LESSON PLAN FOR GRADE SIX

1. OBJECTIVES

1.1 To increase one’s ideas using context clues to find meaning of

unfamiliar words
1.2 To identify the use of tenses of verb (past, present, and future)
1.3 To compose clear and coherent sentences using appropriate
grammatical pictures using tenses of verb.

2. SUBJECT MATTER
Narrative: Why the barong is the national dress of the Philippines? I'm
sure most of you know this, but just in case......

3. PROCEDURE
3.1. Pre Reading

3.1.1 Motivation (GLR)

3.1.2.1 Match the action word

Identify the words that is appropriate to the following
questions by matching and posting on the underline.

3.1.2.2 Vocabulary building (Action Word Analysis).

3.2 During Reading

Reading Aloud
The teacher read the narrative first (Group reading, individual
reading). The teacher will use the directed reading or learning question
activity. These are question designed to lead students directly to information
that the teacher wants the students to find. The questions are also designed
to lead students to think about certain connections as they read or learn.
Throughout the course of the reading, the teacher will stop and ask question.
These question serve to introduce students to the art of storytelling
as well as to the important aspect of listening and reading.

Why the barong is the national dress of the Philippines? I'm

sure most of you know this, but just in case.....

During the Spanish occupation of the Philippines (over 300 years from
1561-1889) the Barong Tagalog was required by the Spanish government
for Filipinos (indios) to be worn at most times to show the
difference between the rich and the poor. He said that the poor who serve
the rich must always be in uniform.

Take their chauffeurs, maids, and employees as examples. They are

in uniform to immediately distinguish them from the employers. When
the Spaniards colonized the Filipinos, they had to make it abundantly clear
who the boss was through the imposition of a dress code. Men were not
allowed to tuck their shirttails in. That was the mark of his inferior status.

Second, the cloth material should be transparent so that he could

not conceal any weapon that could be used against the masters.
Third, as a precaution on thievery, pockets are not allowed on the shirt.

By the turn of the century a new middle class began to emerge among
the Filipinos. These were known as the principalia. They have mastered
Spanish laws and were able to obtain title to lands. They became successful
in business and agriculture and sent their sons to be educated abroad. They
were privileged to build their houses in the poblacion around the plaza near
the seats of power.

Only a member of the principalia could be addressed by the title

'DON', and only they were allowed to vote. They had all the trappings of
power and status, but for one undeniable fact: they still had to wear their
shirt-tails out, if only to remind them that they were still Indios.

What the Spanish authorities did not smother out was the Filipino's
will power and determination to psychologically conquer their colonial
masters, through improvisation and reinterpretation. The Filipino's stylistic
bongga (flashy dresser) was a reaction against the overt discrimination and
insensitive oppression of the Spaniards.

For example, Filipinos were forbidden to use imported silk and fabrics
for their Barong, so they ingeniously used pineapple leaves to weave the
pinya jusi cloth of the barong, turning the outfit into such delicate material,
of luminous silky rich mixture much finer than silk. And to add insult to injury,
they hand- embroidered the front with such exquisite abandon: Calado and
hand- work all over.

Palgrave, the ethnographer noted, "The capitan's shirt was the native
barong, of fine and delicate fiber, embroidered and frilled; it was light and
cool and not tucked in the trousers". (Corpuz, 74)

The Barong Tagalog gained its power, prestige, and status when
President Quezon, the first Filipino president, declared it the National dress.
The status of the lowly inferior Barong thus became another symbol of
Filipinos' resistance to colonization.

After World War II, Philippine presidents began wearing the Barong
Tagalog at their installation into office and on every formal state occasion.
In contemporary times the Barong Tagalog is the power dress. As an
abogado de campanilla, you cannot afford not to wear the Barong Tagalog
when arguing a case in Philippine courts.

Today, every visitor and foreign dignitary invited to a Malacanang

Palace state function must by necessity and dictated by protocol, be
dressed to the nines in a Barong Tagalog. The invitations specifically say
come in "Barong" instead of the traditional "Coat and Tie".

Thus, every one invited to dinner at the Presidential Palace and in

many Filipino homes will knowingly and unwittingly have to experience
directly, what it feels to have to wear his shirttails out, to suffer the indignity
of having the material of his barong transparent so that he cannot conceal
any weapon; and horrors, to be accused directly of incipient thievery by
having no pockets in his barong to put the silver.

So, when El Senor Spanish Ambassador is invited to a state dinner,

you can say, "Ah, what sweet revenge!"
 3.3. Post Reading
The teacher will introduce the concept of the selected text they
have read by asking students the following question:

3.3.1 Comprehension Question (CT)

 What was required by the Spanish government for
Filipinos (indios) to be worn at most times to show the
difference between the rich and the poor?
 Why men were not allowed to tuck their shirttails in?
 As a precaution on thievery, what are not allowed on
the shirt? And why?
 Who was the first Filipino president declared barong
Tagalog as national dress?
 What do you think the reason, why they need to wear
barong Tagalog?

A very brief lecture ensues in which the teacher explain the

definition of tenses of verb.

3.3.2. Enrichment activity

Fill in the blanks with the correct tenses of the verb.

Past Present Future

1.) required will require
2.) _______ allow will allow
3.) tucked tuck
4.) _______ declare _______________
5.) _______ ________________ will dictate
6.) colonized ________________ _______________
7.) _______ invite will invite

3.4. Language focus: Tenses of verb

Tenses of verb shows the time when an action or condition occurred. It
may provide emphasis and may determine whether or not an action or condition
was continuous or repetitive. There are three basic tenses of verb, the past,
present and future.

3.5 Skills development (TS)

Write down your daily activities emphasizing actions and give the
following tenses of verb.
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
MULANAY BRANCH
MULANAY, QUEZON

LESSON PLAN FOR GRADE SIX

Developmental Reading II
(EDUC 2063)

Submitted by:
CARABOT, ROMMEL C.
BEED-II

Submitted to:
CARLOS M. CRIBE
Professor

SY
2016-2017