pages 46-47 , 118-120
4. Additional Materials Activity Sheets in English 6 (Quarter 2: Week 1)
from the LR Portal
5. Other Learning PowerPoint Presentation, Activity sheets(Quarter 2,
Resources Week 8, Day 1&2), Mystery box, Copy of the Poem A
Worm In My Pocket
By Jodee Samano, Pictures
IV. PROCEDURE
A. Reviewing the Motivation:
previous lesson or
presenting the new
lesson

1
Ask: What can you say about the picture? What does it
tell us?

Motive Question:

Ask: What natural calamity occurred in Luzon on April


22, 2019?

Say: Today, I am going to read to you an editorial


entitled “A Wakeup Call”. But before that, let us
remember the standards when listening.

(Teacher reads the editorial.)

A Wakeup Call
(The Philippine Star) - April 24, 2019 - 12:00am

It wasn’t the big one, seismologists stressed, after a


strong earthquake rocked parts of Luzon including
Metro Manila the other day. Yet the magnitude 6.1
quake caused a four-story supermarket in Porac,
Pampanga to collapse and forced the shutdown of the
Clark International Airport in Angeles City. Bridges and
roads that showed cracks were temporarily closed.

In Metro Manila, several buildings tilted dangerously


and may have to be abandoned until their structural
integrity has been restored. Other buildings developed
cracks. Light railway services were suspended. Power
outages hit the affected areas and some
telecommunications services were disrupted.

As of last night, the death toll from the Luzon quake


had risen to 15, with scores of workers still missing at
the collapsed Chuzon supermarket in Porac. Rescue
operations continued, but digging through the rubble of
a multistory building for survivors requires special
equipment and cannot be rushed.

This is just a four-story structure. What happens if


skyscrapers collapse? A fire raged at the Petron fuel
refinery in Limay, Bataan beginning late Monday
afternoon, although the company claimed it had nothing

2
to do with the earthquake. Experts have warned,
however, that fires are major hazards during
earthquakes, and the country has weak firefighting
capability.

Even as aftershocks were recorded, an even stronger


quake hit Eastern Samar yesterday afternoon.
Tacloban City was among the areas where the
magnitude 6.5 quake was felt strongly.

One positive development amid the quakes and


hundreds of aftershocks was the sight of people
emerging from buildings in an orderly manner, with
several wearing hard hats – a clear result of regular
quake drills.

Earthquake preparedness, however, involves many


other aspects, including efficient responses to fire and
medical emergencies as well as the disruption of
utilities, transportation and supply lines. The two major
earthquakes this week should serve as a wakeup call
for the government and property owners about the
importance of structural integrity, whether in public
works or private buildings.

The best time to prepare for the Big One – or even


milder ones – is now. Everyone must bear in mind that
neither of the recent earthquakes was the Big One…
yet.

Reference:
https://www.philstar.com/opinion/2019/04/24/1912033/e
ditorial-wakeup-call

B. Establishing a Comprehension Check:


purpose for the lesson
1. What natural calamity occurred in Luzon last April
22, 2019?
2. Which cities were greatly affected by the
earthquake?
3. What were the effects of earthquake to the cities?
What are the other hazardous effects of earthquake?
4. What are the precautionary measures before, during
and after an earthquake?
5. Why is it entitled A Wakeup Call?

What can you say about the text you’ve heard?


What kind of text is this?
C. Presenting (Teacher will give emphasis on the following concepts).
examples/instances of
the new lesson Authentic text refers to texts which provide real-life
examples of language used in everyday situations. An

3
editorial text is an example of an authentic text. An
editorial text is an article that expresses the writer’s
opinions about a current issue.
There are four steps on how to read an editorial
text.
1. Know the meaning of unfamiliar words. Highlight
or copy the words that you are not familiar with. Know
their meanings and re-read the paragraph/s where they
are found. This will help you understand the meaning of
every paragraph.
Glossary – a list that gives definitions of the hard or
unfamiliar words found in the book.
2. Read for the message of the text..
3. Determine the writer’s opinion.
4. Express your own reaction about the writer’s
opinion.

An editorial text has a caricature. A caricature


symbolically pictures the writer’s opinions about an
issue. Study the caricature in the editorial “A Wakeup
Call”.

Remember that:
- each figure stands for a concept or a character
(person, agency, country, and the like relevant to the
issue being discussed).
- the sizes of the figures/images signal the degree of
power or authority.
- each figure must be interpreted as a symbol of
something else. It must not be interpreted literally.

D. Discussing new A. With your partner, read the third paragraph of the
concepts and editorial text. List down the words that are not familiar
practicing new skills to you.
#1
Meaning from the
Words I Do Not Know
Glossary
Seismologist
Aftershock
Skyscrapers
Restored
Hazard

B. List down five unfamiliar words from the editorial.

C. Determine the writer’s opinion based on the third


paragraph. Express it by completing the sentence
below.
We think the writer believes that
___________________________.

4
D. Express your reaction to the writer’s opinion stated
on the third paragraph. State it using the sentence that
follows.

In our opinion,__________________________

________________________________________.

E. Discussing new Listen to the Editorial Text Again


concepts and (Teacher may choose the best reader in class).
practicing new skills
#2 Fill in the outline with the correct details.
I. Editorial’s meaning:
_______________________________________
II. Writer’s opinion:
_________________________________________

F. Developing Motivation:
mastery (Leads to
Formative
Assessment 3)

Ask: What can you say about the picture? What does it
tell us?

Motive Question:

Ask: What natural calamity occurred in Luzon on April


22, 2019?

Say: Today, I am going to read to you an editorial


entitled “A Wakeup Call”. But before that, let us
remember the standards when listening.

(Teacher reads the editorial.)

5
A Wakeup Call
(The Philippine Star) - April 24, 2019 - 12:00am

It wasn’t the big one, seismologists stressed, after a


strong earthquake rocked parts of Luzon including
Metro Manila the other day. Yet the magnitude 6.1
quake caused a four-story supermarket in Porac,
Pampanga to collapse and forced the shutdown of the
Clark International Airport in Angeles City. Bridges and
roads that showed cracks were temporarily closed.

In Metro Manila, several buildings tilted dangerously


and may have to be abandoned until their structural
integrity has been restored. Other buildings developed
cracks. Light railway services were suspended. Power
outages hit the affected areas and some
telecommunications services were disrupted.

As of last night, the death toll from the Luzon quake


had risen to 15, with scores of workers still missing at
the collapsed Chuzon supermarket in Porac. Rescue
operations continued, but digging through the rubble of
a multistory building for survivors requires special
equipment and cannot be rushed.

This is just a four-story structure. What happens if


skyscrapers collapse? A fire raged at the Petron fuel
refinery in Limay, Bataan beginning late Monday
afternoon, although the company claimed it had nothing
to do with the earthquake. Experts have warned,
however, that fires are major hazards during
earthquakes, and the country has weak firefighting
capability.

Even as aftershocks were recorded, an even stronger


quake hit Eastern Samar yesterday afternoon.
Tacloban City was among the areas where the
magnitude 6.5 quake was felt strongly.

One positive development amid the quakes and


hundreds of aftershocks was the sight of people
emerging from buildings in an orderly manner, with
several wearing hard hats – a clear result of regular
quake drills.

Earthquake preparedness, however, involves many


other aspects, including efficient responses to fire and
medical emergencies as well as the disruption of
utilities, transportation and supply lines. The two major
earthquakes this week should serve as a wakeup call
for the government and property owners about the
importance of structural integrity, whether in public
works or private buildings.

6
The best time to prepare for the Big One – or even
milder ones – is now. Everyone must bear in mind that
neither of the recent earthquakes was the Big One…
yet.

Reference:
https://www.philstar.com/opinion/2019/04/24/1912033/e
ditorial-wakeup-call

Ask: What is your reaction about the author’s opinion in


the editorial entitled ‘A Wakeup Call’?

My reaction to the author’s


opinion:__________________________

G. Finding practical What do you do during an earthquake? Explain how


application of you would apply the information you gained from the
concepts and skills in text.
daily living
H. Making 1. Ask: What are authentic texts? What
generalizations of information can you get from the glossary?
concepts and skills in
daily living
I. Evaluating learning Answer “Let’s Test Ourselves” Task 7
Task 7: In a Nutshell
Read the fifth and sixth paragraph of the editorial
text. Then complete the table that follows.

Idea of the Writer’s


My Reaction
Paragraphs Opinion

J. Additional activities Answer “ Let’s Enrich Ourselves” Task 6


for application or Activity Sheet in English 6 (Quarter 2: Week 1- Day 1
remediation p.5)
Task 6: Picture of a Thousand Words
Study the caricature from the editorial text. Indicate
what or who is represented or symbolized by each
figure. Write your responses in the matrix below.

7
V. REMARKS

VI. REFLECTION

A. No. of Learners who


earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.

8
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 2
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding that words
are composed of different parts to know
that their meaning changes depending in
context (V)
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance The learners…
Standards  Use strategies to decode correctly the
meaning of words in isolation and in
context (V)
 Use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/Object  Infer meaning of borrowed words and
ives content specific terms using context clues,
affixes and roots (Math)
EN6V-IIa-12.3.3
 Observe politeness at all times
EN6A-IIa-16
Specific Objectives:
 Infer meaning of borrowed words and
content specific terms using prefix (Math)
 Select the meaning of words with prefixes
 Observe politeness at all times
Meaning of Borrowed Words and Content
II. CONTENT
Specific Terms Using Prefix (Math)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages K-12 Curriculum Guide
2. Learner’s Materials Reading for Meaning 6 pp.3-5
Pages
3. Textbook Pages Interactive English pp 6-7
4. Additional Materials from
the LR Portal
5. Other Learning Dictionary
Resources
IV. PROCEDURE
A. Reviewing the previous Ask: What are the syllables added before the
lesson or presenting the base word? What do we call them? What is
new lesson its importance?
Today, we are going to learn discover and
learn these syllables which are added to base
words.

9
B. Establishing a purpose Say: Today, we will:
for the lesson  Infer meaning of borrowed words and
content specific terms using prefix (Math)
 Select the meaning of words with prefixes
 Observe politeness at all times

C. Presenting Show the words written in flash cards. Pupils read


examples/instances of the the words.
new lesson
premature reread bicycle
tricycle post-natal misread

Give the base word/rootword of the given words


shown.

D. Discussing new concepts Study the table below.


and practicing new skills #1
Prefix Meaning Example
mono One Monograph
Number bi Two Bipeds
tri Three Triangle
super Great Superstar
Quantity mega Huge Megamall
mini Small Minigrocery
pre before Prewar
Time ex former Ex-mayor
post After Posttest
1. What do you observe on the words
above?
2. How are these syllables being added to
the base word?
3. Do the words changed the meaning?

Let the pupils bring-out their dictionary and find


out the meaning of the rootword given and the
word with prefixes.
Example
Read-reading a printed material
re+read= read it again
1. bicycle 4. tricycle
2. premature
3. triangle 5. multicolor

E. Discussing new concepts Divide the class into three groups. Provide
and practicing new skills #2 standards during group activity.

Group I- Complete the sentence with appropriate


prefix.
1. Alex rode in a three-wheeled vehicle. The
____cycle fetched him in going to school.
2. The distance of our house from school is one

10
thousand meters. It is a ____meter away.

3. Dinosaurs are ____historic animals.

Group II- Make new words by adding prefixes to


the given roots or base words. Give also the
meaning.
1. block
2. liter
3. meter

Group III- (Give a newspaper to the pupils.)


Cut an article and paste it in the box. Look for at
least five (5) words with prefixes. Write these
words and give their meaning.

F. Developing mastery Direction: Fill-out the table above.


(Leads to Formative
Assessment 3) Prefix Rootword New Sentence
Word
Bi
Pre
Mini

G. Finding practical How do prefixes help you as a learner in


application of concepts and identifying the meaning of words with the help of
skills in daily living the prefixes?

H. Making generalizations Ask: What is a prefix? What are some of the


of concepts and skills in prefixes used in mathematical terms?
daily living 2. Prefix is a syllable or syllables placed at
the beginning of a base word to form a
new word and a new meaning. Examples:
kilo, giga, mili, etc.
3.
I. Evaluating learning Encircle the word with prefix in each sentence.
Select the meaning from the group of words
inside the box and write the meaning in the blank
provided.
twice a month wrong
pronunciation early
after conference after graduation
____ 1. The student mispronounced the word
during the test.
____ 2. She finished her post graduate course at
the University of the Philippines.
____ 3. Mother is paying bimonthly for the rental
of the apartment.
_____4. A post conference was conducted after
the demonstration teaching
_____ 5. It is premature to announce the winners

11
of the contest.

J. Additional activities for Write two words that made use of each prefix.
application or remediation Prefix
Word
re
1. 2.

pre
1. 2.

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?

F. What difficulties did I


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

12
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 3
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of command of
the conventions of standard English
grammar and usage when writing or
speaking (G)
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance Standards The learners…
 Use the correct functions of nouns,
pronouns, verbs, adjectives, and adverbs in
general and their functions in various
discourse (oral and written) (G)
 Use a variety of strategies to provide
appropriate feedback (A)
C. Learning Competencies:
Competencies/  Compose clear and coherent sentences
Objectives using appropriate grammatical structures:
Order and Degrees of Regular Adjectives.
EN6G-IIa-5.5
EN6G-IIa-5.2
 Show openness to criticism
EN6A-IIa-18
Specific Objectives:
 Identify the correct degrees of regular
adjectives
 Use degrees of regular adjectives in a
sentence
 Show openness to criticism
II. CONTENT Degrees of Regular Adjectives
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages Building Confidence through English 6 pp. 236-
241,Language Arts 5, pp. 157-160
4. Additional Materials Activity Sheet in English 6 Quarter 2 Week 1 Day 3
from the LR Portal
5. Other Learning English CG p.129, Inspiring Active Learning
Resources Handbook
IV. PROCEDURE
A. Reviewing the previous Ask three pupils of different hair lengths to

13
lesson or presenting the stand in front of the class. Teacher describes
new lesson the length of the hair using the degree of
comparison of regular adjectives.

Example:
Jane`s hair is long.
Anne`s hair is longer than
Jane`s.
Sarah`s hair is the longest
among the three girls.

Ask: What adjective is used in the first


sentence? Is Jane`s hair being compared to
anyone?

Say: Now, look at the second sentence. What


adjective is used? Is there any comparison
made? Who are being compared?

Ask: In the third sentence, is there any


comparison made? With whose hair is Sarah`s hair
compared to? Do you think there are more than
two pupils being compared? What word is used to
show comparison?
B. Establishing a purpose Ask: What do you know about degrees of regular
for the lesson adjectives?
C. Presenting Say: Read and study the following sentences.
examples/instances of the Observe how the underlined adjectives are formed.
new lesson
1. Norman is tall.
Lina is taller than Norman.
Mryna is the tallest of the three.

2. The bag is expensive.


This bag is more expensive than that bag.
This is the most expensive bag of all.

D. Discussing new Adjectives have three degrees of comparison: the


concepts and practicing positive degree, the comparative degree and
new skills #1 the superlative degree.
1. Use the positive degree to describe one
person, place or thing.

Sunset is beautiful.

2. Use the comparative degree to compare


two persons, places or things.
er is added to the positive form of some
adjectives to denote the comparative
degree.

Honey seems sweeter than sugar.

14
Adjectives with two or more syllables form
their comparative degree by adding more
or less to the positive degree.

The pupil is more careful than that one.

Is Bonifacio Monument less famous than


Rizal Monument?

3. Use the superlative degree to compare


three or more persons, places or things.

 est is added to the positive form of some


adjectives to denote the superlative degree.

Which star is the brightest among that you


saw last night?

 most or least is added to the positive


degree of adjectives having three or more
syllables.

Diamond is the most precious stones of


all.

Of the three shows, this is the least


delightful.

Let`s Practice:

Provide the correct degree of comparison


of adjectives in the parenthesis to complete
the following sentences.
1. Patty is (short) ________ than her
brother.
2. The Dela Cruz family is (rich) ________
than the Santos family.
3. My room is (clean) ______than hers.
4. His cellphone is the (expensive)
________ of them all.
5. The sea is (calm) _______.

E. Discussing new Teacher asks the standards in doing group activity.


concepts and practicing Then, present the rubrics below to judge their own
new skills #2 work and that of others. Remind pupils to show
openness to criticism.

Levels of Achievement
Criteria 5 4 3 2 1
All members
participated
actively

15
All members
contributed
ideas
Free of
grammar and
spelling
errors
Very clear to
the reader

Presentable
output

Group Activity:

Group I: Write adjectives that best describe our


school.

Our
School

Group II: Study the sentences. Write C if the


comparison is correctly expressed. Rewrite the
sentence if it is incorrect.
___ a. Many readers think that fairy tales are
more interesting than true-to-life stories.
___ b. Of the twins, Ricky is the most respectful
one.
___ c. Lino is more smart than his brother Kyle.

Group III: Write three sentences using the


adjective below. Use its positive, comparative and
superlative degrees.

Thoughtful

F. Developing mastery Pick Me!


(Leads to Formative Teacher prepares metacards of adjectives labeled
Assessment 3) with different degrees of comparison. Instruct
pupils to pick one of the metacards inside the box
and use the written adjective in a sentence using
the indicated degree of comparison.

Example:

loyal delicious smart

(superlative) (positive) (comparative)


G. Finding practical Cabbage Relay!
application of concepts

16
and skills in daily living Let the pupils compose a sentence using the given
adjectives.
1. More amazing
2. Prettiest
3. Friendly

Note: Teacher can opt for another activity to suit


the learner.
H. Making generalizations What are the three different degrees of adjectives?
of concepts and skills in When do we use the positive degree?
daily living When do we use the comparative degree? When
do we use the superlative degree?
How are the comparative and superlative degrees
formed in one-syllable adjectives? What about an
adjectives of two or more syllables?
What do you call the degree of adjectives formed
by adding –er or –est?
What about when you add more or most?
4.
I. Evaluating learning Identify/pick out the correct degree of comparison
of adjectives:
1. The bag I bought is the (cheap, cheaper,
cheapest) ______ of them all.
2. Mt. Apo is the (high, higher, highest)
______ mountain in the Philippines.
3. Julian is an (obedient, more obedient, most
obedient) ______ boy.
4. Jason is (loyal, more loyal, most loyal)
_______friend than Jacob.
5. Bob is (courageous, more courageous,
most courageous) ______ among the boys.

J. Additional activities for Write 5 adjectives and use each in a sentence. Be


application or remediation sure that you use adjectives in different degrees.

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

17
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.

18
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 4
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of different
formats to write for a variety of audiences
and purposes (WC)
 Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance The learners…
Standards  Draft texts using appropriate text types for a
variety of audiences and purposes (WC)
 Apply knowledge of non-verbal skills to
respectfully give the speakers undivided
attention and acknowledge the message (A)
C. Learning Competencies:
Competencies/Objec  Fill-out forms accurately and efficiently
tives (biodata, application forms, etc.)
EN6WC-IIa-3.7
 Observe politeness at all times
EN6A-IIa-16
Specific Objectives:
 Identify the different parts of forms;
 Fill-out forms accurately and efficiently
(biodata, application forms, etc.) ;
 Observe politeness at all times.
II. CONTENT Application Form
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 2: Week 1)
the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Say: Today, we will:
lesson or presenting the  Identify the different parts of forms
new lesson  Fill-out forms accurately and efficiently
(biodata, application forms, etc.)
Observe politeness at all times
B. Establishing a purpose Ask: What basic information are found in your birth
for the lesson certificate?
(Take note of the responses of the pupils).

19
Say: These are some of the information needed in
filling-out application form?
C. Presenting Study the announcement.
examples/instances of the
new lesson

WANTED: YOUTH AMBASSADOR

WHAT: YOUTH AMBASSADOR


WHO: Any Grade 6 learner from any school in
the Philippines
QUALIFICATIONS:

Marawi City

City to the Philippine President

relationships among AFP, Abu Sayyaf


Group, Maute Group, and the
Country’s President.
Submit a Bio-Data to the Malacaῆang Palace
addressed to President Rodrigo Roa-
Duterte.

Answer the following questions about the


announcement:
1. What is being looked for in the announcement?
2. Who are qualified as ambassador?
3. What are the qualities being looked for in an
ambassador?
4. How will any interested person apply?

D. Discussing new With the help of the teacher, pupils will fill out the
concepts and practicing application form for Youth Ambassador.
new skills #1
Youth Ambassador Application Form

Personal Details

Name:___________________________________
First Name Middle Name Last Name

Date of Birth: __________ Age: _____


mm/dd/yyyy
Address: __________________________

Mobile Number: ________E-mail Address: ______

20
Application Agreement: Please put check (⁄ ) in the
boxes

By submitting this form, I understand that:


I have the permission of a parent/guardian.
The 15-day trip to Marawi will be taking
place in
January 2020.
The cost of the trip will be subsidized.
If selected, I commit to fundraising and
attending
monthly Ambassador meetings at the
Malacaῆang Office.
Skype facilities will be available for students
unable to physically attend.
Short-listed applicants will be invited for an
interview at the Malacanang office. Skype
facilities will be available for students
unable to physically attend.
Reference: http://www.hope-global.org/youth-
ambassador-application-form

E. Discussing new Ask: Have you seen a biodata? Who among you
concepts and practicing here have an idea of what a biodata is?
new skills #2 Present the sample Bio-data.

One important skill a learner must have is the skill


on filling out a Biodata form. A Biodata form is a
template that employers require job applicants to fill
out. It usually asks about job applicant’s personal

21
information, education, skills, and contact
information.

There are rules on how to fill out a biodata form:

Rule No. 1. Follow the instructions in the form.


Rule No. 2. Write in print all the needed
information.
Rule No. 3. Write n/a for items that are not
applicable to you. Write none if the item is asking
about something you do not have.
Rule No 4. Provide honest information about
yourself.
Rule No 5. Read the entire form and see if you
missed an item.

F. Developing mastery Fill-out the form accurately and efficiently.


(Leads to Formative
Assessment 3)

See to it that you observe each of the rules.


Accomplish the list of rules that you have observed.
There are rules on how to fill out a biodata form:

Rule No. 1. Follow the instructions in the form.


Rule No. 2. Write in print form.
Rule No. 3. Write n/a for items that are not
applicable to you. Write none if the item is
asking about something
you do not have yet.

22
Rule No 4. Provide honest information about
yourself.
Rule No 5. Read the entire form and see if you
missed an item.

G. Finding practical Ask: What is the importance of learning how to fill


application of concepts out a form in daily life?
and skills in daily living
Give announcement and ask the pupils to fill out
the appropriate text type to use.

Remind the pupils on the rules of filling out forms.


Let them re-tell the rules.
H. Making generalizations Ask: What are the information needed in filling out
of concepts and skills in forms?
daily living 5. How do you fill out forms accurately and
efficiently?
I. Evaluating learning “Let’s Test Ourselves”

This Photo by Unknown Author is licensed


under CC BY-SA-NC

Activity Sheets English 6 (Quarter 2: Week 1-Day


4, p.8)
(scores from Let’s Enrich Ourselves will `` serve as
basis for this part.
J. Additional activities for Fill out the following bio-data accurately and
application or remediation efficiently.
My Bio-Data

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment

23
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


encounter which my
supervisor/principal/departmen
t head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

24
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 1 Day 5
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the various
forms and conventions of print, non-print,
and digital materials. (VC)
 Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance The learners…
Standards  Evaluate effectively the message constructed
and conveyed in various viewing texts. (VC)
 Apply knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message (A)
C. Learning Competencies:
Competencies/Objec  Infer the target audience.
tives EN6VC-IIa-3.7
 Observe politeness at all times.
EN6A-Ia-16
 Show tactfulness when communicating with
other.
EN6A-Ia-17
Show openness to criticism.
EN6A-Ia-18
Specific Objectives:
 Infer the target audience
 Show openness to criticism
II. CONTENT Target Audiences
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheet in English 6 (Quarter 2: Week 1) (search
from the LR Portal EN6Q2WK1D5)
5. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the previous Say: Have you ever experienced joining any school
lesson or presenting the activity where you are ask to dance/ sing/ act? When
new lesson you are dancing or singing or acting during the different
school events, who are your audiences? Whom are you
performing for?

25
Teacher writes the answer of the pupils on the board.

B. Establishing a purpose
for the lesson Say: In today’s lesson, we are going to talk about target
audiences and how we infer them.

Say: I will show you some advertisements and


informational texts, and let us identify their target
audience. Fill in Table A.
Table A:
Target
Message Proof
Audience
Brand X is the Mothers Mothers buy
best baby diapers
diaper in town.

Example: Commercial of Baby Diapers (Brand X)

1. Advertisement

The best detergent


Waves liquid in town…
Detergent Liquid Grab one now!!!

3. Announcement

Announcement:

Who: All Parents

What: General PTA Meeting

When: June 23, 2019 (Saturday, 8:00 am)

Where: Bagong Bayan Elementary School (Multi-Purpose


Hall)

Agenda: School-Year Closing Activities

26
3. Recipe

Pork Adobo
Prep Time15 mins

Cook Time1 hr

Total Time1 hr 15 mins

Course: Main Entree

Cuisine: Filipino

Keyword: pork adobo

Servings: Servings

Calories: 1256kcal

Author: Lalaine

Ingredients
 2 pounds pork belly, cut into 2-inch cubes
 1 onion, peeled and sliced thinly
 1 head garlic, peeled and minced
 2 bay leaves
 1 teaspoon salt
 1/2 teaspoon pepper
 1 tablespoon oil
 1 cup vinegar
 1/2 cup soy sauce
 1 cup water
Instructions

 In a bowl, combine pork, onions, garlic, bay leaves, salt, and


pepper. Place in the refrigerator and marinate for about 30
minutes.
 In a wide, heavy-bottomed skillet over medium heat, heat oil.
Add meat mixture and cook, turning occasionally, until pork is
lightly browned.
 Add vinegar and allow to boil, uncovered and without stirring,
for about 3 to 5 minutes.
 Add soy sauce and water and stir to combine. Allow to a boil
for another 3 to 5 minutes.
 Lower heat, cover, and simmer for about 40 to 50 minutes or
until meat is fork-tender and sauce is reduced. Serve hot.

Reference: https://www.kawalingpinoy.com/pork-adobo/

4. Job Opening
HR TIMEKEEPING ANALYST
With these qualifications:
Education/Experience:
* College graduate preferably major in Human Resources
Management, Finance or Accountancy
* At least 1 year experience (HR & administrative support, payroll)
Specification knowledge:
* Knowledge of payroll system
* Has good numerical and analytical skills
* Highly organized and detail oriented
* Excellent oral and written communication skills

Reference: http://www.inquirer.com.ph/careers/job-\ openings/

27
Note: Table A will be posted on the board. The pupils
will fill in the table, and teacher will write the answers of
the pupils. The teacher will process the answers of the
pupils.

C. Presenting Say: We can get information from commercials/


examples/instances of the advertisements and other informational texts. There are
new lesson different sources of information; one of them is news.
We will be viewing a news clip; and just like what we did
with commercials/advertisement/informational text, we
are also going to identify the target audience of the
newsclip. Again, we are going to use Table A.

Table A

Message Target Audience Proof

Reference: Marawi students return to school By Rex Remitio | August 22, 2017 CNN
Philippines' News Night. https://www.youtube.com/watch?v=lu9asFLS_u8

After viewing the newsclip. Let the pupils fill in Table A.


Process the answers of the pupils

D. Discussing new Ask the following questions:


concepts and practicing 1. Based on your answers, do you think
new skills #1 advertisement/ informational text/ news have a
target audience?
2. Is it important to identify the target audience of a
certain informational text or digital media? Why?
3. What helps you infer the target aundience of a
certain informational text or digital media?

Note: The teacher will give series of questions that will


assist pupils in forming their ideas/ concepts of what a
target audience is.

(The information below will serve as guide for the


teacher.)

28
A target audience is the person or group of people
a piece of writing is intended to reach. In other
words, it is important for a writer to know who will
be reading his or her writing. This audience is the
person or group of people the writer is aiming for
or trying to reach. When a writer knows the target
audience, he or she will shape both the purpose
and tone of the writing to match the audience's
needs and, sometimes, expectations.

Reference: Debbie Notari.Target Audience: Definition, Types & Examples.


https://study.com/academy/lesson/target-audience-definition-types-
examples.html

A target audience is a group identified as the focus


for communications, media, entertainment,
information or advertising. A well defined target
audience can be used to tailor messages to your
audience and to find avenues where they can be
reached.

Reference: 12 Types of Target Audienc posted by John Spacey,


August 25, 2017https://simplicable.com/new/target-audience

E. Discussing new Group Activity: Divide the class into 4 groups. Provide
concepts and practicing them the following tasks. Set the standards in doing
new skills #2 group activity.

Group 1: Commercial (Skit)


Group 2: Infer the target audience of the
commercial presented by Group 1
Group 3: Announcement (Poster)
Group 4: Infer the target audience of the
announcement presented by Group 3

Note: Both Groups 2 and 4 will be using Table.

F. Developing mastery Presentation of outputs and processing.


(Leads to Formative
Assessment 3) Note: Use the Rubrics below in rating pupils’
performance.

wei
Criteria 4 3 2 1
ght
Underst 40% Indicat Good Fair Presentatio
anding e clear undrersta understa n off the
of topic unders nding of nding of topic
taning the topic the topic
of the
topic

29
Coopera 30% All Some Few One person
tion memb members member does all the
ers contribute s workshop
contrib contibut
ute
Present 30% Show Show Unsure Portrayal
ation confid some of stall
ence confidenc responsi Lacks
inform e bility information
ative Present Somewh
some at
informatio informati
n ve

G. Finding practical The teacher will give more examples of commercials,


application of concepts announcement, and other sources of information; the
and skills in daily living pupils will infer the target audience.

Examples:
Mesage Target Audience
Make-up commercial Women
All the people of the
Barangay Assembly
barangay
Female job
Job Offer: Saleslady
applicant
Power Interruption Consummers
PUV Fare Hike Commuters

Note: The is an oral activity.

H. Making generalizations 6. Ask: What is a target audience? What helps you


of concepts and skills in infer the target audience of a digital media?
daily living
I. Evaluating learning The teacher will show another news clip entitled “Would
you eat recycled landfill meat?- BBC News Review”.
The pupils will fill in Table A.

Reference: Would you eat recycled landfill meat- - BBC NewsPublished on Feb 26, 2018. Video journalist:
Howard Johnson / Producer: Virma Simonette..https://www.youtube.com/watch?v=c7gDBVmgIRA

Table A:
Target
Message Proof
Audience

30
J. Additional activities for Watch a commercial. On your notebook, identify the
application or remediation message of the news clip and infer the target audience
of the said news clip.

V. REMARKS

VI. REFLECTION

A. No. of Learners who earned


80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


encounter which my
supervisor/principal/departme
nt head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

31
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 1
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of text types to
listen for different purposes from a variety
of texts (LC)
 Demonstrate understanding that words are
composed of different parts to know their
meaning changes depending in context (V)
B. Performance Standards The learners…
 Use linguistic cues to effectively construct
meaning from a variety of texts for a variety
of purposes (LC)
 Use strategies to decode correctly the
meaning of words in isolation and in
context (V)
C. Learning Competencies:
Competencies/Objectiv  Distinguish various types of
es informational/factual text.
EN6LC-IIb-3.2
 Infer meaning of borrowed words and
content specific texts using context clues,
affixes, and roots, other strategies (
SCIENCE)
EN6V-IIb-12.3.3,
EN6V-IIb-12.4.1.3,
EN6V-IIb-12.4.2.3
Specific Objectives:
 Identify the informational/ factual text type
heard/listened to;
 Perform the task assigned to them
responsibly;
 Observe politeness at all times.
II. CONTENT Types of Informational Text/ Factual Text
Meaning of Content Specific Texts
( SCIENCE)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Enhancing Reading Skills 5 page 126
Essential English 6 page 93
4. Additional Materials from
the LR Portal
5. Other Learning Resources Materials:
Encyclopedia Wikipedia
Dictionary Cellphone or tablet
Chart Bluetooth speakers
Flashcards Activity sheets

32
www.schoolatoz.com.au
https://m.wikihow.com
https://www.healthline.com
https://www.infoplease.com
IV. PROCEDURE
A. Reviewing the previous Say: Today, we will:
lesson or presenting the  Identify the informational/ factual text type
new lesson heard/listened to
 Perform the task assigned to them
responsibly
Observe politeness at all times
B. Establishing a purpose Show a picture of a dead river.
for the lesson

Ask: What can you say about the picture?


What do you think is the reason why the river
died?
C. Presenting Let the pupils infer the meaning of the underlined
examples/instances of the words through the context clues. Present each
new lesson sentence and discuss the meaning of the Science
words presented.
1. Due to eutrophication or excessive presence of
nutrients in the water, river dies.
2. Nitrates, which are chemical compounds also
contribute to the multiplication of water lilies in
the water.
3. Some species of simple and small plants called
algae form symbiotic relationships with other
organisms.
4. Pollutants ,which are substances that pollute
water or atmosphere are becoming prevalent
due to human activities.
5. All biodegradable materials decompose easily or
break down into simpler constituents because of
their properties.

Ask: What helped you understand the meaning of


the underlined words?
D. Discussing new Say: There are many ways in which we can infer
concepts and practicing the meaning of difficult words, one of these is
new skills #1 through context clues or hints that appear within
the sentence.

Let the students recall the standards to conform to


when somebody is speaking or reading aloud.

 Listen carefully.
 Take note of important details.
 Get the message of the author.

33
Say: Listen carefully as I read the text and answer
the questions afterwards.

Eutrophication
There are many ways by which a river dies.
Eutrophication is one of them. How does
eutrophication happen? Garbage from households
and other places are thrown into the river.
Detergents from various sources are also thrown
into the river. Nitrates and other industrial waste
also find their way into the river. These pollutants
cause algae in the river and water lilies to bloom
and becomes plenty. When algae blooms, the
balance of life in the river is upset and disturbed.
When the balance of life is upset, algae decays
and the supply of oxygen in the river gets scarce
.The marine creatures living in the river die for lack
of oxygen. When they die, their bodies decompose
and cause foul smell. Not long after this, the foul
smell gets worse. Soon the river dies.(Source:
Enhancing Reading Skills 5 p. 126)

(Note : Selection may be replaced )


Discuss the details of the text heard by the pupils
orally.

1. What is eutrophication?
2. How does eutrophication happen?
3. Why do marine creatures die?
4. Are we contributors to the dying rivers?
5. What can we do to save our rivers?
6. Was the text informative?
7. What type of text was the text I read? Why do
you say so?

(The answer is explanation because it explains


how river dies)

Say: There are various types of text. Some of


these are:
*Explanation * Exposition
*Procedure * Discussion
*Information Report
*Factual description
*Factual recount
*Procedural recount

Ask: Which of these are you familiar with?


Discuss the description of each that makes it
different from others. (chart/ppt.)

34
Factual Text Description/
Purpose
Type Features
Factual To describe a -There is an
description place or thing opening statement
using facts -It systematically
describes different
aspects of the
subject
Factual To retell events -It has details that
Recount/ happened in the answer who, what
Time order past where, etc.
-It describes the
series of events in
time order
Information To provide factual -It starts with a
report information about general
people, animals, classification or
things and events definition
-It lists a sequence
of related
information
Procedure To give -It provides a series
instructions on of steps in order
how to make or
do something
Procedural To tell how -It tells what was
Recount something was made in order
made or done in
time order with
accuracy
Exposition To give reasons -It includes point of
and convince view and
others for a point arguments with
of view evidence

Discussion To provide -It includes


different points of background
view information and lists
of arguments

Explanation To explain how or -It starts with


why something naming the topic.
happens -It explains how the
items relate to each
other and to the
topic.

Say: Each factual text has its own purpose and


features/structures.

E. Discussing new
concepts and practicing Say: This time, I am going to check what you
new skills #2 have learned from the discussion.

Go to your assigned group. Choose a leader


and a secretary. Decide also who shall present
your output.

35
Be guided with these criteria.
G1 G2
G3 G4
Correctness 60
Presentation 20
Attitude 10
Time 10
TOTAL (100)

Group 1 ( How to design an experiment)


A. Identify the meaning of the underlined
words using the context clues. Write the
words and their meanings.
1. You need to conduct an experiment, a
scientific procedure undertaken to make a
discovery.
2. The independent variable is the one that is
changed by the scientist.
3. Hypothesis can be formulated by giving an
intelligent guess or answer to a question.

B. Listen to the recorded text in the cp/tablet


provided to your group then answer the
questions in the Manila paper provided to
you.
(Note: Leader of the group may read the
text.)

How to Design an Experiment


Experiment is a scientific procedure
undertaken to make a discovery, test
hypothesis and draw conclusion. Designing an
experiment is easy by following these steps.
First, pick a specific topic. Second, isolate
variables. Third, make a hypothesis. After
making a hypothesis the fourth step is to plan
the data collection. Then conduct the
experiment methodically. Next to this is to
collect and analyze the data. Finally, formulate
a conclusion from the data gathered. Now, you
can start designing your own experiment.

1.What is the text about?


2.How many steps should be done in designing an
experiment?
3.How to design an experiment?
4.What type of factual text was the text you heard?

Group 2 ( Rafflesia )

A. Identify the meaning of the underlined


words using the context clues. Write the
words and their meanings.
1.The corpse of the victim was found in the river.

36
The dead body is decaying and very smelly.
2.We should learn about species which is group
of living organisms consisting of similar individuals
capable of exchanging genes or interbreeding.

Rafflesia

Rafflesia arnolddii , commonly called the


corpse lily, is a species of flowering plant in the
parasitic genus Rafflesia. It has a very strong and
unpleasant odor of decaying flesh. It also has a
huge flower. It has no root or stem and grows
inside its host.

B. Listen to the recorded text in the cp/tablet


provided to your group then answer the
questions in the Manila paper provided to
you. (Note: Leader of the group may read
the text.)

1. What is the other name of Rafflesia?


2. How will you describe it?
3. What type of factual text was the text you
listened to?

Group 3 (Phobia)
A. Identify the meaning of the underlined
words using the context clues. Write the
words and their meanings.
1. The boy has a phobia. He has an extreme
fear of spiders.
2. My friend is experiencing anxiety disorder.
He has a feeling of fear about what’s to
come.

B. Listen to the recorded text in the cp/tablet


provided to your group then answer the
questions in the Manila paper provided to
you.
(Note: Leader of the group may read the
text.)

Phobia

Do you have an extreme fear of anything? If


you have, then you have a phobia. Phobia is a
type of anxiety disorder that causes an individual
to experience extreme irrational fear about a
situation, living creature, place or object. Examples
of these are hydrophobia and astraphobia.
Hydrophobia is a fear of water while astraphobia is
fear of thunder and lightning.

37
1.What is phobia?
2.What is felt by a person who has a phobia?
3.What do we call the fear of thunder and
lightning?
4.What kind of factual text was the text you
listened to?

Group 4 Recycling can save lives

A. Identify the meaning of the underlined


words using the context clues.Write the
words and their meanings.
1.To reduce is to lessen the amount of something.
2.Incinerator which is an
apparatus for burning waste material, especially
industrial waste is expensive.

Recycling Can Save Lives

Let us recycle wastes. Recycling can save


lives. When we recycle, we reduce the amount of
waste sent to landfills and incinerators. We also
conserve natural resources such as timber, water
and minerals. It can also increases
economic security by tapping a domestic source
of materials. It prevents pollution by reducing the
need to collect new raw materials then it
saves energy. Therefore, recycling waste must be
done.

B. Listen to the recorded text in the cp/tablet
provided to your group then answer the
questions in the Manila paper provided to
you. (Note: Leader of the group may read
the text.)

1. What is the text about?


2. What benefit can we get from recycling?
3. What kind of text was the text you heard?

Let the pupils present their output.


Rate each group according to the rubrics
presented.
F. Developing mastery Show the purpose and let the pupils identify the
(Leads to Formative text type.
Assessment 3) 1. To explain how or why something
happens ( Explanation )
2. To give instructions on how to make
or do something ( Procedure)
3. To provide different points of view
( Discussion)
4. To give reasons and convince
others for a point of view (
Exposition)

38
5. To tell how something was made or
done in time order with accuracy
( Procedural recount)
G. Finding practical Ask: What is the importance of factual text?
application of concepts
and skills in daily living In what way is it helpful?

How do you behave when somebody is


speaking?

Say: Listening when somebody is speaking is


beneficial because you will acquire knowledge. It is
also a gesture of courtesy and politeness.
H. Making generalizations Ask: What is context clue?
of concepts and skills in Are context clues helpful in understanding
daily living the content of the factual text?
Again, what are the different informational or
factual text types?
I. Evaluating learning Direction : Listen to the informational text the
teacher will read then answer the following
questions. Write the letter of the correct answer on
the space provided.

The Red Sea

The Red Sea is a seawater inlet or a small


arm of the sea of the Indian ocean, lying
between Africa and Asia.
Have you ever wondered why it is called red
sea? Red sea got its name because of a type of
algae called Trichodesmium Erythraeum, which is
found in the sea. Algae is a group of
photosynthetic organisms in which when they die
off in the sea they appear to turn the blue-green
color of the sea to a reddish –brown. Therefore the
sea looks red.

____1.What is the meaning of the word inlet?


a. a big arm of the sea
b. a small outlet
c. a small arm of the sea
d. a place
____2.What is the meaning of algae?
a. Algae is a group of photosynthetic organisms
b. Algae is something that makes the sea red.
c. Algae is a plant
d. Algae is an organism
____3.What is the text about?
a. The text is about the algae
b. The text is about the red sea.
c. The text is about the ocean
d. The text is about the curiosity of people why
Red sea is called Red sea.

39
____4.What type of factual text was the text you
heard?
a. Explanation
b. Discussion
c. Procedure
d. Exposition
___5.What was the purpose of the text?
a. To discuss
b. To show the process how the sea becomes red
c. To explain how the Red sea got its name.
d. To describe the Red sea
J. Additional activities for A. Listen to any Scientific discovery/ activity
application or remediation and take note of the important details.
B. Identify the type of text.
C. Write two unfamiliar words with their
meanings.

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


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

40
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 2
I. OBJECTIVES
A. Content The learners…
Standards  Demonstrate understanding that reading a wide range
of text provides pleasure and an avenue for self-
expression and personal development (RC)
 Demonstrate understanding of library skills to
research a variety of topics (SS)
B. Performance The learners…
Standards  Use literal information from texts to aptly infer and
predict outcomes. (RC)
 Utilize discrete techniques ( general and specific ) and
applies appropriately to all or most fields of study (SS)
C. Learning Competencies:
Competencies/O  Respond appropriately to messages of the different
bjectives authentic text.
EN6RC-11b-5.5
 Gather relevant information from various sources (
dictionary and thesaurus ) EN6SS-IIb-1.4,
EN6SS-IIb-1.4.1
Specific Objectives:
 Explain the importance of source of authentic text;
 Use dictionary and thesaurus in gathering relevant
information;
 Show openness to criticism.
Responding appropriately to the messages of different
II. CONTENT authentic texts
Using dictionary and thesaurus
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide page 87
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5 p.237
4. Additional
Materials from the
LR Portal
5. Other Learning *http://www.google.com/search?sa=X&q=example+of+a
Resources dvertisement+text&tbm=isch&source=univ&ved=2ahUK
EwjElcGj49_gAhVlJaYKHelfChcQ7A16BAgEEAO&biw=
1366&bih=imgrc=KtebEi3bsfws4M
*http://www.cordaid.org/en/news/weaving-as-a-
sustainable-enterprise-for-philippine-tribe
*http://everwideningcircles.com/2016/05/12/plants-can-
talk-to-each-other/
Materials:
Pictures

41
Chart, Books
Screen/Projector ( if available)
Laptop
Activity sheets
Dictionaries
Thesaurus
Other real materials
IV. PROCEDURE
A. Reviewing the Let the pupils identify the information they get from each
previous lesson or source/ reference.
presenting the new
lesson 1. magazine
2. newspaper
3. dictionary
4. atlas
5. encyclopedia
6. manual

Ask: Do we consider those information authentic?


What do we mean by authentic? What do we mean by
authentic texts?

B. Establishing a Say: Today, you will be encountering different authentic texts


purpose for the coming from different sources and you should be able to
lesson respond appropriately to these texts by noting details.
You will also experience using dictionary and thesaurus
to gather relevant information. Thus, you should also be able
to explain the sources of text that we read.
Let the pupils read the following:

Today, I can …
1. Note details from the authentic text read
2. Use dictionary and thesaurus in gathering
Relevant information
3. Explain the importance of source of authentic
Texts

C. Presenting Ask: What do you know about eggplant?


examples/instances
of the new lesson Say: I have here a trivia about an eggplant. I got it from a
Health and Home magazine.

Let the pupils read the trivia orally.

Nicotine in Eggplant
Did you know that an eggplant has by far the highest
level of nicotine of any vegetables? But it’s such a small
amount that there’s really no need for concern. You would
have to eat between 20 to 40 pounds of eggplant to consume
the amount of nicotine you’d get smoking one cigarette.
(http://indian public media.org)

Discuss the details of the trivia.

42
1. What is the trivia about?
2. What poisonous substance does an eggplant
have which is in the highest level compared to
other vegetables?
3. How many pounds of eggplants should be
eaten to consume the amount of nicotine we
can get from smoking one cigarette?
4. Is it still ok to eat eggplant? Why?
5. How can we avoid the nicotine that eggplants
have? (It is not bad to eat eggplant but it should in
moderation)

Ask: From the trivia that you have read, what words are
difficult to understand?

How will you know the meaning of these words?

Let the pupils find the meaning of nicotine and pound


using the dictionary they brought.

Discuss the meaning of the word.


D. Discussing new Ask: What is your source of the trivia “Nicotine in Eggplant”?
concepts and
practicing new skills Say: The sources were magazine and dictionary.
#1
Ask: What other sources do you know?

Note: Discuss the different authentic texts that are informative


and educational. Discuss also the sources of these texts
emphasizing the use of dictionary and thesaurus.
E. Discussing new Say: Now, I want you to go to your group mates. Each group
concepts and will receive an authentic text and answer some questions
practicing new skills from the text assigned to you.
#2 Before the activity, let us be reminded of the norms or
standards when doing the activity.

Ask: What should be observed when you are asked to do an


activity?

Say: Here is the rubric that will be the basis in rating your
output.

Grou Grou Grou


p1 p2 p3
Accuracy
50%
(See qualifiers in
the PS)
Oral Presentation
30%
Timeliness
10%
Behavior
10%

43
Group 1 (Recipe) For Average Learners

A. Study the recipe and answer the questions

Adobo sa Gata

Ingredients:
3 pounds pork shoulder, cut into 2 inch cubes
1 onions peeled and sliced thinly
1 head garlic, peeled and minced
½ teaspoon peppercorns
2 bay leaves
1 cup water
½ cup vinegar
¼ cup soy sauce
1 teaspoon canola oil
1 cup coconut milk
2 chili peppers, stemmed and chopped
Salt to taste

Instructions:
1. In a pot over medium heat, combine pork, onion, garlic,
peppercorns, bay leaves, water, vinegar and soy sauce. Bring
to boil for about 5 minutes. Skimming scum that floats on top.

2. Lower heat, cover and simmer for about 30 to 40 minutes


or until meat is tender. Drain meat. Reserve the aromatics
and 1 cup of the liquids.

3. In a wide pan over medium heat, heat oil. Add meat and
the aromatics and cook, stirring occasionally, until lightly
browned.

4. Add reserved liquids, coconut milk, and chili peppers.


Lower heat, cover and continue to cook for about 15 to 20
minutes or until meat is completely cooked and sauce is
reduced and thickened.

5. Season with salt to taste. Serve hot.


Makes 4 servings.

A. Questions:

1. What is the main ingredient?


2. What should be done first?
3. Is there a need to skim substance when it is boiling?
4. Is the recipe healthy?
5. How many servings can be served?

B. Give the antonyms of the following words using thesaurus.


1. ingredient
2. aromatic
3. simmer

44
Group 2 Water Bill ( for advanced learners)
A. Study the water bill then answer the questions provided.

Questions:
1. Who is the bill payer?
2. How much should he pay on or before the due date?
3. How many cubic meters of water was consumed by the
family?
4. If the minimum is 10 cubic meters, do you think the family
conserve water wisely? Why do you think so?
5. How will you conserve water?

B. Choose two difficult words from the text then find their
meaning.

Group 3 Advertisement ( For Average Learners)

Read the advertisement then answer the questions that


follow.

Visit Beautiful Sabang Park and Beach Resort

Enjoy Sabang Park and Beach Resort! Yes,


Visit the cool town of Bulan in the province of Sorsogon!

Unwind and get close to nature in this resort.

This place invites you to take a breath away


from the hustle and bustle of the city, while offering you
the basic amenities you need such as air conditioned rooms,
parking on premises, boat transfer, huts for rent, pavilion and
food courts while having fun in the park. It’s a relaxing
ambience while watching the beautiful sunset.

Come and have a memorable stay here! Call Glo Olmeda


0929-123-835, Bulan, Sorsogon

45
(You may use other tourist destination in your locality.)

A. Questions:
1. What place is being advertised?
2. What can Sabang offer to the visitors?
3. Is staying in Sabang worthwhile? Why?
4. When do you think is the best time to travel with friends
and family especially to places where there are beaches?

C. Choose the difficult word and identify their functions using


the dictionary.

F. Developing Let the pupils present their output.


mastery (Leads to Rate them using the rubrics.
Formative
Assessment 3) Discuss the authentic texts that were presented to the
pupils and the sources

-recipe
-advertisement
-water bill

Discuss also the uses of dictionary and thesaurus.

G. Finding practical Ask: How often do read?


application of What do you read from reading?
concepts and skills in Do you believe in everything that you read?
daily living
Will you consider fake news as authentic texts?
Why?
What is the best thing to do when you find
It difficult to understand what you read?
Are the sources of texts important? Why?

Say: Reading with understanding will probably increase


our knowledge level but we need to ensure the
authenticity of the text and the sources as well.

H. Making What is authentic text?


generalizations of What are the sources of authentic text?
concepts and skills in Why is it important?
daily living
When do we use dictionary and thesaurus?

I. Evaluating learning
Direction:
A. Read the following article then answer the questions
that follow.

46
Plants Can Talk to Each Other?
WRITTEN BY LIESEL ULRICH VERDERBER

There is nothing that signals the start of summer like the


smell of fresh cut grass, but did you know that smell is
actually the kind of plant communication?

It turns out plants can “talk“ to each other!

So, that “freshly mowed grass smell” that you and I love?
That is actually a warning sign from your lawn to fellow plants
that danger is about.

Plants communicate using pheromones that can not only


be understood within a species, but also by their neighbors.

This fascinating bit of science serves as an important


reminder that there is so much out there for us to learn if we
try and look at the world the way other organisms do.

How much is out there that we have yet to discover


because we look at the world with anthropocentric eyes?

Questions:
1. What is the topic of the article?
2. Do plants communicate with each other?
3. What is the purpose of the author in writing the article?
4. How do plants communicate?
5. Give the meaning of these words using your dictionary.
a. pheromones
b. anthropocentric
6. Use thesaurus in finding the antonyms of these words
a. fascinating
b. warning

J. Additional activities Borrow your report card to your adviser then answer these
for application or questions.
remediation
1. What is your highest grade?
2. What subject do you find most difficult?

V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation

47
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/de
partment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?.

48
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 3
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the oral
standards of English in order to
participate in various oral
communication demands ( situation,
purpose and audience) (OL)
 Demonstrate understanding that
English is stress timed to support
comprehension (F)
B. Performance Standards The learners…
 Prepare for and participate effectively in
a range of conversations and
collaboration with diverse partners,
building n other’s ideas and expressing
their own clearly and persuasively (OL)
 Read with sufficient accuracy and
fluency to support comprehension. (F)
C. Learning Competencies:
Competencies/Objectiv  Employ an appropriate style of
es speaking ,adjusting language, gestures
, rate, and volume according to
audience and purpose ( EN6OL-IIb-3.7)
 Read grade level text with accuracy ,
appropriate rate and proper expression
(EN6F- IIb-1.6) (EN6F –IIb-1.3) (EN6F
–IIb-1.7)
Specific Objectives:
 Use appropriate style of speaking,
adjusting language, gestures, rate, and
volume according to audience and
purpose;
 Read grade level text with accuracy ,
appropriate rate and proper expression.
II. CONTENT Appropriate Styles of Speaking and Adjusting
Language , Gestures, Rate and Volume According
to audience and purpose

Reading grade level text with accuracy ,


appropriate rate and proper expression
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Curriculum Guide page 87
2. Learner’s Materials
Pages
3. Textbook Pages English For You and Me (Language Textbook)

49
pages 60,106,138,150
Workbook on Integrated Learning in English page
44
21st Century English 6 pages 31-32
Building English Skills 6 ( Language textbook for
English) page 67
4. Additional Materials
from the LR Portal
5. Other Learning Materials:
Resources Chart,Books
Screen/Projector ( if available)
Laptop
Activity sheets
IV. PROCEDURE
A. Reviewing the previous Say: In this learning session, you should be able
lesson or presenting the to:
new lesson 1. Use an appropriate style of speaking
,adjusting language, gestures , rate, and
volume according to audience and purpose
2. Read grade level text with accuracy ,
appropriate rate and proper expression
Let the pupils read the following.

Today I can….
1.Apply an appropriate style of speaking ,adjusting
language, gestures , rate, and volume according to
audience and purpose
2.Read grade level text with accuracy , appropriate
rate and proper expression

B. Establishing a purpose Show a picture of a person not doing the thing he


for the lesson should do…..

Ask: What can you say about this picture?

Ask: Did the person commit a sin for not doing the
thing he should have done?

Tell the pupils that when a person is not doing the


good thing that he should be doing, he is
committing a sin of omission.

Say: I will be reading a poem but before that, you


need to know the meaning of some difficult words
you will encounter. Find the meaning by choosing
the letter of the correct answer.

50
1.Omission is closely related to ______________.
a. forgetting
b. remembering
c. including
d. neglecting

2.Haunting mean the same as ______________.


a. remembering
b. forgetting
c. disturbing
d. comforting

3.Reproachful is a synonym of
a. Disapproving
b. Approving
c. Loving
d. Stopping

4.Wraith is the same as


a. Shadow
b. Sin
c. Spirit
d. Flowers

5.Flagging also means


a. Strong
b. Weak
c. Big
d Small

Motive Question:

What kind of sin is being tackled in the poem?

C. Presenting
examples/instances of the Say: I will read the poem twice. Listen and
new lesson observe.

Take note of how I read the poem. Later I will ask


questions about the poem and the observations
you made.

The Sin of Omission


By Margaret E. Sangster

It isn’t the thing you do, dear,


It‘s the thing you leave undone
That gives you a bit of heartache
At the setting of the sun
The tender words forgotten,
The letter you did not write
The flower you did not send, dear
Are your hurting ghost tonight

51
The stone you might have lifted
Out of a brother’s way,
The bit of heartsome counsel
You were hurried too much to say;
The loving touch of the hand, dear,
The gentle winning tone
Which you had no time nor thought for
With troubles enough of your own

Those little acts of kindness


So easily out of mind
Those chances to be angels,
Which we poor mortals find;
They come in night and silence,
Each sad, reproachful wraith,
When hope is faint and flagging
And a chill has fallen on faith.

For life is all too short ,dear,


And sorrow is all too great
To suffer our own slow compassion
That carries until too late;
And it isn’t the thing you do, dear,
It’s the thing you leave undone
Which give you a bit of heartache
At the setting of the sun

Note: Poem may be replaced

Discuss the details of the poem.

1. What kind of sin is being tackled in the poem?


2 .How will you avoid committing this kind of sin?
3. Do we have an obligation to do good things to
other people? Why?
4. What promise can you make after reading the
poem?

Discuss how the poem was read by the teacher.

1. What can you say about my speaking style?


2. Is it appropriate for a poem?
3. What can you say about the language?
4. Is the rate enough?
5. What can you say about my expression?
6. How about the volume of my voice? Was it too
soft, soft, too loud, or loud?
7. Did I employ necessary gestures?
8. Do you think I considered the audience in my
poem choice?
9. What do you think is the purpose of the author?

D. Discussing new Ask: What are to be considered when speaking or


concepts and practicing reading orally?
new skills #1

52
Let the pupils encircle the important factors that
affect the delivery and comprehension of the
spoken or read text.

a.speaking style g.expression

b.adjusting language h. beauty

c.gesture i. rate

d.wit j. skin color

e.volume k.audience

f.purpose

Discuss the description of each factor briefly.


f..expression
Say: Speaking style refers to the unique way a
speech or poem is being delivered. It is the
g.purpose
uniqueness that is being applied to a certain text.
Adjusting language is done depending on
h.audience
the audience. Replacing words can be done.
Gesture is an action or body movement that
is employed to make the delivery more convincing.
Volume refers to the softness or loudness
of voice applied to a certain part of a text.
Facial expression is important to stimulate
the interest of the audience.
Rate is the speaking speed.
Audience and purpose are also significant
in ensuring effectiveness. They should be
considered in the delivery of the poem or any text.

E. Discussing new
concepts and practicing Say : This time around I want you to read the
new skills #2 poem, “ Sin of Omission “You should be able to
apply the necessary factors that make the delivery
beautiful and understandable. You repeat after me.
( Correct the mistakes committed)

Let the pupils read the poem by group.(


One group, one stanza)
Say : I will test your speaking and reading ability by
providing you different texts to read.

I will group you into four. Each group will be


given a copy of a text. You have 15 minutes to
work on the text assigned to you. Apply the styles
that a text requires. Be able to recite /deliver the
text in front of the class. Worry not, for I will go
around and help you.

53
Be guided with these criteria/rubrics.
G1 G2 G3 G4
Style and
Mastery
35%

Rate and
Volume
25%

Expression
25%
Gesture
10%

Group 1 (Poem)

A. Recite the poem employing the appropriate


speaking style and other necessary factors
that will make the delivery effective.
B. Tell the message of the poem or the
purpose of the author.

Communication
Communication takes practice,
It’s never perfect,
Sometimes not patient
Sometimes not kind
But you have to say what’s on your mind.
Lend an ear, listen not just hear,
To the ones you love so dear.
Communication is not a one way street,
it takes two,
to concur this feat
Communication is hard you see,
But in the end,
It is key,
To that great relationship,
We all want and need.
Open your heart,
Say what’s on your mind,
When you are partners
For life there’s nothing to hide

Group 2 (Report)

A. Deliver the report employing the


appropriate speaking style and other
necessary factors that will make the
delivery effective.
B. Tell the message of the report or the
purpose of the author.

54
Dama de Noche

Do you know that there are flowers that


open after dark and spread their sweet scent
only at night?The dama de noche or Lady of
the Night is an example of such flower.
The dama de noche is a climbing bush
with long dropping branches.Its green, acute
leaves arranged alternately n its long
branches.Its small flowers which grow in
racemes are light-greenish,soft and very
fragrant.A flower of dama de noche is like a
tiny star attached to a long,slender funnel
ending in a tiny light greenish calyx.

Group 3 ( Dialogue)
A. Deliver the dialogue by employing the
appropriate speaking style and other
necessary factors that will make the
delivery effective.
B. Tell the message of the dialogue or the
purpose of the author.

MOMO

Elena : Mother,can you help me with my


homework?
Mother: Yes, of course.What is your
homework?
Elena: My teacher wants me to research
about Momo.We need to surf the internet.
Mother: Oh my,Momo is a challenge
game.It is a scary game or challenge that
may harm the player by commanding bad
things like asking a player to commit
suicide.
Elena: That’s scary Mama!
Mother: Yes it is. It is good that your
teacher gave that as an assignment. It will
help every student become aware of what
harm it may cause.
Elena: Thanks Mama for helping me with
my homework and for informing me about
the harm Momo game can cause.
Father : Be aware my daughter. We love
you.

Grade 4 ( Short Story)


A. Narrate the story employing the appropriate
speaking style and other necessary factors
that will make the delivery effective.
B. Tell the message of the story or the
purpose of the author.

55
The Arab and the Pearls
An Arab who was travelling in the
desert lost his way and nearly died of
hunger and thirst.Finally,when he
had,almost lost hope,he came upon a
well of clear,cold water.He stopped then
and drank.As he stood up,his eyes fell
upon a bag of leather which was half-
buried in the sand.
“Now Allah,be praised,”he
said.”This bag which some traveler
must have dropped by the way,may
cntain some dates and I shall have food
as well as a drink.”
He opened the bag and looked into
it and explained,”Oh!these are pearls I
can sell but can’t eat.

Rate the performance of each group by using a


rubric.

G1 G2 G3 G4
Style and
Mastery
35%

Rate and
Volume
25%

Expression
25%
Gesture
10%

F. Developing mastery Ask: What should be observed or considered


(Leads to Formative when speaking or reciting something?
Assessment 3)
Say: Speaking style, adjusting language, rate,
volume, expression, gestures, audience and
purpose are the things to be considered to
make the delivery of a speech or poem
effective.
Do we need to apply different styles?
Why?
How about the language? Should we
adjust the language?

G. Finding practical Ask : What benefit do we get if we are good in


application of concepts speaking?
and skills in daily living On your part, being a student, where and
when can you apply your skills in speaking?

56
H. Making generalizations What should we remember if we are going to
of concepts and skills in speak or recite?
daily living Will they make our delivery effective and
understandable?
I. Evaluating learning Direction : Read the poem orally. Be able to
recite it employing the necessary styles.

Wise

Whoever planned
the world was wise
to think of land,
and seas, and skies.

To plan a sun
and moon that could
be made to run
the way they should.

But how did He


have time for all
the things we see
that are so small-

Little flowers in parks


and flakes of snow,
and little sparks
the fireflies show?
J. Additional activities for Memorize the poem entitled “Wise “and
application or remediation prepare for a recitation next week.

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

57
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.

58
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 4
I. OBJECTIVES
A. Content The learners…
Standards  Demonstrate understanding of different
formats to write for a variety of audiences and
purposes (WC)
 Demonstrate an understanding of verbal and
nonverbal elements of communication to
respond back (A)
B. Performance The learners…
Standards  Draft texts using appropriate text types for a
variety of audiences and purposes (WC)
 Use paralanguage and nonverbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/  Plan a composition using an outline/other
Objectives graphic organizer (EN6WC-IIb-1.1.6.1)
 Show tactfulness when communicating with
others (EN6A-IIb-17)
Specific Objectives:
 Identify the parts and the standards to follow
when planning a composition;
 Write a composition using an outline ;
 Use polite words when communicating with
others.
II. CONTENT Parts of a Composition and the Standards to Follow when
Writing

Writing a Composition Using an Outline


III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide page 87
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Joy in Learning English 5 p.237
Building English Skills 6 pp.54-55
4. Additional
Materials from the
LR Portal
5. Other Learning Materials:
Resources Pictures
Chart, Books
Screen/Projector ( if available)
Laptop
Activity sheets

59
IV. PROCEDURE
A. Reviewing the Say: Today we will be using an outline to be able to make
previous lesson or a composition.
presenting the new
lesson Ask: Are you aware what a composition is?

In this learning session, you will learn many things.


Specifically you will learn to:

1.Identify the parts and mechanics to follow when


planning a composition
2.Write a composition using an outline
3.Use polite words when communicating with others

Let the pupils read the following.

Today I can….
1.Identify the parts and mechanics to follow when
planning a composition
2.Write a composition using an outline
3.Use polite words when communicating with others
B. Establishing a Say: I will show you a picture. Can you identify who this
purpose for the man is?
lesson Say: Yes, he is Jose Rizal!
Ask: What do you know about him?
Say: That’s right. He is our national hero.

(Show sample of an outline)

Ask: What is an outline?

Say: Yes, an outline is a sketch or framework of a text


showing the important ideas and details which support
those ideas in an organized form.

Jose Rizal

I. Personal Details
A. Complete name, birthday, birthplace
B. Parents name and Occupation
C. Other members of the family
II. Educational Background
A. Elementary
B. Secondary
C. Tertiary
III. Achievement
A.
B.
C.

(Process the responses of the pupils.)


C. Presenting Say: I have here an outline and a composition. The
examples/instances composition was planned and written based on the
of the new lesson outline.

60
Using Courteous Expression
I. Introduction
A. Statement about politeness
B. Description of words and actions

II. Polite spoken words


A. Thank you
B. Excuse me
C. Please

III. Polite gestures


A. Tapping a shoulder
B. Blessing elderly people
C. Bowing and extending clasped hands

IV. Conclusion
A. Question or concluding statement

Using Courteous Expressions


By: Mellany M. Guray

It is always nice to be courteous both in words and in


actions. Words are sharp while actions are powerful.
Polite spoken words are so sweet that they touch our
soul. Saying “thank you “when somebody does a favor
makes someone feel accomplished. Saying “excuse me”
when you need to pass between two persons gives a
feeling of being respected. Saying “please” when making
a request pushes the person to follow without a doubt.
These expressions are truly pleasant to our ears.
Actions are said to be louder than words so some
prefer to act than to say a word. A simple tap on the
shoulder is like saying thank you or good job. Blessing
elderly people is a tangible sign of respect. Bowing a
head and extending a clasped hands when passing
between two persons are gestures of politeness.
How about you? Are you still using courteous
expressions? May it be in word or in action, it is nice to be
courteous.
(Note: The composition may be replaced)

Discuss the details.


1. What is the composition about?
2. What word describes words?
3. What word describes actions?
4. When do we say thank you?
5. When do we say please?
6. What action do we do if we want to say “thank you” or
“good job”?
7. Why do we need to be courteous?
8. How will you show politeness or courteousness?
9. Do we need to use polite words everyday? Why?

61
D. Discussing new Say: Now take a look at the composition.
concepts and
practicing new skills Ask: What are the parts of a composition?
#1
(Discuss the parts of composition and the standards to
follow when writing.)

Say: A composition like a theme or a feature article is


composed of these parts, title, introduction, body and
conclusion.

A title is given to provide the readers an idea what


the composition is all about.
The first paragraph is often an introduction. It tells
something interesting about the topic.
The body can be one or more paragraphs
expounding on the topic. Each paragraph contains main
idea.
The conclusion is usually the last paragraph giving
readers a final statement to ponder on.

In order for us to write a quality composition, we


should remember the standards to conform to. What are
these standards?

Say: Yes, in writing we should observe the following:

1. Correct grammar
2. Proper organization of paragraphs
3. Proper use of capitalization and punctuations.
4. Coherence
5. Neatness

Say: I have here another outline, let us make a


composition out of this.

Plants in the Garden


I. Vegetables
A. eggplant
B. ladyfinger
C. tomatoes
II. Ornamental
A. gumamela
B. periwinkle
C. orchids
III. Medicinal Plants
A. oregano
B. herbebuena
C. manzanilla

Help the pupils come up with a composition like this


anchored from the outline.( pieces of writing may vary)

62
Plants in the Garden

Garden is a place where we can find various


plants.
We can find different and nutritious vegetables
in a garden. Some of these are eggplants,
ladyfinger and tomatoes.
Garden also provides us plants that make the
place beautiful. These plants are called
ornamental plants. Examples are gumamela,
periwinkle and orchids.
We can also find healing plants in the
garden.These are oregano, herbebuena and
manzanilla.
What a beautiful life if we have garden that
provide us what we need!

Say: Now, I want you to do the same. I will provide each


group an activity sheet. You will make a composition from
the outline given to you.

Your output will be rated according to these criteria:

Grammar 20 %
Organization 30%
Coherence 20%
Capitalization and punctuations 20%
Neatness 10%
E. Discussing new Say: What are the standards during group activity?
concepts and
practicing new skills You have 15 minutes to finish your output.
#2
Group 1.A. Study the outline on the meta card.
Make a composition out of it.( FOR
ADVANCE LEARNERS)

Filipino Qualities
I. Loving
II. Supportive
III. Hospitable
IV. Hardworking
V. God-fearing

Group2.A.Study the outline and make a composition


out of it.( FOR AVERAGE LEARNERS)

Means of Transportation

I. Land
A. bus
B. tricycle
C. jeepney
D. bicycle

63
II. Water
A. ship
B. boat
C. submarine

III. Air
A. airplane
B. jet plane
C. helicopter

Group 3. Study the graphic organizer about the


sources of information. Make a composition out of
this. ( FOR AVERAGE LEARNERS)

Primary Secondary
Diary Newspaper
Interview Pictures
Dictionary
Authbiography

Group 4. A. Study the outline then make a


composition out of it.( FOR ADVANCE LEARNERS)

Vertebrates

I. Description of Vertebrates
A. Appearance
II. Classification of Vertebrates
A. Mammals
B. Amphibians
C. Fish
D. Reptiles
III. Importance of vertebrates
F. Developing Let the pupils present their output.
mastery (Leads to Rate them using the rubrics.
Formative
Assessment 3) Ask: What are the things to remember when planning a
composition?
Discuss the parts of a composition and the
standards to conform to.
G. Finding practical Ask: What benefit do we get if we know how to plan and
application of write a composition?
concepts and skills
in daily living On your part, being a student, where and when can

64
you apply your skills in writing a composition using an
outline?

When is the best time to use polite expressions?


H. Making What is a composition?
generalizations of What will help us in making a composition?
concepts and skills
in daily living When is being polite necessary? In what way can we
show politeness?

7.
I. Evaluating A. Make a composition based on this outline.
learning
Groups of Foods
I. Go foods
A. rice
B. some root crops
II. Grow foods
A. meat
B. milk
III. Glow
A. fruits
B. vegetables
J. Additional Find an outline then make a composition out of it. Write it
activities for in 1 whole sheet of paper.
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

65
encounter which my
supervisor/principal/dep
artment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?.

66
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 2 Day 5
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the
various forms and conventions materials
to critically analyze the meaning
constructed in print, non-print and digital
materials. (VC)
 command of the conventions of
standard English grammar and usage
when writing or speaking (G)
B. Performance The learners…
Standards  Apply different views of the real world to
effectively interpret (deconstruct)
constructed meaning in print, non-print
and digital materials (VC)
 use the correct function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions in
various discourse (oral and written) (G)

C. Learning Competencies:
Competencies/Objecti  Infer the target audience
ves EN6VC-Ibc-3.7
 Compose clear and coherent sentences
using appropriate grammatical
structures: Degrees of irregular
adjectives
EN6G-IIb-5.5.1, EN6G-IIb-5.2.1
Specific Objectives:
 Identify the target audience for a
particular advertisement/campaign;
 Compose clear and coherent sentences
using irregular adjectives in commercial/
campaign of local products/services;
 Appreciate the importance of inferring
the target audience for a particular
advertisement/campaign.
II. CONTENT Target Audience (Advertisements)
Degrees of irregular adjectives
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages English Expressways 5 Language
Pages 230-232
4. Additional Materials from Activity Sheet in ENGLISH 6
the LR Portal Quarter 2- Week 2- Day 5
5. Other Learning Resources You tube, LDRMS

67
IV. PROCEDURE
A. Reviewing the previous Review:
lesson or presenting the new Use appropriate style of speaking, gestures,
lesson rate and volume in reading the following
advertising slogans:
1. Hmmmm. Your hair smells terrific!
2. This shampoo will make your hair even
better.
3. Don’t just settle for less, always go for
the best!
4. Just do it! Do your best defeat the rest!
Don’t turn worse to worst. Act now!
B. Establishing a purpose for Say: Today, we shall:
the lesson  Infer the target audience
 Compose clear and coherent sentences
using irregular adjectives in commercial/
campaign of local products/services.
 Appreciate the importance of inferring
the target audience for a particular
advertisement/ campaign

Remember Me:
Look at this printed advertisement.
Examine its details.

Answer the questions:


1. What is the advertisement all about?
2. When is the exact date of the event?
3. Who are being invited to join this
advertisement?
4. What classes do they offer?
5. If you have further queries, what will you do?
6. If you don’t know how to dance, or if you
don’t like dancing, are you going to enroll?
Why?
D. Presenting Let the students watch the full videos and print
examples/instances outs of different advertisements and
of the new lesson campaigns.

Ask:
What will you do to be able to understand the
message of the video?

1. Environmental Ads.
Youtube. February 3,2018. Accessed

68
March 11, 2019.
https://youtu.be/YrSLTAP

2. Breast Cancer Awareness Creative


Ad. Youtube. September 29, 2011.
Accessed March 12, 2019.
https:youtu.be/wCBxV7-iTYE

3. Anti-Bullying Campaign
Youtube. January 23, 2013. Accessed
March 20, 2019.
https:youtu.be/5RVmXyF7jJg

4.

5.

(Teachers may use other advertisements)


Teacher’s activity Pupils’ activity
In the first three - To inform the
campaigns shown people
in videos, what do - To make the
you think is the people become
purpose of creating more aware of their
them? responsibilities to
themselves, to the
environment and to
other people.
What is the
purpose of creating
the:
4th advertisement - to inform the
5th advertisement people of Bulan of
the services offered
by the Philippine
National Police-
Bulan Station
Who do you think is 1. all people
the target audience 2. women
for each 3. students
advertisement? 4. people of Bulan
5. Asian people

69
D. Discussing new concepts Let’s study this:
and practicing new skills #1
WHAT IS A TARGET AUDIENCE?

- A Target Audience refers to a particular


group at which a film, book, advertising
campaign, etc. is aimed.
- This also refers to group of people who
are identified as the intended recipient of an
advertisement or message.
This is also called target population.
E. Discussing new concepts Let us read again these advertising slogans
and practicing new skills #2 taken a while ago:
 This shampoo will make your hair even
better.
 Don’t just settle for less, always go for
the best!
 Just do it! Do your best defeat the rest!
 Don’t turn worse to worst. Act now!

Notice the highlighted words in the advertising


lines.

Advertisements can be more encouraging and


interesting if we will be using these words.

Discuss on Irregular adjectives:

Irregular adjectives form the comparative and


superlative degrees by changing the entire
word.

Present more examples:

POSITIVE COMPARATIVE SUPERLATIVE


good better best
little less least
bad worse worst
many more most
much more most
ill worse worst

Present more examples of advertising


lines/slogans using irregular adjectives.

1. The No. 1 brand is better than brand X.


2. Bad day? Don’t worry, the new product
is here to give you the best day ever.
The best store in town is always open at your
most convenient time.
F. Developing mastery (Leads (Collaborative approach)
to Formative Assessment 3) Group the class into 4.

Set the standards for group activity.

70
Present the rubrics for group activity.
CRITERIA 5 4 3 2 1
Team members
coordinated with
other members
Output presented
was precise/correct
Task finished on
time
Total

Group 1 – Compose an advertisement about


Malunggay soap using irregular adjectives,
wherein your target audience are the
housewives.
Group 2 - Write and act out an advertisement
promoting Oregano mouthwash, wherein your
target audience are the cigarette smokers. Use
irregular adjectives in your lines.
Group 3 - Make a poster about a campaign on
saving Mother Earth. Use irregular adjectives
Group 4 – Write an advertising slogan to
promote Bulan Tourism. Use irregular
adjectives.
G. Finding practical Infer the target audience of the following
application of concepts and advertisements:
skills in daily living
Teacher’s activity Pupils’ activity

Taekwondo
Players

mothers

Senior high school


students

H. Making generalizations of (Reflective Approach)


concepts and skills in daily (The learners consolidate their learning ideas
living about the lesson “Inferring the Target
Audience”, as guided by the teacher’s
questions.)

71
WHAT IS A TARGET AUDIENCE?
 A Target Audience refers to a particular
group at which a film, book, advertising
campaign, etc. is aimed.
 This also refers to group of people who
are identified as the intended recipient
of an advertisement or message.
 This is also called target population

WHAT ARE IRREGULAR ADJECTIVES?


HOW DO WE FORM THEM?
Irregular adjectives are words that form the
comparative and superlative degrees by
changing the spelling of the word or by
changing the entire word.
I. Evaluating learning Commercial Break!
Infer the target audience of the
advertisement/campaign shown.
Teacher’s activity Pupils’
activity
1

2..
C

A
3.

4.

72
5.

A. adults
B. children
C. all
D. women only
E. men only
J. Additional activities for Compose your own commercial/ advertising
application or remediation campaign on local products/services within the
community. Use irregular adjectives in your
advertising lines and identify the target
audience to which the commercial or campaign
is intended to.
V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I encounter


which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

73
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 1

I. OBJECTIVES
A. Content The learners…
Standards  Demonstrate understanding of text types to listen
for different purposes from a variety of texts (LC)
B. Performance The learners…
Standards  Use linguistic cues to effectively construct
meaning from a variety of texts for a variety of
purposes (LC)
C. Learning Competencies:
Competencies/O  Distinguish various types of informational/factual
bjectives text.
EN6LC-IIc-3.2
Specific Objectives:
 Name the type of informational text heard;
 Identify the text type of the material listened to;
 Listen to others with respect.
II. CONTENT Types of Informational/ Factual Text
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English, page 130
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Developing Reading Power 6, pages 48; 148; 194
English for All Times, page 211; 217
4. Additional
Materials from the
LR Portal
5. Other Learning powerpoint presentation of the lesson, metacards,
Resources picture, activity sheets
IV. PROCEDURE
A. Reviewing the Read the title of each book and identify if the story is
previous lesson or Fiction or Nonfiction
presenting the new Alice in the Garbage
lesson Wonderland
Disposal

The Sick Lion Our Malayan


Brothers

The Father of Our


National Anthem

74
B. Establishing a  Present the objectives of the lesson:
purpose for the What will you learn for today?
lesson 1. Name the type of informational text heard
2. Identify the text type of the material listened to
3. Listen to others with respect
 Motivation
Ask: Look at the picture, what is the girl doing in the
picture?

https://www.clipart.email/download/1212447.html

Ask: What information have you heard lately?


 Unlocking of Difficulty
Choose the meaning of the underlined words
through context clues given.
1. During Spanish colonization, Filipinos were
discriminated and they were not allowed to go
school.
A. treated unfairly
B. heard equally
C. talked proudly
2. The delicious smoothie is a mixture of fruits,
berries, veggies and yogurt
A. flavor
B. combination
C. taste
 Setting of standards
The class will be divided into 4 groups. Each group
will be in each station, the leader will read the text to
members of the group. After listening, they will answer
the questions in each station. After two minutes, have
the groups move to the next station. Repeat until all
the groups have visited all stations.

What are the things that you must do while the leader
is reading the text?

 Giving of Motive Question


As the leader reads the text, listen carefully.
What are the information you heard in each text?

Listen as leader/speaker reads the text in each


station.

75
C. Presenting Station 1
examples/instances of
the new lesson

Source: "Jose rizal." Accessed June 17, 2017.


https://hubpages.com/education/jose-rizal.
https://www.pinterest.ph/pin/193162271487822821/?lp=true

Guide Questions:
1. What is the text all about?
2. What information are given in the text heard?
3. How will you describe Dr. Jose Rizal?
4. What type of text have you heard?

Station 2

http://2.bp.blogspot.com/-
MzPj1euvM48/UW3uVs5idLI/AAAAAAAAALQ/OPv7zEolyoA/s1600/Pr
ocedural+text++-+example+pic.png

Guide Questions:
5. What is the text all about?
6. What information are given in the text?

76
7. Do you think you can make the peanut butter
banana shake? What made you say so?
8. What type of text have you heard?
Station 3

Developing Reading Power 4, page 242


https://www.shutterstock.com/search/chameleon+cartoon

Guide Questions:
9. What is the text all about?
10. Why does a chameleon change its color?
11. What information are found in the text heard?
12. What type of text have you heard?

Station 4:

Benefits of Going to School

"Argumentative Essay: The Benefits of Going to School." Accessed


August 24, 2017. https://www.scholaradvisor.com/essay-
examples/benefits-of-going-to-school/.
https://www.123rf.com/clipart-vector/teen.html

77
Guide Questions:
1. What is the text all about?
2. Why do teenagers need good education?
3. Based on the text you heard, what does the
author appeal to teenagers?
What type of text have you heard?
D. Discussing new Answering of questions:
concepts and Station 1:
practicing new skills 1. What is the text all about?
#1 2. What information are given in the text?
3. How will you describe Dr. Jose Rizal?
Station 2:
1. What is the text all about?
2. What information are given in the text?
3. Do you think you can make the peanut butter
banana shake? What made you say so?
Station3:
1. What is the text all about?
2. Why does a chameleon change its color?
3. What information about chameleon are given
in the text?
Station 4:
1. What is the text all about?
2. Why do teenagers need good education?
3. Based on the text you heard, what does the
author appeal to teenagers?
 What type of text have you heard in station 1?
station 2? station 3? station 4?
E. Discussing new Say:
concepts and You listened to an informational text.
practicing new skills Informational text is defined as text with the primary
#2 purpose of expressing information about the arts,
sciences, or social studies. This text ranges from
newspaper and magazine articles to digital information to
nonfiction trade books to textbooks and reference
materials

The text you heard in each station is an example of


informational text.
Ask: What are the four types of informational text?
Literary nonfiction includes shorter texts, such as
“personal essays, speeches, opinion pieces, essays
about art or literature, biographies, memoirs, journalism,
and historical, scientific, technical, or economic accounts
(including digital sources) written for a broad audience.”
Autobiographies, biographies, other narrative nonfiction,
informational picture books, and informational poetry
often fit into this category.
Narrative informational text typically communicates
accurate information and has a well-defined beginning,
middle, and end. Informational poetry weaves facts into
poems.

78
Procedural Texts
Procedural texts provide step-by-step guidelines that
describe how to complete a task. They often include a
materials-needed section and graphics that illustrate the
process, as found in Doug Stillinger’s The Klutz Book of
Paper Airplanes. Jane Drake and Ann Love’s Get Outside
provides readers with rules for games and directions for
making things like bird feeders, kites, and sundials.

Expository Texts
Expository texts utilize various text structures, such as
description, cause and effect, comparison and contrast,
problem and solution, question and answer, and temporal
sequence.

Argument or Persuasion Texts


Argument or persuasion texts provide evidence with the
intent of influencing the beliefs or actions of the target
audience. These texts typically include claims, evidence,
and warrants to explain how the evidence is linked to the
claims. Writers of persuasion or argument also make
appeals—appeals to the author’s credibility, to the
audience’s needs, or to reason and evidence.

F. Developing Listen to the title of the text that I will read, identify what
mastery (Leads to informational text it is.
Formative 1. Juan Luna
Assessment 3) 2. What is Climate Change
3. How to Make Mango Juice

ADVANCED/AVERAGE PUPILS
Talking About This
The leader of each group will be given text.
The leader will read the text. The members of the group
will talk about the informational text heard.
Fill in the table below with your responses.

Title Type of Information


Informational heard
Text

FOR SLOW/STRUGGLING PUPILS


I Heard Them Right!
The class will be divided into four groups.
The teacher will assign informational text each group.
The members of the group will read the text in front of the
class. The other groups will listen and they will identify
what type of informational text is heard.
They will write their answer on a “show me board.”

79
G. Finding practical Read each situation and identify what title of the text is
application of applicable and identify its type.
concepts and skills 1. You were browsing the internet and you saw a
in daily living cellphone for sale. You wanted to know if it safe to
buy online.
A. The Importance of Buying Online
B. Internet Shopping: How to Buy Online
C. Advantages and Disadvantages of Buying
Online
2. Dina wants to make pastillas de leche so that she
can sell them on weekends.
A. Pastillas de leche Recipe
B. Different Flavors of Pastillas de leche
C. Origin of Pastillas de leche
3. You have visitors from Cebu City. You accompany
them in visiting the beautiful places in Bicol
Region. The visitors are amazed when they see
Mayon Volcano. They become interested and they
want to know what happened to Cagsawa Ruins.
A. My Experiences in Cagsawa Ruins
B. History of Cagsawa Ruins
Beautiful Spots in Bicol Region
H. Making Thumbs Up/Thumbs Down
generalizations of Let the pupils answer the following statements with
concepts and skills if it is true and if false.
in daily living
Pupils give additional ideas if the answer is thumbs up
and give the correct answer if the answer is thumbs
down.
1. There are two types of informational text.
2. Procedural texts give step-by-step guidelines
3. Biographies and essays about art or literature are
examples of non-fiction texts.
4. Argument or persuasion texts give description.
5. Expository texts utilize various text structures,
such as problem and solution, cause and effect.

I. Evaluating Listen as the teacher reads each text. Identify its type
learning such as:
Literary nonfiction, procedural text, expository text or
argument/persuasion text.
1. The Abaca Plant
2. Homework Should be Banned
3. How to Make Cheese Toast
4. Pia Wurtzbach Success Story
Fish Conservation
J. Additional Cut a short selection from old newspapers/ magazines.
activities for Paste it on your notebook, then write what type of
application or informational text it is.
remediation

V. REMARKS

80
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?

F. What difficulties did I


encounter which my
supervisor/principal/d
epartment head help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?.

81
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 2
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of various non-
verbal elements in orally communicating
information (OL);
 Demonstrate understanding that English
language is stress timed to support
comprehension (F);
 Demonstrate understanding of non-verbal
communication to communicate with others
(A).
B. Performance The learners…
Standards  Orally communicate information, opinions,
and ideas effectively to different audiences for
a variety of purposes (OL);
 Read with sufficient accuracy and fluency to
support comprehension (F);
 Apply knowledge of non-verbal skills to
respectfully give the speaker undivided
attention and acknowledge the message (A).
C. Learning Competencies:
Competencies/Objecti  Employ an appropriate style of speaking,
ves adjusting language, gestures, rate, and
volume according to audience and purpose
(EN6OL-llc- 3.7) ;
 Read grade level text with accuracy,
appropriate rate, and proper expression
(EN6F-llc-1.6,EN6F-llc-1.3, EN6F-llc-1.7);
 Show openness to criticism (EN6A-IIc-18)
Specific Objectives:
 Identify the different aspects of vocalization in
conveying ideas to the readers;
 Recite a poem by employing the appropriate
style of speaking, adjusting language,
gestures, rate, and volume according to
audience and purpose;
 Show courage in facing difficulties through
self-reflection.
II. CONTENT Aspects of vocalization; rate, volume, pitch, and
pauses
III. LEARNING
RESOURCES
References Curriculum Guide in English page 132
1. Teacher’s Guide
Pages

82
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning  PowerPoint Presentation, Activity sheets(Quarter
Resources 2, Week 3, Day 2), Puzzle Pictures of Doctor,
Witch, Giant and Bear, pictures of different
gestures, word cards/ sentence cards, video of
Adventures of Isabel by Ogden Nash;
 http://www.youtube.com/watchv=DF8Deyz2aoY&t
=12s
 https://www.youtube.com/watch?v=cdIXGALN0C8
IV. PROCEDURE
A. Reviewing the Match It!
previous lesson or Match the gestures/ expressions to its description.
presenting the new The teacher will call pupils using the Electronic
lesson Random Name Picker
(The teacher may use a “manual spin wheel” in the
absence of the internet connection/ technology)
(The teacher may jumble the order of the
description.)

Reference: “Random Name Picker” Accessed January 25, 2019.


https://www.classtools.net/random-name-picker/91_cUcmdM
a. welcoming a visitor/ the audience/
b. surprised gesture
c. tightly clenched hands
d. don’t care
e. waving to the crowd
f. giving respect
g. kneeling down
h. stared blankly
i. clapping hands
j. greeting someone from afar

Reference: Activity sheets Quarter 2, week 3, Day 2

83
B. Establishing a Present the objectives of the lesson to the pupils
purpose for the lesson What to Learn:
 Identify the different aspects of vocalization in
conveying ideas to the readers;
 Recite a poem by employing the appropriate
style of speaking, adjusting language,
gestures, rate, and volume according to
audience and purpose;
 Show courage in facing difficulties through
self-reflection.

Motivation (Picture Puzzle)


The class will be divided into four groups. Each group
will have a picture puzzle to be formed in one minute.

Reference: “Bear” accessed February 18, 2019,


https://www.theglobeandmail.com/news/british-columbia/bc-moves-
to-ban-grizzly-bear-trophy-hunting/article35988851/
Reference: “Witch Silhouettes” accessed February 18, 2019,
https://depositphotos.com/32523055/stock-illustration-witch-
silhouettes-halloween-vector-illustration.html
Reference: “Jack kills the Hideous Giant” accessed February 18, 2019,
https://www.lookandlearn.com/history-images/M163065/Jack-kills-a-
hideous-giant-who-slew-people-with-a-spiked-club
Reference: “Bear” accessed February 18, 2019,
https://www.theglobeandmail.com/news/british-columbia/bc-moves-to-
ban-grizzly-bear-trophy-hunting/article35988851/

Ask: What did you form?


Say: All those images that you formed are found in
the poem that you are going to watch from the video.
Ask: Have you seen some of these?
Let the pupils share their experiences about the
pictures.

Unlocking of difficulty
Say: Before I let you watch the video, let us first read
the following words which you are going to
encounter in the poem.

ravenous - being excessively hungry for something


enormous – very great in size or amount
scurry - to move rapidly using small steps
zwieback - sweetened bread enriched with eggs
satchel - a bag with a trap
rancor - long-lasting resentment
concocter - to prepare by combining ingredients
bulged - to stick out in a rounded lump

84
Sentence Completion
Study the definition of the difficult words above, then use them
to complete the thought of the sentences below.
1. The earth has an __________________ molten core that
contains vast amounts of energy.
2. She gave me a playful, ____________ smile when she
saw that I had cooked a delicious meal for her.
3. The mouse tried to ____________________ under the
door.
4. He was filled with __________________ after losing his
job.
5. I don’t think anything can precisely substitute for
________________, which is a lightly sweetened yeast
rusk.
6. She snatched her ___________________ and dug out
Linda and Tracy’s numbers.
7. Jill is an invaluable babysitter and casserole
________________ for her son and daughter- in- law.
8. His long, lean muscles _________________ with the
workout.
Motive Question
Ask: What did Isabel meet in her adventure?

 Setting standards in watching a video


Ask: Before I play the video, what are the things
that you must remember while watching?
C. Presenting Presentation of the video to the class
examples/instances of Say: Let us watch the video about how the girl
the new lesson delivered the poem entitled, “The Adventures of
Isabel.”

Reference: “Adventures of Isabel by Ogden Nash”, accessed February 7,


2019, https://www.youtube.com/watch?v=RpynvHsTJjo&feature=share

Comprehension Check
Ask: 1. What did Isabel meet in her adventure?
2. How will you describe the bear that Isabel
met? What about the witch? The giant? The
doctor?
3. How did Isabel feel after meeting all of them?
4. What important characteristic did Isabel show
in every situation in the poem?
5. Why is it important to be courageous at all
times?
6. As a young member of the society, when
and what instance did you show courage?

85
D. Discussing new Say: Let us go back and to the poem.
concepts and practicing Ask: What did you notice while the girl is reciting the
new skills #1 poem?
Is there a change in her voice?
Say: Those things that you noticed are parts of
effective verbal communication.
What do you usually do when you communicate
to other people around you?
Verbal communication refers to the vocal
performance of a speaker- its rate, volume, pitch and
pauses. These aspects in vocalization are critical in
conveying ideas effectively.
E. Discussing new Match Me!
concepts and practicing Let us match the following aspects of
new skills #2 communication in column A to its description in
column B.
Column B
Column A

Rate It adds color, expression,


and feeling to a speech.

Volum It is the highness or


lowness of the speaker’s
Pitc It is the loudness or
softness of the speaker’s

Pause It is the speed at which


the person speaks.

Have a further discussion after the matching activity


Let the pupils try out the following sentences;
1. I’m afraid you can’t make it.
2. Yes, I got this at last!
3. Oh common, you’re pulling my leg.
F. Developing mastery Choose and Act! (Group Activity)
(Leads to Formative The class will be divided into four groups. Each group
Assessment 3) will be tasked to recite the assigned stanza
employing the appropriate rate, volume, pitch and
gestures. (Choral Reading)

Captain! My Captain!
By Walt Whitman

Reference: “Captain my captain.” Accessed January 25, 2019.


http://www.poetryfoundatio.org/poems-and-
poets/poems/details/45474
G. Finding practical Let’s Work Together
application of concepts Speak Up! (Pair- Share Activity)
and skills in daily living Let the pupils choose a partner and read the
following lines with proper rate, volume and pitch.
The pair will pick a sentence they will perform.

86
1. Please, help us.
2. Look, it will fall.
3. You are my best friend and you know that.
4. Check this out. This is the latest model of smart
phone.
5. Mom, look what Alvin did!
6. Hurry up. We’ll be late.
7. I am so proud to be your son, Dad.
H. Making How do you verbally communicate to others?
generalizations of What are the things that you should remember in
concepts and skills in order to convey your message properly?
daily living Why is it important to follow the correct rate, pitch,
gestures and volume of voice in communicating?
8. Through a 3-2-1 activity, pupils will be asked
to answer the 3 questions above, will be given
the chance to ask 2 questions about the topic
and will share 1 significant lesson that he/
she learned from today’s discussion.
I. Evaluating learning Let’s Try this
The Duos (Pairing)
Choose your partner. Recite a stanza from “The Old
Woman Who Swallowed the Fly.” Present it in
front. Be sure to use proper expressions.

There Was An Old Woman


Reference: “There Was An Old Woman.” Accessed January 25,
2019. http://www.poppyfields.net/poppy/songs/oldwoman.html
J. Additional activities Pick and Share
for application or The students will pick a rolled paper where a stanza
remediation from the different literary pieces is written. He/ She
will be asked to recite it employing the appropriate
style of speaking, adjusting language, gestures, rate,
and volume of the voice.
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation

87
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.

88
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 3
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of library skills to
research variety of topics (SS)
 Demonstrate understanding of verbal and non-
verbal elements of communication (A)
B. Performance The learners…
Standards  Utilize discrete techniques (general or
specific) and apply appropriately them to
all or most fields of study (SS)
 Use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/Objec  Gather relevant information from various
tives sources (Almanac and Encyclopedia)
(EN6SS-IIc-1.4.2, EN6SS-IIc-1.4.3)
 Show tactfulness when communicating with
others. (EN6A-IIC-17)
Specific Objectives:
 Determine whether a given topic can be
found on an almanac or an encyclopedia;
 Utilize an almanac or an encyclopedia
appropriately to gather relevant
information;
 Manifest decisiveness by analyzing what
source can be used in finding specific
information.
II. CONTENT Almanac and Encyclopedia
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English page 130
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English Worktext in Language and Reading
by Maria Fe Garcia-Eusebio et.al. page 117
4. Additional Materials
from the LR Portal
5. Other Learning strips of paper, powerpoint presentation of the lesson,
Resources encyclopediaavailable in the school library, pictures of
encyclopedia and almanac, ball

https://www.amazon.co.uk/World-Almanac-Book-
Facts-2019/dp/1600572227

89
https://www.nbclosangeles.com/news/local/Encyclope
dia-Britannica-Goes-Out-of-Print-142703075.html
https://en.wikipedia.org/wiki/Almanac
http://www.lib.vt.edu/help/research/info-sources.html
IV. PROCEDURE
A. Reviewing the Ask:
previous lesson or What are the sources of information that you
presenting the new know?
lesson CONCEPT MAP
Teacher calls pupil-volunteers to go to the
board and fill in the concept map below.

SOURCES OF
INFORMATION/
REFERENCES

B. Establishing a 1. Presentation of Lesson Objectives


purpose for the lesson The teacher lets the pupils read their individual
learning objective.

Today, I CAN gather relevant information from


various sources like Almanac and Encyclopedia.

Today, I CAN determine whether a given topic can


be found on an Almanac or an Encyclopedia.

2. Motivation
Teacher lets the pupils arrange the jumbled letters to
form a word based on the given picture and definition
clues.

-a reference book that


contains information
about many different
subjects or a lot of
information about a
particular subject
NCYPECLEODIA
-a book published every
year that contains
detailed information on a
special subject

MALAACN

90
What words were formed?
What information can you get from an Almanac? from
an Encyclopedia?

SOURCE: https://www.amazon.co.uk/World-Almanac-Book-Facts-
2019/dp/1600572227
https://www.nbclosangeles.com/news/local/Encyclopedia-
Britannica-Goes-Out-of-Print-142703075.html

C. Presenting PUT ME IN THE RIGHT PLACE!


examples/instances of Teacher lets the pupils read varied definitions written
the new lesson on strips of paper. Pupils paste them on the proper
column labeled as ALMANAC or ENCYCLOPEDIA.

ALMANAC ENCYCLOPEDIA

Annual compilation of information concerning socio-


historical, geographical, astronomical, economic and
environmental development occurring a specific year.

It discusses a subject only within the context of a


particular year.

Has the most extensive collection of information of


all reference materials.

Commonly produced in reference to specific


countries.
Wide-ranging collection of information that can
either cover subjects across many disciplines or focus
on a specific field.

(Checking and discussion of the given activity shall


follow.)

D. Discussing new BOOK TO LOOK FOR!


concepts and practicing
new skills #1 Teacher flashes cards that contain topics.
The pupils determine whether the given topic can be
found in an Almanac or Encyclopedia.

91
famous origin of lunar eclipse in
painters English 2017
language
best time for
simple kinds of clouds
planting rice
machines
E. Discussing new
concepts and practicing Teacher discusses the following through a
new skills #2 powerpoint presentation:

ENCYCLOPEDIA

These are sets of books that contain articles


about a wide variety of subjects or topics.
The subjects in an encyclopedia are arranged
alphabetically and the articles offer substantial
facts.
Collections of short, factual entries often
written by different contributors who are
knowledgeable about the topic
Unlike a dictionary, it does not give word
meanings or guides to pronunciation.
There are two types of encyclopedias:
GENERAL and SUBJECT
1. GENERAL ENCYCLOPEDIA-provides
concise overviews on a wide variety of topics.
2. SUBJECT ENCYCLOPEDIA- contains in
depth entries focusing on one field of study

ALMANAC

An almanac is a book that contains recent


statistics and summaries of information on a
wide variety of topics.
It is published annually.
Information are listed alphabetically by topic or
subject.
Includes information like weather forecasts,
farmers’ planting dates, tide tables and other
tabular data often arranged according to
calendar.
Celestial figures and various statistics are
found in almanacs such as the rising and
setting times of the Sun and Moon, dates of
eclipse, hours of high and low tides and
religious festivals.
At present, the World Almanac is also a book
of facts giving information about sports,
awards, deserts, oceans, products, and a

92
hundred other topics.

Sources: https://en.wikipedia.org/wiki/Almanac
http://www.lib.vt.edu/help/research/info-sources.html

Essential English Worktext in Language and


Reading by Maria Fe Garcia-Eusebio et.al. page
117
PLP Skills Builders for Effective Reading 5(5 th
Edition) by Wilhelmina G. Brondial, et.al. page
172-175

F. Developing mastery
(Leads to Formative COLLABORATIVE LEARNING ACTIVITY (CLA)
Assessment 3)
ADVANCED/AVERAGE PUPILS:
The class will be divided into four groups. Each group
will be given an activity sheet to write down their
answers.

ACTIVITY: FIND THE RIGHT ONE


Using the almanac and correct encyclopedia volume
available in your library, gather information about the
topic assigned to you. List down all the facts about
your subject then, write one-paragraph information
about it. Be ready to share to the class your output.

(NOTE: Topics may be changed depending on the


available resources.)

Group 1: United Nations

Group 2: Global Warming

Group 3: Seven Wonders of the World

Group 4: World Nations from A to Z

TOPIC:______________________________

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_________________________

93
SLOW/STRUGGLING PUPILS:

SELECT THE RIGHT SOURCE:

You need information regarding the topics listed


below. What will you use to find answers? Write
either ALMANAC or ENCYCLOPEDIA.

___________1. Population of the Philippines before

World War II?

G. Finding practical
application of concepts (Toss it and Cube it)
and skills in daily living A ball will be tossed by the teacher and
whoever catches it shall determine whether the
given topic can be found in an Encylopedia or in an
Almanac. Then, it will be tossed again for other
members to answer. This will be repeated until a
number of pupils were able to answer.

TOPICS:
1. The Respiratory System
2. Isaac Newton
3. Richest people in the world
4. Most popular landmarks in Asia
5. Great Wall of China
6. Highest paid Hollywood stars
7. Most watch movies of all times
8. Presidents of the Philippines
9.The art of origami
10.Spanish colonization in the Philippines

H. Making (Telegram it!)


generalizations of Pupils sum up all their learning/insights gained
concepts and skills in about the day’s activity on a piece of paper. They
daily living will share their thoughts with the class afterwards

Say: (Guide Questions)


Differentiate almanac from encyclopedia.
What topics can be found in an almanac? in an
encyclopedia?
What is the importance of using Almanac and
Encyclopedia in real life situations? How can
these sources help you as a pupil?

I. Evaluating learning Read the following and identify if it can be seen in an


ALMANAC or an ENCYCLOPEDIA. Write AL or EN.

______1. 2017 Filipino Olympics Medalists


______2. Mayon Volcano

94
______3. Most visited tourist spots in the
Philippines
______4. Manny Pacquiao
______5. Most popular Pinay beauty queens
______6. Worst typhoons in Asia
______7. Tarsier
______8. Malacañang Palace
______9. Most popular personalities in the world
______10. Highest paid athletes in the
Philippines

Key: 1. AL, 2. EN, 3. AL, 4. EN, 5. AL,


6. AL, 7. EN, 8. EN, 9. AL, 10. AL

J. Additional activities
for application or Choose any topic or subject you like. Use an
remediation encyclopedia or an almanac to gather information.
Write four (4) facts about your subject. Use your
own words.
1.______________________________________
_
2.______________________________________
_
3.______________________________________
_
4.______________________________________
_

V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

95
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

96
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 4
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking (G)
B. Performance The learners…
Standards  Speak and write using good command of
conventions of standard English grammar and
usage (G)
C. Learning Competencies:
Competencies/Object  Compose clear and coherent sentences using
ives appropriate grammatical structures: Adverbs of
Intensity (EN6G-Ic-3.2)
Specific Objectives:
 Identify the adverbs of Intensity in sentences ;
 Write meaningful sentences using the appropriate
Adverbs of Intensity ;
 Show commitment and involvement in achieving
one’s goal.
II. CONTENT Adverbs of Intensity
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English page 125
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English Worktext in Language and Reading
by Ma. Fe Garcia-Eusebio et. Al pages 120-121
Across Boarders Through Language 6 pages.200-203
4. Additional Materials
from the LR Portal
5. Other Learning powerpoint presentation, activity sheets, pictures, , strips
Resources of paper, manila paper
IV. PROCEDURE
A. Reviewing the
previous lesson or
presenting the new Adverb Tree!
lesson Ask the pupils to pick out fruits with words that are not
adverbs.

97
WORDS WRITTEN ON
FRUITS:

 graceful
 slowly
 completely
 extremely
 somewhat
 slightly
 fairly
 beautiful
 school

https://www.google.com/search?q=tree&source=lnms&tbm=isch&
sa=X&ved=0ahUKEwjUvKPbw_7gAhXTad4KHReuCzcQ_AUIDigB&bi
w=1235&bih=529

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

Sources:
https://www.google.com/search?q=person+in+pain&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwi91Jrp1P7gAhWPdXAKHW6FB-
UQ_AUIDigB&biw=1366&bih=667#imgdii=xoNoQLMY3wjD0M:&imgr
c=s608hmgkFefz6M:

The man feeling extremely painful was rushed to the


hospital.

Ask: What is the subject in the sentence?


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

The teacher presents another picture for pupils to


analyze.

98
The turtle is walking too slowly.

Ask: What is the subject in the sentence?


What is the adverb?
What word modifies the word slowly?
D. Discussing new
concepts and practicing Adverbs of intensity-modify adjectives or other adverbs.
new skills #1 They are usually placed before the adjective, verb or
adverb on which they modify.

STRONG MEDIUM WEAK


Absolutely Fairly A bit
Completely Quite Not at all
Deeply Pretty Slightly
Enourmous Rather
extremely somewhat

Underline the adverb of intensity used in each sentence.


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

E. Discussing new Fill Me!


concepts and practicing Fill each sentence with the most appropriate adverb.
new skills #2 Choose the answer from the box.
absolutely thoroughly sure too rather
1. I am pretty _______ that she will attend the meeting.
2. Her performance is ___________incredible.
3. I ________ drink juice than coffee.
4. The doctor examined the patient ___________.
5. My dress is _______large for me.
F. Developing mastery COLLABORATIVE LEARNING ACTIVITY:
(Leads to Formative
Assessment 3) TRAVEL BUDDY!

Say:
Have you experienced joining a tour? Today, we are
going to have a mini tour to different places of Pilar,
Sorsogon. You will observe that there are different

99
tourist spots within this room.
(Show some pictures of a beautiful spots that can be
found in Pilar, Sorsogon like Egret Sanctuary,
Panumbagan Sand Bar, Mangrove Trees, Tingco Beach ,
, etc)
(Teacher may use tourist spots in the locality.)

https://www.google.com/search?q=egret+sanctuary+pilar+sorsogon&source=lnms
&tbm=isch&sa=X&ved=0ahUKEwj2k_iywv7gAhXCUN4KHXBoAvQQ_AUIDygC&bi
w=1235&bih=529#imgrc=uZL-NGl3rBCDwM:
https://www.google.com/search?q=egret+sanctuary+pilar+sorsogon&source=lnms&tbm=isch&sa=X&ved
=0ahUKEwj2k_iywv7gAhXCUN4KHXBoAvQQ_AUIDygC&biw=1235&bih=529#imgrc=jkJInL7NrUjUWM:
https://www.google.com/search?sa=G&hl=en-
PH&q=municipality+of+pilar+sorsogon&tbm=isch&tbs=simg:CAQSmQEJHFTGux_1vAu4ajQELEKjU2AQaBggVCAAIAwwLELCMpwgaYgpgCAMSKPIU5RXLFcAW0R
XfFd0V4BXMFoYe9DnWN6gq1inVN4Y5hznkN_1o-zDgaMIBZAAEDWz_1MqiooDQT4YCmuE-OaLKZCix8_1osM5TTVvsMeLN3qU5_1_1liF0WINXlBCAEDAsQjq7-
CBoKCggIARIEuRHatgw&ved=0ahUKEwjFwLH0wv7gAhULE4gKHZMSBNgQwg4IKSgA&biw=1235&bih=529
https://www.google.com/search?q=tingco+beach+in+pilar+sorogon&tbm=isch&source=iu&ictx=1&fir=H5eiZjdQjzcElM%253A
%252CPZOcyFd_XLyrmM%252C_&vet=1&usg=AI4_-
kT9W_hWXaIvCJ6DzGWWcOIzPfyFYg&sa=X&ved=2ahUKEwjE4664w_7gAhXFMd4KHdzfD7QQ9QEwBXoECAMQDA&biw=1235&
bih=529#imgrc=H5eiZjdQjzcElM:

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

The class will be divided into three groups. Each group


will be given an activity sheet to accomplish.

Group 1- Choose one picture and write three sentences


using adverb of intensity

Group 2
Choose 2 pictures and give the similarities and
differences using adverb of intensity.

Group 3
Write three sentences promoting the tourist spots using
adverb of intensity.

G. Finding practical Use the following adverbs of intensity in a sentence.


application of concepts 1.Extremely ___________________
and skills in daily living 2.fairly________________________
3.Deeply______________________
4.Quite_______________________
5. Slightly_____________________

100
H. Making Pupils will answer the question:
generalizations of Ask: What did you learn today?
concepts and skills in
daily living I learned that ________________________.

I. Evaluating learning FLASHBACK

Recall your most memorable vacation in a certain place


and the activities you did. Compose a paragraph to
describe your experience. Underline the adverbs of
intensity used in the sentences.

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


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

barely, absolutely, strongly


V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

101
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 3 Day 5
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the various
forms and conventions of print, non-print, and
digital materials (VC)
B. Performance The learners…
Standards  Evaluate effectively the message constructed
and conveyed in various viewing texts (VC)
C. Learning Competencies:
Competencies/Object  Infer the target audience EN6VC-IIc- 3.7
ives
Specific Objectives:
 Infer the target audience of selected
advertisements;
 Appreciate the message / purpose of the
advertisement for specific target audience;
 Create simple advertisement and identify the
target audience.
II. CONTENT Infer the Target Audience
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English page 132
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning Activity Sheet in English 6, Quarter 2, Week 3, Day 5
Resources
IV. PROCEDURE
A. Reviewing the The teacher will use POPSICLE STICK REVIEW in
previous lesson or which the pupils’ names are written on the popsicle
presenting the new sticks and placed in a can. The learner whose name
lesson was drawn will answer the question.

"What is the importance of light in film-


making?"
"How does light contribute to the quality of
film?"
B. Establishing a 1.Present the objectives of the lesson to the
purpose for the lesson pupils

Say: Today we are going to discuss another


interesting topic. These are the objectives/ goal of our
lesson for today. At the end of this lesson you will be
able to say: (let them read)

102
 I can infer the target audience of selected
advertisements.
 I can appreciate the message / purpose of the
advertisement for specific target audience.
 I can create simple advertisement and identify
the target audience.

Say:
How are you going to obtain these
objectives?

1. Participate enthusiastically in all activities.


2. Listen attentively.
3. Avoid unnecessary conversations.
4. Stay focus.

2. MOTIVATION
(GROUP ACTIVITY-ANSWER RELAY)

Say: To boost our energy for today I prepared a


game. This game is called “message relay.”
In this activity, you are going to guess the product
being endorsed using some tag lines. I will give
the tagline on the last pupil of each group then
he/she will whisper it to the next person in a line
and then instruct them to pass the message on by
whispering it to the ear of the next person in line.
The answer goes from person to person until it
reaches the end of the line, and the last person
will write the answer on metacard to be checked
by the teacher.

1. Serve and Protect


2. Tayo Para sa Edukasyon
3. It’s More Fun in the Philippines

3. CHECKING OF ANSWER (ANSWER


RELAY)

Say: Let us check your answers.


1. PNP
2. DepEd
3. DOT

4. MOTIVE QUESTION:
What is being featured in the video?

5. Setting of Standard in Watching Video


Say: Today, we are going to watch a short film.
What are the things you need to remember
while watching?

103
Possible answer:
1. Watch eagerly.
2. Listen intently.
3. Behave properly

Take note of the important information.


C. Presenting
examples/instances of Presentation of the video to the class
the new lesson Say: Let us watch the video entitled It’s more fun in
the Philippines.

1. Video Presentation:

Reference: “It’s more fun in the Philippines.”, accessed March


15, 2019,https://youtu.be/D2r0DEGr1I4

2. Comprehension Check
a. What is being featured in the video?
b. What are the activities can you find in
the video?
c. What are the tourist destinations have
you seen in the video?

How will you describe the music used in the video?


D. Discussing new Ask: To whom are they conveying the
concepts and practicing advertisement?
new skills #1 Say: This video advertises Philippines to local and
foreign tourists and investors.
Local and foreign tourists and investors are
examples of target audience.

Say:
TARGET AUDIENCE
It is the intended audience of a publication,
advertisement, or other message.

It is a specific group of consumers most likely


to be interested in a product or service
offered by a certain company.

References: "Audience." Accessed June 13, 2017. .


https://en.wikipedia.org/wiki/Audience.
"Target audience." Accessed June 13, 2017.
https://en.wikipedia.org/wiki/Target_audience.

104
“What is Your “Target Audience” in Marketing”. Accessed January 30,
2019.https://www.thebalancesmb.com/what-is-a-target-audience-
2295567

“Think-Pair-Share” Accessed January 30,2019.


https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/developing-assignments/group-work/group-work-
classroom-types-small-groups
E. Discussing new
concepts and practicing Match Me!
new skills #2 Let us match the following target audience in
column A to the product or service offered by
a certain company in column B.

Column A Column B

1. Pocketbooks featuring a. Pupils/


“Women empowerment” Students
2. Dog Food and accessories b. Kids
3. Educational Toys c. Women
4. Musical instruments d. Parents
5. Anti-Acne Soap e. Dog owners
f. Book Lovers
g. Musician
h. Teens

Say:
1. If a certain company is selling Pocketbooks
featuring “Women empowerment”, the target
audience could be Women and Booklovers.

2. If the company is selling dog food and accessories,


the target audience could be dog owners.

3. The target audience of the company offering


educational toys could be parents, kids or pupils.

4. A company offering musical instruments may have


Musicians as they target audience.

5. A company selling anti-acne soap attracts teens


with acne problems as their target audience.

F. Developing mastery
(Leads to Formative Who is/are the target audience of this DOH
Assessment 3) Campaign?
What is the purpose or message that this
advertisement is trying to convey?

105
Reference: “DOH anti-smoking campaign.” Accessed March, 15, 2019.
https://youtu.be/bIMna76dhtU

G. Finding practical
application of concepts With your partner/seatmate study this short
and skills in daily living advertisement and answer the following questions:
Who is/are the target audience of this short film?
What is the message of this film for you?

Reference: “social media addiction short film 2017 Short Movie


on social Media Addiction (2).” Accessed March, 15, 2019
https://youtu.be/QN11E74HIOE

H. Making
generalizations of “Thinking Outside the Box Activity”
concepts and skills in
daily living The teacher will flash a question in the screen. The
pupils will pass the box to their seatmate and will stop
on teacher’s signal.

1. Give some examples of target audience.

2. What are the things you need to consider in


inferring target audience? What will be your basis in
inferring audience?

106
I. Evaluating learning Let’s Try this

TEST I. (I Can Do It!)


Infer the target audience of the following DOH
advertisements and write the purpose or message
that this advertisement is trying to convey.

Reference: “Department of Health - Community Health Teams.” Accessed


March, 15, 2019,https://youtu.be/05JTAC_576M

Reference: “BAKwagon DOH TV Public Announcement” Accessed


March, 15, 2019,
https://youtu.be/xr53XKQ8y0Y?list=PLvkl5sRjPkuyXliVC9GhkkotmhMk
7baq_

Reference: “DOH Infomercial” Accessed March, 15, 2019,


https://youtu.be/xeHq8TLjVfc

TEST II. (We Can Do It)


Think of a product that is not yet available in the
market. On a sheet of paper draw this product and
advertise it. Find a partner that will identify the target
audience of your product.
Note: This can be an optional activity.

107
J. Additional activities Make a slogan about the most trending issue in our
for application or nation.
remediation Find a partner that will infer the target audience of
your slogan.
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/depar
tment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.

108
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 1
I. OBJECTIVES
A. Content The learners…
Standards  Demonstrate understanding that words composed
of different parts to know that their meaning
changes depending in context (V)
 Demonstrate understanding of various linguistic
nodes to comprehend various texts (LC)

B. Performance The learners…


Standards  Use strategies to decode correctly the meaning of
words in isolation and in context (V)
 Analyze text types of effectively understood
information/messages (LC)
C. Learning Competencies:
Competencies/  Infer meaning of borrowed words and content
Objectives specific terms using context clues, affixes and
roots, other strategies (EN6V-IId-12.3.3, EN6V-IId-
12.4.1.3, EN6V-IId-12.4.2.3, )
 Note down relevant information from text heard.
(EN6LC-IId-2.2)
Specific Objectives:
 Infer meaning of borrowed words and content
specific terms using context clues (Science terms)
 Note down relevant information from text heard
 Show perseverance to achieve your dream or goal
in life
II. CONTENT Meaning of Borrowed Words and Content Specific Terms
Using Context Clues, Affixes and Roots, Other Strategies

III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
3. Learner’s
Materials Pages
4. Textbook Pages • The Phoenix World of Reading 6, pp. 2-19, pp. 170
Valerie C. Bacasmas, Rachel S. Villafuerte and Victoria
L. Magbag, Second Edition, Copyright 2017, The
Phoenix Publishing House, Inc.
• Essential English 6 pp 105, Maria Fe Garcia-Eusebio
and Perla A. Zotomayor, Ed.D., REX Philippine
Copyright 2017

5. Additional • Curriculum Guide Grade 6


Materials from the
LR Portal

109
6. Other • https://www.kisspng.com/png-flip-flops-slipper-clip-art-
Learning vector-blue-sandals-450826/
Resources • https://www.kisspng.com/png-shoe-sneakers-converse-
free-content-clip-art-shoes-558968/
• https://www.clipart.email/download/817851.html
• https://www.kisspng.com/png-cowboy-boot-clothing-
clip-art-yellow-shoe-cliparts-5693643/
• http://clipart-library.com/clipart/522903.html
• https://www.vectorstock.com/royalty-free-
vector/treasure-chest-vector-1043479
Materials : Pictures, tables, projector, laptop
IV. PROCEDURE
A. Reviewing the Teacher presents the learning targets/objectives of the
previous lesson or lesson.
presenting the new  Infer meaning of borrowed words and content specific
lesson terms using context clues (Science terms)
 Note down relevant information from text heard
 Show perseverance to achieve your dream or goal in
life

B. Establishing a Motivation:
purpose for the Present pictures of different kinds of footwear
lesson

What can you say about the pictures?


Which one do you dream to wear? Why?

Unlocking of Difficulties:
Board work activity: Using a Power Point presentation.

Read each sentence carefully, then look for word clues


that can help you locate the exact meaning of the
underlined words. Encircle the letter of the correct
answer.

1. A friendly person likes to mingle with other


people during parties.
a. bring together
b. combine together
c. move about socially
2. Genie pitied the young beggar and replaced her
tattered clothes with new ones.
a. faded
b. torn
c. ragged

110
3. You should persevere in your studies no matter
how hard life is.
a. Study every night
b. Study and work every day
c. Persist in spite of difficulties
4. Earlobes of female babies are sometimes pierced
after a few months so they can wear soft
earrings.
a. made a hole in or through
b. stabbed
c. cut through
5. Scholars of government schools are given
stipends to cover their monthly expenses.
a. fixed amount of money given to pay debts
b. fixed amount of money given to pay certain
expenses
c. fixed amount of money given to pay services
rendered

Motive Question
What was the greatest dream of the boy in the story?

C. Presenting During Reading


examples/instance
s of the new lesson
Group 1 – Better Readers
1. Select a reader then read the text orally.
2. Note down important/relevant information in the
story.
3. Answer the questions about the selection.

Group 2 – Emergent Readers


1. Oral reading with the teacher.
2. Teacher will pause after each paragraph and ask
question.

111
So he could go to college, his mother offered a
Tsinelas
novena to God for him to pass the entrance exam
of the University
By Mr.ofBum
the Philippines.
D. Tenorio Jr. God heard her
prayers and this boy got a scholarship. He was
I have
given a story to
a monthly tell. This
stipend andis aabout
booka allowance,
young boy
I which
know.he Hegave
wastoborn poor to parents
his mother, so they could who have
were
farmers.
money. WhenSlowlyhe butgrewsurely,
up, however, he was were
his dreams able
togradually
meet andbeingmingle
realized.with kings and queens,
presidents, and senators. No magic took place
The This
there. kid iswho imagined
a real story. that he lived in a
sandcastle became a writer. He met, mingled
Because
with, and wrotethestories
kid was poor, hethedidn’t
of people, movershave
and a
single
shakerstoy.ofHe
thewould
worldgo thatto he
his thought
neighbor’s
onlyhouse to
existed
use the toys of his playmates.
in the sandcastle of his dreamland. In school, he barely
had notebooks. Even if his mother couldn’t afford
It may
to buy him sound proudthis
notebooks, to listen to the story
kid persevered of the
to study.
kid but
This boythis
wasispoor
the truth.
but rich in fighting spirit.
He achieved
Often this littlegosuccess
he would in life because
to school without
he once dreamed that he would
allowance, wearing slippers and a tattered be able to buy
pairs of For
uniform. slippers and shoes,
breakfast, that the
he would fill wounds
his glass of
the past
coffee withwould be lunch,
rice. For healed, he that there
would mash would be
banana
foodsteamed
and on their rice.
table.For
To dinner,
this day,hethis
and boy
hiscontinues
brothers
to dream.
would share one fried egg, divided equally among
them.
I am this kid.
One day, he came
-from home
the column NEWwith the sole
BEGINNINGS by Mr.of
Bum his
D.
foot bleeding. He stepped on a piece of broken Tenorio Jr.

glass and it pierced his The worn out Star


Philippine slippers.
May 1, 2011“Nay,
Issue
please buy me a
(In 2006, thepair
authorof
wonslippers” thefrom
his first trophy boy
the asked his
Catholic Mass
mother. “Son,Media we Awards
don’t forhave
his yearany2005money.
column titledJust be
Tsinelas.)

careful the next time.”


In time, all his wounds were healed. They left
scars all over his body. He graduated from grade
school with honors. He continued to study.
He could not have studied in high school were
if not for the elementary teachers who helped him
get a scholarship. This kid was full of ambition,
only he had no resources.
So he could go to college, his mother offered
a novena to God for him to pass the entrance
exam of the University of the Philippines. God
heard her prayers and this boy got a scholarship.
He was given a monthly stipend and a book
allowance, which he gave to his mother, so they
could have money. Slowly but surely, his dreams
were gradually being realized.
The kid 112who imagined that he lived in a
sandcastle became a writer. He met, mingled with,
and wrote stories of people, the movers and
shakers of the world that he thought only existed in
D. Discussing new
concepts and Suggested questions: (Emergent Readers)
practicing new After the first and second paragraph;
skills #1 Ask: What did the boy do just to play a toy?
How was the boy described in the story?

After the third paragraph:


Ask: Describe how the boy go to school.
How did the boy and his family survive every day?

After the fourth paragraph:


Ask: What happened to the boy?
What did his mother tell him to do next time?

After the fifth and sixth paragraphs:


Ask: How did the boy graduate in grade school?
Who helped the boy to get scholarship in high
school?

After the seventh paragraph:


Ask: What did his mother do so that he could go to
college?
What did the boy do with his monthly stipend and
book allowance?

After the last three paragraphs:


Ask: At first, what was his dream?
And what he achieved in life?

1. Answering the motive question:


What was the greatest dream of the boy in the
story?
2. Comprehension Check:
1. Who were the people who helped the kid pursue
his dream in life?
2. What do you think strongly motivated him to
become an achiever?
3. Why did you not complain after being told by his
mother that she couldn’t buy him a new pair of
slippers?
4. Who were the kings and queens that he was
referring to in his essay?
Does the life of the writer inspire you to pursue your
dreams? How?

E. Discussing new Getting word meaning through context clues:


concepts and Take a look at the following examples:
practicing new

113
skills #2
Synonym Clues
Medical experts fortify children’s milk by adding
Sentence ingredients that can make children stronger and
healthier.
a. to increase the effectiveness
Choices b. to increase the price
c. to increase the volume
Answer letter a

Medical experts, adding ingredients, stronger,


Clues
healthier

Antonym Clues
Margaret loves eating pasta like spaghetti and
Sentence
carbonara but abhors vegetables.
a. like
Choices b. wants
c. hates
Answer letter c
Clues Loves eating pasta, but

Group work activity

For Emergent Readers

Infer the meaning of the underlined word using


synonym of the word. Write your answer on the line.

________ 1. A child who loves God and follows his


teaching is a responsible person.
a. carefree b. playful c. an accountable

________ 2. Pupils who are spoiled can be very


mischievous.
a. Naughty b. timid c. behaved

________ 3. In school, the teacher become the


surrogate parents of the pupils.
a. substitute b. appointed c. permanent

For Better Readers:


Infer the meaning of the underlined word using
antonym clues. Write the letter of the correct answer
on the line. Encircle the word clues in each sentence
that helped you locate the answer.

114
________ 1. The merciless loggers agreed not to
hamper but instead, promote the development of the
rain forest.
a. delay b. continue

b. c. suggest

________ 2. The downfall of the town mayor in the


local elections was due to his inability to keep a clean
record and his opponent’s sincerity to serve the
people.
a. defeat b. fear

b. c. anger

________ 3. A magazine with glossy pages is more


expensive than one with coarse, dull sheets.
a. harsh b. rough

c. shiny

F. Developing
mastery (Leads to
Formative Definition Clues
Assessment 3) Origami, the Japanese art of paper
Sentence folding, is a favorite pastime of
youngsters.
a. a kind of paper folding
Choices b. the Japanese art of paper folding
c. Japanese art
Answer Letter b
The Japanese art of paper folding; the
Clues commas indicate that the next words
compose the definition of the word.

Individual activity
The highlighted words are Science terms. Infer their
meaning using context clues. Underline the definition clues
in each sentence.
1. Our body is made up of very tiny parts called cells.
2. Convection happens when heat transfers from a
metallic object.
3. A rubber band has elasticity because it regains its
original shape or form after stretching it.
4. An object or substance has energy if it has
capacity to do work.
5. Water evaporates when it is heated and changes
to vapor.

115
Board work activity
Look for the meaning of the underlined word in the
sentence by using definition clues. Write the letter of the
correct answer on the line. Encircle the word clues in each
sentence that helped you choose the answer.
_________1. If a drowning victim is not breathing,
knowledgeable persons must apply cardiopulmonary
resuscitation (CPR). It includes mouth-to-mouth respiration
plus closed-chest heart massage.
a. mouth-to-mouth respiration
b. closed-chest heart massage
c. both a and b
_________2. The captain of the retreating troop tried to
search for ways to get out. He realized that the enemy had
surrounded them, and there was no egress.
a. exit
b. ammunition
c. tank
_________3. Millions of Jews were subjected to genocide
during World War II. The mass killing of these people in
the gas chambers sparked the anger of the whole world.
a. individual killing
b. burial of people
c. mass killing of people
________ 4. Through the process of osmosis, you can
change the whiteness of a rose. When the stem of a rose
is placed in a glass of blue water, the water penetrates the
membrane of the stem and changes the color of the rose
to blue.
a. the dipping of the rose flower in colored water
b. the absorption of water molecules through a
membrane
c. the pouring of colored water
_______ 5. The instrument used to measure atmospheric
pressure is a barometer. Low barometric pressure is a
strong indication of clouds and rain. When pressure is
high, air is forced closer to the ground, preventing the
formation of clouds.
a. an instrument that measures atmospheric pressure
b. an instrument that measures air
c. an instrument that measures clouds

G. Finding practical What is the importance of learning the use of context


application of clues?
concepts and skills How can you use this in your day to day life?
in daily living
H. Making Ask: What is context clue?
generalizations of Context clue is the surrounding information that
concepts and skills helps you figure out the meaning of a word. The
in daily living clues can be in the same sentence where the word
is. It can also be in the other sentences before or
after it.

116
I. Evaluating
learning A. The teacher will read the selection and let the pupils
answer the following questions.

The Animal Kingdom


Animals with backbones are called
vertebrates. They are grouped into five. The first
group is the mammals, which feed their young through
the mammary glands. Examples of mammals are
dogs, whales, and the platypus duck from Australia.
The next group is the reptiles. They have scales and
are cold-blooded. Snakes and lizards are reptiles.
Another group of vertebrates is the birds. They have
feathers, beaks, and claws. Some of the well-known
birds are the eagles and parrots. The fourth group of
vertebrates is the amphibians. They can live on both
land and in the water. Frogs and salamanders are
examples of amphibians. The last group of
vertebrates is the fish, which lays eggs and is cold
blooded. The tuna and milkfish are examples of fish.

1. What is the title of the selection?


2. Animals with backbones are called__________.
3. How many groups do vertebrates have?
4. Where do amphibians live?
5. Give the five groups of vertebrates

II. Select the meaning of each underlined word from the


vocabulary treasure box. Write the letter of the correct
answer.
1. The flower vase was so fragile that it broke into a
thousand pieces at the slightest touch.
2. The fatal accident occurred at a sharp bend on the
road.
3. Disaster struck the town when the tsunami arrived
at the break of dawn.
4. Mathematical problems should be answered with
utmost care so that the answer are precise.
5. The flashlight illuminated the dark room.

117
a. an event that causes
great destruction
b. exact
c. causing death
d. easily broken
e. lit up

J. Additional activities Assignment


for application or Draw your dream/goal in life.
remediation
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No.
of learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?

F. What difficulties did I


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

118
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 2

I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of various linguistics
nodes to comprehend various texts (RC)
 Demonstrate understanding that English language is
stress timed to support comprehension (F)
B. Performance The learners…
Standards  Use linguistic cues to appropriately construct
meaning from a variety of texts for a variety of
purposes (RC)
 Read with sufficient accuracy and fluency to support
comprehension (F)
C. Learning Competencies:
Competencies/Obj  Note significant details of informational text (EN6RC-
ectives IId-5.5)
 Read grade level text with accuracy and appropriate
rate (EN6F-IId-1.6, EN6F-IId-1.3)
Specific Objectives:
 Note significant details of informational text;
 Read grade level text with accuracy and appropriate
rate;
 Realize the importance of plants to living things.
II. CONTENT Noting Significant Details of Informational Text
III. LEARNING
RESOURCES
References
1. Teacher’s Guide K to 12 Curriculum Guide in English 6, May 2016
Pages
2. Learner’s Materials
Pages
3. Textbook Pages English For You and Me 6 RTX, pp.63-67,p.30 , Elodie
Cada, Revised Edition GOP
Developing Reading Power 6, Exercise 10, pp.20-21,
Exercise 22, pp 44-45, Logue,et,al.Saint Mary’s Publishing
Corporation, (Enriched-Combined Edition)
4. Additional LRMDS Activity Sheet in English 6, Quarter2 - Week4 –
Materials from the Day4
LR Portal
5. Other Learning The Philippine Informal Reading Inventory Manual 2018
Resources https://youtu.be/3thf3cN1W4u
https://youtu.be/DhyEknxWnkA
Video clip – “Care for Plants”
Selection – “Plants” by Helen Taylor Abdulaziz
Laptop, Speaker, Chalk and Blackboard, Activity Sheets,
Crossword chart

119
IV. PROCEDURE
A. Reviewing the A. Preliminary Activities
previous lesson or Say: Good morning! Today we will be discussing a new
presenting the new lesson, which is about noting details of informational text. At
lesson the end of our lesson you are expected to:
1. Note significant details of informational text
2. Read grade level text with accuracy and appropriate
rate
3. Realize the importance of plants to living things

B. Establishing a 1. Motivation
purpose for the Do you have plants at home? What are they?
lesson Let’s watch a video clip about caring for plants.
While watching, take note of the details/message
of the video presentation.
“Care for Plants”
Source: https://youtu.be/3thf3cN1W4u

Ask: What message did you get from the video clip? How
should we care for plants?
C. Presenting 2.Unlocking of Difficulties
examples/instances
of the new lesson Study the following clues to complete the crossword. Choose
your answer from the words given inside the box.
(Crossword puzzle-posted on the board)
Photosynthesis chlorophyll perennial
Organisms process absorb
annual

2 6

1 4

Across Down
1. process of making food for plant 4. any individual
life for
2. the green pigment of plant leaves 5. a continuous
action
3. to take up or drink 6. living more than
one year

120
3. Motive Question
What is photosynthesis?

D. Discussing new 1. Presentation


concepts and A. Input Phase / Skill Development
practicing new skills Set standards in Silent Reading.
#1

Silent reading for 3 minutes.


Afterwards, let the pupils read aloud each paragraph
respectively.

Say: Note important details while reading the


selection.

“Plants”
by Helen Taylor Abdulaziz

(1) Plants are necessary for life. All living things need
plants because plants provide people with food. During
photosynthesis, plants change the sun’s energy into food.
Plants use carbon dioxide (CO2) and produce oxygen. All
human beings and animals need oxygen to live.

(2) Roots usually grow underground. They help keep


the plant in the soil. They also absorb water and minerals
from the soil and carry them to the other parts of the plant.
In some plants such as carrots or potatoes, the roots store
food for the plants.

(3) Plant stems are usually above the ground. They hold
the leaves and flowers. There are two kinds of stems. The
stems of many flowers and vegetables are soft and green.
They bend easily. These plants live for only one year. They
are annual plants. Other plants have hard and woody
stems. Trees have brown, woody stems. They are
perennial plants. They live for several years.

(4) Leaves are an important part of the plant. The


leaves grow on the stem. Most leaves are green because
they contain chlorophyll. Chlorophyll is necessary for
photosynthesis. Leaves make food for the plant. The food
gives energy for the other parts of the plant.

(5) In the process of photosynthesis, roots, stems, and


leaves of green plants work together to make sugar from
sunlight.

(6) Photosynthesis is a Greek word. It means “putting


together with light.” During the process of photosynthesis,
plants use sunlight, chlorophyll, carbon dioxide (CO 2), and

121
water to make food. In this way, green plants use the sun’s
energy to make food for the plant and other living things.
Other living organisms such as animals get their energy by
eating plants. Human beings eat both animals and plants to
get energy. Without green plants, the sun’s energy could not
be used on the earth and all other organisms living on earth
would die.

2. Comprehension Check
a. What is photosynthesis?
b. How many basic parts does a plant have? What
are they?
c. Where do plants get their food? How?
d. How important are plants to living things?

3. Discussion
How do we note significant details to an informational
text?
 When you read a selection, look for important and
specific details. These details give a complete picture
of the story/informational text.
 Answering the wh-questions are important details,
too.

E. Discussing new Let the class complete the word map based on the selection
concepts and read.
practicing new skills
#2 What are the uses
What do plants work
of plants to us?
through their parts?

Plants

What is photosynthesis to plants?

F. Developing Group Work: Divide the class into three (3) groups. Let each
mastery (Leads to group note the details of the given informational text in
Formative different ways. The leader will present their work.
Assessment 3)
Selection:
“Books”

Those who cannot read are pitiful because they


cannot enjoy books. Books tell us about the wonderful things
in the world. They tell us the interesting things people do.
Books can answer the “whys” and “hows” of things that

122
puzzle us. They can take us to faraway places through
imagination. They can show us, too, the things that
happened a long time ago as well as those happening at
present. Books tell us about the children in other lands. They
hold the key to the greatest treasures in the world. A wise
man once said that he would rather be a poor boy in a cellar
surrounded with books than a prince who had no chance to
read.
Source: Developing Reading Power 6, Logue,et.al, 2004

Tier 1 – Note the details by answering the following


questions:
1. Those who do not know how to read are the
_______.
a. most pitiful people
b. most happy people
c. most wonderful people
2. What do books do for us?
a. make us rich
b. make us unhappy
c. tell us about the things in the world
3. Where can books take us?
a. nowhere b. just in our room
c. to faraway places
4. What questions can books answer?
a. little things not worth knowing
b. the “whys” and “hows” of things
c. things that cannot be remembered
5. What do books hold for their readers?
a. falling leaves b. running water
c. key to the greatest treasure in the world

Tier 2 - Note the details by answering the following


questions:
1. What do books tell us?
a. nothing of importance
b. words without meaning
c. things that happened long ago
2. Do books tell us about the children in other places?
a. Yes b. No c. Perhaps
3. Who says he would rather be in a cellar with books
than in a palace without a single book?
a. a prince b. a wise man c. a poor man
4. What do books unfold before us?
a. hidden health b. hidden wealth c. hidden
knowledge
5. What is preferable than a prince in a palace without
the love for
reading?
a. a rich boy in a big house
b. a boy in a beautiful house
c. a poor boy in a cellar who loves books

123
Tier 3 – Give the uses of the book to us, according to the
selection read.

Book

RUBRICS IN PARTICIPATION/GROUP ACTIVITIES


Points Indicators
5 Shows eagerness and cooperation to
do the task, participated actively, do
great help to the group.

4 Shows eagerness and cooperation to


do the task, good followers only.
3 Participated but late, with teacher’s
supervision.
2 Activity was done but does not show
eagerness to participate or cooperate.
1 No interest in participating the
activities
www.facebook.com.ph
G. Finding practical
application of Application
concepts and skills in Present an announcement and let the pupils note its
daily living details.

ANNOUNCEMENT!
To all English Club Members:
Please be informed that there will be an emergency
meeting on Monday, March 18, 2019 at 1:00 o’clock in the
afternoon to be held at the club office. The said meeting is
regarding the nearly approaching English Camp.
Your attendance is a must. Thank you.

The Club President

1. What is the announcement all about?


2. Who are being informed in the announcement?
3. Where will the meeting be held?
4. When will be the meeting?
5. What is the agenda of the said meeting?
6. Who made the announcement?

124
H. Making
generalizations of How do we get significant details when we read a
concepts and skills in selection/ informational text?
daily living  When you read a selection, look for important and
specific details. These details give a complete picture
of the story/informational text.
 Answering the wh-questions are important details,
too.
I. Evaluating learning Read the selection. Identify the significant details from the
informational text read. Choose your answers from the given
choices.

“Luneta and Manila Bay”

Do you know that Manila Bay has the finest


harbor in the Philippines? It is also famous for its beautiful
sunset. Tourists observe that Manila Bay has one of the
most glowing sunsets in the world. Roxas Boulevard,
formerly Dewey Boulevard, runs along the shores of Manila
Bay. There are many beautiful buildings along the street,
mostly hotels and restaurants. Luneta, a big park with
fountains and ornamental plants, faces the bay. People can
be seen strolling daily and enjoying the cool breeze from the
bay. On Sundays, people go to the Luneta to listen to band
concerts and to view performances at the open theater.

1. What is Manila Bay noted for?


a. tall buildings b. its fine harbor
c. ornamental flowers
2. What is it also famous for?
a. it’s many streets b. its beautiful sunset
c. its many mountains
3. What do tourists say about its sunset?
a. It is red. b. It is colorful.
c. It is the most glowing sunset in the world.
4. On what street is the Luneta located?
a. Shaw Boulevard b. Roxas Boulevard
c. Quezon Boulevard
5. What do people enjoy most at the Luneta?
a. the plants b. the people c. the cool breeze
6. What is the Luneta today?
a. a harbor b. a big park c. a commercial district
7. What do people do at the luneta?
a. stroll b. pray c. trade goods
8. Where is the Luneta Park located?
a. facing the Manila Bay
b. at the tip of the Manila Bay
c. in the commercial district of Manila Bay

9. How are people entertained at the Luneta Park?


a. open air movies
b. by clowns and circus
c. by band concerts and performances

125
10. Where are most performances held?
a. at the open theater
b. at the Chinese garden
c. near Rizal’s monument

Source: Developing Reading Power 6, Logue,et.al, 2004


J. Additional activities Assignment
for application or
remediation Read the selection. Identify the significant details from the
informational text read. Choose your answers from the given
choices.

Home to Millions of Fish


Coral reefs are found in shallow areas of tropical
ocean waters. They are like beautiful underground gardens
that grow in salty waters. Millions of fish and sea plants
make their home in the reefs as these provide a safe
sanctuary for them. They allow small fish to hide from large
predator fish.
But many coral reefs are in trouble. Water pollution
is destroying many reefs. Tourism likewise harms them. If
reefs are damaged, we will lose many of our most beautiful
fish.

1. Coral reefs are described as underground gardens


because ________.
a. they are full of flowers
b. there are many sea plants
c. they have many enormous fish
d. there are many types of pebbles
2. Coral reefs provide a safe sanctuary to live for the small
fish. A sanctuary is synonymous to _______.
a. water b. shelter c. cage d. cave
3. Which of these bodies of water would have coral reefs?
a. the sea b. the lake c. the river d. the pond
4. Why are the small fish safer in the coral reefs than in the
open sea?
a. The water is saltier.
b. The waves are so big.
c. There is no pollution there.
d. It is less likely that the big fish will eat them.
5. Which cause of the destruction of coral reefs is mentioned
in the last paragraph?
a. pollution
b. the presence of big fish
c. the strong wind and big waves
d. the increasing temperature of the ocean.
Source: The Philippine Informal Reading
Inventory Manual 2018 (PHIL-
IRI)
V. REMARKS

126
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/de
partment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?.

127
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 3
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding that a change
in stress entails a change of meaning to
evaluate the speaker’s/author’s purpose
and meaning (F)
 Demonstrate understanding of command of
the conventions of standard English
grammar and usage when writing or
speaking (G)
B. Performance The learners…
Standards  Use correct function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in various discourse
(oral and written) (G)
 Use knowledge of stress and intonation of
speech to appropriately evaluate the
speaker’s intention, purpose and meaning
(F)
C. Learning Competencies:
Competencies/Obj  Compose clear and coherent sentences using
ectives appropriate grammatical structures: Adverbs of
frequency (EN6G-IId-6.7)
 Read grade level text with accuracy,
appropriate rate and proper expression (EN6F-
IId-I.6, EN6F-IId-I.3, EN6F-IId-I.7)
 Show openness to criticism (EN6A-IId-18)
Specific Objectives:
 Identify the adverbs of frequency;
 Use adverbs of frequency in a sentence;
 Show openness to criticism.
II. CONTENT Adverb of Frequency
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages • English Encounters: Beyond Grammar 6 by Ma. Liza
G. Garcia p. 62 – 63 Copy Right 2016
4. Additional Materials from • Curriculum Guide Grade 6
the LR Portal • LRMDS Grade 6 Activity Sheets
5. Other Learning • http://teachers.onlineenglishexpert.com/adverbs-of-
Resources frequency-lesson-plan-daily-routine-Activity Sheet
Quarter 2, week 4, day 3 LRMDS
•https://englishwithmisscuadros.blogspot.com/p/adverb
s-of-frequency.html. Accessed February 5, 2019

128
•https://www.youtube.com/watch?v=SqfhrDUUqWU.Ac
cessed February 5, 2019.
•http://www.readwritethink.org/files/resources/lesson_i
mages/lesson1042/study_sheet.pdfLRMDS Act.
Sheet in English, Quarter 2, Week 4, Day 3.
• activity sheets, dialogue, picture
IV. PROCEDURE
A. Reviewing the previous Ask: 1. How often do you play video game?
lesson or presenting the 2. How often do you pray at night?
new lesson 3. How often do you fix your bed?
B. Establishing a purpose Teacher states the learning objectives of the lesson
for the lesson and the learning expectations of the pupils.
C. Presenting (Let the pupils read the dialogue)
examples/instances of the
new lesson Ask: What can you say about the underlined words?

Paul: Hey Roy! I am going shopping. Do you want


to come?
Roy: Sorry, Kiko is coming. We will do the English
homework together.
Paul: I see… Well, I never do that homework…
Roy: I do it sometimes but Kiko is very serious, he
always does his homework.
Paul: OK, but I am cooking dinner tonight, so you
and Kiko should come.
Roy: You are so nice, always cooking dinner for
me.
Paul: Well, you sometimes wash the dishes and
Kiko almost always does the
shopping…
Roy: I know you hate washing the dishes, so you
don’t do it.
Paul: Yeah…. Will you wash the dishes tonight?
Roy: Hehe, sure.

Questions:
How often does Paul do his homework?
How often does Roy do his homework?
How often does Kiko do his homework?

Note: Let the pupils read the dialogue with


accuracy, appropriate rate, and proper
expression

Reference:
http://teachers.onlineenglishexpert.com/adverbs-of-
frequency-lesson-plan-daily-routine-Activity Sheet
Quarter 2, week 4, day 3 LRMDS
D. Discussing new Read the underlined words in the dialogue.
concepts and practicing
new skills #1 What have you noticed about the underlined
words?
What are they modifying?

129
These words are called Adverbs of Frequency.

Adverb of Frequency tells us how often or


how frequently an action is done.
Example: Kiko always does his homework.
(The adverb always tells how often Kiko does
his homework.)

It is important to take note of these simple rules


for adverbs of frequency to help use them
correctly.

Adverbs of frequency often indicate routine or


repeated activities, so they are often used with
the present simple tense.
If a sentence has only one verb, place the
adverb of frequency in the middle of the
sentence so that it is positioned after the
subject not before the verb.
Example: Roy usually cooks dinner for me.

When a sentence contains more than one verb,


place the adverb of frequency before the main
verb.
Example: We have often cooked dinner for the
children.

When using an adverb of frequency in the


negative or in forming a question, place it
before the main verb.
Example: Do you usually go to the beach
during summer?
Reference: English Encounters: Beyond
Grammar 6 by Ma. Liza G. Garcia p. 62 – 63.

Some adverbs of frequency:

Reference:
https://englishwithmisscuadros.blogspot.com/p/adve
rbs-of-frequency.htmlaccessed February 5, 2019

(Show this list to help the pupils associate the adverbs


of frequency with the concept of relative repetition of
frequency.)

130
Activity 1. Think-Pair-Share
Work in pairs. Share the activities you do during
weekends using adverbs of frequency.
Call pairs to share their dialogue in the class.
Ex. Pupil 1: I always clean my room on
Saturday.
Pupil 2: I seldom clean my room on
Saturday that is why my mother usually scolds me.

E. Discussing new Activity 2. Answer the following. Do this on your


concepts and practicing notebook.
new skills #2 (Call pupils to recite their answers. Teacher will discuss
afterwards.)
1. How often do you brush your teeth? Is it
healthy?
2. How often do you walk to school alone? Is it
safe to walk to school alone?
3. How often do you go to bed late? Is it good to
sleep late at night?
4. How often do you study your lesson?
How often do you wash dishes?

F. Developing mastery Activity 3. Group work.


(Leads to Formative Set the Standard in a Group Work activity.
Assessment 3) Present the rubrics.
Guess Who?
Divide the class into two (2) groups. Draw lots
to determine the group who will guess first.
Direction: Think of a local hero/ celebrity whom
you would want to describe. Write down simple
sentences about that person (3 minutes to do this).
Make sure that your description has adverbs of
frequency. The first group will assign a member to talk
and read the sentences that were written. The other
group will try to guess who the first group is describing
(5 seconds to Guess Who). The Group who is
guessing is also allowed to ask questions provided that
they use adverbs of frequency. After that, switch role
with the other group. You may describe your
classmates, teacher or local heroes/ celebrities.
e.g. 1. An epic hero who have once passed by
a river and decided to have a dip. As he is bathing, a
hundred lovely maidens who were present at the river
gladly attend to him. Answer: Lam - Ang
Reference:
https://en.wikipedia.org/wiki/Fifteen_Martyrs_of_BicolA
ccessed:March16, 2019
2. He is a male famous rapper but seldom seen on
television at present. He made his debut hit single
“Humanap ka ng Panget” (1990), a bestseller rapping
throughout the country. Answer: Andrew E.
Reference: https://www.gogagah.com/celebrities-you-
probably-didnt-know-who-are-from-
bicol/accessedMarch 16, 2019.

131
G. Finding practical Activity 4. A. Group work.
application of concepts and Set the Standard in a Group Work activity.
skills in daily living Present the rubrics.

Direction: Each group will be given a Task Card.


Discuss with your groupmates the given task, then
record your answers. Be ready for a group reporting
afterwards.
 Tier 1. Encircle the adverbs of frequency used
in each sentence.
1. The pupils are always playing at the playground
during recess time.
2. I seldom visit my grandmother in the province.
3. My mother often cooks my favorite dish.
 Tier 2. Arrange the words to form the sentence
correctly. Box the adverbs of frequency used.
4. watch show on English always They TV.
5. play in the usually park with she her.
6. come early Our teachers to school always.
 Tier 3. Use the following adverbs of frequency
in a sentence.
7. occasionally
8. never
9. sometimes
B. Presentation of output.
C. Processing. Present the rubrics.
H. Making generalizations 1. What is an adverb of frequency?
of concepts and skills in 2. Give sentences using adverbs of frequency.
daily living
I. Evaluating learning A. Encircle the adverbs of frequency used in each
sentence.
1. I always do my homework after school.
2. We sometimes have pizza for dinner.
3. I never talk to strangers.
http://www.readwritethink.org/files/resources/lesson_im
ages/lesson1042/study_sheet.pdfLRMDS Act. Sheet in
English, Quarter 2, Week 4, Day 3.
B. Use the following adverbs of frequency in a
sentence.
4.seldom - _________________
5.often - ___________________
J. Additional activities for Assignment:
application or remediation Interview a family member. Ask the questions given
below and write his/ her answers on the blank
provided. Be sure to use Adverbs of Frequency in their
answers.
1. How often do you go to
work?_____________________
2. How often do you watch TV
news?_________________
3. How often do you cook food for
dinner?_____________

132
4. How often do you eat fruits and
vegetables?__________
5. How often do you do the
laundry?______________

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

133
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 4
I. OBJECTIVES
A. Content Standards The learners…
 Express idea effectively in formal and informal
compositions to fulfill their own purpose of writing
(WC)
B. Performance The learners…
Standards  Rewrite/ revise texts using appropriate text types
for a variety of audiences and purposes (WC)
C. Learning Competencies:
Competencies/Objec • Write a 4-paragraph composition showing
tives comparison and contrast
(EN6WC-IId-2.2.6)
Specific Objectives:
 Define comparison and contrast;
 Use Venn diagram showing comparison and
contrast;
 Write a 4-paragraph composition showing
comparison and contrast.
II. CONTENT Write a 4-paragraph composition showing comparison
and contrast
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages English For You&Me 6 by Elodie A Cadia Copyright 2008
4. Additional Materials Curriculum Guide Grade 6
from the LR Portal LRMDS Grade 6 Activity Sheets
5. Other Learning Story entitled: “Our Brothers in Mindanao: Facts to
Resources Ponder On” p. 34 – 38 English For You&Me 6 by Elodie
A Cadia Copyright 2008.
IV. PROCEDURE
A. Reviewing the Today you will be able to:
previous lesson or 1. Define comparison and contrast
presenting the new 2. Use Venn diagram showing comparison and
lesson contrast
Write a 4-paragraph composition showing comparison
and contrast
B. Establishing a Say: This lesson will focus on defining comparison and
purpose for the lesson contrast of the story. It will also use a Venn diagram.
Writing a simple composition showing comparison and
contrast is expected at the end of the lesson.
C. Presenting 1. Motivation
examples/instances of Teacher shows the pictures in class.
the new lesson
Ask: Who are these people in the pictures?

134
Reference: https://www.vigattintourism.com/tourism/articles/Ethnic-Groups-of-
the-Philippines Accessed Feb. 28, 2019
Reference: https://idpipst.files.wordpress.com/2011/09/picture72.png
accessed feb 28, 2019

What ethnic groups in our country have you observed?


What do you know about their culture and tradition?

2. Unlocking of Difficulties
Read the following sentences. Match the underlined
words in column A to its meaning in column B.

Column A Column B
1. They have to use the A. alcoholic drink
amulet as a charm. B. married once
2. Some leaders are C. incapable of being
potent role models. hurt
D. magic water
3. If the person is
E. witchcraft
ostracized in the
community, he or she F. excluded
might be suffering from G. powerful
contagious or deadly H. for protection
disease.

4. The witch
uses sorcery
in dealing with her
enemies.

5. The enchanted
lady who drank
the potion was
changed to a butterfly.

6. They are invulnerable


to harm while
wearing the vest.

7. Christian couples are


monogamous.

135
8. The youth are advised
not to take intoxicating
drinks.

References:
https://www.google.com/search?q=image+of+amulet&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwjWktrPyYvhAhUKE7wKHeb_AjUQ_A
UIDigB&biw=1920&bih=888#imgrc=yByTxvfcitEn1M:,
http://diysolarpanelsv.com/powerful-king-
clipart.html#gal_post_23668_powerful-king-clipart-24.gif,
https://ndnr.com/pain-medicine/ostracism-the-painful-exclusion/,
https://ndnr.com/pain-medicine/ostracism-the-painful-exclusion/,
https://www.turbosquid.com/3d-models/magic-potion-3d-
model/1141227, https://www.samaybhaskar.com/arts-life-
style/2017/59-
%E0%A4%AB%E0%A5%80%E0%A4%B8%E0%A4%A6%E0%A5%
80-%E0%A4%AF%E0%A5%81%E0%A4%B5%E0%A4%BE-
%E0%A4%AA%E0%A4%B0%E0%A4%BF%E0%A4%B5%E0%A4%
BE%E0%A4%B0-%E0%A4%95%E0%A5%80-
%E0%A4%B0%E0%A4%9C%E0%A4%BE%E0%A4%AE/attachment
/newly-married-couple-cartoon-marriage/,
https://powerlisting.fandom.com/wiki/Invulnerability,
https://www.payasugym.com/community/food/the-best--alcoholic--
drinks-to-reach-for-if-you-are-cutting-out-sugar Accessed march 18,
2019
• Motive question

Who are the Muslim Brothers in Mindanao?

Standard in Silent Reading


Silent Reading. Let the pupils read the short
selection for 2 minutes.
“Our Brothers in Mindanao: Facts to Ponder On”
Reference: English For You & Me Reading Textbook 6 p.
34 – 36 & p. 38 by Elodie A. Cada Copy Right 2008.

Our Brothers in Mindanao:


Facts to Ponder On
The Tausus are the largest of the Muslim
groups who live in Sulu and are considered to be the
bravest. It is said that they have never been conquered
by any tribe in 300 years. Tausugs used to have the
reputation of being a warlike people, but most of them
are rarely peace-loving, friendly, and hospitable. They
are also lovers of music and dance. Honor and self-
esteem are valued traits among the Tausugs. Here are
some interesting and unique features of the Tausug
culture:
1. Tausug warriors wear amulets for protection and
these are secured from gurus (teachers) for a
fee. These are used to make the wearer
invulnerable to bullets.
2. They sport weapons around their waists.
3. Women and children are not allowed to handle
the amulets for fear that they will lessen their
potency.

136
4. Many Tausugs believe in black magic, sorcery,
voodoo, and love potions.
5. The Koran, their Bible, forbids them from eating
meat and dishes that use or utilize the blood of
animals.
6. A political leader sometimes resorts to polygamy
so as to have a big family.
7. It is considered immodest for a Tausug to
mention his own name, or that of his father or
mother so he waits for someone to say it for him.

The Badjaos are mostly found along the coast


of Sulu, Siasi and Tapul Island, and farther south in
Sibutu, Sitangkai, Tawi-Tawi islandfs in Sulu
Archepelago. The word Badjao means fisherman.
Badjaos are thus refered to as to as “sea-gypsies”,
people of the ocean,” or “boat dwellers.”
Here are more fasts about them.
1. Badjaos do not have as established religion;
therefore, they do not have a special day for
worship unlike Muslims who observe devotion on
Fridays, and the Christians who go to church on
Sundays.
2. Badjaos are monogamous. Live-in partners are
socially ostracized and condemned outright by
their families and community.
3. Badjaos never submit to, nor consult a
physicians.
4. In Badjao communities, recreation time depends
on the tides of the ocean. When the tide is low,
then it is time to frolic in the sand and sea.
5. Although generally poor and lacking formal
education, Badjaos are regarded as cultured
because of their good manners.

Note: Re-read the selection with the pupils.


(Perform a popcorn reading strategy)
Answering of Motive question: Who are the
Muslim Brothers in Mindanao?

Comprehension Check
Answer the following questions:
1. Why does Tausug use amulets?
2. How superstitious are the Tausug? Prove it.
3. Why are the Badjaos regarded as cultured
people? Prove your answer.
4. How do these Muslim brothers differ in cultural
and religious practices?
5. Can you describe our Muslim brothers? How?
How do we show respect to their cultures and traditions?

137
D. Discussing new What are the characteristics of the Tausug that are alike
concepts and practicing with the Badjaos?
new skills #1 1. The Tausug and Badjaos are both ethnic groups
that live in Mindanao.
2. The Tausug are muslim group just like the
Badjaos.

What are the characteristics of the Badjaos that are


different from the Tausugs?
1. The Badjaos are monogamous while the
Tausugs are polygamous.
2. The Badjaos do not have an established religion
but the Tausugs do.

Note: Let the pupils’ uses the tabular form to List down
their similarities on the left column while their differences
on the right column.

Say: We use the following signal words to connect


similarities between two things.
e.g. both, same, the same as, in the same way, like, in
common, also, and as well as.
We also use the following signal words to connect
differences between two things.
e.g. differ, different, however, but, although, even
though, on the other hand, while, and in contrast to.

Activity 1. Board work Activity


Using the Venn diagram, guide the pupils to
compare and contrast the two ethnic groups in
Mindanao. Write on the inner portion of the circle their
similarities, and on the outer portion, their differences.
Use the data from the tabular form filled up earlier.

Say: Class, when we compare, we tell what is similar


between two things. When we contrast, we tell what is
different between two things.
E. Discussing new Using the information from the Venn diagram in Activity
concepts and practicing 1, guide the pupils to write 4-paragraph composition
new skills #2 comparing and contrasting the indigenous/ Ethnic group
from Mindanao. Do this activity on the board.

Note: Call pupils to compose simple sentences


comparing and contrasting the Tausugs and the
Badjaos. Then write their sentences on the board until
they form the 4-paragraph composition.

138
F. Developing mastery Activity 2. Think-Pair-Share
(Leads to Formative
Assessment 3) Find your partner. Talk about your similarities and
differences. Use the Venn diagram to show comparison
and contrast. Share it to the class.
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations of
9. How do we compare? Contrast?
concepts and skills in
daily living
I. Evaluating learning Using the information from the Venn diagram, Write a 4 –
paragraph composition comparing and contrasting the
Character Traits of the Millennial and Traditional Filipino
Children. Be sure to use signal words to show their
similarities and differences.
Do this in a one whole sheet of paper.
J. Additional activities for Assignment:
application or
remediation Use the Venn diagram showing comparison and contrast
of the Filipino Culture then and now.
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.

139
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 4 Day 5
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the various
forms and conventions of print, non-print,
and digital materials (VC)
 Demonstrate understanding of the research
process to write a variety of texts (SS)
 Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance The learners…
Standards  Evaluate effectively the message
constructed and conveyed in various
viewing texts (VC)
 Use a variety of research strategies to
effectively write a variety of texts for various
audiences and purposes (SS)
 Use paralanguage and non-verbal cues to
respond appropriate (A)
C. Learning Competencies:
Competencies/Objecti  Infer purpose of the visual media EN6VC-
ves IId-3.8
 Gather relevant information from various
sources – Online References EN6SS-IId-
1.7
 Show tactfulness when communicating with
others EN6A-IId-17
Specific Objectives:
 Infer purpose of the visual media (images)
 Gather relevant information from various
sources – Online References
 Show tactfulness when communicating with
others
II.CONTENT Purpose of the visual media (images)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages Ribo, Lourdes M., (2016). Across Borders Through
Reading, pp. 120-128.
4. Additional Materials Curriculum Guide Grade 6
from the LR Portal LRMDS Grade 6 Activity Sheets
5. Other Learning • www.google.com.//images
Resources • https://www.youtube.com/watch?v=25XK1YeJH4o
. Accessed on February 03, 2019.
• http://www.canadianinquirer.net/2015/01/16.
Accessed on February 03, 2019.

140
• activity sheets, strips, multi-media presentation,
video clip
IV. PROCEDURE
A. Reviewing the previous How do we compare and contrast?
lesson or presenting the Show a Venn Diagram showing the comparison
new lesson and contrast of the Filipino culture then and now.
B. Establishing a purpose Teacher states the learning objectives of the
for the lesson lesson and the learning expectations of the pupils.

Say: Not a single day passes that we do not


always encounter pictures, illustrations, charts or
piece of films and materials. These are all
considered visuals. In our lesson, we have to infer
the purposes of visual media (images).
C. Presenting Teacher posts the word “bayanihan”.
examples/instances of the
new lesson Ask: What can you say about the Filipino spirit of
“bayanihan”? Describe what a bayanihan is.
Let the pupils describe the sense of good Filipino
value of helping each other in a community.
Then, teacher posts a picture showing a
“bayanihan”.
Let them describe the picture and define the word
“bayanihan”.

How do we show this type of Filipino value?


Which do you think helps you describe the word
“bayanihan”?
Is it only by telling its definition or by showing you
the picture for you to describe?
By looking at the picture, do you understand the
meaning of what “bayanihan” is? What does the
picture infer?

Visual media like pictures and images help us


better understand something and make it more
appealing.
D. Discussing new Teacher asks the pupils to first define what visual
concepts and practicing media is.
new skills #1
Visual media is usually used as learning aid. Visual
media generally pertains to television, movies,
photography, painting, print advertisement and
other forms of media that involve the sense of
sight. Most of these media, however, also appeal
to other senses like touch and hearing.

Ask: What are these visual media we usually see


in our classroom or in our community?

Images are among the most common types of


visual media being used by online marketers
today. To attract maximum views and generate
engagement, the images you use should be

141
compelling enough. According to one study,
contents with compelling images can generate
94% more views on an average than content
without images.

Why are these visual media important to us?


What are the purposes of these visual media?
Give some instances or examples of situation that
help you as pupils.

Visual media is very important because you can


convey your message in an engaging way. It
allows you to see and hear the information, making
it easier to retain.
E. Discussing new Visual media helps students retain concepts and
concepts and practicing ideas. It makes concepts more accessible to a
new skills #2 person than text media and help with later recall.
Pupils can experience worlds beyond their own,
especially if the media is sharply different from
their local environment.

Purpose of the Visual Media

The purpose of the visual media may be one or a


combination of the following:

1. Express – It allows the authors to share


opinions, feelings, and points of view on certain
issues or topics.
2. Entertain – It gives the audience a form of
amusement, something to laugh about or to keep
them engaged during their break time.
3. Inform – It provides facts that may be useful for
the audience to know.
4. Persuade – It moves viewers to take action like
buy a product that is being advertised.

Ask: How can visual media like images be


effective in expressing its purpose?

Say: Moreover, most of the references we use


nowadays for visual media can be found online.
Since so many sources are available online, it's
important to know which ones are reliable and how
to cite them.

Online Sources

An online source is material you find online. It can


be an online image, newspaper, magazine, or
television website, such as NBC or CNN. Peer-
reviewed journals, webpages, forums, and blogs
are also online sources. Some other names for
online sources are electronic sources, web
sources, and Internet sources.

142
Explain how we can wisely choose images with
relevant information from various sources – online
references.
F. Developing mastery What do you think these images convey to the
(Leads to Formative viewers?
Assessment 3) 1. ________ 2. __________ 3. _________

G. Finding practical Activity:


application of concepts Choose a partner and talk about images you
and skills in daily living usually see around or in online sources. Explain
how you can understand these images effectively.
Show tactfulness when communicating with your
partner.
H. Making generalizations What is visual media?
of concepts and skills in Give some examples of images as visual media
daily living that you usually use.
What are the importance of using these visual
media?
How are these visual media used in our daily
lives?
How can we wisely choose images with relevant
information from various sources like online
references?
I. Evaluating learning What is the purpose of these images as examples
of visual media found online?

1. 2. 3.

J. Additional activities for Research the picture/image of the Spoliarium


application or remediation painting. Describe the purpose of the painting and
its message conveyed.

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation

143
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

144
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 1
I. OBJECTIVES
A. Content The learners…
Standards  Demonstrate understanding of various linguistic
nodes to comprehend various texts (LC)
 Demonstrate understanding that words are
composed of different parts to know that their
meaning changes depending in context (V)
B. Performance The learners…
Standards  Analyze text types to effectively understand
information/ message(s) (LC)
 Use strategies to decode correctly the
meaning of words in isolation and context. (V)
C. Learning Competencies:
Competencies/O  Note down relevant information from text
bjectives heard EN6LC-IIe-2.2
 Infer meaning of borrowed word and content
specific terms using context clues EN6V-IIe-
12.3.3
Specific Objectives:
 Note down relevant information from text
heard;
 Infer meaning of borrowed word and content
specific terms using context clues (ICT
terms);
 Show openness to criticism.
II. CONTENT Noting Down Relevant Information
Inferring Meaning Using Context Clues
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages English Learning Guide Grade VI , 2008 p.4
2. Learner’s
Materials Pages
3. Textbook Pages Eng. Expressway 5 reading 2010 p.78-79
4. Additional Materials: Activity Sheet in English 6 (Quarter 2 Week 5)
Materials from the
LR Portal
5. Other Learning Reading Selection Accessed June 27, 2017
Resources
http://hihered.mheducation.com/sites/007256380x/studen
t_view0/part1/ chapter2/reading_selection_quiz.htm/
IV. PROCEDURE
A. Reviewing the Today, we will…
previous lesson or  Note down relevant information from text heard
presenting the new  Infer meaning of borrowed word and content
lesson specific terms using context clues (ICT terms)
Show openness to criticism

145
B. Establishing a Motivation
purpose for the
lesson What do you see in the
picture?

What are the uses of


computers?

Unlocking of Difficulty

Give the meaning of the underlined words:


1. The computer can store vast amount of data.
2. She was intimidated by the remarks given by her
classmate.
3. The instructions should be explicit so that it will be
easily understood.
4. They should not relinquish
their decision-making to other people.
5. The doctor monitored the vital signs of the
patient.

Motive Question

What are the things that computers can and cannot do?

Let us recall the standards for listening.

Listen to an informative text. Answer the questions that


follow. (Teacher reads the selection.)

What Computers Can, Cannot and Should Not Do

Are you intimidated by computers? Do you worry that


computers might eventually take over everything?
Computers exist to benefit and assist people, not to
replace them. Computers cannot, for example make
emotional judgements, disobey instructions entered by
humans, read people’s mind, or replace interpersonal
relationships. On the contrary, people must be extremely
explicit in instructing a computer to perform even the
simplest commands. What computers can do, however is
extremely helpful.
They can:
• Store data in vast amounts
• Process data quickly and accurately
• Simulate possible outcomes based on a given set
of conditions
• Recommend or take action based on output

Computers cannot be effective unless the people using


them are able to identify the results they need and how to
achieve those results. Ultimately, computers are
dependent upon people.

146
Accordingly, people should not relinquish their decision-
making responsibilities to computers. Humans need to be
on hand to interpret conditions reported by computers,
particularly if medical treatment, national defense, air
traffic control, or even loan processing is involved.
Nonprogrammable, human factors must complement
computer read-outs for a complete and fair analysis.

At times computers may appear to make decisions.


For example, in monitoring a refinery ( site where
substances such as oil are processed), a computer might
trigger a fine-extinguishing system. Another computer,
used for monitoring vital signs, might regulate the flow of
oxygen to a patient. In both cases, however, although the
computer initiates the action, it does not make decision.
Rather, the decisions of these process control systems
were made by the human beings who programmed the
machines to respond to a particular set of conditions.
Therefore, people must take complete responsibility for a
computer’s actions. They must anticipate all potential
problems and direct computers to avoid them.

While computers may be able to enhance a person’s


capabilities, they can never adequately replace
interpersonal relationships. Even the most sophisticated
computing machinery cannot supplant parent-to-child
and teacher-to-student relationships. Similarly, the
rapport between physician and patient is essential for
successful treatment.

People then are integral part of any computer system


that accept input, processes it and delivers output.
People control computer system through program
design, by monitoring operations , and by making final
decisions based upon computer output. They should not
give up decision-making responsibilities because the
human qualities of analysis, reasoning, and compassion
are required to interpret computer delivered results.

Read the following questions/situations then choose the


best answer.
1. Which of the following statements a computer cannot
do?
a. replace interpersonal relationships
b. simulate possible outcomes based on a given
set of conditions
c. store vast amount of data
d. process data accurately and quickly
2. With regard to decision making computers ________
a. are able to make fast, accurate decisions
b. make decisions and store data related to the
decisions
c. only appear to make decisions
d. make more logical decisions than people do

147
3. People control computer system in which of the
following ways?
a. By designing the program
b. By monitoring operations
c. By making final decisions based on the output
d. All of the above
4. Computers can _______________.
a. Make emotional judgements
b. Disobey instructions entered by humans
c. Assist people
d. Real people’s minds
5. The complete responsibility for a computer’s actions
ultimately rests with _______________.
a. people.
b. control systems.
c. sophisticated computing machinery.
d. data stored in the computer’s system

Reference:
Reading Selection Accessed June 27, 2017
http://hihered.mheducation.com/sites/007256380x/student_view0/part
1/ chapter2/reading_selection_quiz.htm/

C. Presenting I have here some sentences based from the selection


examples/instances you listened to. Let us try to determine the meaning of
of the new lesson the underlined words.

1. People must be explicit in instructing a computer


even with the simplest commands.
2. Computers exist to benefit and assist people not to
replace or substitute them.
3. People should be responsible or accountable in
using computers.

Context clues are hints that the author gives to help


define a difficult or unusual word.

Common Kinds of Context Clues:

1. Synonym
2. Antonym/Contrast
3. Explanation
4. Example

Reference: Context Clues. Accessed June 27,


2017.https:??www.cpp.edu/- ramp/program-materials/context-
clues.shtml
D. Discussing new The task will give the pupils opportunity to use context
concepts and clues to deduce the meaning of certain words from the
practicing new skills selection and it contains a vocabulary word. Choose the
#1 correct answer and write it on the blank before each
number.

______1.” On the contrary, people must be extremely


explicit in instructing a computer to perform even the
simplest commands.”

148
In order to prevent any accidents in the
chemistry lab, the professor gives explicit instructions for
every experiment.

a. long, lengthy
b. boring: uninteresting
c. patient
d. absolutely clear in meaning
___2. “ Accordingly, people should not relinquish
their decision-making responsibilities to computers”
When the parents were found to be guilty of
neglect, they were forced to relinquish their children to
foster care.
a. abandon suddenly
b. give over control of
c. retrieve
d. minimize
___3. “ Nonprogrammable, human factors must
complement computer read-outs for a complete and
fair analysis”.
After my brother selected a suit, the clothing
salesman suggested a pale blue shirt and striped tie to
complement the outfit.
a. make complete
b. brighten up
c. maintain
d. construct design
____4.” Another computer, used for monitoring vital
signs, must regulate the flow of oxygen to patient.”
Since the spleen is not a vital organ, a damage can
be surgically removed without endangering the patient’s
life.
a. pertaining to the body
b. pertaining to medicine
c. pertaining to life or being alive
d. pertaining to health
____5. “ In both cases, however, although the computer
initiates action, it does not make a decision.”
When the government initiates its new health
care program, more children will be able to receive
medical treatment.
a. Finishes
b. Records
c. Limits
d. Starts

Reference:
Reading Selection Accessed June 27, 2017

http://hihered.mheducation.com/sites/007256380x/studen
t_view0/part1/ chapter2/reading_selection_quiz.htm
E. Discussing new
concepts and Based on Context Clues, Match the following underlined
practicing new skills word/s to their meaning inside the box below. Write the
#2 letter on the blank before each number.

149
____1. I don’t have internet connection. Check on the
modem and find out if it is connected to our telephone.
_____2. Do you allow file transfer in your PC ? Are you
not afraid of virus when uploading and downloading files.
_____3. I have been downloading this file for an hour.
When I check on my connection speed, I found out that
it is too slow during day time and fast during night time.
_____4. Download files on the internet so you can have
your own copy of your report.
_____5. Always indicate the website url or the address
where you downloaded your article.

F. Developing Group the class into 4. Assign speaker who will represent
mastery (Leads to the group. Let the pupils listen carefully as the teacher
Formative reads an informative text. Each group will be given
Assessment 3) different questions based on the text which they will talk
about and answer as a group.
Group 1

What is the text


about?

Group 3 Group 4

1. What type of 1. Are magazines


social media is examples of social
twitter? media?
2. What type of 2. Does it normally
social media is take a long time to
Youtube? produce content
Explain . for social media?
Explain.

Reference:
“Social Media”. Accessed June 29,
2017.http://esireadinglessons.com/social_media.htm

150
G. Finding practical What are the things that computers can and cannot do?
application of
concepts and skills in How can we help others who need help in using
daily living computers?
H. Making How do we infer the meaning of unfamiliar or borrowed
generalizations of words?
concepts and skills in
daily living
I. Evaluating learning Listen to the selection and answer the questions that
follow.

Computers are one of the most incredible inventions


of this century , and they have completely altered our
daily lives. They help us solve problems in faster and
more efficient ways than ever thought possible. For
instance, without computers there would be no space
exploration. Scientists use computers to control
instruments, analyze data, and help them conduct
research. In medicine, doctors use computers to help
analyze test result, and diagnose illness. As a result,
computers help doctors save thousands of lives. For
some people , learning computers can be confusing. In
education, computers are used to teach students foreign
languages, Mathematics, Science and many other
subjects. Students are tutored and drilled while they work
on the computer. The computer can even carry a
dialogue with the students.

1. What is one of the most incredible inventions of


this century?________________
2. How do the doctors used computers in the field of
medicine?________________________
3. In education, how does the computer being
used?________________________
4. How do students used computer?__________
5. How do Scientists used the computer?
______________________________
J. Additional Read the following sentences and define the bold-faced
activities for word based on the context clue. Then
application or identify which of the four types of clue is
remediation used then write it on the black before the
number
________1. The girl who used to be very vociferous
doesn’t talk much anymore.
Meaning__________________________
_______2. Pedagogical institutions, including high
schools, kindergartens and colleges, require
community support to function efficiently.
Meaning:____________________________
_______3. He was so parsimonious that he refused to
give his own sons the few pennies they
needed to buy pencils for school. It truly hurt
him to part with his money.
Meaning:___________________________

151
________4. His pertinacity or stubbornness, is the
cause of most of his trouble.
Meaning:__________________________
________5. Rather than be involved in clandestine
meetings, they did everything quite publicity.
Meaning:_________________________

Reference: Context Clues Quiz, Accessed June 27, 2017.


https://www.cpp.edu/-ramp/program-materials/context-clues.shtml
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No.
of learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?

F. What difficulties did I


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

152
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 2
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the oral
standards of English in order to participate
in various oral communication that
demands (situation, purpose and audience)
(OL)
B. Performance The learners…
Standards  Prepare for and participate effectively in a
range of conversations and collaboration
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively (OL)
C. Learning Competencies:
Competencies/Objecti  Share brief impromptu remarks about
ves topics of interest (EN6OL-IIf-5)
Specific Objectives:
 Use brief impromptu remarks about topics
of interest;
 Identify impromptu strategies;
 Show openness to criticism.
II. CONTENT Brief Impromptu Remarks
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English –Worktext in Language and
Reading 6 pp.186-187
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Today, we will:
lesson or presenting the  Use brief impromptu remarks about topics
new lesson of interest
 Identify impromptu strategies
 Show openness to criticism
B. Establishing a purpose Are you familiar with these pictures? Where do we
for the lesson see them? How do we use them?

153
Let the pupils read a short essay about internet
and join the class discussion.

Internet and its Uses


Internet is a global system that can be used for
sharing information, providing worldwide services
and communication. Daily updates are easily and
instantly available in the internet. Also, you can
search for any information you are looking for in
the internet. In today’s world, all companies are
able to operate only with the use of internet. A lot
of products and services are sold and provided
through internet today. Before telephone was
considered a fast mode of communication but now,
internet has enormously emerged and replaced
telephone as swift mode of communication

Comprehension Questions:
1. What are the uses of internet?
2. According to the essay, what
communication device was replaced by the
internet?
3. Other than that, what other things were
replaced by the internet?
C. Presenting Group the pupils into 4. Have a group sharing on
examples/instances of the the advantages and disadvantages of social
new lesson media. Use impromptu remarks in their
presentation of the result of their group sharing.

Group 1 – Facebook
Group 2 – YouTube
Group 3 – Instagram
Group 4 – Twitter

D. Discussing new How did you come up with your remarks about the
concepts and practicing topic assigned to you?
new skills #1
Discussion
Impromptu speaking is a speech that a person
delivers without predetermination or preparation.
The speaker is most commonly provided with their
topic on the spot
.
Strategies for an Effective Impromptu Remarks/
Speeches

154
Take a moment to breathe. This is your
time to breathe for energetic relaxation and
it is essential to relax your body before you
begin to talk. This exercise can be done
right before the meeting, as it only takes 5-
10 minutes. First, find a quiet place to sit
and close your eyes. Make an active
decision to consciously let go of any
thoughts and worries on your mind. Focus
on your breathing and exhale deeply. As
the air enters your lungs, feel your body
relaxing. Slowly blow the air out releasing
the tension in your body with each breath.
Remember, you are not trying to force or
control your breath, instead you are making
the decision to let go and release.

2. Visualize yourself. With your body relaxed,


focus your mind on the task at hand. Visualize
yourself walking into the meeting to share your
information. Think about what you will say,
consider the size of the audience, and how you will
engage them during your talk. Think of yourself
successfully delivering the speech, and the
audience applauding you. For a moment, let
yourself feel the joy of getting the results you want.
3.Control your body. How you stand, the
placement of your shoulders, and how you will use
your body language to convey your message are
all important things to consider before you begin
your talk. Holding your shoulders too far back or
too far up creates extra tension in your body. This
will force your weight further back on your heels,
making you look physically rigid. When your body
is tense, it makes it hard for you to project a sense
of commitment, and will make your words seem
forced. Find a mirror and examine your stance.
Take the time, now, to correct your body and find a
relaxed position that allows you to be both
comfortable, and confident.
E. Discussing new Here are some guidelines in a debate.
concepts and practicing 1. Team members must meet together in
new skills #2 preparation for the debate, so they can
work together as an effective team.
Practice, practice, practice!
2. All members of each side must participate
in the debate.
3. Do not read your materials.
4. You may bring some brief notes, but you
may not read them.
5. Maintain good eye contact with the
audience.
6. Use proper language and be polite in
referring to your opposing team.
7. The pro team should write the topic on the

155
board before class begins, listing the
names of each pro and con debater in a
clear fashion.
F. Developing mastery The pupils will be grouped into 4. The pupils will
(Leads to Formative have sharing of ideas /thoughts about using social
Assessment 3) media like Facebook, Twitter and Instagram. They
will have a debate on the topic:
Social Media: An Advantage or A Disadvantage to
Students
G. Finding practical How did you feel while having the debate on the
application of concepts advantage /disadvantage of social media to
and skills in daily living students?
What values did you gain from this activity that you
can apply in your daily living?
H. Making generalizations How do we make an impromptu remarks?
of concepts and skills in 10. What are the strategies in making an
daily living effective impromptu remarks/speech?
I. Evaluating learning Following the guidelines in making impromptu
remarks, give remarks on the following situations:
1. buying of junk foods during recess
2. no home works during weekends
3. Reading buddy
4. No read no pass policy
5. Absenteeism
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

156
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 3
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate command of conventions of
standard English grammar and usage when
writing and speaking (G)
 Demonstrate understanding of non-verbal
communication to communicate with others
(A)
B. Performance Standards The learners…
 use the correct function of adverbs and
their function in various discourse (G)
 use a variety of strategies to provide
feedback (A)
C. Learning Competencies:
Competencies/Objective  Compose clear and coherent
s sentences using appropriate
grammatical structures: Adverbs
of manner (EN6G-IIe-6.8)
 Observe politeness at all times (EN6A-
IIe-16)
Specific Objectives:
 Compose clear and coherent sentences
using adverbs of manner;
 Change adjectives into adverbs;
 Show tactfulness in communicating with
others.
II. CONTENT Adverbs of Manner
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Curriculum Guide in English
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous
lesson or presenting the Read and study the following sentences.
new lesson 1. Linda works happily.
How does she work? _____________
2. Mr. Enriquez strongly disagrees in that
argument.
How does he disagree? ___________

3. I walked briskly on a hot beach sand.

157
How did the speaker walk on the
sand?__________
What do we call the italicized words in each
sentence?
Today, you will learn more about this.
B. Establishing a purpose Today, we are going to learn to :
for the lesson 1. Compose clear and coherent sentences
using adverbs of manner
2. Change adjectives into adverbs
3. Show tactfulness in communicating with
others.
C. Presenting Adverbs of manner are words that tell us how the
examples/instances of the verb is being performed. They describe the action
new lesson and are usually found after the verb. We form
adverbs by using an adjective + ly

Rules for adverbs of manner:


-LY to
the adjective:
bad - badly
glad - gladly
sad - sadly
proud - proudly

we must remove the -Y and add -ILY:


busy-busily
happy - happily
easy - easily
angry – angrily
–L, we must add -LY.
painful - painfully
beautiful - beautifully

Reference:
Adverbs of Manner. Accessed July 27,
2017.https://www.ecenglish.com/learnenglish/lessons/adverbs
-manner-elementarypre-intermediate
D. Discussing new
concepts and practicing A. From the following adjectives, form the
new skills #1 adverbs.
1. quick ______
2. slow ______
3. quiet ______
4. clear _________
5. normal ________
6. angry _________
7. perfect ________
8. terrible ________
9. shy ___________
10. careful _______
E. Discussing new Change the adjective into an adverb and place it in

158
concepts and practicing the correct place in the sentence.
new skills #2
1. The child ran towards her mother. (happy)
_________________________________
2. The teacher is speaking to the students.(loud)
_______________________________
3. Doris is working. (quiet)
_____________________________
4. The students are sitting. (silent)
_______________________________
5. The child looked at the broken toy. (sad)
__________________________________
Reference:
Adverbs of Manner. Accessed July 24,
2017.http://busyteacher.org/16176-adverbs-of-
manner-pre-intermediate-worksheet.html
F. Developing mastery Group Work :
(Leads to Formative Group A will change the words in the
Assessment 3) parentheses to form an adverb and fill it on the
blank.

1. The metal bracelet fell ______________ to the


floor. (noisy)

2. The diamond ring sparkled ______________ in


the light. (bright)
3. She sat ______________ in her tight jeans.
(uncomfortable)
4. She held her handbag ______________ in her
hand. (tight)
5. She walked ______________ in her new shoes.
(painful)

Group B. Form the following words into adverbs


then use it in sentences.
1. patient - ____________-
2. beautiful- ____________-
3. kind- ____________-
4. meaningful- ____________
5. strong- ____________-
G. Finding practical Ask: During school days, what are the things that
application of concepts you do when you woke up early in the morning?
and skills in daily living
Guide the pupils to arrive at answers using
adverbs of manner.
H. Making generalizations Ask: What are adverbs of manner?
of concepts and skills in Adverbs of manner are words that tell us how the

159
daily living verb is being performed. They describe the action
and are usually found after the verb. We form
adverbs by using an adjective + ly
How do we form adverbs of manner ?
Rules for adverbs of manner:
11. -
LY to the adjective
I. Evaluating learning
Change the following adjectives into adverbs of
manner and use them sentences.

1. slow
2. loud
3. quick
4. happy
5. quiet

J. Additional activities for


application or remediation
V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

160
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 4
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the research
process to write a variety of texts (SS)
B. Performance The learners…
Standards  Use a variety of research strategies to
effectively write a variety of texts (SS)
C. Learning Competencies:
Competencies/Objec  Organize information from primary sources in
tives preparation for writing, reporting and similar
academic tasks in collaboration with others
EN6SS – IIe – 3
Specific Objectives:
 Identify the punctuations used in sentences;
 Punctuate sentences in a paragraph for
better understanding;
 Organize the sentences to be able to write a
paragraph.
II. CONTENT Primary Sources of Information
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheet in English, Week 5 Day
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the Review lessons about adverb of manner.
previous lesson or
presenting the new
lesson
B. Establishing a Today, we are going to;
purpose for the lesson 1. Identify the punctuations used in sentences.
2. Punctuate sentences in a paragraph for better
understanding
3. Organize the sentences to be able to write a
paragraph
C. Presenting Primary sources are original records of the political,
examples/instances of economic, artistic, scientific, social, and intellectual
the new lesson thoughts and achievements of specific historical periods.
Produced by the people who participated in and
witnessed the past, primary sources offer a variety of

161
points of view and perspectives of events, issues,
people, and places. These records can be found
anywhere—in a home, a government archive, etc.—the
important thing to remember is they were used or
created by someone with firsthand experience of an
event.
Examples of Primary Sources:
Primary sources are not just documents and written
records. There are many different kinds of primary
sources, including: first-person accounts, documents,
physical artifacts, scientific data that has been collected
but not interpreted, and face-to-face mentors with
specific knowledge or expertise. Primary sources also
take a variety of formats—examples of these are listed
below.
—oral histories or memoirs, interviews, music
—photographs, videos, film, fine art
—clothing (fashion or uniforms), tools, pottery,
gravestones, inventions, weapons, memorabilia
—census data, population statistics, weather
records
—letters, diaries, original documents, legal
agreements, treaties, maps, laws, advertisements,
recipes, genealogical information, sermons/lectures

After discussion, teacher will emphasize that the


lesson will only focus on primary source – texts eg .
short paragraph and news articles.

Reference:
Primary and Secondary Sources. Accessed July 13, 2017.
https://www.georgewbushlibrary.smu.edu/~/media/GWBL/Files/Educa
tion%20pdfs/ElementaryLP_PrimarySecondarySources_Web.ashx
D. Discussing new Teacher distributes a copy of the article.
concepts and practicing
new skills #1

What kind of primary source are you reading?


What kind of sentences were used in it?
What punctuation marks separate a sentence from the
other?
How many punctuation marks do we have? Enumerate
them.

162
How do we use them?
Source: https://newsinfo.inquirer.net/1093025/albayalde-on-eleazars-outburst-
if-i-were-him-i-could-have-done-
more?utm_expid=.XqNwTg2W6nwDVUSgFJXed.1

E. Discussing new Guided practice:


concepts and practicing Let us examine the paragraph and let us put the correct
new skills #2 punctuation marks.
1. Carlo bring that tea to your grandfather my
mother said one morning
2. Grandpa heres your steaming cup of tea I said
while giving the hot tea to Grandpa.
3. Grandpa just looked at me then cough once
twice and again
4. He looked at me again and chewed his dried fish
snack then smiled
5. He spoke in Korean but I didn’t understand him
6. He continued until I felt annoyed by just nodding
at him
7. He whispered Korean speak yes

Source : English for You and Me pp 95 -96


What’s in a Name ?
Adapted from Messenger of St. Anthony
F. Developing mastery Individual Work!
(Leads to Formative
Assessment 3) Copy the text and put the correct punctuation.
Opera refers to a dramatic art form originating in
Europe in which the emotional content is conveyed to the
audience as much through music, both vocal and
instrumental, as it is through the lyrics By contrast, in
musical theater an actor's dramatic performance is
primary, and the music plays a lesser role. The drama in
opera is presented using the primary elements of theater
such as scenery, costumes, and acting. However, the
words of the opera, or libretto, are sung rather than
spoken.
The singers are accompanied by a musical
ensemble ranging from a small instrumental ensemble to
a full symphonic orchestra
Source : https://www.grammarbank.com/short-reading-
comprehension-passages.
G. Finding practical Ask : How often do you converse at home?
application of concepts What is the importance of using punctuation marks
and skills in daily living in communicating with others?
H. Making Ask: What are the punctuation marks we use in
generalizations of sentences?
concepts and skills in How do we use them?
daily living 12. We use punctuation marks like period, question
marks, exclamation point and close and open
quotation to have a better understanding of the
sentences.
I. Evaluating learning Below is a dialogue taken from the story “Edgar
Learned to Fly”. Make the necessary punctuations to
the sentences.

163
Edgar could not believe it I’m flying I can fly he shouted
with joy He escaped being gulped down by Sizzle and
landed safely on the ground
When the animals asked Tony how he knew that Edgar
could fly he replied I didn’t I just know that there is
nothing worse than not trying

Source :
Gear Up English 6 p.114
J. Additional activities for Make sentences using correct punctuations.
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.

164
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 5 Day 5
I. OBJECTIVES
A. Content Standards The learners…
 Express ideas effectively in formal and informal
compositions to fulfil their own purposes of writing
(WC)
B. Performance The learners…
Standards  Rewrite/ revise texts using appropriate text types
for a variety of audiences and purposes (WC)
C. Learning Competencies:
Competencies/Objecti  Revise writing for clarity-correct spelling ENGWC
ves – IIe 1.8.3
Specific Objectives:
 Revise texts in sentences and paragraphs for
clarity
 Give the correct spelling of words in sentences
 Show openness to criticism
II. CONTENT Revising Texts for Clarity through Correcting Spelling
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning PPT, puzzle
Resources
IV. PROCEDURE
A. Reviewing the Review the past lesson :
previous lesson or Say: Find the primary sources in the puzzle.
presenting the new
lesson

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


purpose for the lesson Say: Today, you will;
 Revise texts in sentences and paragraphs for
clarity

165
 Give the correct spelling of words in
sentences
Show openness to criticism
C. Presenting Read the short selection.
examples/instances of
the new lesson Weather
It was dark and stormy night , mom and dad
had gone-off to attend a weedding dinner and
would only be back late into the night. I was
home alone.

It was past bedtime and I was already in


bed.However, my favourite horror movie was
showing on television. I sat down with a bag of
potato chips and enjoyed the movie. Even
though it was my third time watching it, it was
still a terrifying experience.

Suddenly, the entire house turned dark. It was


a blackout! I was terrified and tried to feel my
way to my bedroom in the dark . I must have
stepped on something as I stumbled alonfg
the way I grabbed a torchlight and hid under
my blancket.

Just then, I felt something crawling on my right


. arm . I shone my torch and to my horror, it
was a cockroach! I screamed at the top of my
langs and ran around the rom as the
cockroach crawled off my arm and onto the
floor.

The lights came back on and I heard a familiar


voice. My parents had returned and I was all
too relieved to see them You should have gun
to bed early like what I told you.

What have you noticed with the underlined words?


Are they spelled correctly?

Do the sentences have their correct punctuation


marks?

Teacher writes the sentences containing words with


incorrect spelling and punctuation marks. Rewrites it
on the blackboard.
D. Discussing new A. Circle the spelling word read by the teacher in each
concepts and practicing sentence.
new skills #1 If the word is spelled correctly, write CORRECT on
the line.

166
If the word is spelled incorrectly, write the correct
spelling on the line.

1. James' dad puts eggplant on the grill in the


summer.
_________________________
2. What you're saying sounds like a bunch of
nonesense. _________________
3. The doctor told him to change the bandige
twice a day. _________________
4. “See you later, aligator!” Grandma said to Fiona.
______________________
5. Try not to dwell on negative thoughts too long.
_______________________
E. Discussing new A. Underline the misspelled word in each sentence.
concepts and practicing Write the correct spelling on the line.
new skills #2
1. This milk tastes suor. _________________________
2. She was prood of her good grades.
_____________________________
3. All of the fans will shoute when they score a goal.
______________________________
4. She wore a red blose with yellow flowers.
____________________________________
5. I would like one ounse of butter.
____________________________________

F. Developing mastery
(Leads to Formative Group Work: The following selections have errors.
Assessment 3) With your group, revise the texts to make them
correct.

Group I - Diary Entry

Dear Diary,

Today I am very happy because my mather woke me


up erly Its my birthday today and she give me a box
beautifully warpped.

I have to arrange the bed so I carefully piled my


pillows , afterwards I fold the mosquito net and linens.

I had a party at the afternoon.

Susan

167
Group 2 – Letter
40 Scarlet Homes
Moonwalk Village
P
Raeders Club
4324 Amorsolo St
Makati, Metro Manila

Dear madam:

I am a grade six student of trinitas chool. I read your Ad


about the Reader’s Club.

I am a lover of bokks and I read a lot . I would like to


have a copy of applycation farms since I am interested to
join.

My brother Lou Kris would like to be member of this club


too. Can you send us more form so that we can invite our
frinds and Classmates?

Yours truly,
jan kip sison
Group 3 – Auto biography

My auto biography

I am Gene Garalde gonzales, I was born on


May 2, 1971 at baguio City Philippines. We are seven
siblings in the family. I am the seventh child. My mother’s
name is Fe Gralde Gonzales . She is from Cebu City and
my father’s name is Mario Dy Gonzales , he is from
legaspi , albay . I took my elementary education as well
as my secondary education at St. Louis school of Campo
Filipino located at naguilian road Bagyo City . I have a ver
happy childhood with my siblings .
G. Finding practical How can you apply your knowledge in writing using the
application of concepts correct spelling of words in your daily life?
and skills in daily living
How should we treat others who are poor in spelling?
H. Making What have you learned today?
generalizations of
concepts and skills in
daily living
I. Evaluating learning Choose the right word from the words in the parentheses.

1. Liza and Alice built (their, there, they’re) own tree


house
2. Are you taller than (your, you’re) sister?
3. We’ll play the game (weather, whether) it rains or not.
4. I love to study in a (quiet, quite) room.
5. Did Lito (accept, except) the invitation to your party?

168
J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depar
tment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.

169
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 1
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of various non-verbal
elements in orally communicating information.
(OL)
 Demonstrate understanding of non-verbal
communication to communicate with others (A)
B. Performance The learners…
Standards  Orally communicates information, opinions and
ideas effectively to different audiences using
variety of literary activities. (OL)
 Apply knowledge of non-verbal skills to
respectfully give the speaker undivided attention
and acknowledge the message (A)
C. Learning Competencies:
Competencies/Objecti  Share brief impromptu remarks about topics of
ves interest. EN6OL-11f-5
 Show tactfulness when communicating with
others. EN6A-11f-16
Specific Objectives:
 Share brief impromptu remarks about topics of
interest;
 Identify the guidelines in delivering impromptu
remarks;
 Show tactfulness when communicating with
others.
II. CONTENT Brief Impromptu Remarks
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Essential English (Teacher’s Resource Material p. 111-
113
2. Learner’s Materials Essential English (Worktext in Language and Reading
Pages p.139-142
3. Textbook Pages
4. Additional Materials Activity Sheets in English 6 – Quarter 2 Week 6- Day-1
from the LR Portal p.3-5
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous How do we improve our composition writing?
lesson or presenting the What do revising and editing include?
new lesson
Revising and editing include correcting spelling, choosing
appropriate punctuation marks and using transition/signal
words.

170
Task 1- Do It One More Time!
Correct the following erroneous sentences then rewrite
them in your notebook.

1.Did you no that bats are mammals. We no they are


mammals just lik us because they are warm blooded they
are the only mammals that no how to fly bats are
Nocturnal which means they sleep during the day and are
awak at nite?
B. Establishing a purpose Do “Let’s Try This”
for the lesson Image Imagination
Look and talk about each picture. Imagine that each
picture represents your real life’s experiences and tell its
impact to your life. Talk or they can talk about why this
image is important and what this image means or what’s
the story behind this image.

1. Tell something about picture 1


2. Tell something about picture 2?
3. How about picture 3?

(Elicit more ideas and opinions from the pupils based from
what they see in the 3 pictures)
(this activity will encourage pupils to speak up and
enhance oral language)
C. Presenting Read “Let’s Try This”
examples/instances of the Face your seatmate. Tell something about yourself.
new lesson
D. Discussing new An impromptu speech is given with little or no
concepts and practicing preparation, yet almost always with some advance
new skills #1 knowledge on the topic.
For example, if called on to speak in class, a pupil
might give a short impromptu speech about a topic that
was in the assigned readings.
Tips for the Speaker
( Impromptu Preparation )
What do you do if you are asked to speak at the
last minute?

1.Make sure to plan an introduction and a conclusion, If


possible, take a few moments to think about what you
want to say or introduce the topic and have some way of
concluding
.
2. Make a few notes for yourself.
3. Consider the simple three-part outline of an
Introduction, Body and Conclusion and fit your ideas
into the pattern.

171
4. If you do not know what to say next, you can
summarize and paraphrase what you have just said, and
then will probably be ready to move on to the next topic.

5. Remember that, in most situations, you will know more


about the subject than the audience. Usually you will not
be called up to speak impromptu about something you
know nothing about, so you have probably spoken about
the general topic before or you probably have knowledge
to share with others.

6. Talk like you mean it. In other words speak with


conviction. You are explaining your ideas or knowledge
and you are an authority.

7. Relax.

Reference: https//www.boundless.com/
communications/textbooks/boundless-
communications-textbook/deliveringthe-speech-
12/methods-of-delivery-62/impromptu-speeches-248-
1482/
Let’s Do This
Task 1. Let’s Talk

Work with a partner. Take turns to talk about your


preferred topic. Choose from the following topics. Think
for 30 seconds about what you will say on the topic.
Speak to your partner.

- An Experience with a Bully


- Interesting Things You See in the Sky
- My Favorite Book
- If I Have a Million Pesos to Give Away
- My Favorite Food
- My Favorite Pet
- Why Books are Important
- A Trip to Remember
- Playing Video Games is Good/Bad for your
Health (why?)

Reference:
https://www.thoughtco.com/impromptu-speech=topics-1857489
E. Discussing new Let’s Do More
concepts and practicing Task 2: Continuous Story
new skills #2
Assign a topic for each group or the leader will
pick a topic for their group. Brainstorm with your group
mates about the topic. Then, pupil in the group gets up,
speaks for 10-20 seconds and starts telling a story. When
the time is up, the next person has to get up and continue
the story.
So, obviously each person doesn’t know what

172
the person before him/her is going to say but has to
continue the story.
The goal of this is to ensure the story makes
sense. This game helps people engage in listening and
learn to be creative enough to make the story continue on
and make sense.

They may choose topics from the following:


 Persuade us that doing homework is good/ not
bad for you.
 Persuade us that watching cartoons is good/not
bad for you.
 Explain why dogs are better pets than cats (or the
other way around)
 Tell us why living in planet Earth is better than
living on planet Mars.
 If I were an animal I’d be a/an____ because
 Give your teacher an excuse for why you didn’t do
your homework

Reference:
Accessed on July 25,2017
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/
public_speaking/speech/lo/2008_136_PS_04/applets/ap400_
interactives/ap403_activities.htm
F. Developing mastery Let’s Do Some More
(Leads to Formative Task 3: Make a Commercial
Assessment 3) Get a bunch of things from your room or from your bag
and make a commercial about this item. Show to the
class a random product. It might be a lotion, a perfume or
it could be anything. Present a 30 second to 1 minute
commercial on this product. Talk about why the product is
so awesome and why people should buy it.
G. Finding practical Ask:
application of concepts
and skills in daily living What is an impromptu remark?
What should we remember in delivering an impromptu
remark?

An impromptu remarks is delivered without


preparation or thought ahead of time.
When delivering an impromptu remarks,
remember to organize your ideas by having an
introduction, body and conclusion.
H. Making generalizations Let’s Test Ourselves
of concepts and skills in Task 4: My Friend’s Fictional Life
daily living Work in pairs. Introduce your partner in front of the
class. Instead of using correct information about him/her,
create a fictional life for your partner. It can be as
ludicrous as you want it to be.
( for fast learners)
Example:
Hi! This is Jane Santos. She is a grade six pupil.

173
She is extremely adventurous. She doesn’t stay at home
during summer vacations. Whenever she leaves the
house, she always comes back with lots of stories. The
most adventurous thing she did was when she went to
Nepal by herself and climbed the summit of Mount
Everest. She is absolutely amazing.
( for slow learners)
Introduce your partner in 3-5 sentences using
simple and actual description.
Example:
Hi! This is Jane Santos. She is a grade six pupil.
She loves going to the beach. She collects beautiful
shells and stones. She loves to play in the white sand.
( teacher may simplify the activity )
13.
I. Evaluating learning Use this rubric to assess the impromptu speech. This may
be used to assess individual and group activity.
( Answers May Vary )
Impromptu Speaking Assessment Form

Criteria 4 3 2 1
Audience You knew There You knew You did not
your were few little about know your
audience people to your audience at all.
and how to which your audience.
address speech did
them. not apply.

Posture Excellent You Little eye No eye contact


and Eye posture and maintained contact and and poor
contact you kept eye your posture posture.
eye contact contact needs
with your most of improvement.
audience. the time.

Word Your word Some of Your Poor word


Choice choice was the words audience choice.
excellent you chose seemed
and could be confused at
appropriate replaced, times.
for the but for the
audience. most part,
You your
avoided speech
“ums”, “ers” was good.
and “likes”.
Content Your Your Your content Not enough
content was content was mostly information
always was unclear. was presented
accurate. essentially or was not
accurate. relevant.

Use of Maintained You You Your message


Time time frame. mostly exceeded the was too short
stayed time frame, or too long.
within the but that’s
time okay.
frame.

Confidenc Your Your Your You Lacked


e confidence confidence confidence confidence.
was was good, was okay.
contagious. no wonder
everyone
likes you.
Reference:

174
Accessed on July 26,2017.

https://www.scholastic.com/content/dam/teachers/lessonplans/
migrated-files-in-body/RubricsForSpeeches.pdf

Note: Teacher may opt not to do all the activities and just
get those that can be carried out or suited to the learners.
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

175
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 2
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding that words are
composed of different parts to know that
their meaning changes depending in
context (V)
B. Performance The learners…
Standards  use strategies to decode correctly the
meaning of words in isolation and in
context (V)
C. Learning Competencies:
Competencies/Objecti  Infer meaning of Borrowed Words and
ves content specific terms using:
-context clues
-affixes and roots
-other strategies
(EPP) EN6V-11f-12.3.3,EN6V-11f-
12.4.1.3,EN6V-11f-12.4.2.3
Specific Objectives:
 Infer meaning of borrowed words and
content specific terms;
 Tell what context clues are;
 Show willingness in doing household
chores.
II. CONTENT Infer the Meaning of Borrowed Words and Content
Specific Terms Using
-Context Clues
-Affixes and Roots
-Other Strategies
(EPP)
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Curriculum Guide
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheets in English 6
from the LR Portal (Quarter 2: Week 6: Day 2)
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Say: In the past weeks, we learned how to infer
lesson or presenting the meaning from the texts we read. Let us recall
new lesson some of those. (Teacher may ask questions on
how to infer meaning, what context clue is, etc.)

176
B. Establishing a purpose Ask: Who among you are good at cooking?
for the lesson What do you cook?

Let the learners share their personal experiences.


C. Presenting Let’s Talk About It
examples/instances of the
new lesson Talk with your seatmate. Try to figure out the
words from the text that could define the
underlined words. Give your own definition.
1. For best flavor results, tenderize your meat
by marinating for varying periods of time to
make it softer, thus, easier to cut and eat.

What clues in the sentence lead you to your


definition?

2. Margarette bought a whisk for her cooking


project. It is a kitchen tool that is used to beat
egg or other ingredients until smooth.

What clues in the sentence lead you to your


definition?
D. Discussing new Readers are frequently frustrated when they meet
concepts and practicing unfamiliar vocabulary words as they read. But
new skills #1 jumping up and grabbing a dictionary takes too
much time. Readers need to take what they know
and gather clues in the text to decode the meaning
of vocabulary.

Inferential thinking using context clues is one of


the quickest and most effective ways of decoding
the meaning of unfamiliar words.

Use the different context clues strategies in


decoding the meaning of unfamiliar words.
(Previously learned)

Strategies are:
- Using definition
- Using synonym/antonym
- Using examples
- Using analogy
- Using appositive

Using the affixes/roots


E. Discussing new “Pick the Clues”
concepts and practicing Work with your groupmates. Read the
new skills #2 selection. Determine the meaning of the underlined
words using context clues. Write the clues at the
second column.

Gina wants to cook but it seems cooking is


elusive to her. One day, she asks her mother to
teach her how to cook. Mother starts it by

177
introducing her all the important utensils needed in
cooking.
Mother said, “This is a colander. It is a bowl-
shaped kitchen utensil with holes in it.”

“What are those holes for?”, Asked Gina.

“Oh, they are used for draining food such as


pasta or rice.”,answered mother. Then, mother
showed the flipper. “This is a flipper. We use this in
turning hamburgers and other foods. That is why it
is flat and has a long handle”, mother explained.
“Oh I see”, Gina said. Then Gina took the
dredger. “What is this for, mommy?, she asked.
“That is a dredger. It is a container with small
perforated holes that is used to hold flour, herbs, or
other similar ingredients that are sprinkled on
foods”, Mother said. Mother took the grater and the
rotary eggbeater. She explained that graters are
used to grate, shred, slice, and separate foods
such as carrots, cabbage, and cheese. Rotary
eggbeater is used for beating small amount of
eggs or batter. They are made of stainless steel,
and gear driven for ease in rotating. It has also
rotary blades for mixing and whipping.
Gina listens well to her mother. She jots down
notes so she can review the use of the kitchen
utensils.
Words Clues from the selection
Colander
Flipper
Dredger
Grater
Rotary eggbeater
F. Developing mastery Give the meaning of the underlined words using
(Leads to Formative the context clues.
Assessment 3)
1.Mother prepares a fresh raw fish fillet for the
7th birthday of her son. She wants to make sure
that no more hair-like bones will be stucked at the
children’s throat as these are already boneless
fish.

2. I was hungry when mother offered me a


hamburger made with Niman Ranch beef, topped
with caramelized onions and bacon which were
cooked slowly until they became brown and sweet.
Cheese was added on top too.

3.Herbs, vegetables and nuts are commonly


minced into small bits to be used as ingredients
and garnishes. It is done by first chopping the food
and then recutting the ingredients into smaller
pieces.

178
G. Finding practical Ask: How do you help your Mom in doing
application of concepts household chores?
and skills in daily living
H. Making generalizations What are context clues?
of concepts and skills in
daily living Read:
14. Context clues are hints that good readers
use to decode the meaning of unfamiliar
words. This is a skill that enables a reader
to comprehend advance texts.

I. Evaluating learning Read and Understand


Encircle the clue in each sentence which can give
the meaning of the underlined words.

1.The boy pulverized sesame seeds with mortar


and pestle. It is a kitchen tool used to prepare
ingredients by crushing and grinding them into a
fine paste or powder.
2. Trying to eat healthier, the woman’s diet allowed
her to saute the chicken in a little amount of oil
as opposed to deep frying it.
3. Anchovies are small silvery fish that come from
the Mediterranean, usually salt cured and
canned in olive oil. These add great flavor to
many foods.
4. She blanched the vegetables by soaking
immediately and briefly into an ice water bath to
stop the cooking process and preserve color
and crunch.
5.Mother simmered the food. She cooked in liquid
over gentle heat, just below the boiling point,
low enough so that tiny bubbles just begin to
break the surface.

J. Additional activities for Let’s Decide


application or remediation Use the four fold vocabulary to understand better
the meaning of the words. Follow the instructions
on how to accomplish the template.
• Write your vocabulary words in the first column.
• Define each vocabulary word in your own words
or use clues from the sentence.
Write it in the second column.
• Draw a symbol or picture to represent the word in
the third column.
• Write an original sentence using the word in the
fourth column.
1. The newly opened restaurant offered scampi, a
large shrimp sauteed in oil or butter and garlic.
2. If you like pasta but are tired of spaghetti, you
might want to give gnocchi a try. These Italian
potato dumplings, which are boiled or baked,
are thick and delicious.

179
3. A dumpling is a delicious, bite-sized food that's
made of savory ingredients wrapped in dough
and cooked. Chinese dumplings can be
steamed, boiled, or fried.
4. During Kiara’s wedding, lunch was served in a
buffet style. Guests served themselves from the
meal consisting of several dishes that were
displayed on a long table.

word definition picture sentence

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

180
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 3
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking (G)
B. Performance The learners…
Standards  Use the correct function of nouns,
pronouns, verbs, adjectives, and adverbs in
general and their functions in various
discourse (oral and written) (G)
C. Learning Competencies:
Competencies/Obje  Compose clear and coherent sentences
ctives using appropriate grammatical structures:
Adverbs of Place and Time ENG6G-IIf-6.5
Specific Objectives:
 Identifies adverbs of place and adverbs of
time;
 Use adverbs of time and place in a
sentence;
 Cite good practices in preventing dengue in
their community.
II. CONTENT Adverbs of Time and Place
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheets in English 6 (Quarter 2: Week 6)
from the LR Portal
5. Other Learning Lesson Guide in Elem. English- Department of
Resources Education in partnership of Ateneo de Manila
University, pp.1 57-161
IV. PROCEDURE
A. Reviewing the previous Ask:
lesson or presenting the What have you learned yesterday?
new lesson How do we infer the meaning of the borrowed
words? (EPP)

B. Establishing a purpose Present the objectives of the lesson.


for the lesson Say: Today you will;
1. Identify adverbs of place and adverbs of time
2. Use adverbs of time and place in a sentence
3. Cite good practices in preventing dengue in
your
community

181
Motivation:
What parts of a newspaper do you know?
What part of a newspaper gives the opinion of the
editor on a certain issue? ( Editorial page )

Unlocking of Difficulties:

swelling - the condition of being larger than


normal
lymph nodes- any one of many rounded masses
of
tissue in the body through which
lymph passes to be filtered and
cleaned
bleeding - bloody
fatal - causing death
foe - an enemy

Motive Question:
What is dengue fever?
C. Presenting The teacher will read the editorial.
examples/instances of the Editorial
new lesson
Anybody-rich or poor- can be a victim of dengue
fever. This is a viral infection transmitted by
mosquitoes to man. It is common during the rainy
season. Dengue fever is characterized by recurrent
fever, swelling of the lymph nodes, bleeding, and
severe muscle aches. Prompt medical attention is
important for dengue fever can be fatal.
As in previous rainy seasons, there have been
outbreaks of dengue fever this year. The World
Health Organization (WHO) estimates that dengue
fever threatens some 2 billion people, mostly in
tropical and subtropical places. At least 10,000
Filipinos, mainly children, fall victim to dengue fever
every year. The worst year 1998 when some
20,000 cases were reported with 202 fatalities.
History shows that the deadliest foe of man is
not the cobra, the tarantula, or pirnha, but the lowly
mosquito. The aedes aegypti mosquito-carrier of
dengue fever-caused the collapse of the Roman
Empire.
Maintaining clean surroundings is our best
weapon against Dengue Fever. Garbage and
containers that could serve as breeding places for
most mosquitoes must be properly disposed of.
Good nutrition is also vital for it enhances one`s
resistance to dengue fever.
Dengue fever is a serious threat not only to the
lives of our children but also to the future of our
country. Every child`s life is a precious resource for
the country. And the death of a child due to dengue
fever means less human resource for our country`s
growth.

182
Comprehension Check:
1. What is dengue fever?
2. Who coulb be a victim of a dengue fever?
3. Describe a person who is suffering from dengue
fever?
4. Why is prompt medical attention important?
5. What could happen to a person with dengue if he
did not pay attention on it?
6. What kind of mosquito is the carrier of dengue
fever?
7. How could you help to prevent dengue fever in
your place?

D. Discussing new
concepts and practicing Read, Analyze, and Pick Out!
new skills #1 Let the pupils pick out words/phrases from the
editorial that tell where and when an action is done.

Let them write in the proper column.

When Where

Say: These phrases tell when and where an


action happen.

What do we call these words? (adverbs)


A word that tells where an action is done is
called an adverb of place.
A word that tells when an action is done is
called an adverb of time.

Let`s Study This!


(Guided Discussion)

Adverbs of time tell you when something happened


or will happen.They express a point in time. These
adverbs of time are often used:
•to talk about the past: yesterday, the day before,
ago, last week/monyh/year
•to talk about the present: still, yet, while, when
•to talk about the future: soon, then, next
week/month/year, in 2 days, tomorrow, the day
after tomorrow

Adverbs that tell us when are usually placed at the


end of the sentence.

183
Examples:
Goldilocks went to the Bear`s house
yesterday.
I saw Sally today.
I will call you later.

Adverbs that tell us for how long are also usually


placed at the end of the sentence.

Examples:
I stayed in Cebu for three days.
I am going on vacation for a week.

(Ask the learners to give their own examples)

An adverb of place always talks about the location


where the action of the verb is being carried out.
They are normally placed after a sentence`s object
or main verb.

Adverbs of place can be directional.


For example: up. down, around, away, north,
southeast

Adverbs of place can refer to distances.


For example: Nearby, far away, miles apart

An adverb of place can indicate an object`s position


in relation to another object.
For example: below, between, above, behind,
through, around, and so forth.

Many adverbs of place indicate movement in a


particular direction and end in the letters “-ward or
– wards”
For example: toward, forward, backward,
homeward, westward, eastwards, onwards

(Ask the learners to give their own examples)

References:
http://www.ef.com/english-resources/english-
grammar/adverbs-
time/http;//www.gingersoftware.com/content/gramm
ar-rules/adverb/adverb/adverbs-place/

Task 1: How fast Are We?


Work by pair.
The teacher will post the list of adverbs of time and
place. Each pair will construct sentences out of
them. The first pair to make at least five sentences
will be declared as the winner.

184
E. Discussing new Task 2:
concepts and practicing Arrange the words to make sentences. Place the
new skills #2 time expressions at the end of the sentence.

1. haven`t / recently / seen / I / him ___________


2.I`ll / you / see / soon
3. afterwards / met / at the store / him / we _______
4. help / immediately / I / need ________________
5. was / arrogant / he / then/ very _____________
6. ? / now / are / where / you / ________________
7. ? / to go/ where / you / do / want / today _______
8. ? / do / yesterday / did / you / what ___________
9. as soon as possible / you / him / the truth / tell /
should_____________
10. hasn`t won / lately / my team ____________

F. Developing mastery Task 3 : Adverb Relay


(Leads to Formative 1. Form 2 groups with 10 members.
Assessment 3) 2. Ask them to form a line.
3. Post on the board 10 adverbs for each group.
4. Let the first pupil in each group write AP for
adverb of place and AT for adverb of time before
each adverb using a chalk or pentel pen.
5. The first pupil will pass the chalk to the second
pupil and so on.
6. The group with most number of correct answer
will be the winner.
G. Finding practical Values Integration
application of concepts In what ways, could you help in campaigning for
and skills in daily living free dengue fever outbreak in your place? (by
cleaning the surroundings)
H. Making generalizations Ask:
of concepts and skills in When do we use adverb of place?
daily living  We use adverb of place in talking about
where an action is done.

When do we use the adverb of time?


 We use the adverb of time in talking about
when an action is done.

I. Evaluating learning Task 4:


A.Single Me Out

Choose the correct adverb of time to complete the


sentences.
1. I am going to bed _______ tonight.
a. early b. tomorrow c. yesterday d. now
2. I need your report ______, not tomorrow. I can`t
wait any longer.
a. late b. then c. now d. next week
3. Yuri has to go to the market ______ to buy some
ingredients.
a. tomorrow b.next week c. today d.
yesterday

185
B. I need an Answer

Answer the following question of adverb of place.


4. Where do you study your lesson?
5. Where did you eat your lunch?

J. Additional activities for Use adverb of place or adverb of time to answer


application or remediation the following questions.
1. Where do trees grow abundantly?
2. Where do fish breed?
3. Where do bats hide?
4. When do farmers start their work?
5. When is Independence day celebrated?

V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

186
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 4
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding of the research
process to write a variety of texts. (SS)
B. Performance The learners…
Standards  Use a variety of research strategies to
effectively write a variety of text for various
audiences and purposes. (SS)
C. Learning Competencies:
Competencies/Objecti  Organize information from secondary sources
ves in preparation for writing, reporting and similar
academic tasks in collaboration with others
EN6SS-IIf-4

Specific Objectives:

 Define and describe primary and secondary


sources;
 Organize information from secondary sources
in preparation for writing, reporting and similar
academic tasks in collaboration with others;
 Show openness to criticism.
II. CONTENT Organizing Information from Secondary Sources in
Preparation for Writing, Reporting and Similar
Academic Tasks in Collaboration with Others
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Activity Sheets in English 6
the LR Portal (Quarter 2: Week 6)
5. Other Learning Resources
IV. PROCEDURE
A. Reviewing the previous Ask: What are the adverbs of time and place that
lesson or presenting the new you learned yesterday?
lesson Can you give sentences using those words?
B. Establishing a purpose for A. Determine if the source is primary or not.
the lesson 1. Anne Frank's diary describing her life during
World War
2. An interview with Alexander Graham Bell
about how he invented the telephone.
3. A radio broadcast from the day the Soviet
Union launched Sputnik
4. An autobiography about the 40th president,
Ronald Reagan
5. A book describing Christopher Columbus
sailing to America

187
C. Presenting Let’s Study This!
examples/instances of the Primary sources are the original records created by
new lesson firsthand witnesses of an event.
Secondary sources are documents, texts, images,
and objects about an event created by someone who
typically referenced the primary sources for their
information. Textbooks are excellent examples of
secondary sources.

Second-hand, published accounts are called


secondary sources. They are called secondary
sources because they are created after primary
sources and they often use or talk about primary
sources. Secondary sources can give additional
opinions (sometimes called bias) on a past event or
on a primary source. Secondary sources often have
many copies, found in libraries, schools or homes.

Examples of Secondary Sources

1. Biographical Dictionaries These are


compilations of biographies of people selected
because of their fame, accomplishments,
membership in a particular group, or some other
distinguishing characteristic. Each person's entry is a
succinct summary of his or her life, often written by
an expert.

2. Reference Books Reference books are good


starting points for basic information about your topic,
but they are only that. They should not be included in
your bibliography. Look for general information in:
encyclopedias, special historical dictionaries, and
historical atlases.

3. Journal Articles Historians don't always write


books. Smaller essays on specific topics can be
found in scholarly journals. These are periodicals
similar to magazines, only they are specifically
focused on history topics.

4. History Textbooks Textbook can be a great place


to get ideas for topics and find out about the general
context of your topic. If you're interested in the
invention of the telescope as it revolutionized
astronomy, first do some background reading on the
scientific revolution as a whole, perhaps in a general
textbook on European history.

5. Popular Periodical Literature Popular


magazines, indexed in the Readers’ Guide to
Periodical Literature, can give you ideas for and
some general information about particular topics.
Many magazines and newspapers publish articles
dealing with individuals or historical issues.

188
References: Accessed on July 25, 2017
http://www.mitchellteachers.org/SocialStudiesDepart
ment/pdfs/What_is_a_Secondary_Source.pdf.pdf
https://www.georgewbushlibrary.smu.edu/~/media/G
WBL/Files/Education%20pdfs/ElementaryLP_Primar
ySecondarySources_Web.ashx
https://www.collectionscanada.gc.ca/education/008-
3010-e.html

D. Discussing new concepts Read and Scrutinize


and practicing new skills #1
Bring out the materials (articles, essays, fiction
books, lyrics of any songs, etc.) assigned to you by
your teacher. Discuss the material using the analysis
worksheet.
E. Discussing new concepts Activity Sheet in English 6
and practicing new skills #2 (Quarter 2: Week 6-Day 4, p. 2) Task 3.
Discuss the guide questions in analyzing a
secondary source.
Answer “Let’s Do This”
1. What is the title of the document?
2. Who is the author?
3. Who is the author’s intended audience?
4. What topic is the author addressing in this work?
5. What is the author’s argument or main idea about
this topic?
6. What evidence is provided to support this
argument?
7. List facts presented by the author.
8. List opinions presented by the author.
9. Do you trust this source?
10. What questions does this source/interpretation
raise?
F. Developing mastery Read the editorial below then make an analysis using
(Leads to Formative the guide questions.
Assessment 3)
Martial Law as Panacea

It was on a Saturday, a nonworking day, when the


Senate and the House of Representatives made the
unprecedented move of convening jointly to vote on
extending the martial rule imposed in Mindanao by
President Duterte in the wake of the terrorist siege of
Marawi City.

Unprecedented — because, before then, Congress


had not bothered to meet, as the Constitution
requires, to deliberate and vote on the President’s
decision on May 23 to declare martial law on the
entire island; various senators and members of the
House said it would have been a waste of time as the
majority supported the move, anyway.

189
The outcome of the July 22 joint session clearly bore
that out. Voting 261-18, Congress granted Mr.
Duterte’s request for an extension of martial law in
Mindanao beyond the 60 days allowed by the
Constitution.

The two chambers approved a resolution extending


the declaration for five months, or until Dec. 31. The
tearful appeal of Samira Gutoc-Tomawis, a civil
society leader from Marawi who opposed further
martial rule in her hometown and region on grounds
of alleged burgeoning abuses by soldiers in their zeal
to flush out the terrorists — “Please ask us, what do
we feel?” she pleaded — was for naught.

In the end, only four senators and 14 members of the


House voted no, and Malacañang, through
presidential spokesperson Ernesto Abella, would
claim afterwards that, with the congressional
imprimatur, the entire nation “has chosen to stand
united in defending the Republic.”

Perhaps it was all a foregone conclusion. Not only is


the President’s supermajority in Congress iron-clad
at this time, but Speaker Pantaleon Alvarez has also
expressed enthusiasm for martial law not just as a
temporary measure but, as well, virtually the anchor
of the President’s governance right up to the end of
his term in 2022.

Specifically, the representative of Davao del Norte’s


first district wants extended martial rule “para lang
matapos itong gulong ito” (so we can get done with
this mess). By that he apparently meant the decades-
old communist insurgency, along with Moro
separatism and terrorist activities by the Abu Sayyaf
and Maute Group — the whole lot of Mindanao
troubles that he thinks can be resolved through the
final solution of martial law.

It’s a theme that Malacañang and its backers in


Congress have taken up as well — that this
extraordinary power the Constitution grants a
president only on the basis of invasion or rebellion
can now be stretched for other uses, such as nation-
building. As Abella put it after the issuance of the
joint Congress resolution: “There is much work to be
done in the recovery, reconstruction and
rehabilitation of Marawi. Together, let us transform
Mindanao into a land of fulfillment.”

Does history back this narrative? Is martial law the


cure to Mindanao’s ills that its supporters tout it to
be?

190
A Facebook post claims that Haroun Lucman Jr., vice
governor of the Autonomous Region in Muslim
Mindanao, wanted to speak before Congress on
Saturday but was not given the chance to do so. Part
of his statement would supposedly have said:
“Martial Law to us is repressive, abusive, and
dehumanizing. That is the Martial Law that we
suffered during the Marcos rule. Our people fear it
and abhor it.”

Inquirer columnist Antonio Montalvan II, a Mindanao


native, echoed that in his column on Monday: “The
military solution for Mindanao has always failed. It
has not worked and never will. Military assaults do
not address poverty and the disenfranchisement of
the Moro masses from the traditional politics that has
bred dynasties enriching themselves in office.”

Indeed, history shows that Ferdinand Marcos had 14


years to prove that martial law could solve
Mindanao’s endemic problems of poverty, social
inequality, warlordism, disempowerment. It didn’t
work, and today the region remains as troubled, if not
more so.

Unhappily, those troubles will continue, as long as


their roots remain ignored and unaddressed.
(Source: Philippine Daily Inquirer)

Questions:
1. What is the title of the document?
2. Who is the author?
3. Who is the author’s intended audience?
4. What topic is the author addressing in this work?
5. What is the author’s argument or main idea about
this topic?
6. What evidence is provided to support this
argument?
7. List facts presented by the author.
8. List opinions presented by the author.
9. Do you trust this source?
10.What questions does this source/interpretation
raise?

Reference: Accessed on July 26, 2017.


http://opinion.inquirer.net/105825/martial-law-panacea
Note: Teacher may use a different (shorter)
editorial.

G. Finding practical Ask: Where do we apply the skill in analyzing


application of concepts and different sources?
skills in daily living (GROUP WORK)

Teacher can create a “T” chart on the board to


identify these primary and secondary sources.

191
•advertisements
•architectural
•blueprints
•clothes
•cookbooks
•diaries
•drawings
•encyclopedias
•interviews
•journals
•letters
•maps
•music
•periodicals
•photographs
•speeches
•textbooks
•tombstones
•videos
•works of art

H. Making generalizations of What are secondary sources?


concepts and skills in daily
living Secondary sources are created after event;
sometimes a long time after something happened. It
often uses primary sources as examples. It
expresses an opinion or an argument about a past
event. History textbooks, historical movies, essays,
journals and biographies are other examples of
secondary sources.

Reference: Accessed on July 25, 2017


https://www.google.com.ph/search?q=fact+sheet+about+s
econdary+sources&oq=fact+sheet+about+seco
ndary+sources
I. Evaluating learning Read and Analyze. Read the essay below about
bullying. Analyze this using the guide questions.

Cause & Effect Essay: Bullying

Most people know that bullying is wrong. Calling


someone names has absolutely no beneficial
purpose. Moreover, hitting someone makes a bully
feel good in the moment while doing permanent
damage to the person being victimized. With the
Internet, people now have even more opportunities to
bully through cyber bullying. This includes sending
crude pictures, posting fake web pages, or tweeting
slanderous messages. Cyber bullying has
subsequently led to a rise in a completely new kind of
bullying.
One of the effects of bullying is that it can change the
victim’s personality. It can cause people who are
normally confident and happy to become self-

192
conscious, shy, and unsure. Additionally, victims of
bullying may also become sad or depressed. Their
confidence might completely disappear, keeping
them from trying new things or trusting people. Once
a person has been bullied, they may hesitate to
participate in situations where he or she might be
ridiculed, such as in public speaking or in sports. A
bullying victim might even begin to possess
previously absent anxious behavior.
Despite all the negative effects of bullying, there are
even far more serious consequences. People who
have been bullied sometimes become so upset,
scared, or depressed that they see no worth in
themselves and no way out of their torment. There
have been countless reports over the past few years
of students committing suicide because they were
bullied. Meanwhile, there are times when victims see
no recourse but to seek revenge by serious acts of
violence against the bully and instigators. As a result
of bullying, people can lose their ability to love and
trust, denying them the chance to experience a
quality relationship later in their life. They might find
themselves as a submissive partner or they may
want to be completely alone. Compounding all of
these problems, victims often develop eating
disorders, begin to self-injure, or require extensive
counseling. Social bullying can also leave people
without a supportive group of friends that they can
lean on and spend time with.
Another unfortunate consequence of this is that
bullying is often cyclical. People who have been
bullied can, in an attempt to gain their power and
self-esteem back, become bullies themselves. In
relation to this, bullies who are not confronted or
stopped may find themselves in future positions
where they can bully as adults. This is where
manipulative bosses and child abusers come from.
Aside from its long-term effects, some consequences
of bullying can be seen and felt immediately. When
one child calls another child names, the victim might
cry and a bruise might appear after a punch to the
arm. However, some effects of bullying are not
always obvious to the naked eye. The results of
bullying might grow and appear over time, damaging
a person in profound ways for the long term. There
are so many effects of bullying that they are
impossible to count or predict. This is why it is so
important to stop bullying.

Questions: 1. What is the title of the document?


2. Who is the author?
3. Who is the author’s intended audience?
4. What topic is the author addressing in this work?
5. What is the author’s argument or main idea about
this topic?

193
6. What evidence is provided to support this
argument?
7. List facts presented by the author.
8. List opinions presented by the author.

Reference: Accessed on July 26, 2017


https://www.scholaradvisor.com/essay-examples/cause-
and-effect/
Note: Teacher may use other text.
J. Additional activities for Determine if the source would be a Primary
application or remediation Source(P) or a secondary Source(S).

_____1) A painting by Leonardo Da Vinci


_____2) A letter from John Smith about his meeting
with the
Powhatan Indians
_____3) A textbook describing the 'the great war
_____4) A college professor describing how the
pilgrims lived
_____5) A reporter describing his time in Iraq
_____6) A friend giving a report about the Industrial
Revolution's
changes to America
_____7) The movie Titanic
_____8) A biography about the sixteenth president,
Abraham Lincoln _____9) A Native American
writing about how his ancestors used to
use all parts of the animals they hunted
_____10) A documentary about how 'Wizard of Oz'
changed movies
forever
_____11) A blog written by an employee describing
what it is like
working at Apple
_____12) Neil Armstrong giving an interview about
being the first man
to walk on the moon
_____13) A newspaper article describing last night's
storm
_____14) An autobiography about Bill Gates
_____15) The History Channel' explaining how life
was for a slave

Reference: Accessed on July 26, 2017


http://www.commoncoresheets.com/Social%20Studies/Pri
mary%20&%20Secondary%20Sources/Identifyi
ng%20Sources/English/3.pdf

V. REMARKS

194
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

195
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 6 Day 5
I. OBJECTIVES
A. Content Standards The learners…
 Express ideas effectively in formal and
informal compositions to fulfil their own
purpose of writing. (WC)
B. Performance The learners…
Standards  Publish texts using appropriate text types for a
variety of audiences and purposes. (WC)
C. Learning Competencies:
Competencies/Object  Write a 4-paragraphn composition showing –
ives cause and effect EN6WC-IIf-2.2.5
Specific Objectives:
 Write a 4-paragraph composition showing –
cause and effect
 Identify the parts of a composition writing
 Express ideas effectively
II. CONTENT 4-paragraph Composition Showing Cause and Effect
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 2: Week 6: Day 5)
the LR Portal Search: EN6Q2W6D5
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Ask: What are the secondary sources that are used in
lesson or presenting the preparation for writing, reporting and other academic
new lesson tasks given to you?

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


writing a 4-paragraph composition showing cause and
effect, and we can use secondary sources in writing
this composition.
B. Establishing a purpose Read and study the text below.
for the lesson
Why are Cities Becoming Overcrowded?

The fact that the world’s cities are getting more


and more crowded is well-known. Cities such as
Tokyo, Sao Paolo, Bombay and Shanghai are now
considered ‘mega-cities’, because of their enormous
size and huge populations. There are two main
reasons why these and other cities are becoming so
crowded; one economic, the other socio-cultural.

196
First, the primary cause of cities becoming so
crowded is economic. As a country develops, its cities
become the engines of development, thus jobs are
available in these areas. Frankfurt, Istanbul, Bombay
and Sao Paolo are all the economic centres of their
countries. For example, Tokyo was the motor for
Japan’s rapid economic development in the 1960’s
and 70’s; as a result, its population increased rapidly.
People moved to Tokyo because they could find
employment and establish economic security for
themselves and their families there.
Second, another factor in the huge increase in
urban populations is the socio-cultural
factor.Thousands of people migrate to the cities not
only for jobs but also for educational and personal
reasons. The better universities are always located in
big cities and this attracts thousands of students every
year, and these students stay on and work in the city
after they graduate. Moreover, young people will
move to the city as the villages and rural areas are
more custom and tradition oriented. Therefore, young
people believe this is an obstacle to their personal
freedom.
In conclusion, economic and cultural factors
are the major causes of huge urban population.
People will always move to the areas which provide
opportunity and to the places which can give them the
freedom they desire.

Reference: Accessed on July 27, 2017.


https://www.thoughtco.com/cause-and-effect-
composition-1689834
Questions:
1. What is the composition all about?
2. Why are cities becoming overcrowded?
3. What are being discussed in the paragraph?

C. Presenting Say: Let us go back to the text, can you identify the
examples/instances of the Introduction in this text?
new lesson
The fact that the world’s cities are getting
more and more crowded is well-known. Cities such as
Tokyo, Sao Paolo, Bombay and Shanghai are now
considered ‘mega-cities’, because of their enormous
size and huge populations. There are two main
reasons why these and other cities are becoming so
crowded; one economic, the other socio-cultural.

Ask: What can you say about the Introduction? How


was it written?

 The introduction is intended to draw the reader


into the body of material to follow. It should
begin with a general statement or question,

197
sometimes called the “thesis statement” or
“thesis question,” followed by a quick
narrowing down to the main theme to be
developed in the body. Set the stage quickly,
give appropriate background, then move right
into a transition sentence that will set up the
reader for the body.

Say: Let us go back to the text, can you identify the


Body in this text? What are the Logical Connectors
used?

First,the primary cause of cities becoming so


crowded is economic.As a country develops, its cities
become the engines of development, thus jobs are
available in these areas. Frankfurt, Istanbul, Bombay
and Sao Paolo are all the economic centres of their
countries. For example, Tokyo was the motor for
Japan’s rapid economic development in the 1960’s
and 70’s; as a result, its population increased rapidly.
People moved to Tokyo because they could find
employment and establish economic security for
themselves and their families there.
Second, another factor in the huge increase in
urban populations is the socio-cultural
factor.Thousands of people migrate to the cities not
only for jobs but also for educational and personal
reasons. The better universities are always located in
big cities and this attracts thousands of students every
year, and these students stay on and work in the city
after they graduate. Moreover,young people will move
to the city as the villages and rural areas are more
custom and tradition oriented. Therefore,young people
believe this is an obstacle to their personal freedom.

Ask: What can you say about the Body? How was it
written?

 The body of a written piece is where you


elaborate, defend, and expand the thesis
introduced in the introduction. The body should
support your main contention with supporting
evidence and possible objections. A good
body presents both sides of a case, pro and
con. As you make your case, save your best
argument for last. When presenting contrary
views, be sure to set forth the strongest
arguments so you can avoid being charged
with erecting a “straw man.”

 The body includes three components:

Spell out the details by defining, or by


clarifying and adding relevant, pertinent information.

198
clarify your point(s). Well illustrated pieces are easier
to read and follow than abstract ones.
Argumentation: Give the reasons, justifications, and
rationales for the position or view you have taken in
the introduction

Logical connectors that you can use:


– but, alas, however, etc.
– for instance, for example, etc.
– thus, so, therefore, consequently, etc.
– similarly, by contrast, etc.
– yet, still, etc.
– moreover, furthermore, etc.

Say: Let us go back to the text, can you identify the


Conclusion in this text?

In conclusion, economic and cultural factors


are the major causes of huge urban population.
People will always move to the areas which provide
opportunity and to the places which can give them the
freedom they desire.

Ask: What can you say about the Conclusion? How


was it written?

 Make your final appeal to the reader, a


finishing, all-encompassing statement that
wraps up your presentation in a powerful or
even dramatic fashion. Normally a single
paragraph, brief and concise, will suffice. The
purpose of the conclusion is to leave the
reader with an idea or thought that captures
the essence of the body while provoking
further reflection and consideration.

Reference: https://trinitysem.edu/how-to-write-a-
whole-composition/

D. Discussing new concepts Say: Now we are going to write our own 4-paraghaph
and practicing new skills #1 composition. We are going to use a graphic organizer
to organize our ideas.

Ask: Having a clean environment is very important to


everyone. For example, a clean rivera is a source of
clean drinking water. But why do you think some of
our rivers and seas turned dirty? What are the causes
of water pollution?

199
CAUSES

WATER
POLLUTION

E. Discussing new concepts Say: Now that we have seen why rivers and seas
and practicing new skills #2 turned dirty, think of what happens after our rivers and
seas turned dirty. Let us write the effects of water
pollution?

EFFECTS

WATER

POLLUTION

F. Developing mastery Say: Now that we have seen the causes and effects of
(Leads to Formative water pollution, let us put them together in a
Assessment 3) composition. The class will be divided into 4 groups.

Group 1: Write a short introduction for the


composition. Paragraph 1
__________________________________
_______________________________________
Short Introduction
________________.

Group 2: Write a paragraph discussing the causes.


Paragraph 2
__________________________________
________________________________________
Discuss the causes
________________________________________
_____________________.

Group 3: Write a paragraph discussing the effects.


Paragraph 3
___________________________________
________________________________________
Discuss the effects
________________________________________
_____________________.

Group 4: Write a short conclusion. Paragraph 4


___________________________________
________________________________________
Short conclusion
_________________________________.

200
Put the output of the 4 groups to form a 4-paragraph
composition. Think of a TITLE for the composition.

G. Finding practical Presentation of outputs and processing.


application of concepts and
skills in daily living Note: Use the Rubrics below in rating pupils’
performance.

wei
Criteria 4 3 2 1
ght
Indicate
clear Good Fair Present
Underst
40 underst undrersta understa ation off
anding
% aning of nding of nding of the
of topic
the the topic the topic topic
topic
One
All
Some Few person
member
Cooper 30 members member does all
s
ation % contribut s the
contribu
e contibut worksh
te
op
Show Unsure
some of
Show Portray
confidenc responsi
confide al stall
Present 30 e bility
nce Lacks
ation % Present Somewh
informat informat
some at
ive ion
informati informati
on ve

H. Making generalizations Ask: What is the general structure to follow for many
of concepts and skills in kinds of writing?
daily living 15.
I. Evaluating learning With a partner, research on the cause and effect of
Global Warming.Write a 4-paragraph composition
using the outline below.

Global Warming

__________Introduction__________________
_______________________________.

_____________________________________
____________Causes of GlobalWarming_________
________________________________.

_____________________________________
_____________ Effects of Global Warming _______
________________________________.

___________Conclusion__________________
________________________.

J. Additional activities for Pick a topic and write a 4-paragraph composition


application or remediation showing cause and effect.

201
V. REMARKS

VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departme
nt head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.

Other Sources Used:

Note: The lesson can be discussed in two days to give ample time for writing.
Teacher can opt not to discuss all the activities or may change/use other texts.

202
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 1
I. OBJECTIVES
A. Content standards The learners…
 Demonstrate understanding that English
language is stress timed to support
comprehension. (F)
 demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking (G)
 demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance standards The learners…
 read with sufficient accuracy and fluency to
support comprehension (F)
 speak and write using good command of the
conventions of standard English (G)
 use a variety of strategies to provide
appropriate feedback (A)
C. Learning competencies Competencies:
/ objectives  Read grade level text with accuracy,
appropriate rate, and proper expression.
EN6F-IIg-1.6; EN6F-IIg-1.3; EN6F-IIg-1.7
 Compose clear and coherent sentences
using appropriate grammatical structures:
Prepositions and Prepositional Phrases
EN6G-IIg-7.3.1; EN6G-IIg7.3.2
 Show tactfulness when communicating with
others EN6A-IIg-17
SPECIFIC OBJECTIVES:
 Read silently/aloud the text with accuracy,
appropriate rate and proper expression
 Write sentences using appropriate
prepositions
 Appreciate others when one reads the text by
showing tact
II. CONTENT Prepositions and Prepositional phrases
III. LEARNING RESOURCES
References
1. Teacher’s guides/pages
2. Learner’s materials/
pages
3. Textbooks/pages English Spectrum(Language and Reading, p.214
English for You and Me 6 (Language). 2011. pp 152-
153
New Horizons in Learning English I. 1999. P.165
English Arts I. 2000. pp.251-252
4. Additional materials from Activity Sheet in English 6
Learning Resource (LR) (Quarter 2: Week 7, Day 1)
portal

203
5. Other learning resources BEAM-DLP5 Module 40 and 57- Using Prepositions
and Prepositional Phrases
* MISOSA 5 Module 6- Using Prepositions and
Prepositional Phrases
* EN4LM pp.332
* EN4TG pp.352-353

https://examples.yourdictionary.com
https://dokumen.tips.documents.com
https://docgo.net.lifestyle.com
https://www.slideshare.net
https://www.k5learning.com
www.eslforums.com

IV. PROCEDURES
A. Reviewing the previous  Using Adverbs of Time and Place
lesson or presenting
the new lesson

B. Establishing a purpose
for the lesson WHAT WILL YOU LEARN TODAY?
 Read silently/aloud the text with accuracy,
appropriate rate and proper expression
 Write sentences using appropriate
prepositions
 Appreciate others when one reads the text by
showing tact

C. Presenting Motivation:
examples/instances of
the new lesson  Do you agree that the sweetest pets are the
kittens / cats? Why?

Teacher processes the responses of the pupils.

Picture Analysis: Look at the picture below and


describe what you see to your classmates.

204
Unlocking of Difficulties:

Motive Question:
 What are the lovely names given by Tessie to
her lovely kittens?
D. Discussing new Read Along!
concepts and practice Read along silently as the teacher reads the story
new skills # 1 observing accuracy, appropriate rate and proper
expression.
Tessie and the Kittens
Tessie has nine kittens. Sometimes they are
very naughty. They like to move around the house.

Trixie is asleep on the sofa. Topsy is playing


with the ball of yarn. Topper is running after a
mouse. Tammy is hiding under the table. Tipsy is
next to the fishbowl. Trixia is walking into the living
room. Tinkle is jumping over the bin. Tally is
standing in front of the door. Tommy is hiding
behind the chair. Now that Tessie has found all the
kittens, she puts them in a cage.

Now, it’s time for you to read it aloud. Observe


accuracy, appropriate rate and proper expression.

Comprehension Check
1. What are the lovely names given by Tessie
to her lovely kittens?
2. How naughty areTessie’s kittens? What do
they do?
3. Do you have kittens? How do you take care
of them?

205
E. Discussing new
concepts and practice  Look at the underlined words from the story
new skills #2 Tessie and the Kittens.
Pay attention to the words that come after the
underlined words.

 What kind of word is each one?


 What do the underlined words show?
 What do we call them?
 What other prepositions show location?
(in, at, about, among, around, over, behind,
by, along, inside, outside, near, and others)

Prepositions can also show time relationships.


Look at these examples:

I went to the market before I made dinner.

(The preposition before describes the time


relationship between going to the store and making
dinner.)

We told ghost stories during the night.

(The preposition during describes the time


relationship between telling ghost stories and the
night.)

206
Say : Look at the following :

Prepositions of TIME

Prepositions of PLACE

F. Developing Mastery Choosy Me!


( leads to Formative
Assessment 3 ) Choose the preposition in each sentence. Write them
on your notebook.

1. Gordon walked across the hallway.


2. Malia wandered into the forest trying to escape the
vampires.

207
3. Mateo left the farm before lunchtime.
4. Narda, you have to wash your hands before you
eat.
5. The bus went over the bridge.
6. The temperature in Baguio is below zero.
7. I ran down the hill and rolled on the grass.
8. My brother ran past me to catch the school bus.
9. I always seem to daydream during class.
10. Tomorrow, I get to eat dinner at my classmate’s
house.
G. Finding practical Setting standards in doing Group Activity
applications of
concepts and skills in daily Ask: What are the things that you must
living remember while doing group activity?

For slow learners or struggling learners.

Group I

GROUP II

208
GROUP III

For advanced / average learners:

Pair Up
Work with your partner. Look around your classroom
and look of 5 different objects. Create a complete
sentence for each object.

H. Making generalizations Ask:


and abstractions about 1. What is Preposition?
the lesson 2. What are the examples of Prepositions of Time
and Prepositions of Place?

A PREPOSITION is a word that


shows the relationship of a noun
or pronoun to some other words in
a sentence and also called
“connectives”.

I. Evaluating Learning
A. Underline the correct preposition in each
sentence:
1. The audience stayed (until, at) late in the
afternoon to see their favorite artist perform on
stage.
2. This year’s Market Day is much different (off,
from) last year’s celebration.
3. Many people participated (to, in) the Science
Exhibit this year.
4. Mr. Garilao learned about the Science Exhibit
(from, of) the school principal.
5. Antonio placed the engagement ring for Andrea
(inside, by) the book.

209
B.

J. Additional activities for A. Circle the preposition in the sentence. Then


application or write a sentence using it.
remediation / assignment 1. Sit between Daniel and me if you like.
2. Take a bath before you go to school.
3. Marga will go to Mecca from May to June.
4. He waited for his friend until ten o’clock.
5. The painting was finished at exactly three
o’clock.
B. Fill in the blanks with appropriate prepositions to
complete the sentences.
1. The boat sailed ______ Cavite.
2. Daniela and Romina quarreled _____ recess.
3. The cadets run _______ the oval.
4. The farmer rested _______in the chico tree.
5. Take your medicine _______ you sleep.

V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
work? No. of learners

210
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depar
tment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.
A. No. of Learners who
earned 80% on the
formative assessment

Note: Teacher may opt not to have all the activities.

211
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 2
I. OBJECTIVES
A. Content Standard The learners…
 Demonstrate understanding that English
language is stress timed to support
comprehension (F)
 Demonstrate understanding of different
formats to write for a variety of audiences and
purposes (WC)
 Understanding of verbal and non-verbal
elements of communication to respond back
(A)
B. Performance The learners…
Standard  Read with sufficient accuracy and fluency to
support comprehension (F)
 Edit texts using appropriate texts types for a
variety of audiences and purposes (WC)
 Use a variety of strategies to provide
appropriate feedback (A)
C. Learning Competencies:
Competencies  Read grade level text with accuracy,
appropriate rate and proper expression
EN6F-IIg-1.6 EN6F-IIg-1.3 EN6F-IIg-1.7
 Revise writing for clarity- correct spelling,
appropriate punctuation marks, transition/
signal words EN6WC-IIg-1.8.2, EN6WC-
IIg-1.8.1, EN6WC-IIg-1.8.3
 Show tactfulness when communicating
with others EN6A-IIg-17

Specific Objectives:
 Read the story with appropriate rate and
proper expression;
 Revise writing for clarity- correct spelling,
appropriate punctuation marks, transition/
signal words;
 Show tactfulness when communicating
with others.
II. CONTENT Writing for Clarity- Correct Spelling, Appropriate
Punctuation Marks, Transition/ Signal Words
III. LEARNING
RESOURCES
References
1. Teacher’s Guide English Curriculum Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Louie G. Mendoza, Ace Lyn U. Miranda, Alce M.
Sentoses Integrated English for Effective
Communication 5 page 85

212
4. Additional Materials Activity Sheets Quarter 2 week 7 day 2
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting What did you learn yesterday?
the new lesson
Complete the sentences by choosing the correct
preposition.

1.
The house is _____(behind, between) the
trees.

2.
The puppy is sleeping _____(under, over
) the table.

3.
I saw a cat sitting ______ (beside, on) the
table.

4.
Doggie hides ______ (above, in) the
trash bin.

B. Establishing a
purpose for the lesson Present the objectives of the lesson.
1. Read the story with appropriate rate and
proper expression.
2. Write sentences using the prepositions to
and from.
3. Show tactfulness when communicating
with others.

213
Motivation:

Ask the pupils: Did you experience sharing


something to others? What was your feeling after
sharing?

Say: Today we are going to read a short story,


but before that, let us be familiar first with the
following terms taken from the story.

Unlocking of Difficulties:

Select the meaning of the underlined words from


the given choices.
1. The gentleman gave the bouquet to the
beautiful maiden.
a. gift b. flowers c. ring
2. The drought made the rice fields dry and
caused serious damage to crops.
a. lack of rain b. rainy season
c. feast
3. I admired the old wizard at the magic
show; he was so good at magic.
a. amateur b. performer
c. Magician
4. His fear of standing before the crowd
made him reluctant to join any contest.
a. afraid b. ready c. certain
5. To hear a cockerel crowing as you set
off to work is heralded as an omen of
good luck for the day.
a. young rooster b. piglet c.
puppy

Note: Unlocking of difficulty may be an option.

Motive Question:
Say: Now that you are already familiar with those
words let us proceed to our story. And as we go
on, let us find out why is the story entitled, “The
Poor Bunny’s Magic Present”?

C. Presenting Say: This time, listen first as I read to you the


examples/instances of story “The Poor Bunny’s Magic Present” by
the new lesson Pedro Pablo Sacristan. At certain parts of the
story, I might ask you some questions. Be ready
to say what you think happens next in the story.
After I read the story you are going to read it also
by group so please observe the proper
expression on every part of the story.

Teacher reads the story.

214
The Poor Bunny’s Magic Present
By Pedro Pablo Sacristan
Once upon a time there was a place where
animals were suffering greatly from drought and
hunger. A very poor bunny was walking sadly
through the fields when, all of a sudden, a wizard
appeared in front of him. The wizard offered the
bunny a bag filled with little bouquets of flowers.
"They are magical, and they're even more
magical if you know how to use them properly",
said the wizard. The bunny was dying of hunger,
but he decided not to eat the bouquets. He
wanted to put them to good use. On his way
home, the bunny met a very old and very poor
sheep who could hardly walk any more. "Can
you spare me something?" asked the sheep. The
bunny had nothing except his bouquets, and
since they were magical, he was reluctant to give
them to the sheep. But he remembered how his
parents had always taught him to share
everything; so he pulled a bouquet out of the bag
and gave it to the sheep. As soon as he did this,
the bunch shone with a thousand colours. Magic
was at work.

The bunny continued on his way, feeling both


happy and a bit annoyed. He had given away
one of the bouquets, but at the same time it was
obvious that the sheep needed it more than he
did. As he continued his journey, the very same
thing happened to the bunny when he met a
blind duck and then a lame cockerel. When the
bunny arrived home, he had only one magical
bouquet left. He told his parents all about what
had happened with the wizard, and his parents
were very proud of the bunny's behaviour. He
was about to pull out the final bouquet, when his
little brother arrived home, crying with hunger.
The bunny gave his brother the magical bouquet.

At that moment, with a great rumble of thunder,


the wizard appeared again. He asked the bunny
"Where are the magical bouquets I gave you?
What have you done with them?" The bunny was
frightened and he started to apologize. But the
wizard interrupted, saying "Didn't I tell you that if
you used them well they'd be even more
magical? Well, go outside and see what you've
done!"

The bunny went out, shaking. And what he saw


was that, thanks to the way he had used his
magical bouquets, for as far as the eye could
see the whole countryside had turned into
wonderful, green farmland. Farmland with

215
enough water and food to feed all the animals!

And the bunny felt very happy that he had acted


as he had, and that the magic of his generosity
would bring happiness to everyone.

(The teacher will group the pupils. Each group


will take turns in reading the paragraphs of the
story. Use the rubric in oral reading.)
D. Discussing new After the oral reading let the pupils answer the
concepts and question:
practicing new skill #1 Why is the story entitled, “The Poor Bunny’s
Magic Present”?

Teacher lets the pupils answer the following


questions about the selection: (The teacher will
write the responses on the board using the
prepositions to and from.)

1. To whom did the wizard give his magic bag?


2. To whom did the sheep tell his problem?
3. Where did the animals go to look for food?
4. Where did the Bunny get the bouquet of
flowers?
5. From whom did the Bunny learn the value of
generosity?
E. Discussing new Possible answers:
concepts and 1. The wizard gave his magic bag to the bunny.
practicing new skills 2. Sheep told his problem to the bunny.
#2 3. Many animals went to the forest to look for
food.
4. Bunny got the bouquet of flowers from the
magic bag
5. Bunny learned the value of generosity from his
parents.

Facilitate the discussion using the following


questions:
What questions does to answer? (To whom,
where)
What does the preposition to tell? (direction or
place) What question does preposition from
answer? (where, from whom)
What does the preposition from tell us? (tell
where something comes from or taken)

Note: Teacher may remove/not use some of the


questions/ activities.
F. Developing mastery Pair Up
(leads to formative Work with your partner. Think of the nearest
assessment 3) heath center, grocery, park, barangay hall or
basketball court near your school. Create a
complete sentence on how to get to each
location.

216
Be ready to share your sentences in the class.
G. Finding practical Let the pupils answer the following activity.
applications of Provide activity sheets for them.
concepts and skills in Correct Me!
daily living Put a check if the preposition used in the
sentence is correct. If not, write the correct
preposition on the space provide.
_______ 1. The flower pots fell from the table.
_______ 2. The Vergara family is going from
Vigan this weekend.
_______ 3. My brother just arrived to the U.S.
_______ 4. Please give this certification request
to your adviser.
_______ 5. Where did you come from?
H. Making Ask:
generalizations and What have you learned today about preposition?
abstractions about the What does the preposition to tell?
lesson What does the preposition from tell us?
Why do we have to revise writings? What is its
purpose?
I. Evaluating learning Using prepositions to and from, write 5
meaningful sentences about the pictures below.

Source: Louie G. Mendoza, Ace Lyn U.


Miranda, Alce M. Sentoses Integrated English for
Effective Communication 5 page 85.
J. Additional activities for
application or Write five sentences using the prepositions to
remediation and from.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.

217
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

RUBRICS IN READING ALOUD THE STORY


Criteria 3 2 1
Fluency Flowed faster or Stopped now and Choppy, needed
slower depending then to work in a to stop and figure
on the story word. out words.
moods.
Volume Volume is loud Volume is loud Volume often too
enough to be enough to be soft to be heard
heard by all heard by by all audience.
throughout the audience at least
presentation. 60 % of the time.
Expression Changes voice Uneven Speaks in
tone to emphasis given monotone, with
emphasize to important little change in
important content. content. pace or voice
inflection.

218
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 3
I.OBJECTIVES
A. Content Standard The learners…
 Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking. (G)
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)

B. Performance Standard The learners…


 Speak and write using good command of the
conventions of standard English (G)
 Use paralanguage and non-verbal cues to
respond appropriately (A)

C. Learning
Competencies/ Competencies:
Objectives  Compose clear and coherent sentences
using appropriate grammatical structures:
Prepositions and Prepositional Phrases
ENG6-IIg-7.3.1, ENG6-IIg-7.3.2
 Show openness to criticism EN6A-IIg-18
Specific Objectives:
 Identify prepositions
 Construct sentences using prepositions
 Respond accordingly when being criticized

II.CONTENT Composing Clear and Coherent Sentences using


Prepositions

Reacting to Criticisms
III.LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials
pages

3. Textbook pages English for Better Communication pages


Joy in Learning English 5 pages
English for All Times pages
4. Additional Materials from None
Learning Resource ( LR)
portal
5. Other Learning Materials:
Resources Bible Pictures
Dictionary Laptop
Chart Projector
Flashcards

219
IV.PROCEDURE
A. Reviewing previous Teacher: Yesterday, we read about the story of “The
lesson or presenting Poor Bunny’s Magic Present” and discussed about
the new lesson the prepositions to and from.

Present the following situations:

The policeman helped the old woman crossed the


street.

Maria neglected the child who stumbled in the aisle.

Ask: What can you say about the policemen who


helped the old woman?

How about the woman who neglected the child who


stumbled?

Which of the two will be criticized negatively? Why?

B. Establishing a Say: The story that we are about to read is similar


purpose for the lesson to the situations I presented but before that you
should know where we are heading.

Say: In this learning session, you should be able to


1. Identify prepositions
2. Construct sentences using prepositions
3. Respond accordingly on criticisms

Let the pupils read the following.

Today I can….
1. Identify prepositions
2. Construct sentences using prepositions
3. Respond accordingly on criticisms

C. Presenting examples Let the pupils read the selection orally and silently.
/instances of the new
lesson The Good Samaritan
There was a man going down from Jerusalem
to Jericho. He fell into the hands of robbers. They
stripped him naked ,beat him up and went off,
leaving him half-dead. A priest happened to be
travelling down on that road , too. He saw him and
passed by on the other side of the road.
However, a travelling Samaritan came upon
him . He saw him and he was moved by pity. He
came near ,poured oil and wine onto his wounds,
bandaged them and placed the man on his mount.
He led him to an inn and looked after him. The next
day, he took out two silver coins and gave them to
the innkeeper. “ Look after him and upon my return I
will pay you back whatever extra money you will
have spent”, he said.

220
Discuss the details of the story.
1. What happened to the man who travelled
from Jerusalem to Jericho?
2. What did the priest do when he saw the
man?
3. If you were the priest in the story and
somebody criticized you for not helping, how
would you react?
4. What lesson does the parable teach us?
D. Discussing new Let the students study the sentences lifted from the
concepts and story.
practicing new skills 1. A man was going down from Jerusalem to
Jericho.
2. He fell into the hands of robbers.
3.They beat him up and they went off.
4. He saw him and passed by the other side.
5.Look after him and upon my return I will pay you
back whatever extra money you will have spent.

Ask: What did you notice with the underlined


words?

How are they used in the sentence?


What do we call them?

Say: These words are called prepositions.


They are used to join series of words in the
sentence.
They also show the relationship of each word in the
sentence. They are usually followed by nouns or
pronouns in the sentence.

Example: God created the Earth for us.

The noun or pronoun following a preposition is


called object of prepositions.
E. Discussing new Say: This time, I am going to check what you have
concepts and learned from the discussion.
practicing new skills # Go to your assigned group. Choose a leader
2 and a secretary. Decide also who shall present your
output.
Be guided with these rubrics.
G1 G2 G3 G4

Correctness (60)

Presentation
(20)

Attitude (10)
Time (10)
TOTAL

221
Group 1
Direction: A. Loop the prepositions you can find.

O l a c r o s S
N i n s i d e L
s v s p u p o N
a e p e c u t E
l f u t o r o M
o r p t n e a R
n o p g i n t O
g m y a t o b E
u w i t h y b Y

B. Choose 3 prepositions and use them in


sentences.

Group 2
Direction: Rearrange the jumbled words to form a
sentence. Then, box the preposition.
1. A secret this between is you me and.
2. Chalk the teacher piece pulled a of the box
from.
3. Sponsor nobody is without a.
4. By surprise he caught me.
5. With appendicitis to the man was rushed the
hospital.

Group 3
Direction: Construct 5 sentences using
prepositions of your choice. Underline them.
( Be able to present your output in the class)

Group 4
Direction: Use the following prepositions in
meaningful sentences. Be able to recite them in
class.

1.beyond
2.against
3.beside
4.over
5.through

Let the pupils present their output.


Rate each group according to the rubrics presented.

F. Developing mastery Say: Let us practice your skill. Let us do it orally.


(leads to formative Fill in the blank with appropriate preposition.
assessment) 1. I was born _____ January 22, 1980
2. Dr. Sigh comes _____ India.
3. The plane left _____ two and three o’clock.
4. The airplane takes ______ soon.
5. The woman travelled ______ her son.

222
Using a powerpoint presentation or flashcard, let
the student being described make a sentence using
the given preposition.

* A student with a mole on a cheek ( on )


*A student with a curly hair ( before )
* A student wearing pink shoes ( at )
* A student with a headband.( by )
* A student whose name starts with M. ( between )

G. Finding practical Ask: In what way will prepositions help us in


applications of communicating?
concepts and skills in How will you respond now to criticisms?
daily living Is it necessary that we are open to criticisms?

H. Making Ask: What is preposition?


generalizations and How are they used?
abstractions about the What do we call the noun that is found after a
lesson preposition?
I. Evaluating learning Direction: Choose five prepositions then use them
in sentences.

Over from behind


Out in below
Through inside beside
Toward into down
Under near beyond
Up next during
With of against
Without off around
To across at

J. Additional activities Make ten sentences using prepositions.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B .No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work?
No. of learners who have
caught up with the
lesson

223
D. Number of learners
who continue to
require remediation
E. Which of my teaching
strategies worked
well? Why did they
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

224
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 4
I. OBJECTIVES
A. Content standards The learners…
 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking. (G)
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
B. Performance standards The learners...
 Speak and write using good command of
the conventions of standard English (G)
 Use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning competency/ Competencies:
Objectives  Compose clear and coherent sentences
using appropriate grammatical structures:
Preposition and prepositional phrases
EN6G-IIg-7.3.1; EN6G-IIg-7.3.2
 Show tactfulness when communicating
with others EN6A-IIg-17
Specific Objectives:
 Identify prepositions and prepositional
phrases;
 Write sentences using
prepositions/prepositional phrases;
 Show tactfulness when communicating
with others.
II. CONTENT Prepositional Phrases
References
1. Teacher’s -
guides/pages
2. Learner’s materials/ -
pages
3. Textbooks/pages -
4. Additional materials Activity Sheet in ENGLISH 6
from Learning Quarter 1- Week 7- Day 3 pp.1-10
Resource (LR) portal
5. Other learning Youtube
resources
III. PROCEDURES
A. Reviewing the previous
lesson or presenting the REVIEW: 1. Looking Back
new lesson Let’s review what you have learned.
Study the following phrases in the cloud
bubble. Circle the preposition in each
phrase

225
B. Establishing a purpose Objectives:
for the lesson 1. Identify prepositions and prepositional
phrases.
2. Write sentences using
prepositions/prepositional phrases
3. Show tactfulness when communicating with
others.

Teacher: Today, we will sing along with a


preposition song to learn more about prepositions
and prepositional phrases.

Setting of standards for video watching:

Teacher Students
4. What are the 1. Be silent.
things that we 2. Take down
have to important details
observe when from the video
watching watched.
videos? 3. Respect others
by not disturbing
them.

Watch this short clip entitled “Preposition Sing Along


Song”. Try to list down the prepositional phrases
used.

Preposition Sing Along Song. Produced by Jason Smith


and Adam Smith. Youtube. January 20, 2015.
Accessed July 12, 2019.
https://www.youtube.com/watch?v=eF6LE4P_bEU

226
1. How many prepositions were mentioned in
the song?
2. What prepositions were mentioned?
3. What other parts of speech were mentioned
in the song?
4. What composes a prepositional phrase?

Remember that prepositional phrase is made up


of a preposition and a noun or a pronoun and all
the words in between

C. Presenting Read the selection below with appropriate rate,


examples/instances of the accuracy and proper expressions.
new lesson
Identify the prepositional phrases found in the
selection.

Tessie and the Kittens

Tessie has nine kittens. Sometimes they are


very naughty. They like to move around the
house.
Trixie is asleep on the sofa. Topsy is playing with
the ball of yarn. Topper is running after a mouse.
Tammy is hiding under the table. Tipsy is next to the
fishbowl. Trixia is walking into the living room. Tinkle
is jumping over the bin. Tally is standing in front of
the door. Tommy is hiding behind the chair. Now
that Tessie has found all the kittens, she puts them in
a cage.

D. Discussing new
concepts and practicing (Collaborative approach)
new skills #1
Group activity:
Group the class into 3 groups.

Set the standards for group activity.


Present the rubrics for group activity.

Groupfie!

The teacher will prepare some envelopes


containing jumbled phrases to form sentence
with a prepositional phrase. The first group to
finish the sentence correctly will be the winner.
Post your answers on the board.

227
Group 1
 during the night
 over the moon
 beyond the horizon
 across the highway
 around the park
Group 2
 on top of the mountain
 across the sea
 behind the door
 within the school grounds
Group 3
 in the garden
 outside the room
 under the bridge
E. Discussing new Study the following sentences. Underline the
concepts and practicing prepositional phrase in each sentence.
new skills #2 1. The old woman drives away the flies around
the table.
2. She watched the food until her children and
grandchildren arrived.
3. While waiting, she heard the screech of the car
from the garage.
4. The children happily got out of the car.
5. It was about seven o’clock in the evening
when they started eating.
F. Developing mastery (Reflective Approach)
(Leads to Formative
Assessment 3) What are prepositions?
Prepositions are words used before nouns to
form a phrase that modifies another word in the
sentence.
English has about 150 prepositions.

What is a prepositional phrase?

preposition and a noun or a pronoun and all. The


words in between.
Examples:
during the night
over the moon
beyond the horizon
across the highway
around the park

G. Finding practical Complete each sentence by using the correct


application of concepts prepositional phrase.
and skills in daily living 1. Her son told the family that they saw a beggar
________________. (on the road)
2. The children told grandmother that they gave
all the food at the back of the car
_____________. (to the beggar)
3. Grandmother was so proud some tear fell
__________.(from her eyes)

228
H. Making generalizations Compose sentences by supplying the most
of concepts and skills in appropriate prepositional phrases in the
daily living blanks below. Select from the given choices
below.

1. The little child hides himself


_______________.
2. After feeling exhausted, the workers
rested____________.
3. She was able to submit her papers
_________________.
4. They waited with excitement as the bride
walks ___________.
5. The farmer planted the seedlings
______________.

on time
behind the curtain
along the aisle
within the lot boundary
under the tree
inside the basket

I. Evaluating learning Compose clear and coherent sentences using


prepositional phrases.
(5 sentences only)
IV. REMARKS

V. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

229
A. No. of Learners who
earned 80% on the
formative assessment

Other Sources Used:

230
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 7 Day 5
I.OBJECTIVES
A. Content Standard The learners…
 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking. (G)
B. Performance Standard The learners…
 speak and write using good command of
the conventions of standard English (G)
C. Learning Competencies/ Competencies:
Objectives  Compose clear and coherent sentences
( Write the LC code for using appropriate grammatical
each) structures: Prepositions and
Prepositional Phrases ENG6-IIg-7.3.1
/ENG6-IIg-7.3.2
Specific Objectives:
 Identify prepositional phrase
 Use prepositional phrases in written and
oral interaction
 Participate actively in oral interaction
II.CONTENT Composing Clear and Coherent Sentences
Using Prepositional Phrases
III.LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages English for Better Communication pages 194-
196
Joy in Learning English 5 pages 147,195-197
English for All Times 5 pages 246-248
4. Additional Materials from None
Learning Resource ( LR)
portal
5. Other Learning Resources Materials:
Pictures
Laptop
Chart
Flashcards
IV.PROCEDURE
K. Reviewing previous lesson Read the sentences and underline the
or presenting the new preposition.
lesson 1. The great heroes fought for our
independence from oppressors.
2. The rich and the poor have equal access
to nature’s resources.
3. A “Mother and Child” painting by Alvaro
Jimenez is an acrylic painting on banana
stalks.

231
4. The audience stood after the tenor did
an encore.
5. Happiness is earned through a living
filled with love.
L. Establishing a purpose for Say: We already discussed what preposition is
the lesson and how it is used in a sentence.
Say: In this learning session, you should be able
to:
4. Identify prepositional phrases
5. Use prepositional phrases in written and
oral interaction
6. Participate actively in oral interaction

M. Presenting examples Ask: Do you have pets at home?


/instances of the new Are they annoying or loving?
lesson Say: Let us read a selection about pets.
Joan, Jonah and the Kittens
Joan has four kittens. Sometimes they are
behaved and other times they are mischievous.
Joan always cleans up the mess prompted by
her pets.
Jonah, her friend, has three kittens. They
played together in Joan’s house.
Bianca is playing with the ball. Troy is hiding
under the table. Denise is walking into the
kitchen and trying to get the cake with colorful
sprinkles. Jazmin is jumping up the very steep
ladder. Jim is running after the grey mouse
through the garden. Kit is just standing in front of
the door with chopped nuts .Liit is asleep on the
sofa. Now, Joan and Jonah gathered all the
kittens and put them inside the cage.
Discuss the details.
1.Who has kittens?
2.How many kittens do Joan and Jonah have?
3.Why do you think Joan and Jonah gathered all
the kittens?
4. How do you take care of your pets?
N. Discussing new concepts Let the students study the sentences lifted from
and practicing new skills the story.
1. Bianca is playing with the ball.
2. Troy is hiding under the table.
3. Denise is walking into the kitchen.
4. Jim is running after the grey mouse.
Ask : What do you notice with the underlined
phrases?
Say: Yes, they are composed of prepositions
and their subjects. We call them prepositional
phrases.
Teacher discusses the two kinds of prepositional
phrases.
Let the pupils study and compare the
sentences.

232
1.The plane carried a Filipino sailor with
appendicitis.

2.The flying hospital takes off after ten minutes

What can you say about the first sentence?


Yes, the first sentence shows that the
prepositional phrase functions as an adjective.
How about the second sentence?
Yes, the second sentence shows that the
prepositional phrase functions as an adverb.

O. Discussing new concepts Say : Now , I am going to check what you have
and practicing new skills # 2 learned from the discussion.
Go to your assigned group. Choose a
leader and a secretary. Decide also who shall
present your output.
Be guided with these rubrics.
G2 G3 G4
G1
Correctness
(60)

Presentation
(20)

Attitude (10)
Time (10)
TOTAL

Group 1
Directions: Construct five sentences using
prepositional phrase that functions as
adjectives.

Group 2
Directions: Use prepositional phrases that
function as adverbs in meaningful sentences.

Group 3
Directions: Make meaningful sentences using
the following prepositional phrases.
1.beneath my wings
2.into the forest
3.between you and me
4.instead of
5.Underneath the tree
Group 4
Make 5-sentence paragraph using prepositional
phrases of your choice.
Let the pupils present their output.
Rate each group according to the rubrics
presented.

233
P. Developing mastery (leads Let us try this…
to formative assessment) Directions: Identify the prepositional phrase in
each sentence. Then, use it in your own
sentence.
1.Through the years, Yolanda victims stand firm.
2.People in these countries are amazed at the
work of these medics.
3.The patients are treated with the best first aid.
4.The plane leaves at five o’clock.
5. He worked beyond two hours.
Q. Finding practical
applications of concepts How do you think prepositional phrases help us
and skills in daily living in our oral and written communication skills?

R. Making generalizations and


abstractions about the Ask : What is prepositional phrase?
lesson How are they used?
What are the two functions of
prepositional phrase?
S. Evaluating learning Directions: Write five sentences using
prepositional phrases then underline them.
1.
2.
3.
4.
5.
T. Additional activities Make ten sentences using prepositional
phrases.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B .No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategies
worked well? Why did they
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

234
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 1
I.OBJECTIVES
A. Content Standards The learners…
 demonstrate understanding of various verbal
elements in orally communicating
information (OL)
 demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance The learners…
Standards  orally communicate information, opinions,
and ideas effectively to different audiences
using a variety of literary activities (OL)
 use paralanguage and non-verbal cues to
respond appropriately (A)
C. Learning Competencies:
Competencies/Obj  React on the content of the material
ectives presented EN6OL-IIh-6
 Show tactfulness when communicating with
others EN6A-IIh-17
Specific Objectives:
 React on the content of the material
presented;
 Share thoughts and opinions effectively;
 Develop respect on other’s opinions.
II.CONTENT React on the Content of the Material Presented

III.LEARNING
RESOURCES
References Curriculum Guide page 134
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Activity Sheet in English
from the LR Portal
5. Other Learning https://www.familyfriendpoems.com/poem/everlasting-love
Resources http://coocatss.blogspot.com/2018/03/complain-about-
things-parent-could-not.html
https://wealthygorilla.com/best-short-moral-stories/
IV. PROCEDURE
A. Reviewing the Show thumbs up if the preposition in the sentence
previous lesson or is correct and thumbs down if it is incorrect.
presenting the new 1. My little brother hides under the chair.
lesson 2. John waited for his friend over the shade of
the tree.

235
3. Mother keeps the sewing materials in the
box.
4. I set the plates and utensils on the table.
5. Daniela hangs the family picture at the wall.

B. Establishing a Present the objectives of the lesson:


purpose for the A. React on the content of the material
lesson presented
B. Share thoughts and opinions effectively
C. Develop respect on other’s opinions

Motivation
Look at the pictures and describe what you see.

*What do your parents always tell you about going


to bed? about the food to eat?
*What would you wish they would tell you about
these things?

Motive Question
What wish does the poem tell us?

C. Presenting
examples/instances Setting of Standards in Reading the Poem
of the new lesson What are the things you should do while reading
the poem?

236
Presentation of the poem:

Someday
by Bobbi Katz

Don’t you wish that you could say


You are your mom and dad someday?
Then you could tell your parents stuff
Like maybe they’re not clean enough?

Sure, you could say, “It’s time for bed,”


When they would rather play instead,
Or when they want hot dogs to eat,
“Pass the spinach!” “Pass the meat!”

Yes, it would be such fun, if say,


You are your mom and dad someday,
And they might learn a lesson, too,
When all the orders come from you!”

Comprehension Check
Ask
1. What wish does the poem tell about?
2. Which of the things that are said in the poem
have been said to you?
3. What do you feel whenever your parents tell
you to do something which you do not like?
4. Do you agree with the author that it would be
so much fun if you are your mom and dad
someday? Why or why not?
5. What would you wish for your parents
someday?
D. Discussing new Read the poem again.
concepts and
practicing new skills What is the topic of the poem?
#1
In giving your reactions, thoughts or opinions, what
are the things you must bear in mind?

Read the statements and give your reactions.

1. “Mom, you are not clean enough.”


2. “Dad, it’s time for bed.”
3. “Dad, eat spinach instead of hotdog.”
4. As a whole, what is your reaction about the
poem?

To react on the content of the materials presented,


it helps to do the following:

237
1. Look for facts, ideas, or insights presented
which you have gained or learned.

2. Analyze the facts, ideas, and insights


presented.

3. Tell what others might get or learn from it.

4. Make a judgment about the material whether


or not you like it or you agree with it

E. Discussing new Group 1


concepts and Talk about It
practicing new skills Think about what you would say to your children if
#2 you were a mom or a dad. Then do these things:
1. Draw picture of yourself as a mom or a dad.
Show what you would do or say.
2. Show your picture to the class. Tell what you are
doing and saying in the picture.

Group 2
Act it out
Think about what you would say to your children if
you were a mom or a dad.
1. Write a short skit to show what would you do or
say.
2. Present the skit to the class.

F. Developing Read the poem and give your reaction on the content.
mastery (Leads to
Formative
Assessment 3)
Parents
© Jennifer J. Bailey

They tried so hard to make us see,


We never listened, we only wanted to be free.
They gave us the tools to build our life,
We broke all the rules with our own strife.
The more they tried to raise us the best,
The easier it was to be just like the rest.
No greater love has ever been,
We will need our parents, again and again.

https://www.familyfriendpoems.com/poem/everlasting-
love

238
G. Finding practical Look at the picture and give your reaction.
application of
concepts and skills in
daily living

http://coocatss.blogspot.com/2018/03/complain-about-
things-parent-could-not.html

H. Making What are things you must do in giving reaction to the


generalizations of material presented?
concepts and skills in
daily living
I. Evaluating learning Read the story silently. Write your reaction about it.

Having A Best Friend


A story tells that two friends were walking
through the desert. During some point of the
journey they had an argument, and one friend
slapped the other one in the face.

The one who got slapped was hurt, but without


saying anything, wrote in the sand;

“Today my best friend slapped me in the face.”

They kept on walking until they found an oasis,


where they decided to take a bath. The one who
had been slapped got stuck in the mire and started
drowning, but the friend saved him. After he
recovered from the near drowning, he wrote on a
stone;

“Today my best friend saved my life.”

The friend who had slapped and saved his best


friend asked him;

“After I hurt you, you wrote in the sand and now, you
write on a stone, why?”

239
The other friend replied;

“When someone hurts us we should write it down


in sand where winds of forgiveness can erase it
away. But, when someone does something good
for us, we must engrave it in stone where no wind
can ever erase it.”

https://wealthygorilla.com/best-short-moral-stories/

Criteria 3 2 1

Content Show full Show good Show few


understanding understanding understanding
and reaction and reaction and reaction
on the content on the content on the content
of the material of the material of the material
presented presented presented

Sentence All Sentences Most Few


structure are well- Sentences are sentences are
structured well-structured well-structured

Completeness Give complete Give Give


and correct incomplete but incomplete but
explanation correct not so correct
and reaction explanation explanation
and reaction and reaction

J. Additional activities
for application or Copy a short poem and write your reaction on the
remediation content of the poem.

V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?

240
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/de
partment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?.

Other Sources Used:

http://coocatss.blogspot.com/2018/03/complain-about-things-parent-could-not.html

https://wealthygorilla.com/best-short-moral-stories/
https://www.familyfriendpoems.com/poem/everlasting-love

241
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 2
I.OBJECTIVES
A. Content Standards The learners are expected to:
 Demonstrate understanding of various
verbal elements in orally
communicating information (OL);
 Demonstrate understanding that a change in
stress entails a change of meaning to
evaluate the speaker’s/ author’s purpose
and meaning (F);
 Demonstrate understanding of non-verbal
communication to
communicate with others (A).
B. Performance The learners are expected to:
Standards  Orally communicate information, opinions,
and ideas effectively to different audiences
using a variety of literary activities (OL);
 Use knowledge of stress and intonation of
speech to appropriately evaluate the
speaker’s intention, purpose and meaning
(F);
 Apply knowledge of non-verbal skills to
respectfully give the speaker undivided
attention and acknowledge the message
(A).
C. Learning Competencies:
Competencies/Obj  React on the content of the material
ectives presented.
EN6OL-IIh-6
 Read grade level text with accuracy,
appropriate rate and proper expression.
EN6F-IIh-1.6
EN6F-IIh-1.3
EN6F-IIh-1.7
 Show openness to criticism
EN6A-IIh-18
Specific Objectives
 Analyze the content of the reading materials.
 Show openness to criticism through a
reaction paper
 React on the content of the given reading
materials
II.CONTENT React on the content of the material presented
III.LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages

242
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning PowerPoint Presentation, Activity sheets(Quarter 2,
Resources Week 8, Day 1&2), Mystery box, Copy of the Poem
A Worm In My Pocket
By Jodee Samano, Pictures
IV. PROCEDURE
A. Reviewing the previous Ask: What did you learn yesterday? (How to react
lesson or presenting the on the content of the given reading materials)
new lesson How do we react on the content of the given
materials?
Say: Today you will learn more about reacting to
content of the reading materials

B. Establishing a purpose Present the objectives of the lesson to the pupils


for the lesson What to Learn:
 Analyze the content of the reading materials.
 Show openness to criticism through a
reaction paper
 React on the content of the given reading
materials

Say: Today we will read a poem, but before that


let’s do some activities that will help you
understand it.

Motivation (Mystery box)


-Pupils will guess the thing inside the box while in
blind fold.

Ask: What do you think is inside the box?


(Worm, a plastic worm or a real worm)
Let the pupils describe it.

Unlocking of Difficulties
Say: Before we read the poem, let us know first the
meaning of the following words which you are going
to encounter in the poem.

Say: Complete the sentences by matching the


pictures in Column A to the words in Column B.

243
Column A Column B
 1. She liked to a. stench
walk with

 _________
 feet when the
pavement had
been warmed by
the sun.
2. My classmates b. wiggled

____________
when they won
the 1st place.
3. The stuffed c. bare
toy elephant
bought by my
mom is so
__________

4. The puppy d. floppy


_________ when

he saw his owner


coming.
5. The e. screamed
__________ on

my shirt is
caused by the
sauce that I
accidentally
dropped while I
was eating.

Sources:
1.https://www.shutterstock.com/video/clip-5726465-closeup-
barefoot-teen-leaning-against-sports-car
2.https://pngtree.com/freepng/people-shout_2754593.html

244
3.https://www.walmart.ca/en/ip/Mayflower-92651-7-in-Floppy-
Bean-Bag-Elephant/PRD2O2V4M6M1MRI
4.https://www.bustle.com/articles/81611-mairwennels-dirt-pattern-
material-proves-that-shirts-with-stains-are-no-longer-embarrassing
5.https://simpsons.fandom.com/wiki/Wiggle_Puppy

Motive Question
Ask: Why did the speaker in the poem put a worm
in his pocket?
C. Presenting Setting standards in Reading a Poem
examples/instances of the Ask: Before we read a poem, what are the things
new lesson that you must remember in reading a poem?

Presentation of the poem to the class


The teacher will read first and followed by the
pupils.

A Worm In My Pocket
By Jodee Samano
Published: September 2008

One rainy day on my way home from school,


I found a big worm and thought it was cool.

I picked up the worm with my bare hand,


held it up high, thinking how grand!

The worm was so cute and wiggled a lot.


I put him in my pocket to show Mom what I'd
caught.

What will she say when I show her my find?


Will she let me keep it? I hope she won't mind.

Mom was in the kitchen when I showed her what I'd


found.
She screamed, "No, way! Put it back in the ground!"

Now I'm so angry; she always says, "No."


If she won't let me keep it, then I will just go!

So me and my worm packed a sandwich or two,


ran out the door, and down the street we both flew.

We walked to the park and sat on a bench.


I pulled out my worm and noticed a stench.

He looked kind of floppy but wiggled a bit.


I thought, "Oh my Gosh, my worm is not fit!"

I laid him in the dirt and let him go free.


I guess that my pocket was not the best place to be.

Source: https://www.familyfriendpoems.com/poem/a-
worm-in-my-pocket

245
Answering of the Motive Question
Ask: Why did the speaker in the poem put a worm
in his pocket?

Comprehension Check
Ask: 1. What did he find on his way back home
from school?
2. What did he do with the worm?
3. What was the mother’s reaction upon
seeing the worm on his hands?
4. How did he feel about his mother’s
reaction?
5. Why did he let go of the worm?

D. Discussing new Say: Lets go back to some lines from the poem.
concepts and practicing
new skills #1 I picked up the worm with my bare hand,
held it up high, thinking how grand!

She screamed, "No, way! Put it back in the


ground!"

Now I'm so angry; she always says, "No."


If she won't let me keep it, then I will just
go!

Ask:
How did the author react when he picked the worm
with his bare hand?
How did mother react when she saw the worm on
her child’s hand?
How did the author react when his mom told him to
put the worm back to the ground?
E. Discussing new Say: In giving reactions to a material presented,
concepts and practicing one must understand the content of the reading
new skills #2 material. It is by reading with comprehension that
one can give his/ her appropriate reaction to the
content of the material used in reading.

In reacting to poems, movies, or stories, we should


always be able to share our thoughts and opinions
but we should also be wary about others’ feelings.
Nonetheless, we should always be open to criticism
and respects others’ opinions as well.
F. Developing mastery
(Leads to Formative Read the story about criticism and do the activities
Assessment 3) the follow.
The Bewitched Tongues
Once upon a time there was a Wicked
Wizard. One night the wizard visited a city and stole
a thousand tongues from its sleeping
inhabitants. He took these tongues and cast a spell
on them. The spell meant that these tongues could

246
only say bad things about people. Then the wizard
returned the tongues to their owners, who
suspected nothing.
In very little time, that city was filled with the
sound of people saying bad things about each
other,
"Yes, he did that, she did the other, boy, was
that guy a bore, and the other guy was really
clumsy..."
Soon everyone was angry with everyone else,
and this brought the Wicked Wizard no end of
satisfaction.
On seeing all this, the Good Wizard decided
to intervene with his own powers. He cast a spell on
the ears of the city dwellers. Under this spell,
whenever the ears heard people criticizing others,
they would close up tightly, so that nothing could be
heard.
And so, started the great and terrible battle
between tongues and ears. The one endlessly
criticizing, the other blocking all this out.
Who won the battle? Well, with the passing of
time, the tongues started to feel completely useless.
Why talk if no one was listening? Being tongues,
they liked to be heard, so they gradually started to
change the kind of things they would say. When the
tongues realized that saying good things about
people meant they would be listened to once again,
they were filled with joy, and forgot forever the spell
they had been under.
Even to this day, the Wicked Wizard continues
casting spells on tongues all over the world. But
thanks to the Good Wizard now everyone knows
that to put an end to gossiping, all one has to do is
pay no attention to it.
Source:
https://freestoriesforkids.com/children/stories-and-
tales/bewitched-tongues
Activity for the Average Learners
Answer the following questions.
1. Who are the characters in the story?
2. Why did the Wicked Wizard steal the
tongues of the sleeping inhabitants?
3. What happened to the city after the Wicked
Wizard returned the tongues of the
inhabitants?
4. How did everyone react about each other?
5. What did the Good Wizard do to remove the
spell?

247
Activity for the Advance Learners
Reaction Writing
Write a reaction paper about being open to
criticism. Use the questions below as your guide in
writing.
1. How will you handle the people who
criticized you?
2. Why is it important to ignore and not pay
attention to the negative criticisms?
3. How can you use criticisms to improve
yourself as an individual?

G. Finding practical Activity A: “React to the Moment”


application of concepts What will you do if you were in the following
and skills in daily living situations? How will you react? Briefly explain your
answers.

1-2. You spent so much effort doing your English


project in class but was given a barely passing mark
by your teacher.
________________________________________
________________________________________

3-4. Your favorite pet was suddenly hit by a speedy


car and immediately died.
________________________________________
________________________________________

5-6. You were walking on your way home when you


saw a group of children beating a puppy.
________________________________________
________________________________________

7-8. Your parents attended a company party and


you were left alone in the house when you suddenly
heard a loud sound on the rooftop.
________________________________________
________________________________________

9-10. You joined a story writing contest and you


received a letter informing you that you won the first
place.
________________________________________
________________________________________

H. Making generalizations Popsicle Recitation


of concepts and skills in Ask:
daily living 16. How do you react on the poems, stories and
texts read?
17. What will you do to react accordingly to the
poems, stories and texts read?
I. Evaluating learning I’m in the Mood for Smiley
Read the paragraphs carefully. Identify the reaction

248
expressed in each situation. Draw the emoticon on
the blanks provided before each number.
_____1. Hannah is a very hardworking lass. She
spent most of her time in studying and reading
books. She wanted to make sure that her parents
are proud of her achievements. During the
Recognition Day in school, she tightly closed her
eyes and clasped her hands while waiting for the
principal’s announcement of the student who got
the highest honors. And then, she heard the
principal announce… her name!

_____2. Jenny is watching the news every night.


Her attention was caught by the fire that razed the
anime studio in Japan. There were 33 people who
died and was found out that the suspect was
spotted in the area days before the fire incident.

_____3. Kian is very excited for his birthday


tomorrow. He slept early because he wanted to
wake up early to see what his parents prepared for
him. At exactly 5 o’clock in the morning, Kian
jumped off his bed and hurriedly go to the kitchen
table but…there was nothing on it.

_____4. John and Earl are the best of friends. One


day, John told Earl about his family’s plan of
migrating to New Zealand. He told his best friend
that his father will be working there and that their
family will be living there, too. Earl knew that it will
surely take years before he and his friend will see
each other.

_____5. Carmen slept late because she needed to


finish her project in English. She made sure that
everything is ready for tomorrow’s submission
before she went to bed. She left her project for a
while to drink water at the kitchen. When she went
back to her study area, she saw her project on the
floor, torn into pieces. She looked at her puppy with
rage in her eyes.
J. Additional activities for Walking Down Memory Lane
application or remediation We all have our own set of memories that we love
to recall while others want to forget. Recall an
experience where you were once criticized by
others. Share your reaction and how you deal with it
in one paragraph only.
6. REMARKS

249
7. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

Other Sources Used:

250
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 3
I.OBJECTIVES
A. Content Standards  Demonstrate understanding of the conventions of
standard English grammar and usage when writing
or speaking. (G)
B. Performance  Speak and write using good command of the
Standards conventions of standard English (G)

C. Learning  Compose clear and coherent sentences using


Competencies/ appropriate grammatical structures: Subordinate and
Objectives coordinate conjunctions
EN6G-IIh-8.3 EN6-IIh-8.4

Specific Objectives:
1. Determine the appropriate subordinate and
coordinating conjunctions to complete sentences
2. Compose clear and coherent sentences using the
appropriate subordinate and coordinating
conjunctions
3. Appreciate simple acts of kindness and its
importance in one’s life through reflection
II.CONTENT Subordinate and Coordinate Conjunctions
III.LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English 6 pp 36-38, Maria Fe Garcia-Eusebio and Perla
A. Zotomayor, Ed.D., REX Philippine, Copyright 2017
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the The teacher presents the objectives of the lesson to the
previous lesson or pupils:
presenting the new Determine the appropriate subordinate and coordinating
lesson conjunctions to complete sentences
Compose clear and coherent sentences using the appropriate
subordinate and coordinating conjunctions
Appreciate simple acts of kindness and its importance in
one’s life through reflection

B. Establishing a Pre-reading Activities


purpose for the lesson
A. Motivaton
The teacher presents pictures that show act of kindness.

251
https://www.google.com/search?biw=1366&bih=667&tbm=isch&sa=1&ei=9So1X
cyYEdamoASI5YOYCQ&q=helping+other+people+in+the+Philippines&oq=helpin
g+other+people+in+the+Philippines&gs_l=img.3...65105.68058..68113...0.0..0.4
08.3310.0j12j4j1j1......0....1..gws-
wizimg.......0j0i30j0i8i30.q6N4KmZYUQI&ved=0ahUKEwiM5_S1yMfjAhVWE4gK
HYjyAJMQ4dUDCAY&uact=5#imgrc=_

https://www.google.com/search?biw=1366&bih=667&tbm=isch&sa=1&ei=Kiw1X
a_cKIWC-
QbNramYDA&q=act+of+kindness+in+the+Philippines&oq=act+of+kindness+in+t
he+Philippines&gs_l=img.3...1371.2391..3384...0.0..0.1048.1224.0j1j7-
1......0....1..gws-wiz-
img.XuqOmiXHPFE&ved=0ahUKEwivmbjJycfjAhUFQd4KHc1WCsMQ4dUDCAY
&uact=5#imgdii=NxeWqBO8fifNJM:&imgrc=LDxMzH4EdOdrEM:

https://www.google.com/search?biw=1366&bih=667&tbm=isch&sa=1&ei=mCw1
XfWwCYPh-
Abmi5iQAQ&q=helping+elderly+cross+streets+in+the+Philippines&oq=helping+e
lderly+cross+streets+in+the+Philippines&gs_l=img.3...34724.40968..41186...4.0.
.0.167.2206.5j15......0....1..gws-wiz-img.GXdLw
5hwr4&ved=0ahUKEwj13NL9ycfjAhWDMN4KHeYFBhIQ4dUDCAY&uact=5#img
rc=xNGnnsI6Ct2qqM:

The teacher asks:


“What do these pictures reflect/show?”

B. Unlocking of Difficulties
Use the context clues to get the meaning of the underlined
words.

252
1. Blessing the hands of the elderly and saying “po and opo” has
been a practice of the Filipinos.
a. to do regularly or constantly
b. to do something again and again in order to become
better at it
c. to live according to the customs

2. The fans jostled one another just to get close to their


ultimate idol.
a. to come in contact or into collision
b. to vacate spaces to make order
c. to shake hands and make friends

3. The law prohibits child abuse because the state believes that
children’s rights must be respected.
a. to make legal or consider to put into practice
b. not allowed, or forbid from doing something
c. to officially permit or authorize

4. Jeepney is the most common type of vehicle for commuters


in the Philippines.
a. an instrument used to achieve a certain goal
b. an agent that causes something to happen
c. a means of carrying or transporting people or goods from
one place to another

5. The passengers in Araneta Bus Terminal patiently wait for


their ride during holidays to be able to return in their provinces.
a. persons who are traveling from one place to another
b. persons who are driving a bus, car or train
c. persons in a group who do not do as much work as others

Key:
1.c
2.a
3.b
4.c
5.a

C. Motive Question
How did the boy show kindness to an old man?

C. Presenting During Reading Activity:


examples/instances of The teacher is going to present the story through powerpoint
the new lesson presentation.

(Setting of standards in reading a story)

Teacher reads the story to the class and after that the
teacher will ask the pupils to read aloud the story again
with accuracy, appropriate rate, and proper expression.

253
A Simple Act of Kindness

To see full packed buses is not surprising. In the past, when a


lady or an old woman was standing, while the rest of the
passengers were seated, almost expectedly, a man would offer his
seat as a gentleman’s act. Over the years, this practice has
become rare.
Overloaded jeepneys are also not unusual. Although there
are laws that prohibit passengers to hang on at the back of the
vehicle because it is dangerous, one can still see these almost
everywhere.
Now, there was this boy, maybe between 12-13 years old, who
was seated in a fully loaded jeepney. He had two heavy looking
bags probably filled with books and notebooks. As the jeepney
made its stop, about two passengers got off but several people
jostled one another just to be able to get seats. A man in his 70’s
tried to get on board. Since he was quite slow due to his age, he
was not able to get a seat for himself. So he decided to hang on at
the back of the jeepney. This is really dangerous because if the
jeepney makes a sudden stop, one might lose his grip of his
balance and the chance of falling from the jeepney is great.
All of a sudden and to the surprise of everyone inside the
jeepney, the boy spoke outloud, “Tay (short for Itay), you may
take my seat.” The old man smiled and thanked the boy. Another
passenger offered his lap for the boy to sit on but he refused. The
boy was able to sit when a passenger got off.

SOURCE:
http://www.ourknowledfe.asia/our-knowledge-blog/seven-heroic-stories-that-
have-restored-my-faith-in-the-filipino

D. Discussing new Post Reading Activity


concepts and practicing
new skills #1 Comprehension Check:
1. How did the boy show kindness to an old man?
2. Why is hanging on at the back of a jeepney prohibited?
3. Why was the old man not able to get a seat?
4. Why did the boy decide to do?
5. Why do you think the boy offered his seat?
6. What do you think did the other passengers feel when
they heard the boy offering his seat?

Valuing:
1. What can you say about the boy?
2. What little acts of kindness can you show to others?
3. Why is it important to be kind to others? How can it help
you as a person?
E. Discussing new Presentation
concepts and practicing Read each sentence taken from the text and study how the
new skills #2 highlighted words are used.
When a lady or an old woman was standing on a bus,
almost expectedly, a man would offer his seat as a
gentleman’s act.

254
He had two heavy-looking bags probably filled with
books and notebooks.

Another passenger offered his lap for the boy to sit on


but he refused.

If the jeepney makes a sudden stop, one might lose


grip or his balance.

Since he was quite slow due to his age, he was not


able to get a seat for himself.

Discussion
The teacher asks:
“What do you call the underlined words?”
“How do they function in the sentences?”

The teacher explains:


The underlined words in the given sentences are Conjunctions.

A Conjunction is a joining word. We use conjunctions to join


two words, phrases, and clauses to make one long sentence.
There are two types of conjunctions:
1. Coordinating Conjunctions
2. Subordinating Conjunctions

Coordinating Conjunctions join elements of a sentence that


are similar. They join words, phrases, and clauses.
There are seven coordinating conjunctions They give equal
importance to the words sentences they connect.
Coordinating Conjunctions are known as “FANBOYS”
mnemonic to easily memorize:
F- for
A- and
N- nor
B- but
O- or
Y- yet
S- so

Subordinating Conjunctions join two clauses together,


and in doing so, they make one dependent or subordinate
clause upon the other. They connect two ideas with one
more important than the other.
Examples:
as, if, after, unless, before, since, because, when, whether,
while, as long as, once, though

F. Developing mastery AVERAGE LEARNERS ADVANCED LEARNERS


(Leads to Formative Supply each number with (THINK-TAC-TOE)
Assessment 3) the appropriate subordinate Put an (x) mark on the six
or coordinate conjunction to conjunctions you will

255
compose clear and choose. (diagonally,
coherent sentences. horizontally, or vertically)
1. We will succeed ___ we and use them in a sentence.
will work harder.
2. Ram brought bread ____ and or for
milk to school. _______ _______ _______
_______ _______ _______
3. ____ Austin has already
apologized, they will not unless since because
take any further actions _______ _______ _______
against him. _______ _______ _______
4. Shaun will not get his
but when until
prize ____ he shows up. _______ _______ _______
5. Mr. Ramos will give a test _______ _______ _______
___ an assignment.

Key: 1. if
2. and
3. Since
4. unless
5. or

G. Finding practical GROUP/ MULTIPLE INTELLIGENCES (M.I.) ACTIVITY:


application of concepts
and skills in daily living Choose a task.

MUSICAL INTELLIGENCE LINGUSITIC INTELLIGENCE


Create a shot jingle about Write a short speech giving
Simple Act of Kindness using tribute to the boy in the
subordinate/ coordinate story Simple Act of Kindness
conjunctions. using subordinate/
coordinate conjunctions.
SPATIAL INTELLIGENCE INTRAPERSONAL INTELLIGENCE
Draw a Simple Act of Pretend you are the boy in
Kindness and write sentences the story “Simple Act of
about it using subordinate/ Kindness”. Write a reflection
coordinate conjunctions. on your life using
subordinate/ coordinate
conjunctions.
H. Making Strategy: TILT
generalizations of Complete the statement with what you have learned today.
concepts and skills in
daily living Today, I Learned That SUBORDINATE CONJUNCTIONS
are__________________________________________

Today, I Learned That COORDINATE CONJUNCTIONS


are__________________________________________

I. Evaluating learning
Write a sentence about the pictures below. Use
subordinate and coordinate conjunctions in your
sentences.

256
1.
https://www.google.com/search?biw=1
366&bih=667&tbm=isch&sa=1&ei=gi01X
Y_QJ8vZhwPGyIKYDQ&q=two+Filipino+ki
ds+playing&oq=two+Filipino+kids+playin
g&gs_l=img.3...13021.14296..17512...0.0
..0.197.1572.0j9......0....1..gws-wiz-
img.LKB2ApvzzE0&ved=0ahUKEwiPmbvt
ysfjAhXL7GEKHUakANMQ4dUDCAY&uac
t=5#imgrc=_

2.
https://www.google.com/search?biw=136
6&bih=667&tbm=isch&sa=1&ei=IC41Xamu
HouhQa9i7GYDg&q=filipino+getting+medal
+on+graduation+day&oq=filipino+getting+
medal+on+graduation+day&gs_l=img.3...8
310.17779..18076...0.0..2.2849.7685.4j25j3
j2j9-1......0....1..gws-wiz-
img.......0j0i67.nTHPwtYLjmQ&ved=0ahUKE
wipvt24y8fjAhWLUN4KHb1FDOMQ4dUDC
AY&uact=5#imgrc=0CTwGVTYGQNs5M:

3.
https://www.google.com/search
?biw=1366&bih=667&tbm=isch&
sa=1&ei=mC01XbqHDtqHoAS7qL
f4Dw&q=crying+filipino&oq=cryi
ng&gs_l=img.1.2.0i67l3j0l3j0i67l
2j0l2.50247.51164..53117...0.0..0
.136.676.0j6......0....1..gws-wiz-
img.PvAuOp-
4jII#imgrc=aWa6wnt4EX24oM:

4. https://www.google.com/search?b
iw=1366&bih=667&tbm=isch&sa=1
&ei=LC81Xf2nE9Wg-
QaLpK6ICw&q=happy+filipino&oq=
happy+filipino&gs_l=img.3..0l10.95
079.96398..96621...0.0..0.135.669.
2j4......0....1..gws-wiz-
img.......0i7i30.VW0U0coK9kw&ved
=0ahUKEwj97be4zMfjAhVVUN4KH
QuSC7EQ4dUDCAY&uact=5#imgdii
=G658sKdLBVrEDM:&imgrc=HqB8B
j-aMdZt6M:
https://www.google.com/search?biw
=1366&bih=667&tbm=isch&sa=1&ei=
5. NTA1XarOGMOi-
QaL3bGIBQ&q=filipino+vendors&oq=f
ilipino+vendors&gs_l=img.3..0j0i8i30.
14834.23142..23313...0.0..0.229.1111
.5j4j1......0....1..gws-wiz-
img.......0i67j0i24.9IX3txl85xM&ved=0
ahUKEwjqvOu2zcfjAhVDUd4KHYtuDF
EQ4dUDCAY&uact=5#imgdii=ABtKdaF
G18095M:&imgrc=HKAT9TNZhne7eM
:

J. Additional activities Write a short paragraph of five to eight sentences about


for application or any of the topics below. Use subordinate and coordinate
remediation conjunctions in your sentences.
 Local products found in our hometown
 Tourist spots in our province
 Activities in celebration of our barangay/town’s
fiesta.

257
V.REMARKS

VI.REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

258
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 4
I.OBJECTIVES
A. Content The learners…
Standards  Demonstrate understanding of the conventions of
standard English grammar and usage when
writing or speaking. (G)
 Demonstrate understanding of various verbal
elements in orally communicating information
(OL)
B. Performance The learners…
Standards  Speak and write using good command of the
conventions of standard English (G)
 Orally communicate information, opinions, and
ideas effectively to different audiences using a
variety of literary activities (OL)
C. Learning Competencies:
Competencies/Ob  Compose clear and coherent sentences using
jectives appropriate grammatical structures: Subordinate
conjunctions EN6G-IIh-8.3
 React on the content of the material presented
EN6OL-IIh-6

Specific Objectives:
 Identify the subordinate conjunctions (Cognitive)
 Write meaningful sentences using the appropriate
Subordinate Conjunctions (Psychomotor)
 Show commitment and involvement in achieving
one’s goal (Affective)

II.CONTENT Subordinate Conjunctions


III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional Activity Sheet in English 6
Materials from the (Quarter 2: Week 8 Day 4)
LR Portal
5. Other Learning powerpoint presentation, activity sheets, pictures, ,
Resources strips of paper, manila paper

https://www.google.com/search?q=picture+of+gift+box&tbm=
isch&source=univ&sa=X&ved=2ahUKEwj5pfP398XjAhWUc3
AKHTPXCQgQ7Al6BAgHEBs&biw=1366&bih=657#imgrc=_

259
IV.PROCEDURE
A. Reviewing the Checking of the previous day’s assignment
previous lesson
or presenting the Presentation of Lesson Objectives
new lesson
. The teacher lets the pupils read the learning
objective: Today, I CAN compose clear and coherent
sentences using appropriate grammatical
structures: Subordinate conjunctions & React
on the content of the material presented
B. Establishing a 1.Motivation
purpose for the
lesson Show a gift box.

Ask: Who loves surprises?


What is inside the box?
What gave you that idea about the content of this
box?

C. Presenting Today we are going to read a story. Let’s find out what
examples/instances the big surprise is.
of the new lesson
A Surprise for Me
by Michelle B. Balatbat

As soon as I opened my eyes that beautiful Saturday


morning, Papa told me that I should get ready for he’s got a
surprise for me! Though I still feel like staying in bed for I am
still sleepy, I knew it was something I’ll definitely enjoy! Just
as I finished preparing myself up, Mom came up and told me
to hurry up.

Once we got to the car, Papa told me that I would


definitely enjoy where we are going! I’m feeling all the
excitement and once we parked into this unfamiliar garage I
wonder, whose house that was? Until we knocked on the
door, I kept trying to make guesses of who’s house could that
be? And just as the door opens, I heard a familiar voice!
“Come in, come in!” says that lovely voice. It’s
grandma! While I was jumping up and down Grandma
showed up with a wonderful smile! As soon as I saw her, my
heart felt so happy. It’s been a long time since I’ve seen her
and this is such a wonderful surprise! Even though the
house is quite old, it felt so comfortable and welcoming.
While they were preparing for lunch, I went to Papa and
whispered, “Thank you for this surprise Papa! I really missed,
Gradma!”
“ You’re welcome, my son. Whenever you want to visit
her just tell me and I’ll bring you here.”

260
D. Discussing new Answer these questions:
concepts and
practicing new skills  Why did the boy wake up early?
#1
 Where did they drive to see the surprise?
 Do you think he had fun with that surprise?
Explain your answer.

E. Discussing new Look at the underlined words used in the story.


concepts and
practicing new skills just as although while though once even
#2 though as soon as until whenever

These words are called conjunctions known as


subordinating conjunctions. These are also joining
words used to join two words, phrases and clauses to
make one long sentence.

A subordinating conjunction connects a main clause


and a subordinate clause.
A subordinate clause is dependent on the main clause
because it doesn’t make sense on its own.

A subordinating conjunction joins a main clause to a


clause that is not important. They often show
comparison (than)a reason (because , since) a purpose
(so that, in order that) time (until, as)or place ( where).

provided
after though because so that before until while that

Example
Angela changed her costume because she will be attending
a party.

He wore his pants over his trousers


even though it looked silly.

F. Developing Choose the best answer to complete each sentence.


mastery (Leads to
Formative 1. _________ the basement flooded, we spent all day
Assessment 3) cleaning up. ( After, Although, Before, Even if)

2. I don’t want to go to the movies _____________ I


hate the smell of popcorn. ( although, because,
whenever, so that)

261
3. I paid Larry, ___________ garden design work is
top-notch.
( whenever, whose, after, if)

4. ___________ spring arrives, we have to be


prepared for more snow. ( Because, Until, Although,
Now that)

5. _____________ the alarm goes off, I hit the snooze


button.
( As soon as, Because, Before, Now that)

G. Finding practical
application of Is learning subordinate conjunctions important? Why
concepts and skills Make a short poem or paragraph about your daily tasks
in daily living using subordinate conjunctions.

H. Making "Thumbs Up! Thumbs Down!".


generalizations of
concepts and skills  Subordinating conjunctions join a subordinate clause
in daily living to a main clause
 A subordinate clause cannot exist alone as a single
sentence because it depends on a main clause for its
meaning.
 They often show comparison, a reason, a purpose,
time, or place.
I. Evaluating The sentences below either have subordinating clause or a
learning coordinating clause. Circle the conjunction used in each
sentence, then shade SC box if it is a subordinating
conjunction or shade the CC box if it is a coordinating
conjunction:

1. James picked the dinner, and Nadine SC CC


picked the dessert.

2. Malia laughed when the puppy chased its tail. SC CC

3. The lion limped as it crept through the jungle. SC CC

4. Because it began to rain, the game was called off. SC CC

5. I called Alyana, but she didn’t answer. SC CC

6. If the door is open, you should close it. SC CC

7. It was a good movie, yet only a few watched it. SC CC

8. As soon as Anne is ready, we all leave. SC CC

9. The class picnic will be at the beach, or it will SC CC


be at the zoo.

262
10. The campers stopped to rest although they SC CC
were in a hurry.

J. Additional Think about common problems that we encounter in our


activities for community today. List down common topics that might
application or interest you.
remediation
V.REMARKS

VI.REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?
F. What difficulties did I
encounter which my
supervisor/principal/de
partment head help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

263
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 8 Day 5
I. OBJECTIVES
A. Content Standards The learners…

● Express ideas effectively in formal and informal


compositions to fulfil their own purposes for writing
(WC)
● Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(G)
● Demonstrate understanding of various non-verbal
elements in orally communicating information (OL)
B. Performance The learners…
Standards
● Rewrite/revise texts using appropriate text types for a
variety of audiences and purposes (WC)
● Speak and write using good command of the
conventions of standard English (G)
● Orally communicate information, opinions, and ideas
effectively to different audiences for a variety of
purposes (OL)
C. Learning Competencies:
Competencies/Object
● Write a 4-paragraph composition showing- problem and
ives
solution EN6WC-IIh-2.2.9
● Compose clear and coherent sentences using
appropriate grammatical structures: Subordinate and
coordinate conjunctions EN6G-IIh-8.3 EN6-IIh-8.4
● React on the content of the material presented EN6OL-
IIh-6

Specific Objectives:

● Write a 4-paragraph composition with clear and


coherent sentences using appropriate grammatical
structures: Subordinate and coordinate conjunctions
regarding on some issues that our society is facing
nowadays.
● Orally express ideas and opinions about some latest
issues circulating in social media.
● Express sense of responsibility and love for nature.
II. CONTENT Writing a Composition

III. LEARNING
RESOURCES
References

264
1. Teacher’s Guide -
Pages
2. Learner’s Materials -
Pages
3. Textbook Pages -
4. Additional Materials Activity Sheet in English 6, Quarter 2, Week 8, Day 5
from the LR Portal
5. Other Learning Curriculum Guide in English page 134
Resources
IV. PROCEDURE
A. Reviewing the Say: In the previous week, we learned about conjunctions and
previous lesson or how to use them properly to form coherent sentences.
presenting the new
lesson -How many types of conjunctions do we have? What are
those?

- I have here some words placed in a box. This activity is called


PICTIONARY REVIEWING. I will group you into two. Each
group will be given box of words. And you are going to pick
those examples of conjunction and paste it on the board.

B. Establishing a Present the objectives of the lesson to the pupils


purpose for the lesson
Say: Today you will be able to;

 Write a 4-paragraph composition with clear and


coherent sentences using appropriate grammatical
structures: Subordinate and coordinate conjunctions
regarding on some issues that our society is facing
nowadays.
 Orally express ideas and opinions about some latest
issues circulating in social media.
 Express sense of responsibility and love for nature.

Motive question:

Are you aware of the environmental problem that our society is


facing today?
WORD BINGO GAME (Motivation)

Mechanics of the game.


1.Provide each pupil a card with 25 equal squares containing
words or phrases. Everybody gets the same set of words but in
a different order.
2.Teacher reads a word. The pupils search for the right square
on the card and mark it.
3.The first pupil to have five words highlighted in a row yells
“bingo” and wins.

265
Example:
B I N G O
ILLEGA
POLLU ILLEGAL HOUSI
POVERTY L
TION DRUGS NG
MINING

PRICE WATER AIR


ECONOMI NOISE
INCREA POLLU POLLU
CS POLLUTION
SE TION TION

LANDS HEAVY
TRAFFIC FLOOD FREE
LIDE RAIN

CLIMAT
WASTE
ENVIRON PROBL E
DROUGHT DISPOS
MENT EM CHANG
AL
E

OIL DEFOREST KAINGI SOLUTI


EROSION
SPILL ATION N ON

C. Presenting
examples/instances of the
new lesson What are the environmental problems that our society is facing
today? Complete this graphic organizer. You can add more
ideas aside from the ones mentioned above.

PROBLEM

D. Discussing new SOLICITING and OUTLINING


concepts and practicing
new skills #1 Draw out sentences from the pupils. Teacher provides paper
strips and lets the pupils write one sentence answering the
questions below.

266
What are the environmental problems recently
discussed/ aired on social media or TV?

What can you say about these environmental


problems?

How do they affect society?

As a pupil, how are you affected by these


problems?

E. Discussing new Say: From the sentences that you contributed we were able to
concepts and practicing make a paragraph. What is a paragraph then?
new skills #2
(Through a PowerPoint presentation, let the pupils read.)
aling with
a single topic.

focus. If it begins with on focus or major point of discussion, it


should not end with another or wander with different ideas.

reader. You can help create coherence in your paragraph by


creating logical bridges and verbal bridges.
Source: https://owl.english.purdue.edu/owl/resource/606/01/

F. Developing mastery My family Tree Activity


(Leads to Formative
Assessment 3) Say: Draw a tree. Make an outline about your family members.
-Describe your father, mother and your siblings.

267
-What are the activities you usually do with them?

Father

Mother

Siblings
G. Finding practical Say: Based on the description you wrote in your outline,
application of concepts combine the sentences and make one short paragraph.
and skills in daily living

H. Making Ask:
generalizations of
concepts and skills in What have you learned from today’s discussion?
daily living What are the things that you need to remember in making
composition?

I. Evaluating learning
Caterpillar Ideas

Try drafting your ideas through this organizer. List down the
possible solutions that you think might help solve the
environmental problems that you identified. Work with your
group members to organize your ideas.

Group activity:

Distribute four issues in the society and let the pupils explain
and share possible solution orally.

Individual activity:

Write a 4-paragraph composition with clear and coherent


sentences using appropriate grammatical structures:
Subordinate and coordinate conjunctions regarding on some
issues that our society is facing nowadays. (The teacher will
proofread pupils’ output)

268
J. Additional activities After revising your work, write the final draft of your
for application or composition.
remediation

V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment

B. No. of learners who


require activities for
remediation

C. Did the remedial


lesson/s work? No. of
learners who have
caught up with the
lesson

D. No. of learners who


continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I


encounter which my
supervisor/principal/dep
artment head help me
solve?

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

Other Sources Used:

269
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 1
I. OBJECTIVES
A. Content Standard The learners…
 Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking. (G)
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
B. Performance The learners…
Standard  Speak and write using good command of the
conventions of standard English. (G)
 Use paralanguage and non-verbal cues to
respond appropriately. (A)

C. Learning Competencies:
Competencies/Objec  Compose clear and coherent sentences
tives using appropriate grammatical structures:
Coordinate conjunctions EN6G-IIi-8.3,
EN6G-IIi-8.4
 Show tactfulness when communicating with
others EN6A-IIi-17

Specific Objectives:
• Tell the coordinating conjunction used in the
sentence.
• Use coordinating conjunction correctly.
• Show tactfulness when communicating with
others.

II. CONTENT Coordinating Conjunctions


III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages • English Encounters: Beyond Grammar 6 by Ma.
Liza G. Garcia p. 74 – 77 Copy Right 2016
4. Additional Materials • Curriculum Guide Grade 6
from Learning • LRMDS Grade 6 Activity Sheets

270
Resource (LR) portal

B. Other Learning • activity sheets, selection,


Resources/Materials
IV. PROCEDURES
A. Reviewing previous Teacher states the learning objectives of the lesson and
lesson or presenting the learning expectations of the pupils.
the new lesson
This lesson focuses on identifying coordinating
conjunctions and using them in sentences.
B. Establishing a purpose
for the lesson Motivation
The teacher shows a gift box then ask:
1. What is this?
2. When do you receive a gift?
3. What gift have you received during your birthday?

Unlocking of Difficulties
Match the underlined words from Column A to their
meaning in Column B.

COLUMN A COLUMN B
1.Marie received a special present a. made a
during her birthday. decision
2. The girl sighed after she was left b. gift
by the school bus. c. insensitive
3. When someone is sleeping, we d. interrupt
do not disturb him. e. kind
4. The dancers were convinced to f. persuade
perform during the recital. someone to
5. The class decided to have a group do something
study in Science. g. emit a long
6. Jerry got offended of the tactless deep audible
comment given by his classmate. breath expressing
sadness
Motive Question:
What gifts did Cynthia receive on her birthday?
C. Presenting During Reading
examples/instances of Standard in Reading Silently.
the new lesson  Give the pupils 3 mins. to read the passage
silently.
 Then, call one pupil to read it orally.
A Present for Cynthia
Cynthia wanted to have a party on her birthday, but
she decided to have it at home with her family and a
small group of friends. After eating the food prepared by
her mother, her friends convinced her to open her gifts.
“Come on, Cynthia, we’re excited to see if you like
our present for you,” Donna said.
“Yes, maybe it will be nice to see all your other gifts
and the special surprise you received from your parents
and your grandma. We’re dying to see them,” Ana
exclaimed.

271
“Let’s go to my room then,” Cynthia replied excitedly.
Cheryl commented, “Can’t we just stay here in the
living room? Your sister is asleep in your room and we
might disturb her.”
Cynthia opened the first box and she clapped her
hands when she saw the Hello Kitty bag she had longed
to have. As she opened the next box, she sighed, “Oh
no, this dress is good, but the color doesn’t suit me.”
Angela signaled, “Ssssh. Your grandma can hear
you. Didn’t that present come from her?
“Oh. I’m sorry to have said that. It’s really a nice
present. I’ll wear it on Sunday.” Cynthia raised her voice
to make up for her tactless blunder.

Comprehension Questions
1. What gifts did Cynthia receive on her birthday?
2. Where did she celebrate her birthday?
3. Who were with her during the celebration?
4. Was Cynthia happy with the gifts she received?
5. Why didn’t she like Grandma’s gift?
6. Is it right to say something about the gift you don’t
like? Why or why not?
7. How should we appreciate the gifts we receive?
8. How do we show tactfulness?
D. Discussing new
concepts and Presentation
practicing new skills Present the following sentences taken from the story.
#1 1. Cynthia wanted to have a party on her birthday, but
she decided to have it at home with her family and a
small group of friends.
2. Maybe it will be nice to see all your other gifts and the
special surprise you received from your parents and
your grandma.
3. This dress is good, but the color doesn’t suit me.

Say: Observe how the underlined words are used to link


parts of the sentences. (Show them the two words,
phrases or clauses they connect)
- These words are called conjunctions.

A conjunction is a word that connects or joins together


words, phrases, clauses, or sentences. There are two
kinds of conjunctions. The coordinating conjunctions
and the subordinating or subordinate conjunctions.

Coordinating Conjunctions
Coordinating conjunctions coordinate or join two or
more sentences, main clauses, words, or other parts of
speech of equal rank.
Example:
You can eat your cake with a spoon or fork.
My sister loves eating cake but she hates getting fat.
Anna refuses to eat the cake nor wants to taste the ice
cream.

272
I hate to waste food, for it is costly these days.
It is easier to remember the coordinating conjunctions if
you think of the word FANBOYS.

Coordinating Conjunctions Function


For --- Presents a reason
And --- Present non-contrasting ideas
Nor --- Present non-contrasting negative ideas
But --- Presents contrast or exceptions
Or --- Presents an alternative item or idea
Yet --- Presents a contrast or exception
So --- Presents a consequence
References:
“Subordinating Conjunctions” Accessed July 11, 2017.
http://www.gingersoftware.com/content/grammar-rules/conjunctions/subordinating-
conjunctions/
“Coordinating Conjunctions” Accessed July 11, 2017.
http://www.gingersoftware.com/content/grammar-rules/conjunctions/coordinating-
conjunctions/
E. Discussing new Activity 1: Underline the coordinating conjunction in
concepts and each sentence. (Board work)
practicing new skills 1. The exhausted hikers seemed tired but happy.
#2 2. Dan likes spaghetti with tomato sauce or chicken
sauce.
3. They cancelled both the church and reception
reservations.
4. The baby was small yet healthy enough to travel.
5. The old woman could neither read nor write.

F. Developing mastery Activity 2: Choose the correct coordinating conjunction


(leads to Formative to complete the sentence.
Assessment 3) 1. Swimming (and, yet) running are healthful sports.
2. They were very doubtful (but, for) he soon convinced
them.
3. I really want to buy a toy (so, but) I am saving money
from my baon.
4. Antonette loves cats, (yet, nor) she does not want
one living in her house.
5. They take good car of the dogs (for, and) they love
pets.
G. Finding practical Activity 3
applications of A. Group work.
concepts and skills in Set the Standard in a Group Work activity.
daily living Present the rubrics.

Directions: Each group will be given a Task Card.


Discuss with your group mates the given task, then
record your answers. Be ready for a group reporting
afterwards.
(Remember to be tactful when talking with your
groupmates.)
 Tier 1. Box the Coordinating Conjunction used
in the following sentence.

1. Ballet dancers and football players are both athletes.


2. Manuel L. Quezon thought of having one national
language, for he was thinking of the country’s unity.

273
3. They prepared not only the delicious meals but also
the interesting surprises.
4. Either you attend the party or stay home.
5. Neither he nor she is mistaken.

 Tier 2. Draw a happy face if the sentence is


using the coordinating conjunction correctly. If
not, draw a sad face and make it correct.

1. The beaches in Baler are good for surfing and


sunbathing.
2. Neither Boracay for Palawan were mentioned in
those two articles.
3.It is well known in other countries yet only a few
Filipinos have gone there.
4.You can also choose to go snorkeling or you can go
diving.
5. Visit it but you will not regret it.

 Tier 3. Use the correct coordinating conjunction


to complete the sentences. Select your answer
from the box below.

1. _____ you like it _____ not, you will join us now.


2. He did not hear _____ understand your explanation.
3. Father enjoys both tennis _____ basketball.
4. Sheila loves swimming ______ she doesn’t want to
go to the beach.
5. We are in a hurry _____ we have a deadline to meet.

For either-or and but or nor

B. Presentation of output.
C. Processing. Present the rubrics.
H. Making generalizations 1. What is a conjunction?
and abstractions about 2. What is Coordinating conjunction?
the lesson 3. Give example of Coordinating conjunctions.

I. Evaluating learning Use the correct coordinating conjunction to complete


the sentence. Box your answer.
1. I want to see a movie, (but, and) my sister has my
car.
2. She likes apples (but, and) bananas.
3. What do you like, hot (or, nor) cold chocolate drink?
4. Neither boys (or, nor) girls refused to sweep the floor.
5. Ben loves to play outdoor, (yet, for) he has an allergy.
J. Additional activities for Assignment: A Recipe for a Sentence
application or Read the sentences in the first column. Find related
remediation sentences in the second column.
Look in the third column to find the best conjunction to
combine the sentences. Write
your combined sentences on the lines below.

274
1. Stir together 1 Then, add two or
cup butter and 1 ½ eggs.
cups brown sugar in
a bowl.
2. Put 2 cups flour Stir. so
into another bowl
and add 1 teaspoon
baking soda.
3. Combine the wet Also add 1 cup of but
and dry ingredients. nuts with the chips
if you like nuts.
4. Add 2 cups Place the spoonful and
chocolate chips to about
the mixture. 1 ½ inches apart.
5. Drop spoonful of Take them out of and
the batter onto the the oven when they
cookies for 10 turn golden brown.
minutes.
6. Bake the cookies The cookies will rise but
for 10 minutes. when they’re in the
oven.

V. REMARKS

VI. REFLECTION

A. No. of learners who


earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

275
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 2
I. OBJECTIVES

A. Content Standard  Demonstrate command of the conventions of


standard English grammar and usage when writing
or speaking. (G)
 Demonstrate understanding of verbal and non-verbal
elements of communication to respond back. (A)

B. Performance Standard  Speak and write using good command of the


conventions of standard English. (G)
 Use paralanguage and non-verbal cues to respond
appropriately. (A)

C. Learning  Compose clear and coherent sentences using


Competencies/Object appropriate grammatical structures: Subordinating
ives Write the LC Conjunctions (ENG6-IIi-8.3)
code for each.  Show tactfulness when communicating with others
(ENG6A-IIi-17)

Specific Objectives:
 Tell the subordinating conjunction used in the
sentence;
 Use subordinating conjunction correctly;
 Show tactfulness when communicating with others.

II. CONTENT Subordinating Conjunction


III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages • English Encounters: Beyond Grammar 6 by Ma.
Liza G. Garcia p. 85 – 86 Copy Right 2016
4. Additional Materials • Curriculum Guide Grade 6
from Learning • LRMDS Grade 6 Activity Sheets
Resource (LR)
portal
B. Other Learning • activity sheets, selection,
Resources/Materials
IV. PROCEDURES
A. Reviewing previous What are the coordinating conjunctions used in the
lesson or presenting following sentences?
the new lesson 1. I want to buy a surfboard and a paddle board.

276
2. I want to go to Baler, but no one seems to know
much about it.
3. Neither Manuel Quezon, nor his wife is alive
today.
B. Establishing a Teacher states the learning objectives of the lesson and
purpose for the lesson the learning expectations of the pupils.

This lesson focuses on identifying subordinating


conjunctions and using them in sentences.
C. Presenting
examples/instances Motivation
of the new lesson Have you ever received a surprise from your parents?
Tell something about it.

Unlocking of Difficulties
Arrange the jumbled letters to get the synonym of the
words that will be found in the selection.
1. revealed – whos
2. surprise – tedpecunex
3. ride – pirt
4. fond – rymome yppah
5. guessing - kinth

Motive Question:
What was the surprise given by her dad?

D. Discussing new Standard in Reading Silently.


concepts and  Call three students to read each paragraph orally.
practicing new skills
#1 My First Train Ride
Just as I woke up on Saturday morning, my dad told me
he has a surprise! Though it wouldn’t be revealed until 1
p.m., dad told me that this surprise is something that I
was definitely going to enjoy! As soon as I heard about
the surprise, I jumped out of the bed and got ready for
the day. Although I was busy getting ready, I tried to
keep guessing what the surprise could be! Once it was
12:30 p.m., dad said that we needed to go to the car so
we could arrive at the surprise on time.
Once we were all packed in the car, we left to drive to the
surprise. Until we arrived, I kept thinking what the
surprise could be. Just as we pulled into a parking lot, I
saw a train. I asked dad if we are going on a train ride, as
soon as I asked him he smiled. Before he could say
anything else, I knew that’s the surprise. Just as we got
out of the car, we heard the buzzing from the train that its
closing and its ready to go.
Even though we don’t have running shoes, we ran to
make sure we hopped onto the train before it leaves.
While on the train, we had a wonderful time and met
many people.
Whenever I see a train now, I think of this fond memory.
It was my very first train ride.

277
Comprehension Questions:
1. What was the surprise given by her dad?
2. What did the speaker’s dad say to her?
3. What time will the surprise happen?
4. What did the speaker see as they pulled into a parking
lot?
5. How did the speaker feel about her very first train
ride?

Presentation
Ask: What are the highlighted words in the story “My First
Train Ride”?
What do you call these highlighted words?

A conjunction is a word that connects or joins together


words, phrases, clauses, or sentences. There are two
kinds of conjunctions. The coordinating conjunctions and
the subordinating or subordinate conjunctions.

Subordinating or Subordinate Conjunctions


Subordinate conjunctions connect or join a dependent
clause to an independent clause in a sentence. You can
write most sentences with a subordinating conjunction in
one of two different ways.
Example: When my friends arrived, I was still doing my
homework.
I was still doing my homework when my friends arrived.
If a sentence begins with a subordinating conjunction,
use a comma to separate the two clauses.

Here are some of the most commonly used


subordinating conjunctions:
After, Although, As, As soon as, Because
Before, By the time, Even if, Even though, Every time
If, In case, Now that, Once, Since, So that, That, That,
The first time, Unless, Until, When, Whenever,
Whatever, Whether or not, While, Why, Unless,

To remember some of the subordinating conjunctions


think of the acronym AAAWWUUBBIIS. They are also
called the comma users.
After…, Until…, If…,
Although…, Unless…, Since…,
As…, Because…,
When/whenever…, Before…,
While…, In case…,
E. Discussing new
concepts and Activity 1. Board work activity
practicing new skills Underline the correct subordinating conjunction to
#2 complete the following sentences.
1. Sarah begins to sneeze (whenever, when) she opens
the window.
2. I don’t want to go to the movies (because, if) I hate the
smell of popcorn.

278
3. (As soon as, before) the alarm goes off, I hit the
snooze button.
4. My heart is breaking (for, whenever) I see street
children.
5. Mother bakes a cake (while, even if) father fixes the
bicycle.
F. Developing mastery Activity 2. Pick out the subordinating conjunction in each
(leads to Formative sentence.
Assessment 3) 1. After studying for 13 years in Basic Education, a
student can enroll in college.
2. Unless everybody cooperates, it will never be
successful.
3. When Pnoy became president, the K-12 program was
implemented.
4. I gently close my eyes while I pray.
5. I’ll never stop dreaming until I become successful.

G. Finding practical Activity 3. A. Group work.


applications of Set the Standard in a Group Work activity.
concepts and skills in Present the rubrics.
daily living Remind them to be tactful in talking with their group
mates.

Directions: Each group will be given a Task Card.


Discuss with your group mates the given task, then
record your answers. Be ready for a group reporting
afterwards.

 Tier 1. Encircle the subordinating conjunction


used in the following sentence.
1. While I was watching TV, my Uncle arrived.
2. I will study hard so that I can get high grades.
3. I still couldn’t go even though I’d finished my
homework.
4. We hurried home after our parents called us.
5. You have to set a plan for unexpected guests
even if you are not prepared.
 Tier 2. Complete the following sentences by
using correct subordinating conjunction. Choose
your answer from the box below.
1. _____ my father died, my mother gave up on
life.
2. We went to the library _____ we have a
research work.
3. You cannot plan everything ______ is going to
happen.
4. You have to set a place for unexpected guests,
_____ you are not prepared.
5.The men hunt tamaraw _____ they earn from it.

because whenever where after that even if

279
 Tier 3. Read each group of Subordinating
conjunction to combine the sentence then, write
the combined sentences on the lines below.

1. While, unless, because She refuses to speak to me. I


apologize to her.
_____________________________________________

2. Since, when, until You hear what I have to say. Don’t


say a word.
_____________________________________________

3. While, whether, where I make dinner. You can set


the table.
_____________________________________________

B. Presentation of output.
C. Processing. Present the rubrics.
H. Making What is conjunction?
generalizations and What is subordinating conjunction?
abstractions about Give examples of subordinating conjunctions.
the lesson
I. Evaluating learning Use the correct subordinating conjunction to complete
the sentence. Underline your answer.
1. Liza came tumbling (before, after) Michael had fallen.
2. (Since, For) you’re going out, I’m staying in.
3. The reason (why, until) I stayed home should not be
told.
4. What is the first thing you do (when, although) you get
in the car.
5. You could do a lot better (as soon as, if) you were a
little more obedient.
J. Additional activities for Assignment:
application or
remediation Write sentences using the following
Subordinating Conjunction given below.
1. since ____________________________
2. although _________________________
3. while ____________________________

V. REMARKS

VI. REFLECTION

A. No. of learners who


earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation

280
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

281
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 3
I. OBJECTIVES
A. Content Standards  Demonstrate understanding of the oral
standards of English to participate in various
oral communication demands (OL)
 Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking (WC)
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back (A)
B. Performance  Prepare for and participate effectively in a
Standards range of conversations and collaboration
with diverse partners, building on others’
ideas and expressing their own clearly and
persuasively (OL)
 Rewrite/revises texts using appropriate text
types for a variety of audiences and
purposes (WC)
 Use a variety of strategies to provide
appropriate feedback (A)
C. Learning • React on the content of the material presented
Competencies/ EN6OL-IIi-6
Objectives • Revise writing for clarity using correct Spelling
EN6WC-IIi-1.8.2
• Revise writing for clarity using appropriate
punctuation marks
EN6WC-IIi-1.8.1
• Show openness to criticism
EN6A-IIi-18

Specific Objectives:
• React on the content of the material presented
• Revise writing for clarity using correct spelling and
appropriate punctuation marks
• Show openness to criticism
II. CONTENT Writing for Clarity Using Correct Spelling and
Appropriate Punctuation Marks
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages K to 12 Curriculum Guide Grade 6 May 2016
version
2. Learner’s Materials
Pages
3. Textbook Pages Avenues in English, Leonard F. Sapuay, pp. 50, 64-
65
4. Additional Materials Activity Sheets in English 6
from the LR Portal Quarter 2 Week 9
5. Other Learning Accessed on July 10, 2017.
Resources http://philippineslifestyle.com/blog/2017/06/01/eleve

282
n-soldiers-killed-infriendly-fire-airstrike-as-marawi-
city-chaos-continues/

Accessed on July 12, 2017 “Punctuation Marks”


http://clickonenglish.blogspot.com/2013/11/punctuati
on-marks.html
IV. PROCEDURE
A. Reviewing the Say:
previous lesson or At the end of the lesson, you are expected to:
presenting the new • React on the content of the material presented
lesson • Revise writing for clarity using correct spelling and
appropriate punctuation marks
• Show openness to criticism
B. Establishing a purpose
for the lesson Post the picture.

Reference:
Accessed on July 10, 2017.
http://philippineslifestyle.com/blog/2017/06/01/eleve
n-soldiers-killed-infriendly-fire-airstrike-as-marawi-
city-chaos-continues/

Ask:
What can you say about the picture?
How would you feel if you were in the situation?
What will you do if it happens in your community?
C. Presenting We are going to read silently the article, “Marawi
examples/instances of Survivor’s Tale: Tasty Water Lilies” and react on
the new lesson the content of the news by answering the questions
that will be given.

Marawi Survivor’s Tale: Tasty Water Lilies

MARAWI CITY — Jun Abapo, his nephew Onkoy


Anggay, and fellow construction worker Barok
Cueco decided on Wednesday evening to get out of
the war zone in Padian (marketplace) here after
more than a month of hiding. The trio were
constructing a building owned by an official of
Molundo, Lanao del Sur when the fighting erupted
on May 23.

283
“We hid in many structures while the fighting was
going around us. Bombs would also drop near our
location that our hiding places would shake
violently,” he said. Abapo said they grew tired of the
gunfire and of the exploding bombs that on
Wednesday evening they decided to try their luck
and escape.

They tried hard to avoid detection by Islamic State-


inspired militants, who regularly patrolled the area,
by moving from one house to another until they
reached a portion of the Agus River. Using
improvised floaters such as water jugs, Abapo said
they followed the flow of the water — occasionally
hiding in the vegetation by the riverbank.

Eating water lilies


He said on Thursday morning they were fired upon
by the gunmen, but they managed to dodge every
bullet by constantly diving underwater.

By Thursday evening, although exhausted and


hungry, they continued with their goal — to get out
of the war zone alive by all means. “We didn’t have
anything to eat anymore and we were very hungry.
We gathered some water lilies and ate the young
stems. It did not taste bad so we just chomped on
it,” Abapo, a resident of Sultan Naga Dimaporo in
Lanao del Norte, said as he held back his tears.
For the succeeding days, they would swim by the
riverbank while dodging more sniper fire and eat
more water lilies whenever they can.

“For us, it was important that we get out as soon as


possible,” he added. But on Saturday evening, while
swimming toward the bridge in Barangay Bubong,
Abapo said a sniper’s bullet hit Cueco.
“I put his body on a ramp by the riverbank,” he said.

Separation
During successive snipers’ fire, Abapo said he lost
sight of Anggay, a son of his younger sister.
“I don’t know where he went and I have no
knowledge of what has become of his fate,” he said,
his face growing dim.
“I prayed hard that God give me more protection as
I spent more hours on the river,” he said.
“By then, water lilies had become tasty already,” he
added.

On Sunday morning, Abapo said he finally reached


the bridge, where he was spotted by a group of
soldiers on the other side of the river, near the city
hall. He reckoned it was about 8 a.m. when he
started swimming toward them. 1st Lt. Yvonne

284
Altamera, company commander of the Alpha
Company of the 1st Infantry Battalion, said they
noticed Abapo swimming toward them amid gunfire.
“We did not return fire so as not to compromise our
location but we were yelling to him to just swim
toward us,” Altamera said.

Surviving terror
It was around 9 a.m. when Abapo was finally
plucked out of the water, weak and gasping for air.
“We gave him dry clothes to wear and slippers then
brought him to our (battalion) headquarters,”
Altamera said. Lt. Col. Christopher Tampus, the 1st
IB commander, said they immediately informed
higher officials about Abapo’s rescue.
“He had survived the Mautes’ terror,” Tampus
added.

Ask:
1. What happened in Marawi?
2. Who were the people who wanted to escape the
war zone?
3. What did they eat in order to survive?
4. Why did they want to escape?
5. What are the possible things that could have
happened to Abapo if he did not escape?
6. If you were in Marawi City, what would you have
done?
7. How do you feel after reading the news?

Activity: Give a copy of the news to the pupils.

What do you notice in the given texts of the news?

Underline and correct the words in the news with


incorrect spellings and put the correct punctuation
marks.

D. Discussing new Discuss:


concepts and practicing Revising is the process of reviewing your work and
new skills #1 making changes to improve your writing.

REVISING FOR CORRECT SPELLING


Correct spelling is important in formal writing. It
allows you to communicate properly. With correct
spelling, you avoid confusion for it would be difficult
to understand ideas if the words are not correctly
spelled. Readers may lose their interest if your
writing is full of mistakes and they will not take it
seriously. Remember that correct spelling leaves a
good impression on your readers.

Directions: Encircle the words with incorrect


spellings and write the correct ones.

285
1. For the succeding days, they would swim by the
riverbank while dodging more sniper fire and eat
more water lilies whenever they can.
2. He recckonned it was about 8 a.m. when he
started swimming toward them.
3. But on Saturday evening, while swiming toward
the bridge in Barangay Bubong, Abapo said a
sniper’s bullet hit Cueco.
4. On Sunday morning, Abapo said he finally
reached the bridge, where he was spoted by a
group of soldiers on the other side of the river,
near the city hall.
5. By Thursday evenning, although exhausted and
hungry, they continued with their goal-- to get out
of the war zone alive by all means.

E. Discussing new Discuss:


concepts and practicing REVISING FOR CORRECT PUNCTUATION
new skills #2 Punctuation marks divide written work into parts or
tell the reader something. Each mark has an
accepted use, and if you do not use it properly,
readers will be confused. Meaning can be changed
by different punctuations. They help put spoken
words into writing. Punctuation helps bring the right
kind of expression into writing for which voice
intonation, volume, tone, and pauses are used while
speaking. The complete meaning of a sentence
depends on the punctuation used.

1. Use a period at the end of a declarative sentence


and in abbreviations. Example: I know how to
write a complete sentence.
2. Use a question mark after an interrogative
sentence. Example: Are you alright?
3. Use quotation marks for direct quotations.
Example: “I will get it for you,” said Ana.
4. Use an apostrophe in contractions and to indicate
possession. Example: The members’ votes were
recorded and tallied.
5. Use a comma to separate items in series.
Example: She is cooking chicken, potatoes,
corn, and carrot.
6. Use a hyphen to join words serving as single
adjective before a noun, in number words, and
to divide words into syllables. Example: The
design is state-of-the-art.
7. Use an exclamation point to show strong emotion
or to give command. Example: The rain did not
stop for four days!
8. Use a colon to introduce a list and before a final
clause that explains something in the sentence.
Example: There are two choices at this time: run
away or fight.
9. Use parentheses around extra non-essential
information that is too important to omit.

286
Example: Ayrton (like his father, Paolo) was
victorious in the bike race.
10. Use a semicolon to join two independent
clauses that are not connected with a coordinate
conjunction. Example: You should stop eating
so much food; you will have to go on a diet.

Reference:
Accessed on July 12, 2017 “Punctuation Marks”
http://clickonenglish.blogspot.com/2013/11/punctuati
on-marks.html

Directions: Put the correct punctuation marks in the


following paragraph.

Being fit is a way of saying a person eats well


gets a lot of physical activity and has a healthy
weight. If you’re fit your body works well feels good
and can do all the things you want to do like run
around with your friends What does it feel like to be
full When youre eating notice how your body feels
and when your stomach feels comfortably full
Sometimes people eat too much because they don’t
notice when they need to stop eating Eating too
much can make you feel uncomfortable and over a
period of time can lead to unhealthy weight gain

F. Developing mastery Think-Pair-Share Activity


(Leads to Formative
Assessment 3) Underline and give the correct spelling of the
misspelled words and put the appropriate
punctuation marks.

We all triy to be good persons, or at least we strive


to be good A person feels good knoweing he or she
has done something righteious in life We all try to be
gode, but to succeed or not we have to trye We
have at leest once feelt the warmt of a kinde word
and it certainely made our soul to be at peace
Peece in the soul is the most important part of life

G. Finding practical Cite instances in your life where revising skill is


application of concepts helpful.
and skills in daily living
H. Making What are the things we should remember in revising
generalizations of with correct spelling and appropriate punctuation
concepts and skills in marks?
daily living How would you show openness to criticism when
your work was revised?
I. Evaluating learning Revise the short story by observing correct spelling
and proper punctuation marks.

287
One bright suny April in 1521 LapuLapu the king
of Mactan recieved a mesage about the arrival of
Ferdinand Magellan in Cebu with three large ships
and many men aboard
LapuLapu did not like the idea of paying tribuote
to his king Magellan heard about this and sent his
men to burn the vilage
Armed with speers lances and arrows Lapu-
Lapu and his men went to the bottle site They close
a tricky site of the sea which was filled with coral
reafsThe bottle went on Magellan was wounded and
fell in the shaloows
J. Additional activities for What are the standards in revising for
application or remediation transition/signal words?
V. REMARKS

VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depart
ment head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

288
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 4
I. OBJECTIVES
A. Content Standards The learners…
 Demonstrate understanding that English
language is stress timed to support
comprehension (F)
 Demonstrate understanding of different
formats to write for a variety of audiences and
purposes (WC)
B. Performance The learners…
Standards  Read with sufficient accuracy and fluency to
support comprehension (F)
 draft texts using appropriate text types for a
variety of audiences and purposes (WC)
C. Learning Competencies:
Competencies  Read grade level text with accuracy,
appropriate rate and proper expression
EN6F-IIg-1.6, EN6F-IIg-1.3, EN6F-II-1.7
 Revise writing for clarity
-transition/signal words
EN6WC-IIg 1.8.3

Specific Objectives
 Read grade level text with accuracy,
appropriate rate and proper expression;
 Use transition/signal words in revising a
selection;
 Show openness to criticism.

II. CONTENT Transition/ Signal Words


III. LEARNING
RESOURCES
References
1. Teacher’s Guide K to 12 Curriculum Guide
pages
2. Learner’s Materials
Activity Sheets for Grade Six
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning https://www.nova.edu> forms>co…
Resources https://www.une.edu.au/ data/ assets/ pdf
file/0008/12959/paragraph-comp.pdf
http://www.englishforeveryone.org/PDFs/intermediat
e%20Paragraph%20Correction%203.pdf
IV. PROCEDURE
A. Reviewing previous Review
lesson or presenting How do you revise for clarity? for appropriate
new lesson punctuation marks and correct spelling?

289
B. Establishing a Motivation
purpose for the lesson
If you were to write something, how are you going to
start?

Directions: Solve the crossword puzzle below to


find what you need to do before you start writing.

1
2
3 4

6
Across
3. First, ____ for ideas
4. If necessary, ____ for more information.
6. Take ____ on the information you need or
details you will include.

Down
1. Make an ____.
2. Try to ____ your notes into groups that make
sense.
4. Now, you’re ready to write a ____ draft of
your report or story.

C. Presenting examples/ Presentation


Instances of the new
lesson Today we are going to revise writing for clarity using
appropriate transition/ signal words.

Let us read the paragraph with accuracy, appropriate


rate and proper expression.

My fourth-grade son built an end table for me 1)


in last week. He surprised me with it. I think it was
very sweet of him to build it for me. It is the most
elegant little table 2) I have ever own. I moved 3) one
of my other table out of the living room and replaced
it with the new one. My daughter commented that it
didn’t match the 4) furnechure in the living room, but
it looked fine 5) for me. My neighbor mentioned that
one of the legs of the table was a little bit shorter
than the other legs, but it looked great to me. My
sister remarked that there was a nail sticking out of
the side of the 6) table but it looked okay to 7) me I
know the table has some imperfections, but my
fourth-grade son built it, and it looks perfect to me.

290
Let us examine the paragraph.

What are the underlined words and phrases in the


paragraph?
Why do you think they are underlined?

We are going to correct them by revising those


errors.
1. last week (delete the in)
2. I have ever owned
3. one of my other tables
4. furniture (spelling)
5. to me
6. table, but
7. me. I
D. Discussing new Transition signal words connect words or phrases.
concepts and They link the sentences and paragraphs smoothly.
practicing new skill #1
The sample transition signal words below are
grouped according to the relationship between ideas
that they indicate.

To introduce an example:

especially in this case take the case of


for example one example of this to demonstrate
for instance on this occasion to illustrate
frequently specially
To show agreement:

of course admittedly it is true that


certainly no doubt
To introduce additional idea:

additionally as well as in addition


again moreover also
equally important one could also say and
and then further furthermore
not to mention another
To indicate sequence or order:

after afterwards eventually


previously finally and then
first second third
at this point simultaneously subsequently
followed by at this time last
before meanwhile ultimately
concurrently next

291
To compare:

just like another way to view similarly


likewise balanced against whereas
like by comparison while
To contrast:

Even so a different view is nevertheless


And on the contrary however
In contrast on the other hand still
but unlike
To show cause and effect:

and so consequently therefore


thus as a consequence as a result
hence for this reason
To summarize of conclude:

finally in conclusion therefore


thus in other words to conclude
hence on the whole as shown
in brief in summary ultimately
E. Discussing new Guided Practice (Think Pair and Share)
concepts and
practicing new skill # 2 Read the passage below. Then revise, by correcting
the errors in the passage. After correcting the errors,
read the passage with accuracy, appropriate rate
and proper expression.

Jaime has been applying for full–time jobs for


several months. 1) The last week he received a call
from the Human Resources director at a computer
software 2) company the HR director asked Jaime if
he could fly to Chicago for a job interview. The
company offered to pay for Jaime’s plane ticket to
Chicago, so that he will not have to pay for it himself.
Jamie agreed to come for the interview.
Since then, Jaime has been busy collecting 3)
informaton about the company. He also went
shopping for a new 4) suited. Jaime and his wife
have been rehearsing answers to possible interview
questions, so that Jaime will be smart and ready his
best. Jaime is nervous about the interview, but 5) his
looking forward to working at a new place.
1) A. Last week B. On last week
C. The week last D. Both A and C are correct.

2) A. company, The B. company - the


C. company. The D. company! The

3) A. informates B. information
C. imformation D. informashun

292
4) A. suit. B. siut.
C. suet. D. sewt.

5) A. he’s B. hes’
C. he will be D. Both A and B are correct.
F. Developing mastery Supply with the appropriate transition/ signal words.
(leads to formative
assessment) _______, their kites were simple. _____ Orville and
Wilbur began building larger kites that could carry a
person and fly six hundred feet in the air.
G. Finding practical Write three short paragraphs citing how you resolve
applications of a specific problem you have encountered.
concepts and skills in
daily living
H. Making generalization How can we make our sentence clear?
and abstractions What are the things to consider in revising
about the lesson paragraphs?
Fill in the blanks with the appropriate transition/
I. Evaluating Learning signal words. Choose the words from the box.

equally good yes however


in fact first meanwhile
then next now
finally for example alternately

How to Make Banana Pizza

Some people love banana pizza. ____, it sounds


crazy.______, almost everyone who it tried is a fan.
______, banana pizza is wildly popular in Sweden.

Here’s how to make it.


_____, dissolve a package of yeast and one
teaspoon of sugar in 1 cup of warm water. Add ¼
cup of canola oil and a dash of salt. Slowly stir in 3 ½
cups of flour. A soft dough will form.

_________, pre-heat the oven to 450º F.

_____ transfer the dough to a floured surface and


knead it until it becomes smooth and elastic. Put it in
a bowl, cover, and set the bowl in a warm place. In
about 45 minutes, it will double.

_____, press half the dough onto a greased 12”


pizza pan. ____Now you must decide if you want to
make a savory pizza or sweet pizza.

For a savory pizza, spread the dough with tomato


sauce. Add banana slices an top with curry powder.
You may want to use other ingredients, smoked
cheese and/or ham, _________.

293
_______, you can make a sweet pizza. Spread the
dough with peanut butter. Follow with banana slices
and sprinkle with brown sugar. Top with crushed
peanuts or, _________, maple syrup.

Bake for ten minutes. ______, eat!


J. Additional activities for Write an entry in your journal about your pet. Be sure
application or to use correct signal/ transition words.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work?
No. of learners who
have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What Innovation or
localized material/s
did I use/ discover
which I wish to share
with other teachers?

294
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 9 Day 5
I. OBJECTIVES
A. Content Standard The learners…
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
B. Performance Standard The learners…
 Use paralanguage and non-verbal cues
to respond appropriately. (A)
C. Learning Competencies:
Competencies/Objectives  Show tactfulness when communicating
with others EN6A-IIi-17
Specific Objectives:
• Use paralanguage and non-verbal cues in
summative test
• Practice honesty in answering questions
in summative test
II. CONTENT Summative Test
III. LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources/Materials
IV. PROCEDURES
A. Reviewing previous Teacher states the learning objectives of the
lesson or presenting lesson and the learning expectations of the
the new lesson pupils.
B. Establishing a purpose Setting of standards
for the lesson
C. Presenting Summative Test
examples/instances of
A. Fill in the blanks with the correct
the new lesson
conjunction to complete the given
sentences. Choose your answer from the
box below.
1. Swimming _____ running are healthful
exercise.
2. The game was very close _____ we finally
won.

295
3. The old woman could neither read _____
write.
4. The class became quiet _____ the new
teacher arrived.
5. The soldiers crawled into the shelter _____
the enemy is hunting them.
6. You could do a lot better _____ you were a
little more obedient.
7. Everybody was busy _____ the fair was going
on.

nor and when if yet


because while

B. Put a check if the sentence is written


correctly, revise if it not.
8. “The show must go on.” said coach Henry.
9. The children love to eat hamburgeer,
spaghetti, and fried chicken.
10. She had a good relationship with her mother
in law.
11. hurry to the upland!
12. Is it true that Millennials are well-acquainted
with modern gadgets?
13. Lastly, chop the ingredients. Next, mix them
in a bowl, then cook.
14. I love to attend occasions specially birthday
celebration.
15. Jenny studies hard, nevertheless she gets
high grades.
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2

296
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Key to Correction
A. 1. and 6. if
2. yet 7. while
3. neither – nor
4. when
5. because

B. 8. /
9. hamburger
10. mother-in-law
11. Hurry
12. /
13. First
14. /
15. therefore
J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who


earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson

297
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Table of Specification
Summative Test

Objectives No. of Days Percentage No. of Item Item Number


1. Use
subordinating
and
2 50% 7 1–7
coordinating
conjunction
correctly.
2. Revise
writing for
clarity using
correct spelling 1 25% 4 8 – 11
and
punctuation
marks.
3. Revise
writing for
clarity using 1 25% 4 12 - 15
transition
signal words

298
Detailed Lesson Plan in English
Grade 6
Quarter 2 Week 10 Day 1-5
I. OBJECTIVES
A. Content Standard The learners…

 Demonstrate command of the conventions


of standard English grammar and usage
when writing or speaking. (G)
 Demonstrate understanding of verbal and
non-verbal elements of communication to
respond back. (A)
B. Performance Standard The learners…

 Speak and write using good command of


the conventions of standard English. (G)
 Use paralanguage and non-verbal cues to
respond appropriately. (A)
C. Learning Competencies Competencies:
 Compose clear and coherent sentences
using appropriate grammatical structure:
Subordinate and coordinate conjunctions
EN6G-IIj-8.3 EN6G-IIj8.4
 Observe politeness at all times EN6A-IIj-16
Specific Objectives:
 Use subordinate and coordinate
conjunctions in sentences
 Observe politeness at all times
II. CONTENT Subordinate and Coordinate Conjunctions in
Sentences
III. LEARNING RESOURCES
References
1. Teacher's Guide
Pages
2. Learner's Material
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning Resources K to 12 Curriculum Guide p. 132
Powerpoint Presentation
Integration: ESP, Science
Essential English Worktext in Language and
Reading 6 Revised Edition p. 178 – 179

299
IV. PROCEDURES
A. Reviewing previous lesson/
presenting the new lesson
B. Establishing a purpose for the Today, we will:
lesson  Use subordinate and coordinate
conjunctions in sentences
 Observe politeness at all times
C. Presenting examples/ Let pupils read the following sentences:
instances of the new lesson
1. The Senate and Congress of the Philippines will
convene today for the President’s SONA but let’s
see what the people will do.

2. The Police and the Armed Forces are on alert


because they are after the safety of everyone
especially the President.

Ask: What word connects the two sentences, for


number one? number two?

Ask: What do we call these words?

They are called CONJUNCTIONS

Say: CONJUNCTIONS- are words used as joiners


or linkers. They help speakers and writers avoid
repetition of identical components and avoid
ambiguity. Different kinds of conjunctions link
different kinds of grammatical structures.

COORDINATING CONJUNCTIONS - join


components of the same type: word to word,
phrase to phrase, clause to clause.
Examples: for, and , but, nor- or, yet, so

SUBORDINATING CONJUNCTIONS - join two


clauses together, and in doing so, they make one
dependent or subordinate clause upon the other.
They connect two ideas with one more important
than the other.

Examples: as, if, after, unless, before, since,


because, when, whether, while, as long as, once,
though

Source: Essential English Worktext in Language


and Reading 6 Revised Edition p. 179
D. Discussing new concepts and Directions: Use an appropriate coordinate
practicing new skills # 1 conjunction or subordinate conjunction for each
sentence.

Fast Learners- Let them supply their own answers

300
Average Learners- Will choose from possible
answers
Basic Learners- Multiple choice for each item

Coordinate Conjunctions
1. Manila Mayor Isko Moreno is doing clearing
operations of sidewalk vendors _____ the welfare
of his constituents.
2. The Bonifacio Shrine was cleaned ______ other
parks are also targeted for maintenance.
3. Many cooperated with Mayor Isko ______ a lot
more still are deaf to the Mayor’s call.
4. The President’s war against drug is on going
_____ many are still into drugs.
5. Everyone is reminded to manage their trash
_____ our surroundings will be ok.
6. You will be fined for cyberbullying, _____
you follow the rules.

Subordinate Conjunctions
7. We will achieve our dreams _____ we finish our
studies.
8. The fishermen involved in the incident in Paco
Reef complained _____ the Chinese vessel did not
help them.
9. The carnappers are still at large _____ the
Police are after them.
10. We have to comply with the school
requirements ______ we like it or not.

Answers: 1. for 2. and 3. but 4. yet/but 5. so 6.


unless 7. after 8. because 9. hence
10. whether
Note: The teacher can decide how many
sentences she will use for the class.
E. Discussing new concepts and Directions: Use appropriate coordinate
practicing new skills # 2 conjunction or subordinate conjunction for each
sentence.

Fast Learners- Let them supply their own answers


Average Learners- Will choose from possible
answers
Basic Learners- Multiple choice for each item

Coordinate Conjunctions

1. The teachers are demanding for a salary


increase ______ the uniformed men were
already given.
2. We must take extra care______ we can avoid
freak accidents.
3. In the celebration of Nutrition Month, many
contests were joined by pupils ____ several other
activities were introduced.

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4. Gasoline price is not stable ____ the prices of
basic commodities are affected.
5. Tropical Storm Falcon entered Philippine Area of
Responsibility this morning _____ three days it is
headed to Taiwan.

Subordinate Conjunctions
6. We have to pray to God first _____ doing
anything else.
7. Manny Pacquiao won against Keith Thurman
____ it was a split decision.
8. Filipinos around the world were so proud of
Manny _____ he brought home the
championship boxing belt.
9. Milk tea has become the favorite drink of
everyone______ of its distinct taste.
10. President Duterte mentioned about relationship
with China ____ the State of the Nation Address.

Answer: 1. but 2. so 3. and 4. so 5. and 6. before


7. though 8. since 9. because
10. during
Note: The teacher can decide how many
sentences she will use for the class
F. Developing Mastery (leads to Directions: Use appropriate coordinate
Formative Assessment # 3 conjunction or subordinate conjunction in each
sentence.

Fast Learners- Let them supply their own answers


Average Learners- Will choose from possible
answers
Basic Learners- Multiple choice for each item

1. Only the Malacanang Palace has the power to


suspend classes ____ the President signs it.
2. “Spiderman, The Movie” brings joy to the
children ____ it’s a big hit.
3. There was supposed to be a transport strike
_____ many owners and drivers did not join.
4. The daily news tackles about crime ____ people
deal with their lives everyday.
5. Jessica Soho has a magazine show on TV ____
purposes of entertainment and information.
6. My sister always comes home _____ ten

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months of working abroad.
7. Classes in some parts of the country have to be
suspended _____ a typhoon is approaching.
8. Duterte supporters can attend the SONA ______
they remain non-violent.
9. Tito Sotto swears in as the Senate President
____ the SONA starts.
10. Alan Peter Cayetano becomes the House
Speaker _____ he is elected.

Answer: 1. and 2. so 3. but 4. yet 5. for 6. after 7.


since 8. as long as 9. as 10. If

Note: The teacher can decide how many


sentences she will be using for the class.
G. Finding practical applications Directions: Use appropriate coordinate
of concepts and skills in daily conjunction or subordinate conjunction.
living
Fast Learners- Supply their own answers
Average Learners- Choose from possible answers
Basic Learners- Multiple choice for each item

1. Mother watches news on TV _____ I take down


notes about the same news.
2. We need to save electricity and water ____ the
next generation.
3. Consumption of food is a concern of everyone
_____ there is still a lot of food wastage.
4. Remember to always reuse, ____ we can
conserve many things.
5. It’s better to have a good character ___ many
are not conscious.
6. Graduates of high school will be required to plant
trees ____ they graduate.
7. Politeness makes us shine among others ___
we do it constantly.
8. Speak kindly to others ____ you don’t want to
offend them.
9. Use polite words when talking to people ____
they are rich or poor.
10. His tactfulness is admired _____ people like
him so much.

Answer: 1. while 2. for 3. but/yet 4. so 5. but /yet 6.


before 7. if 8. if 9. whether 10. so

Note: Teacher can accept other possible answers.


H. Making generalizations and Ask: What have we learned today about
abstractions about the lesson Conjunctions? Coordinate conjunctions?
Subordinate conjunctions?
I. Evaluating learning Directions:
A. Use appropriate conjunction. Select from the
choices given.

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1. Respect for elders is a must _____ it is our
culture.
a. nor b. and c. since
2. Instantly we judge people ____ let us always be
careful.
a. but b. since c. because
3. Obey first _____you complain.
a. after b. whether c. before
4. Achieve the highest score _____ you want to be
on the top.
a. and b. if c. since
5. Always be attentive to the lecture ______ it is
important.
a. because b. whether c. while

Note: Teacher may use prompts like pictures or


situations for variety.

B. Choose 5 conjunctions that you have learned


and use them in sentences.
J. Additional activities for Say: For your assignment, write sentences using
application or remediation an appropriate coordinate conjunction and
subordinate conjunction.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching stategies
worked well?Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
material did I use/ discover
which I wish to share with other
teachers

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