June 11, 2018 Monday

Banghay Aralin sa Filipino VI

Pamantayang Pangnilalaman: Naipamamalas ang kakayahan sa mapanuring

pakikinig at pagunawa sa napakinggan
Pamantayang Pagganap: Nasasaulo ang isang tula/awit na napakinggan at
naisasadula ang isang isyu o paksa mula sa tekstong napakinggan

I. Layunin
Nasasagot ang mga tanong tungkol sa napakinggang kuwento. F6PN-Ia-g-3.1
II. Paksang Aralin
Pagsagot sa mga Tanong Tungkol sa Napakinggang Kuwento.
Kuwento: Mariang Sinukuan
Sanggunian: Talindaw 6 p.p 283-284 / p. 58
Curriculum Guide blg. 2 p. 119

https://www.scribd.com/doc/118194938/buod_ng_maria_makiling
Pagpapahalaga: Pag-unawa at Pagsunod sa mga Tagubilin
III. Kagamitan
larawan ni Mariang Sinukuan, tsart, show-me-board, meta cards, Activity Cards
IV- Pamamaraan
A- Panimulang Gawain
1. Padiktang Pagsulat
Bigyang pansin ang gamit ng malaking titik sa mga pangungusap na
idididkta ng guro.
a. Si Maria ang nagtataglay ng magagandang ugali.
b. Siya ay maunawain at mahabagin sa kapwa.
B. Gawain sa Pagkatuto
1. Pagganyak
. Kilala mo ba si Mariang Sinukuan? Ilarawan siya.
 2. Paghahawan ng balakid
Thumbs up! Thumbs Down!
Kung ang pares ng mga salita ay magkapareho ang kahulugan, ipakita ang
Thumbs Up. Kung hindi ka sang-ayon sa kahulugan ng salita, ipakita ang
Thumbs Down.
a. naglipana – nagkalat
b. naglaon – nagtagal
c. naghangad – nagnais
d. sarat – matangos ang ilong
e. iwinasiwas – iniamba
3. Pagganyak na Tanong
“Ano ang ginawa ng mga tao nang mapatunayang ang ginagawa ni Maria
ay para sa kabutihan nila?”
4. Pagbibigay ng Pamantayan sa Pakikinig
5. Paglalahad
Pakinggan ang kwento ni Mariang Sinukuan na babasahin ng guro mula sa
aklat na Talindaw 6 p. 283 – 284

Mariang Sinukuan
Noong unang panahon ay may isang diwatang napakaganda na nakatira sa
Bundok Arayat. Siya ay nagtataglay ng ilong na di naman matangos ngunit di rin
naman sarat. Ang mga labi niya ay kulay rosas. Kayumangging kaligatan ang kanyang
balat.
Si Maria ay nagtataglay ng magagandang ugali tulad ng pagiging maunawain at
mahabagin.
Sa Bundok Arayat na tinitirhan ni Maria ay natatamnan ng mga bungangkahoy at
punungkahoy. Marami ring mga hayop na nalipana rito. Ipinamimigay niya ang mga ito
sa mahihirap na tao.
 Sa ginagawang ito ni Maria ay hindi na naghangad pa ang mga tao na magtungo
sa bundok bilang paggalang sa sagradong tahanan ng diwata.
Kung minsan makikita na lamang nilang nasa hagdanan ng bahay nila ang mga
bungangkahoy. Alam nilang iyon ay inilagay ni Maria habang sila ay natututlog.
Ngunit hindi naglaon, naging sakim ang mga tao. Hindi sila nagkasya sa kung
ano ang ibinibigay sa kanila kaya’t isang araw ay inakyat nila ang bundok at
nagpakasasa sa mga bungang nakita nila.
Habang pinagkukuha nila ang mga hayop at bunga ng mga puno ay biglang
dumating si Maria at isang nakasisilaw na liwanag ang nakapaligid sa diwata na labis na
ikinamalikmata ng mga tao.
Winika ni Maria sa mga kalalakihan: “Maaari ninyong kainin hangga’t gusto
ninyo ang mga bungangkahoy na makukuha ninyo ngunit hindi kayo maaaring mag-uwi
nang wala akong pahintulot.”
Pagkasabi nito, biglang nawala si Maria. Nagpatuloy sa pangunguha ang mga tao.
Wala silang takot sa pangunguha ng mga bunga at panghuhuli ng mga hayop. Itinuloy
nila ang pag-uuwi ng mga ito sa kabila ng pagbabawal ng diwata.
Habang pasan-pasan ng mga tao ang kanilang mga dala ay waring bumibigat ang
mga ito. Tiningnan nila ang kanilang mga pasan at nakita nilang ang laman ng mga sako
ay mga bato.
Noon lamang nila naalala ang banta ni Maria. Dahil sa takot, sila ay nagtatakbo
hanggang makita nila ang engkantada na nag-aabang sa kanilang daraanan.
“Binigyan ko kayo ng inyong mga pangangailangan, ngunit hindi pa rin kayo
nagkasya sa aking mga ipinagkaloob at ngayon ay nais pa ninyong magnakaw. Dahil sa
ginawa ninyo, gagawin ko kayong mga baboy.”
Sa isang iglap, iwinasiwas ni Maria ang kanyang baston at ang mga tao ay
nagging baboy.
Hindi pa rin nadala ang mga tao dahil patuloy pa rin silang nagsamantala. Dahil
ditto, nagging malupit si Maria sa mga tao dahil nais niyang ang mga ito ay magbago.
Nang lumaon, napaniwala ang mga tao na ang hangaring iyon ni Maria ay para sa
kanilang kabutihan. Sumuko sila at sumang-ayon sa nais ng diwata hanggang makilala
si Maria bilang Mariang Sinukuan.
6. Pagsagot sa Pagganyak na Tanong
7. Pagtalakay
a. Sino si Mariang Sinukuan? Ilarawan siya.
b. Saan naninirahan si Maria?
c. Ano-ano ang kabutihang ginawa ni Maria sa mga tao?
d. bakit hindi na naghangad pa na magtungo sa bundok ang mga tao?
e. Ano ang pagbabagong ginawa ng tao?
f. Paano pinarusahan ni Maria ang mga tao?
 g. Sa sarili mong palagay, makatarungan ba ang pagpaparusang ginawa
ni Maria sa mga tao? Pangatwiranan mo.
h. Kung ikaw ay si Maria, gagawin mo rin ba ang ginawa niya? Bakit?
i. Anong aral / kaisipan ang napulot ninyo sa napakinggang kuwento?
j. Ano-anong mga tanong ang nasagot mo sa kwento?

8. Pagsasanay
Pakinggan ang kuwentong babasahin ng guro at pagkatapos sagutan ang
mga sumusunod na pagsasanay.
Kuwento: Mariang Makiling. (mula sa internet
https://www.scribd.com/doc/118194938/buod-ng-maria-
makiling)
Pangkatang Gawain
Gawin ito sa loob ng limang minuto. Pumili ng lider at iulat sa klase
ang sagot.
Pangkat I. Ikuwento Mo
Sagutin ang mga tanong gamit ang Circle Story.

Sino / Saan Mga

Kailan pangyayari

Paksa

Wakas Suliranin

Pangkat II. I Drama Kita

Anong bahagi sa kwentong napakinggan ang nais
mo? Isakilos ito.
Pangkat III. Dear Watt Pad
Kung ikaw ang magsasakang binanggit sa kuwento, paano
mo pasasalamatan si Maria?
 Pangkat IV. Ano Sabi Mo
Anong aral o mensahe ang ipinahahatid ng kuwento? Bumuo
ng slogan tungkol sa kuwentong napakinggan?

Kuwento: Mariang Makiling. (Mula sa internet)

Maria Makiling
Noong unang panahon, maraming hayop at makahoy pa ang mgabundok. Isang
araw, isang magsasaka ang pumunta sa bundok. Mangangahoysiya at manghuhuli ng
usa upang may makain ang kaniyang pamilya.

Tuwang-tuwa ang magsasaka. Nakita rin niya ang hinahanap niyang usa.Ngunit
mabilis na nakatakbo ang usa.
Sinundan ito ng magsasaka.Naligaw siya at hindi na niya malaman ang
daangpabalik sa kanila.

Nagpatuloy sa paghahanap ng daan ang magsasaka.Isang kubo ang natanawniya

sa gitna ng gubat. At siya ay humanga sa kanyang nakita.

Bumukas ang pinto at isang napakagandang babae ang nakita ng magsasaka.

Nagpakilala ang babae sa magsasaka, dahil pagod na pagod ang

magsasakapinaupo niya ito at binigyan ng ma-iinom at pagkain.At binigyan niya ito
ngisang basket na punong-puno ng gulay at prutas para sa pamilya ngmagsasaka.

Pagdating sa bahay nila iniabot niya ito sa kanyang asawa.At laking gulatniya, na
ang isang basket ng prutas at gulay ay naging ginto.

Ganito din raw nangyari sa kanilang kanayon nabinigyan din ni MariaMakiling

ng tulong.

Lumipas ang ilang taon. Isang araw, nabalitaan nila na may dalawangmasamang
taong nagnakaw sa kubo sa gitna ng gubat. Nagalit si Maria. Mulanoon, hindi na siya
nagpakita sa tao.
Gayunman, hindi nila malimot angkabutihang ginawa ni Maria sa kanila.
Tinawag nilang bundok ng MariaMakiling ang bundok na tirahan ni Maria bilang alaala
sa minamahal nilangmagandang babae.

https://www.scribd.com/doc/118194938/buod-ng-maria-makiling
 9. Paglalahat
Nasagot ba ninyong lahat ang mga tanong mula sa napakinggang
kuwento?
Paano ninyo nasagot ang mga tanong?
Ano ang kahalagahan ng masusing pakikinig?
V. Pagtataya
Pakinggan ang babasahing kuwento ng guro;
Alamat ng Pasig ( mula sa aklat na Talindaw 6,p. 58 )
at sagutin ang mga tanong.
1. Sino ang namangka sa ilog?
2. Ano ang paulit-ulit na sinasabi ng binata habang nagsasagwan sa
Bangka?
3. Bakit gumewang ang bangka?
4. Paano humingi ng tulong kay Paz ang kasintahang nahulog sa ilog?
5. Kung ikaw ay si Paz, anong gagawin mo kung nakita mong nalulunod
ang iyong kasintahan?
VI. Takdang Aralin
Magtala ng kwento o balitang narinig ninyo sa TV Patrol. Isulat sa papel
ang sagot.

VII. Mga Tala

Pangkat
Bilang ng
mga
mag-aaral:
5-
4-
3-
2-
1-
0-
 VIII. Pagninilay

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Ang Alamat ng Ilog Pasig

Isang gabing maliwanag ang buwan, may magsing-irog na namangka sa tahimik

at malalim na ilog. Ang binata ay isang Kastila at ang dalaga ay isang Pilipina.
Wiling-wili ang binata sa pagsasagwan kasabay ng paulit-ulit niyang pagsasabi ng
pangako ng pag-ibig sa iniirog na dalaga. Samantala ang dalaga naman, nang nakakita
ng pumpon ng bulaklak na tinatangay ng mabilis na agos, ay biglang dumukwang upang
abutin ito.
Sa ginawa ng dalaga ay gumewang ang bangka at ang kasintahang sumasagwan
sa sinasakyang bangka ay nawalan ng panimbang kaya’t nahulog sa malalim na ilog. Sa
kasawiang palad, ang lalaki ay hindi marunong lumangoy kaya’t nagpupumilit na
lumitaw at tinatawag ang dalagang si Paz upang humingi ng saklolo.
“Paz, sigueme! Paz, sigueme!” sigaw niya na ang ibig sabihin ay ‘Sundan mo ako,
Paz!’ Dahil hindi nga marunong lumangoy kaya’t unti-unting lumubog ang binata na
ang huling nasabi ay “Paz, sig…”
Sa pangyayaring ito, nagsimulang tawagin ang ilog na Pasig.

(Mula sa aklat, Talindaw 6 , pah. 58 )

 Lesson Plan in English VI

Grade Level Standard:

The learner listens critically; communicates feelings and ideas orally and in
writing with a high level of proficiency; and reads various text types materials to serve
learning needs in meeting a wide range of life’s purposes.

I. Objectives
Decode meaning of unfamiliar words using structural analysis – affixes.

II. Subject Matter:

Inferring meaning using affixes
Materials: Pictures, Chart, PowerPoint Presentation
References: Curriculum Guide, EN6V-Ib-12.4.2.1 , https://www.google.com.ph
Value: Carefulness

III. Procedure
A. Introduction/Preparation (Opening Up)
1. Spelling (Teach)
2. Review
Using the given affixes, write as many words as you can. Write the words
beside the shadow. Share your words with the class.

What words do you commonly give?

What do you call these syllables added to the root words?
What are affixes?
 3. Motivation
Let us read this poem.

Do you love the poem?

Tell something about it.

B. Teaching/ Modeling (Teaching It)

A. Telling the students what to do
In addition to context clues, the meaning of words can be derived through structural
analysis. This means breaking down the word into smaller parts. The parts of a word is
composed of root word and affixes which can be at the beginning, we call it prefix or at
the end, we call it suffix. This time we will focus on the different kinds of affixes and how
they affect the meaning of the word.

B. Presentation
Affixes are letters or syllables added at the beginning or end of a root word.
Prefixes are letters or syllables placed before the root word or the base form of a word. A
root word is the form of a word after all affixes are removed. A prefix changes the
meaning of a word. For example, the word unloading has the prefix un - that means
“opposite” or “not”. unload; therefore, means the opposite of load, or not loading.
Here are more prefixes with their meaning and examples
Let us study the chart.
Discussion:
 What are affixes?
  What are the two kinds of affixes?
 Can you give example of prefixes?
 How did affect the meaning of the word?
 Can you tell me about suffixes?
 What are they?
 Did the word’s meaning change when we add suffixes? Why?

A. Guided Practice (Teaching It)

Group Activity
Get the meaning of these words through the use of the affixes.

C. Independent Practice (Teaching It)

A. Complete each word in the parenthesis by adding the appropriate

prefix (under-, over-, ex-, and super-) to it. Write the new word on your
paper.

1. (abundant) There is an __________ harvest of corn in the province

of Isabela this year.
2. (supply) It is expected then that there will be an __________ of
corn in this province.
3. (governor) The __________ of Isabela was responsible for the
successful corn farming.
4. (estimated) The farmers __________ the volume of corn harvest
they would have.
5. (fine) Modern corn grinders tend to produce __________ corn flour.

B. Pick out the words that contain the prefix indicated in each
group. Use the dictionary if in doubt.
1. under – (less than) 2. over – (too much)
a. underage a. overture
b. underarm b. overtime
c. undergo c. overripe
d. undermanned d. overdraw
e. underchange e. overt
3. ex – (former) 4. super – (superior)
a. ex-secretary a. superfine
b. examine b. superfluous
c. ex-governor c. supersonic
d. excavate d. supervisor
e. ex-mayor c. superb

C. Closure
What have you learned today?
Tell something on how are we going to know the meaning of a word using
structural analysis?
Affixes are used with root words. Affixes add to or
change the meaning of the root or base words. Unlike root
words, affixes can never be used alone. Affixes are either
prefixes or suffixes.
Prefixes always occur at the beginning of words.
Suffixes, on the other hand, are always added at the end
of a word.

IV. Evaluation
Write the meaning of the following words on the spaces provided using your
knowledge about affixes:
1. criticism - __________________________
2. deformity - _________________________
3. director - __________________________
4. fantastic - _________________________
5. imitation - __________________________

V. Assignment/Agreement (Closing It Up)

Use the words you formed in “Let’s Do More” to complete each
sentence below. Write your answer on a separate sheet of paper.
1. The potato chips I bought was __________.
2. I read the __________ you gave me.
3. The United States is planning for the __________ of Mars.
4. The survivors of the plane crash were given __________ for their
injuries.
5. Mario’s new cellphone is __________ in two months.
June 12, 2018 Tuesday

No Classes
Celebration of National Independence Day
June 13, 2018 Wednesday

Banghay Aralin sa Filipino VI

Pamantayang Pangnilalaman: Naipamamalas ang kakayahan sa mapanuring

pakikinig at pagunawa sa napakinggan
Pamantayang Pagganap: Nasasaulo ang isang tula/awit na napakinggan at
naisasadula ang isang isyu o paksa mula sa tekstong napakinggan

I. Layunin
Nagagamit ng wasto ang mga pangngalan at panghalip sa pakikipag-usap
sa iba’t ibang sitwasyon. F6WG-Ia-d-2
II. Paksang Aralin:
Paggamit ng mga Pangngalan at Panghalip
Sanggunian: Hiyas Sa Wika p. 54- 59
CG sa Filipino p 119
Halaw sa internet, google
Pagpapahalaga: Kalinisan sa Kapaligiran

III. Kagamitan
Larawan, show me board, tsart, metacards

IV. A. Panimulang Gawain

1. Balik-aral ( 1 minuto)
Ano ano ang mga tanong na nasasagot ng kwento?
2. Pagwawasto ng Takdang Aralin ( 1 minuto)

B. Gawain Sa Pagkatuto

1. Pagganyak
Tingnan ang larawan. Ano ang masasabi mo tungkol dito ?
B. Paglalahad: (10-15 minuto)
Matapos nating mapag-aralan noong nakaraang araw ang tungkol sa Panghalip
na panao ,mag pokus naman tayo sa Panghalip na pamatlig.
Basahin natin ang mga pangungusap .Suriin natin ito:
1. Nakita mo ba iyong isla na hugis buwaya? Doon tayo pupunta.
2. Hayan ang magkakapatid. . Malapit lang ang pinaglalaruan.
3. Itapon natin dito ang mga basurang nabubulok.
Oo, itapon natin sa basurahan, ang basurang nabubulok.
4 Nakita mo ba ang sanggola ko? Hayun ang tayug-tayog ng lipad..
5 Halika rito sa tabi ko. Lambing ng nanay sa kanyang anak.
Sa mga salitang may salungguhit na ginamit sa pangungusap may nakita
ka bang kaugnayan/ relasyon nila sa isa’t isa?
Ang panghalip pamatlig ay mayroon ding 4 na uri: Tatalakayin natin ito. Tingnan ang
tsart.
Pronominal Panawag- Patulad Panlunan
pansin
Anyong Ire, yare, ito, (h) ere Ganire, Narini,
palagyo/ iyan, (h) eto ganito, narito,
paturol yaan,iyon, (h) ayon ganyan, nariyan
yaon ganon naroon
Anyong paari
Nire, nito,
niyan, noon

Anyong
palayon Dine, dito,
diyan, doon

Hal: Nakita Hal: Hayan na Hal: Ganito Hal:Naroon na

mo ba ang sila. Dalian ang gagawin sa ibang bansa
bundok na mo. ko para sa ang ama ko.
iyon?Doon nanay ko.
tayo pupunta.

C. Pagtatalakay ( 10 minuto)
 1. Ano -anong mga pangngalan at panghalip ang ginamit sa
pangungusap? Ano kaya ang relasyon o kaugnayan nito sa isa’t isa?
2. Sa mga panghalip na ginamit, nalaman ba natin ang layo o lapit ng
bagay na itinuturo?
3. Paano ginamit ang mga salitang may salungguhit sa pangungusap?
4. Ano ang ipinapahiwatig ng salitang doon sa unang pangungusap,?
5.Ano ang distansya ng bagay na itinuturo sa taong nagsasalita?
6. Sa palagay mo, ano naman ang distansya ng kausap sa bagay na itinuturo
ng nagsasalita?
7. Bakit kaya pinalitan ng panghalip ang mga pangngalan na ginamit sa
pangungusap?
8. Bumuo ng sariling pangungusap mula sa sitwasyon: Kayo ng kaibigan
mo ay nasa parke. May nakita kang isang bagay at humanga ka. Ito ay malayo sa iyo
ngunit malapit sa kaibigan mo. Tanong: Nagamit mo ba ang pangngalan at panghalip sa
nabuo mong pangungusap? Ipaliwanag. .
4. Pagsasanay (10 minuto)
A. Pinatnubayang Pagsasanay
Piliin sa loob ng panaklong ang panghalip na pamtlig na angkop sa
pangungusap:
1. Halika na ( rito, riyan, roon ) sa katabi ko at may sasabihin akong sikreto.
2 Ito ang bisikleta ni Ben.May butas na ang gulong (nito, niyan, noon).
3. Ang aking Nanay ay (narini, nariyan, naroon) na sa Dubai.
4. Naiwan ko ang aking pencil case sa silid-aralan. Itatabi naman (ito, iyan, iyon)
ng janitor.
5. Sino kaya ang may-ari (nitong, niyang, niyong) bolang hawak ko?
B. Malayang Pagsasanay
Punuan ng angkop na panghalip na pamatlig ang patlang:
(malapit sa kausap) 1.Ate, talaga bang bigay ng Nanay mo ang lapis na _______?
(malapit sa nagsasalita) 2. Bumisita _______ ang ating meyor para tingnan ang
kalagayan sa barangay.
(malapit sa nag-uusap) 3.Pahiram nga. Kailan kaya kami makakatanggap _______ sa
aming lugar?
(malayo sa kausap) 4.________ na ba si Jam sa kantina?
(malayo sa nag-uusap) 5. Nakikita mo ba ang parking sa dulo? ______ ako paparada.
 5. Paglalahat (3 minuto)
Kailan ginagamit ang panghalip na pamatlig?
Paano ginamit ang mga pronominal na panghalip sa pangungusap?
6. Paglalapat ( 3 minuto)
Magpangkat-pangkat kayo at pumili ng lider. Gumawa ng maikling dayalogo
gamit ang mga panghalip na pamatlig. Pumili ng naiibigang paksa.
V. Pagtataya (5 minuto)
Bilugan ang panghalip na pamatlig na ginamit sa pangungusaP
1. Hayun ang bukid ni Mang Kanor sa may paanan ng burol.
2..Wala na akong ibang kopya niyang hawak mong aklat. Paki ingatan
mo na lamang.
3.Makukulay ang damit sa istanteng ito... Ganyan ang bagay sa iyo..
4.May upuan sa tabi mo. Diyan ka na maupo.
5.Ganire pala ang buhay dito.
VI. Takdang Aralin (2 minuto)
Punuan ng wastong panghalip na pamatlig ang patlang.
1. Nakikita mo ba ang parkeng iyon. _______ tayo magpapahinga.
2. Ang mga aklat ay galing sa silid-aralan._________ ay galing sa silid-aralan.
3. Nakasampay sa labas ang blusa. Nakasampay sa labas _______.
4. Ang mga prutas ay regalo ni Dino._____________ ay regalo ni Dino.
5. Sa kabinet ko itinago ang kumot. Sa cabinet ko itinago ________ .

VII. Mga Tala

Pangkat
Bilang ng
mga
mag-aaral:
5-
 4-
3-
2-
1-
0-

VIII. Pagninilay

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Lesson Plan in English VI

Grade Level Standard:

The learner listens critically; communicates feelings and ideas orally and in
writing with a high level of proficiency; and reads various text types materials to serve
learning needs in meeting a wide range of life’s purposes.
I. Objectives
a. Analyze poem with 4 or more stanzas in terms of its elements (rhymes, sound
devices, imagery and figurative language
b. Relate an experience appropriate to the occasion
c. Observe politeness at all times
d. Show tactfulness when communicating with others
e. Show openness to criticism

II. Subject Matter

a. Analyze poem with 4 or more stanzas in terms of its elements (rhymes, sound
devices, imagery and figurative language
b. Relate an experience appropriate to the occasion
References: EN6RC-lb-6.1, EN6RC-lb-6.2, EN6RC-lb-6.3, EN6RC-lb-6.4,
EN6OL-lb-1.17, EN6A-lb-16, EN6A-lb-17, EN6A-lb-18
Materials: Pictures, charts, Powerpoint
Values: a. Observe politeness at all times
b. Show tactfulness when communicating with others
c. Show openness to criticism

III. Procedure
A. Introduction/Preparation (Opening Up)
1. Spelling (Follow up test)
2. Review
Guess the word based on the given definition in each number. Write the
letters of the word inside the letter blocks below the definition.
3. Motivation
Let us listen to this song. (please refer to this link.)
https://www.youtube.com/watch?v=zFzBr5LFJCA
 Do you love the song?
 What is it all about?

B. Teaching/Modeling (Teaching It)

1. Telling the students what to do
This day we will learn about rhyme, sound devices, imagery, and figurative
language are elements of poetry. They are essential because they give beauty and
creativity, as well as effective use of words, ideas and images in poems

2. Presentation
Let us read this poem.
I Am Proud To Be A Filipino
Toribia Maño

I am a Filipino. I came from islands rippled with sun

Where days are green fires and nights are warm
With moon and stars. Girdling my loins is blood rich as milk
For I was born of sultans, rajahs, kings,
Soldiers, heroes who fought to sing
The poetry of freedom. My house is my land
Virgin, brown, wombed out of loam, volcanic rock and shells,
Carpeted with rice, corn, coconut, cane, trees
That rise as temples to grapple winds
Rains, mighty rivers furrowing the earth.
Where I walk, my shadow is a marriage of flags

Malay, Chinese, Spanish, American, Japanese

While in my bones sleep quietly as a bride
Vanquished desires of conquerors who dreamt of empires,
 Gold, trade and spice. Though a paly breed
I stand with the ancients for my love and loyalty
Are as fish to the sea. I am proud of my brownness,
My duty and destiny are thirty-million brown men
Planting rice, husking coconut, throwing nets far into the Pacific
Hacking mountains of iron, coal, chrome, manganese and timber
To live. We are one and the same. A moving, restless caravan

Of dark brown skins building a holy heritage of democracy

Piece by piece with our dreams, sweat and death
As a bird builds patiently twig by twig
The warm, brown circle of its nest.
I am a Filipino. I believe in the goodness and the bounty of God,
I believe in the grandeur of charity and peace as a cure for the ills of man
For I am a Christian who looks upon all men
As brothers, whose task it is to love.
I believe in my country and in the deathlessness of my flag
For its every color is a history of courage, sacrifice, death
Against injustice, tyranny, oppression and hate.
I believe in my people as noble keepers of the faith:
That all men are equal; that all men are free.
I believe with verdant and sprawling mountains, hills, valleys, plains,
Lakes, waterfalls, rivers, sunsets, beaches
And a generous sea. Alive, sovereign, wondrously happy in work and
Abundant with hope for my people.
I am proud to be a Filipino.

You learned in the previous meeting that poems are pieces of writing written in
separate lines. Aside from sound devices and figurative language, there are elements
that add beauty and creativity to poems. These are rhyme and imagery.

Understanding Rhyme
A rhyme is a repetition of similar sounds (or the same sound) in two or more words,
most often in the final syllables of lines in poems and songs.

e.g. The apparition of these faces in the crowd

Petals on a wet, black bough
(“In A Station of the Metro” by Ezra Pound)

It was many and many a year ago,

In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
(excerpt from “Annabel Lee” by Edgar Allan Poe)

Understanding Sound Devices

 Sound devices are tools used by poets to convey and reinforce the meaning or
experience of poetry through the skillful use of sound. After all, poets are trying to use a
concentrated blend of sound and imagery to create an emotional response. In poetry,
the words and their order should evoke images, and the words themselves have sounds,
which can emphasize or otherwise clarify those images.

Types of Sound Devices

1. Onomatopoeia. This is a sound device which refers to the use of words whose
sounds suggest their meanings.

Examples: The bang of a gun

The buzz of a bee The hiss of a snake
The pop of a firecracker

2. Alliteration. This is the repetition of the same initial consonant sounds at the
beginning of at least two words in a line of poetry.

Examples: the frog frolicked frivolously on the forest floor.

Little skinny shoulder blades sticking through your clothes
…struck out by a steed flying fearless and fleet

3. Assonance. This is the repetition of vowel sounds at the beginning, middle or end
of at least two words in a line of poetry.
Example: “Hear the mellow wedding bells" (by Edgar Allan Poe)

4. Consonance. This is the repetition of consonant sounds at the middle or end of at

least two words in a line of poetry.

Examples: He fumbles at your spirit

As players at the keys before they drop full music on;
He stuns you by degrees (by Emily Dickinson)
Understanding Sensory Images

Words are not just letters printed on paper. They tell of things that you see,
hear, smell, taste and feel.

There are six sensory images in literature namely:

1) sight, which appeals to the sense of seeing;

2) sound, which appeals to the sense of hearing;
3) touch, which appeals to the sense of feeling;
4) taste, which appeals to the sense of taste;
5) smell, which appeals to the sense of smelling;
6) motion, which appeals to the sense of seeing with another dimension, that is,
movement.
Understanding Figurative Language

Writers use words in many different ways. Sometimes they tell what happened very
simply. Sometimes to make their meaning clearer, they compare one thing to something
else. When they do this, they are using figurative language. Figurative language gives
clearness, force, and beauty to ideas and adds effectiveness to one’s speech and writing.
Figurative language uses figures of speech. A figure of speech is any use of words in a
sense different from their literal definition.

The most common figures of speech are:

1. Simile. It is a comparison between unlike things that have one quality in common on
which the comparison is based. The comparison is indicated by the expression like or as.
The ship is like a plough plowing the sea. My love is as red as a red, red rose.

2. Metaphor. It is an implied comparison between things essentially different but having

one quality in common on which the comparison is built. It is an indirect comparison;
hence the words like and as are NOT used. Contentment is a pearl of great price.

3. Personification. It is a figure of speech that ascribes intelligence or feeling to abstract

ideas or inanimate objects. Did you hear the bells laugh and sing?

4. Hyperbole. It is an exaggeration made to achieve an effect Rhoda is a mountain of

flesh.

3. Discussion
 What are the elements of the poem?
 How are we going to analyze it?
 Back to the poem, what figurative words are used here?
 Are there any sound devices used? What are they?
 What does the writer of the poem trying to impart us?

C. Guided Practice
I. Let’s see how well you understood the poem. Choose the letter of the phrase
that completes the sentence.

1. The poem is mainly about _____.

A. pride in being a Filipino
B. equality of all Filipinos
C. characteristics of a Filipino

2. The writer says that the Filipino is _____.

A. a victim of injustice
B. of noble origin
C. generous

3. The Filipino is by nature _____.

A. poor but brave and religious
B. peace loving but proud and ambitious
C. charitable, hardworking and freedom loving

4. The value the poem aims to develop in the reader is _____.

A. industry
B. obedience
C. nationalism

d. Recognizing Sensory Images

A. Write the letter of the phrase that does NOT appeal to the same sense as that
of the phrase in bold print.

1. the grating of cartwheels on the pebbles

A. the murmuring haunt of flies
B. the crackling of the fire
C. vast ridges of forest

2. gentle swaying of the reeds

A. the eternal note of sadness
B. tiny human figures laboring in the distant fields
C. curls of smoke rising lazily from farm house chimney

3. wet grass between my toes

A. dressed in crude and gaudy attire
B. completely wet and icy cold
C. a grain of sand in the eye

4. chocolate, ice cream and apple pie

A. tang of salt spray
B. many sweet thoughts
C. ice cold mango juice

5. scent of cologne, jasmine and body spray

A. pungent like old wine
B. acrid fumes of burning wax
C. guttural twang of the bull fro

II. Complete the table below by writing down the sensory images
found in the poem “I Am Proud To Be A Filipino.”
III. Read each of the five sets of sentences that follow. For each sentence in
the set, write O if the sentence uses ordinary language and F if it uses
figurative language. Write your answer on the blank before the number.
Set 1
___1. The wind howled like a wounded animal.
___2. The wind blew hard and made noises.
___3. The wind was a wounded animal, howling in the night.
Set 2
___1. When night ends and daylight begins, people become active again.
___2. The dawn of day is like the beginning of a play.
___3. The curtain of night lifted and we, the actors come on stage once more.

Set 3.
___1. The grass formed a velvet cushion for her head.
___2. The grass felt like velvet when she put her head down.
___3. She put her head on the grass.

Set 4.
___1. He seeks money like a squirrel seeks nuts.
___2. He is selfish and greedy.
___3. He is a hungry squirrel storing loot for the future.

Set 5.
___1. When I held the ice, I felt shivers down my spine.
___2. The ice cube froze my spine.
___3. Holding the ice cube was like lying on a frozen pond.

IV. Encircle the letters of the figure of speech used and the correct
interpretation of each passage taken from the poem.

1. “Though a paly breed

I stand with the ancients for my love and loyalty are as fish to the sea.”
The figure of speech used is
a. simile b. metaphor c. hyperbole

The passage means

a. I am as loyal and loving as other people.
b. I am as loving and loyal to my ancestors as a fish is to the sea.
c. The fish is as loyal to the sea as I am to my friends.

2. “Where I walk, my shadow is a marriage of flags.” The figure of speech used is

a. simile b. apostrophe c. metaphor

The passage means

a. My shadow is covered with flags.
b. The path I walk is covered with flags.
c. I am a product of different cultures.

V. Recognizing Rhyme
Pick out the rhyming words in the poem “I Am Proud To Be a Filipino.”
Write your answers inside the box below.
VI. Recognizing Sound Devices
Complete the table below by writing down the sound devices found in the
poem “I Am Proud To Be A Filipino.”

Onomatopoeia Alliteration Assonance Consonance

D. Independent Practice (Teaching It)

Go to your respective groups. Before performing the task assigned to your group,
take a look at the rubrics your teacher will give you that will serve as your guide in
preparing your presentation.
 Take a look at the assigned task for your group. As you work on your
presentation, observe politeness at all times, show tactfulness when
communicating with others, and show openness to criticism.

E. Closure Assessment
What have you learned today?

Rhyme, sound devices, imagery, and figurative language are elements of poetry.
They are essential because they give beauty and creativity, as well as effective use
of words, ideas and images in poems.

IV. Evaluation (Closing It Up)

Directions: Choose from the pool of words the correct answer to what is
being asked. Write the answer before each number.
 Alliteration assonance
consonance imagery
Repetition rhyme

__________ 1. When the end or final sound of two or more words are identical.
__________2. When the writer or speaker uses their descriptions to access the senses
of the reader or listener.
__________3. The repetition of consonant sounds in the beginning, middle or end of
words.
__________4. The repetition of vowel sounds.
__________5. The repetition of the initial consonant sound in the beginning of a line
or verse.

V. Assignment/Agreement (Closing It Up)

In your journal, write a reflection with at least five sentences on the following topic:
What Being a Filipino Means to Me
 June 14, 2018 Thursday

Banghay Aralin sa Filipino VI

Pamantayang Pangnilalaman: Naipamamalas ang kakayahan sa mapanuring

pakikinig at pagunawa sa napakinggan
Pamantayang Pagganap: Nasasaulo ang isang tula/awit na napakinggan at
naisasadula ang isang isyu o paksa mula sa tekstong napakinggan

I. Layunin
Napagsusunod-sunod ang mga pangyayari sa kuwento sa tulong ng
nakalarawang balangkas. F6PB- Ib-5.4
II. Paksang Aralin
Pagsusunod-sunod ng mga Pangyayari sa Kuwento sa tulong ng Balangkas
Sanggunian: Curriculum Guide p. 119
Internet/ google
https://youtu.be/ep4HquRRg6M
Pagpapahalaga: Pagkakaisa
III. Kagamitan
Tsart, metacards, sipi ng kwento, laptop, projector
IV. Pamamaraan
A. Panimulang Gawain
1. Padiktang Pagsulat (1 minuto)
Bigyang pansin ang gamit ng malaking titk.
1. Nakatira sa Bundok Arayat si Maria.
2. Gusto kong kumain ng Toblerone.
2. Balik-aral ( 2minuto)
Kailan ginagamit ang panghalip na pamatlig?

B. Gawain sa Pagkatuto
1. Pagganyak( 2 minuto )
Puzzle.. Iayos ang mga sumusunod na titik upang makabuo
ng salita.
a. S K A A P PAKSA
S K A A P
 .b. PAUGANUPNG S PANGUNGUSAP
c. BALANGKAS
B L A GA K A S N
2. Paglalahad( 10-15 minuto)
A. Suriin natin ito. Saan ninyo ito nakikita?
I. Pamagat
_________________________________________
II. Mga Tauhan
____________________________________
III. Tagpuan
________________________________________
IV. Mga Pangyayari
A. Pangunahing Pangyayari ______________________
B. Pasidhi o Pataas na Pangyayari _________________
C. Kasukdulan
_________________________________
D. Kakalasan o Pababang Aksyon _________________
E. Wakas
_____________________________________
V. Aral na Napulot
___________________________________
B.( Tatalakayin ng guro ang kahulugan ng balangkas, mga kategorya at uri
nito.)
Hal: Divisyon- pinananandaan ng bilang Romano, I,II,III
Sabdivisyon- pinananandaan ng letra A, B, C…
Seksyon- pinananandaan ng bilang Arabiko 1, 2, 3...
Uri: Paksang balangkas
Pangungusap na Balangkas
Balangkas na Patalata

3. Pagtatalakay(10 minuto)
1. Ano ang tawag natin sa ilustrasyon sa itaas?
2. Saan at kailan natin ito ginagamit ?
3. Ilan lahat ang bahagi ng balangkas sa pagsusunod-sunod ng mga pangyayari sa
kuwento? . Ano-ano ang dapat nating ilagay sa bawat bahagi ng balangkas? Isaisahin.
4. Mula sa ating binasang kuwentong Mariang Sinukuan, pagsusunod-sunurin ang mga
pangyayari gamit ang modelongbalangkas.
5. Bakit tayo gumagamit ng balangkas sa pagsusunod-sunod ng mga pangyayari?
 4. Pagsasanay (10 minuto)

Pagsusunod-sunod ng mga pangyayari sa kuwentong ibibigay ng guro

gamit ang balangkas:

Pangkat I at II. –Kuwento:Ang Alamat ng Ilog Pasig

Pangkat III at IV.- Kuwento ni Mariang Makiling
5. Paglalahat
Paano nakakatulong ang pagbuo ng balangkas sa pagsusunod-sunod ng
mga pangyayari sa kuwento?

6.Paglalapat( 5 minuto)
Basahin ang kuwento ,Si Pilandok at ang Tigre. Ibigay ang
buod nito batay sa pagkasunod-sunod ng mga pangyayari .gamit ang balangkas.

V- Pagtataya
Basahin ang kuwento. Pagsunod-sunorin ang mga pangyayari
gamit ang balangkas sa ibaba. .

ANG BUNGKOS NG MGA TINGTING

(Isang Pabula ni Esopo)
Isang matalinong magsasaka ang may matinding suliranin sa kanyang pamilya.
Lagi itong nag-aaway sa walang kabuluhang bagay lalo na ang kanyang mga anak na
laging nagbabangayan at hindi nagkakasundo. Hindi niya nais humantong sa
paghihiwa-hiwalay ang kanilang mag-anak. Isang araw, tinawag at pinulong niya ang
kanyang mga anak sa kanilang silid. Iniharap niya sa mga ito ang nakabungkos na mga
tingting. Inutusan niya ang bawat isang anak na baliin sa dalawang bahagi ang tingting.
Isa man sa kanyang mga anak ay walang nakabali sa walis.Hindi naglaon, inalis niya sa
pagkakabungkos ang walis na tingting. Binigyan niya ng tig-iisang tingting ang mga
anak at pinabali ito, at nabali naman nila ang bawat isa nang walang kahirap-hirap.Ilang
saglit pa ay nagwika ang ama: “Mga anak, kapag may pagkakaisa, walang sinuman ang
makagagapi sa inyo; ngunit kung kayo ay hiwa-hiwalay at hindi nagkakasundo, kayo ay
mawawasak”.Dahil sa tinuran ng ama, luhaang nagyakapan ang mga anak sapagkat
naarok nila ang ipinakitang halimbawa nito.
I. _____________________________________
II. ____________________________________
III ____________________________________
IV, ___________________________________
V. ___________________________________
VI Takdang Aralin
Basahin ang kuwentong” Ang Biag ni Lam-ang” sa aklat, Landas sa Pagbasa p. 13-
18. Ayusin ang pagkakasunod-sunod ng mga pangyayari sa paglalagay ng titik mula A
hanggang H.Gawin ito sa inyong Journal Notebook.

(Anong uri ng balangkas ito?).

_____ Malapit ng magsilang si Namongan.

_____ Nagpaalam at umalis ang asawa ni Namongan na si Don Juan upang ipaghiganti
Ang sinapit ng kanyang ama.
_____ Isinilang si Lam-ang.
_____ Wala pang isang taon noon si Lam-ang ng umalis at hanapin ang pumatay sa
ama.
_____ Tinalo ni Lam-ang ang mga kaaway.
_____ Umuwi si Lam-ang.
_____ Naligo si Lam-ang sa Ilog Amburayan.

VII. Mga Tala

Pangkat
Bilang ng
mga
mag-aaral:
5-
4-
3-
2-
1-
0-

VIII. Pagninilay

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
 Kuwento: SI PILANDOK AT ANG TIGRE
Maliit man ako at maliksi. Subukan mo ako kung kaya mong mahuli.

Ito ang inaawit ni Pilandok habang naglalakad sa masukal na gubat.Walang anuano’y

nakarinig siya ng malakas na ungol. Rorrr! Kumusta ka, Pilandok?Tamang-tama.Ako’y
nagugutom. Ikaw na ang aking pananghalian!, ang bungad ni Tigre.Agad naming nag-
isip si Pilandok upang mailigtas ang kanyang sarili.
Nakita niya ang burol sa di kalayuan, mapautik at kulay tsokolate dahil kauulan
lamang.”Ipagpatawad mo, Tigre, hindi mo ako pwedeng kainin. Inutusan ako ng haring
magbantay ng kanyang tsokolateng tinapay, sabay turo sa burol.Ito ang pinaka masarap
na tinapay sa buong mundo.,dagdag pa nito.Gusto kong tikman ang tsokolateng iyon,
ang sabik na wika ni Tigre. Naku! Hindi maaari, magagalit ang hari, tanggi ni Pilandok.
Konting tikim lang, hindi naman malalaman ng hari, ang pagpupumilit ni Tigre. “Sige,
ngunit kailangan ko munang makalayo upang hindi ako masisi”,wika ni pilandok.
Pumayag si Tigre at nang makalayo si Pilandok ay agad itong dumampot ng putik sa
gilid ng burol.Nang malasahan ang putik, nagwala ito sag alit. Hinabol nito si pilandok
at nang maabutan ay galit nag alit itong sinita. “Akala mo yata makakawala ka, naloko
mo na akong minsan hindi na ito mauulit pa. Ngayon, ikaw ang aking pananghalian”,
galit na wika ni Tigre.
“Naku! Hindi mo ako maaring kainin, dahil inutusan ako ng hari na magbantay sa
kanyang tambol”,katwiran ni Pilandok, sabay turo sa malaking bahay ng bubuyog na
nakasiwang sa sanga ng puno.
“Iyan ang tambol ng hari?Gusto kong hatawin ang tambol ng hari”,giit nito. “Naku,
walang sinoman ang maaaring humataw ditto.” “Hindi naman malalaman ng hari,”
patuloy na pagpupumilit ng tigre.
“O sige, ngunit hayaan mo muna akong makalayo upang hindi ako masisi”, depensa ni
Pilandok. Tumakbong papalayo si Pilandok. Agad nakakuha ng isang putol na kahoy si
Tigre at hinataw ang bahay ng bubuyog. “Zzzzzz,” naglabasan ang maraming bubuyog at
agad na pinutakte ng kagat si Tigre. Nagtakbo ito sa sapa at doon nagtampisaw upang
din a mahabol ng iba pang mga bubuyog. Nang maabutan si Pilandok ay galit na galit
itong sinigawan. Naloko mo na akong minsan, naloko mo na akong muli, di mo na ako
maloloko sa ikatlong pagkakataon. Wala ka ng ligtas, gutom na gutom na ako. Maagap
na nakapag-isip si Pilandok. Kailangan niyang iligtas ang kanyang sarili.
“Hindi mo ako maaring kainin mahal kong tigre, napag-utusan ako nh hari na bantayan
ang kanyang sinturon, sabay turo sa ahas na nakapulupot sa sanga ng puno. “Gusto
kong isuot ang sinturon ng hari”, giit ng tigre.”Naku! walang dapat makapagsuot
nito.,mahigpit na tanggi ni pilandok.”Sandaling-sandali lamang naman, wala naming
makakaalam”, pagpupumilit ni Tigre. Okey, pero hayaan mo muna akong makalayo
para hindi ako masisi, ang sabi ni Pilandok.
“Biruin mo sinturon ng hari, maisusuot ko,” ang tila di makapaniwalang sambit ng
tusong Tigre. Dinampot niya ang ahas na tulog at ipinulupot sa kanyang bewang.
Habang ipinupulupot sa bewang ay lalo itong kumakapit, mahigpit, pahigpit ng pahigpit
at hindi na makahulagpos pa ang tusong si Tigre.
“Pilandok, tulungan mo ako!” sigaw nito. Hindi na siya narinig ni Pilandok. Malayo na
ito at pasipol-sipol na kumakandirit sa himig ng kanyang awitin:
Maliit man, ako’y matalino at maliksi
Subukan mo ako, kung kaya mong mahuli.
 Lesson Plan in English VI

Grade Level Standard:

The learner listens critically; communicates feelings and ideas orally and in
writing with a high level of proficiency; and reads various text types materials to serve
learning needs in meeting a wide range of life’s purposes.

I. Objectives
1. Analyze sound devices (personification) in a text heard. EN6LC-Ib2.3.6
2. Read aloud grade level appropriate text with an accuracy rate of 95 – 100%.EN6F-Ib-
1.6

II. Subject Matter

Analyzing sound devices (personification) in a text heard
References: Eng. CG p. 124, LRMDS Activity Sheets for grade six quarter1 week 2
Clairepoetry. "Poetry project." Dinnertime Chorus. January 01, 1970.
Accessed May 12, 2017.
http://clairepoetryproject.blogspot.com/2013/06/dinnertime-
chorus.html.,
Materials: Pictures, charts, LCD projector, laptop
Values: Observe politeness at all times

III. Procedure
A. Introduction/Preparation (Opening Up)
1. Spelling (Supervised Study)
2. Review
Can you tell me about figure of speech? What are they? Can you cite
examples?
3. Motivation
Let us watch this video clip. (please refer to the link/ it is uploaded in group page)
https://www.youtube.com/watch?v=5LzMTjAqYd4
Ask
What have you noticed with songs?
What have you observed with the lyrics?

B. Teaching/Modeling (Teaching It)

1. Telling the pupils what to do
Today we will be able to analyze sound devices in a text heard. Are you ready to
learn about it?

2. Presentation
Listen I read the poem “Dinnertime Chorus” by Sharon Hendricks
.
The teapot sang as the water boiled
The ice cubes cackled in their glass
The teacups chattered to one another
While the chairs were passing gas
 The gravy gurgled merrily
As the oil danced in a pan
Oh my dinnertime chorus
What a lovely, lovely clan!

You should know that in reality, it is impossible for inanimate objects to move
and act like humans. In the poem you listened to, the writer used personification.

Personification is the attribution of human qualities, nature or characteristics

to inanimate objects or something nonhuman. It is also the representation of an abstract
quality in human form.
Examples:
"And then one day the boy came back and the tree shook with joy."
(excerpt from “The Giving Tree” by Shel Silverstein)
The little dog laughed to see such sport,
And the dish ran away with the spoon.
(nursery rhyme)
The night was creeping on the ground!
She crept and did not make a sound
(excerpt from “Check” by James Stephens)

Let us read the poem altogether with accuracy.

3. Discussion
What are the inanimate objects personified in the poem?
What specific activities did each inanimate object do?
What can you say about their activities?
Are these realistic?
Can these inanimate objects really move and act like humans?

C. Guided Practice (Teaching It)

I. Listen as your teacher read the poem “Bicycling” by Alan Loren. As you listen,
jot down all examples of personification from the poem. Write your answers
inside the wheels of the bicycle below. After you had finished answering be
ready for the choral reading of the poem.
 “Bicycling”
by Alan Loren
Haven’t you seen, perhaps in a dream?
A bicycle racing next to a stream
Its two tires spinning and hugging the ground
Picking up speed with nary a sound
Its chain sometimes clanks as the tires do churn
The horn announces loudly that soon it would turn
Oh how I love to ride on my bike
But next time I think I’ll just go for a hike!

D. Independent Practice (Teaching It)

I. Work with your groupmates to present a choral reading of this selection.

Oh, No!
For several days, a colony of hungry ants positioned themselves at the sidewalk
every morning. They waited there patiently for some unexpected meal. One morning, a
careless biker drove his bike with a basketful of bread. The ants annoyed the biker that
he stumbled over a big rock. Unknowingly, the biker dropped a bag of bread. The happy
ants carried the bag of bread to their place. They happily shared with each other the
success of their plan. It was skillfully planned by the king ant. From then on, they
patiently gathered mounds of dirt for another ambush. But rainy days came and the
mound of dirt was washed away.
Reference: Worksheet No. 3: Laugh Stuff
It’s Funtime – 1186
 II. Read the following statements taken from the selection titled “Oh No!” Write
Yes on the blank before the number if the sentence shows personification and
write No if it does not.
_____ 1. A careless biker drove his bike with a basketful of bread.
_____ 2. A colony of hungry ants positioned themselves at the sidewalk.
_____ 3. From then on, they patiently gathered mounds of dirt for another ambush.
_____ 4. Unknowingly, the biker dropped a bag of bread.
_____ 5. The happy ants carried the bag of bread to their place.

E. Closure Assessment
What have you learned today? Tell something about personification?

Personification is a very important tool used by writers to enliven and give human
attributes to inanimate objects. It adds beauty and creativity to any literary piece.
\

IV. Evaluation (Closing It Up)

Listen again as I read the poem “Trees” by Joyce Kilmer. List down all examples
of personification from the poem. Write your answers inside the blank upper part of the
tree below.
 Trees
by Joyce Kilmer

I think that I shall never see

A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

V. Assignment/Agreement (Closing It Up)

Look for a poem. Copy it in your notebook. And then, list down all the personification
that you can find.

VI. Remarks

VII. Reflection

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June 15, 2018 Friday

No Classes
Obsevance of Eid’l Fitr
(End of Ramadan)
June 11, 2018 Monday

No Classes
Classes were suspended due to inclement weather.