Sta. Catalina Norte Elementary School VI 4 Quarter January 21, 2019 English

GRADE 6 SCHOOL STA.
CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI

DAILY SECTION
LESSON TEACHER QUARTER 4th QUARTER
PLAN DATE January 21, 2019 SUBJECT ENGLISH
I. OBJECTIVES
A.CONTENT STANDARD
B. Performance Standard
C. Learning Competency/ Make inferences

Objectives
Write the LC code for each.
II. CONTENT Make inferences
LEARNING RESOURCES
A. References Developing Reading Power 6, pp. 175-176

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resource
C. Learning Materials:
D. Integration:
III. PROCEDURES
A. Reviewing previous lesson Unlocking of Difficulties (see textbook page)

or presenting the new lesson
B. Establishing a purpose for Have you watched the movie “Finding Nemo”?
the lesson
C. Motivation/Schema
Activation
D. Presenting examples/ Reading the short selection, pp. 175-176, Developing Reading Power.
instances of the new lesson
E. Discussing new concepts and What could have happened to Baby Fish?
practicing new skills #1
F. Discussing new concepts
and practicing new skills #2
G. Developing mastery (leads
to Formative Assessment 3)
H. Finding practical application Listening to a selection
of concepts and skills in daily
living
I. Making generalizations What is an inference?
and abstractions about the
lesson
J. Evaluating learning AlingDely, A Kindhearted Woman
Why do you think Ivy helped AlingDely in her store? To know more people
c. to live with AlingDely
To earn money d. to go back to school
What do you think is the occasion for buying a present for her mother?
Birthday b. baptism c. wedding d. confirmation
K. Additional activities for Write sentences telling inferences.
application or remediation
IV.REMARKS
V.REFLECTION
A. Bilang ng mag-aaral na nakakuha ___Lesson carried. Move on to the next objective
ng 80% sa pagtataya ___Lesson not carried. ____ Reteach _____Remediate
__ Pupils got 80% mastery
B. Bilang ng mga mag-aaral na ___Pupils found difficulties in answering their lesson.
nangangailangan ng iba pang ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest
gawain para sa remediation about the lesson.
___Some pupils did not finish their work on time due to unnecessary behavior.
C. Nakatulong ba ang remedial? Bilang ___Yes ___No
ng mag-aaral na nakaunawa sa aralin ___ Learners caught up the lesson
D. Bilang ng mga mag-aaral na ___ Learners continue to require remediation
magpapatuloy sa
remediation
E. Anong stratehiya ang ginamit?
GRADE 2 SCHOOL STA. CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI
DAILY SECTION
LESSON TEACHER REBECCA L. MITRA QUARTER 4TH QUARTER
PLAN DATE JANUARY 22, 2019 SUBJECT ENGLISH
I. OBJECTIVES
A.CONTENT STANDARD
B. Performance Standard
C. Learning Competency/ Infer the mood of certain events through the speaker’s actions / intonations / utterances.
Objectives
II. CONTENT Inferring the Mood of Certain Events through the Speaker’s Actions / Intonations / Utterances.
LEARNING RESOURCES
A. References Developing Reading Power 6, pp. 272-273 / ELC B.5.1 p. 10

3. Textbook pages

portal
D. Integration:
III. PROCEDURES
A. Reviewing previous lesson Vocabulary/Pronunciation Skills

B. Establishing a purpose for Reading the selection once more with correct action, proper intonation and utterances, then have
the lesson them answer the questions below.
Activation
D. Presenting examples/ What do you think was the mood of the boys action when they yelled at Tirso?
E. Discussing new concepts and Pupils listen to the teacher while reading the events with correct intonation, action and utterances.
practicing new skills #1 “Christian! Cherry! Come here!” Grandmother almost shouted at her grandchildren.
Question: What do you think was the mood of grandmother’s utterances when she shouted at her
grandchildren?
F. Discussing new concepts One day, Alex got the surprise of his life. His father was chosen as the “Farmer of the Year”
and practicing new skills #2 Question: If you were Alex, what would you feel after what happened?
Happy of what happened to my father.
Ashamed of what I had felt for my father.
Worried of what happened to my father.
H. Finding practical application
living
I. Making generalizations How to Infer the Mood of Certain Events through the Speaker’s Actions / Intonations / Utterances?
lesson
J. Evaluating learning Listen to a selection and be able to answer the following questions by inferring the mood of certain
events through the speaker’s actions/intonations/utterances.
What do you think was the mood of Glenn’s action when father gave him a motorcycle?
Glenn was ashamed
Glen was embarrassed.
Glen
K. Additional activities for 1. Request a member of your family to read a short selection for you, then infer the mood of certain
application or remediation events through the speaker’s actions/intonations/utterances.
2. Write your inferences on your notebook.
IV.REMARKS INDEX OF MASTERY:

V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
LESSON TEACHER QUARTER 4TH QUARTER
I. OBJECTIVES
A.CONTENT STANDARD Demonstrates command of the conventions of Standard English grammar and usage when
writing or speaking.
Demonstrates understanding of the research process to write a variety of texts.
B. Performance Standard Uses the correct functions of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in various discourse (oral and written)
C. Learning Competency/ Evaluate and make judgments

Objectives Distinguish advertisement from propaganda
II. CONTENT Distinguishing Advertisement from Propaganda
LEARNING RESOURCES
A. References Growing in English VI (Language) p. 270

3. Textbook pages

portal
C. Learning Materials: charts, cassette tape, flashcards, strips of cartolina

D. Integration:
III. PROCEDURES Literacy,ICT,ESP
A. Reviewing previous lesson Unlocking of Difficulties

B. Establishing a purpose for Let’s have a guessing game. Listen to this.
the lesson Is this an advertisement or propaganda?
“Sleep soundly, be happy, live forever…. CONVI, Portable Bed & Mattress” available at all
branches of SM Shoemart Inc. including Cebu and Iloilo, Uniwide Warehouse Club Inc.,
Amilgrahen Nationwide Distributors, Inc., and other department stores in Metro Manila and key
cities nationwide.
C. Motivation/Schema I have here some short video clip and ,I want to you act the action happened in the video clip.
Activation You will be grouped into three and each group will perform their own version of the video clip.
D. Presenting examples/ First Listening
instances of the new lesson Teacher reads the selection while pupils just listen.
E. Discussing new concepts and What is the credo of the earth savers?
F. Discussing new concepts Answering the guide questions.
and practicing new skills #2 When was the movement organized?
What is its objective?
Do you think this movement has good motive? Why?
G. Developing mastery (leads Put a punctuation mark to express your emotion.

to Formative Assessment 3) 1. Wow
2. Phew
3. Oh, my
Can these be taken as sentences?
H. Finding practical application What type of selection is it, an advertisement or propaganda?
of concepts and skills in daily How about the one given in the guessing game, is it an advertisement or propaganda?
living What is an advertisement? Propaganda?
I. Making generalizations How can you distinguish advertisement from propaganda?
lesson
J. Evaluating learning Listen and write whether each one is an advertisement or a propaganda.
LOSE WEIGHT WHILE SLEEPING. Thanks to the surprising power of Biotic Sauna Pajama to
eliminate heat. Simply put on Biotic Sauna Pajama and you will get rid of your excess fats
K. Additional activities for Bring some clippings of advertisements or bits of propaganda from newspapers and magazines.
application or remediation They may also write down those they hear over the radio or TV programs. Then, have them form
groups, share their clippings and discuss whether they are advertisements or propaganda.
V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
LESSON TEACHER QUARTER 4TH QUARTER
I. OBJECTIVES
A.CONTENT STANDARD The learner…
Demonstrates an understanding of various linguistics nodes to comprehend various texts
B. Performance Standard The learner…
Uses liguistic cues to appropriately construct meaning from a variety of texts for a variety of
purposes
C. Learning Competency/ he learner…
Objectives Distinguish text types according to purpose and language features: problem and Solution
Write the LC code for each. EN6RC-IVc- 3.2.5
2. Self correct when reading
EN6F-IVc-2.9
II. CONTENT
Problem- Solution text type
LEARNING RESOURCES
A. References Essential Engliish 6

3. Textbook pages

portal
D. Integration: ICT, LIteracy
III. PROCEDURES
A. Reviewing previous lesson What stories of creations have you heard before?
B. Establishing a purpose for Find out how the following selection is different from the ones you have already read.
the lesson
Activation
D. Presenting examples/ Read the story:
“Bathala and the Story of Creation”
E. Discussing new concepts and Answer the ff. Questions about the selection:
practicing new skills #1 1. Who are the characters in the story? Say something about each character.
2. What made two of the gods in the story lonely?
-pls. see LM on p325
F. Discussing new concepts and A problem-solution relationship describes a problem and discusses possible solutions to the
practicing new skills #2 problem.
Browse the selection again and chart the problem-solution relationships you get a chance to read
upon
Problem-Solution Idea Map

Problem Solution
G. Developing mastery (leads Group Activity:

to Formative Assessment 3) Identify the problem- solution relationship which could be explicitly or implicitly stated in the
following situations:
-pls. See LM on pp. 326-327.
H. Finding practical application Do you solve your own problem? How?
living
I. Making generalizations What is a problem-solution relationship?
lesson
J. Evaluating learning With your groupmates, create a problem-solution organizer for your chosen topic from among the
following:
* Student life
* Friend Conflict
* Sibling Rivalry
K. Additional activities for What other stories of creation do you know? Write a short summary of it.
V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
I. OBJECTIVES

demonstrates an understanding of library skills to research on a variety of topics
B. Performance Standard Uses library skills to gather appropriate and relevant information
C. Learning Competency/ * List primary and secondary sources of information;revise writing for correctness/validity of
Objectives
information
EN6SS-IVc-5
II. CONTENT Primary and Secondary sources of information
LEARNING RESOURCES

3. Textbook pages
4. Additional Materials from Chart, paper strips

portal
D. Integration:
A. Reviewing previous lesson What are the Primary and seondary sources of information?
B. Establishing a purpose for If you were to look for other stories of creation, what sources will you be making use of?
the lesson
C. Motivation/Schema List down all the primary and secondary sources of information you will use.
Activation Primary Secondary
D. Presenting examples/ Which among these sources you have listed will you use to check the correctness of the story you
instances of the new lesson have .
E. Discussing new concepts and
G. Developing mastery (leads Revise your work to address concerns on incomplete details or errors in characters or plot.
H. Finding practical application Why is it important to assess the credibility of a source of information?
living
I. Making generalizations What are the primary and secondary sources of information?
lesson
J. Evaluating learning List down 5 primary/secondary sources of information.
1.
2.
3.
4.
5.
K. Additional activities for

V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
I. OBJECTIVES
A.CONTENT STANDARD Demonstrates command of the conventions of Standard English grammar and usage when writing
or speaking.
Demonstrates understanding of the research process to write a variety of texts.
B. Performance Standard Uses the correct functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in various discourse (oral and written)
C. Learning Competency/ Determine images or ideas that are explicitly used to influence viewers such as stereotypes, points
Objectives of view, and propagandas
Write the LC code for each. EN6VC-IVc-7.1,7.2,7.3
II. CONTENT Using Kinds of Sentence
LEARNING RESOURCES

3. Textbook pages

portal
D. Integration:
A. Reviewing previous lesson What do you call the images and ideas used explicitly to influnce our way of thinking?
B. Establishing a purpose for Can you give examples of each based on their definitions?
the lesson -Stereotype
-point of view
-propaganda
C. Motivation/Schema Watch a video (https://www.youtube.com/watch?v=23NZ1OW5DTY)
Activation
D. Presenting examples/ From the video you have watched, answer the questions that follow:
instances of the new lesson 1. How are your feelings, beliefs and ways of thinking changed after viewing the video? Explain.
E. Discussing new concepts and Determine the images in the video that influence viewers. Explain your answers.
practicing new skills #1 1. Stereotype
2. Point of view
3. Propaganda
H. Finding practical application Do we need to believe all the information from different media? Why?
living
I. Making generalizations How do viewing materials in different media affect/ influence our way of thinking.
lesson
J. Evaluating learning Use rubrics to evaluate their activity above
V.REFLECTION

magpapatuloy sa
remediation
DAILY SECTION
I. OBJECTIVES

demonstrates an understanding of English Grammar and usage in speaking or writing
B. Performance Standard Uses the classes of words aptly in oral and written discourse
C. Learning Competency/ *Use compound- complex sentences for effective communication of information and ideas
Objectives * Observe politeness at all times
II. CONTENT Compound-Complex sentence

LEARNING RESOURCES

3. Textbook pages

portal
D. Integration:
A. Reviewing previous lesson What was our topic yesterday?

B. Establishing a purpose for Do you remember our story “ Bathala and The Story of Creation?”
the lesson
C. Motivation/Schema Study the sentence below taken from the story “Bathala and the Story of Creation”
Activation
Before Galang Kaluluwa died, he instructed Bathala to bury him in his preferred spot and Bathala
did as he was told.
D. Presenting examples/ The sentence above has two independent clauses that make up one compound sentence; one
instances of the new lesson complex sentence. What are those?
E. Discussing new concepts and Discuss a compound-complex sentence and its parts.
Give more examples;
1. I decided to enrol in an english program and my friend Richard came along with me.
F. Discussing new concepts Draw a slash mark(/) to separate the independent clauses from the dependent clauses of each
and practicing new skills #2 sentence. Circle the coordinating conjunction used.
1. I usually pick up whenever I play the guitar, or I just use my fingers
-pls. See LM on p. 33q
living
I. Making generalizations What is a compound -complex sentence?
lesson
J. Evaluating learning Combine the sentences into one and make it a compound-complex structure.
1. a. Education plays a vital role in your lie
b. You should be educated.
c. It gives you a better life.
2. A person without education is incomplete.
B. Educating makes man a good thinker.
C. Education is a lifetime achievement
3. A. Education is a necessity not a luxury
B. the world is competitive.
C. It is the solution to any problem.
4. a. Education allows us to understand deeper the meaning of life.
B. It is not just lessons from the textbooks.
C. It is about lessons of life.
5. a. No child is left behind.
B. everyone has the right to be educated
C. Make a better change for the world.
V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
I. OBJECTIVES
A.CONTENT STANDARD  Demonstrates understanding of various non-verbal elements in orally communicating

information
 Demonstrates understanding that words are composed of different parts to know that their
meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to respond
back
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate
the speaker’s/author’s purpose and meaning
.
B. Performance Standard  Orally communicates information, opinions and ideas effectively to different audiences for a
variety of purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses a variety of strategies to provide appropriate feedback
 Uses a variety of research strategies to effectively write a variety of texts for various
audiences and purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s
intention, purpose and meaning
C. Learning Competency/ Summarize the information from a text heard
Objectives Inferring meaning of borrowed word using
Write the LC code for each. -prefix
EN6LC-IVd-2.23
EN6V-Id-12.4.2.3
II. CONTENT Clarifying meaning of text heard

Inferring meaning of borrowed word
PREFIX
LEARNING RESOURCES
A. References Essentials English 6 pp.335-336

3. Textbook pages Essential English

(Work text in Language and Reading-Kto12
portal
D. Integration:
A. Reviewing previous lesson If you are going to summarize a story or a selection, how will you summarize.
B. Establishing a purpose for Do you know what flower is this.
the lesson
Lilies are magnificent flowers that command attention wherever they are planted. They are group
of flowering plants which are important in culture and literature in much of the world . Listen to
an article about Lilies. Take down relevant notes as you listen. Use this notes in summarizing the
information ypu heard.
Lily.To the ancient Egyptians, the trumpet-shaped lily was a symbol of Upper Egypt, the
southern part of the country. In the ancient Near East, the lily was associated with Ishtar, also
known as Astarte, who was a goddess of creation and fertility as well as a virgin. The Greeks and
Romans linked the lily with the queen of the gods, called Hera by the Greeks and Juno by the
Romans. The lily was also one of the symbols of the Roman goddess Venus.
In later times, Christians adopted the lily as the symbol of Mary who became the mother of Jesus
while still a virgin. Painters often portrayed the angel Gabriel handing Mary a lily, which became a
Christian symbol of purity. Besides being linked to Mary, the lily was also associated with virgin
saints and other figures of exceptionalchastity.
Read more: http://www.mythencyclopedia.com/Fi-Go/Flowers-in-
Mythology.html#ixzz55w36wUJy
Share your summary in class.

C. Motivation/Schema Can you share what is your favorite flower, give a short description and why it is your favaorite.
Activation
D. Presenting examples/ Today we going to learn borrowed words using prefix.
Read and study the following words.
Recount misspell
illegal dislocate
Give the root word of the following words. What is written before the root word?
E. Discussing new concepts and De-is a prefix of Latin origin which has several meanings. It means “down” as in descend or to go
practicing new skills #1 down or move away from as in depart.
Fill in the blanks with the appropriate words from the box.
Despise deducted delegate
Decline delete
Deteriorating detour
Depressed derailed
1. When you turn down an invitation, you _____it.

2. The peace-and order situation in the country is said to be going down from bad to worse.
We ca say that it is______________.
3. When a person’s spirit is low, we could infer that she/he is____________.
4. When we look down on someone with disfavor or contempt, we may be said to
_______________.
5. While driving, you are forced to leave the highway because of road repairs. Therefore
turned away on a _________________.
6. But when a train jumps away from the rails, we say that it is_____________.
7. When we take out a word from a message, we_____________ it.
8. Certain amounts can be taken away or _________from someone else’s income or salary.
9. A person who is sent to attend a conference as a representative is called a
_______________
F. Discussing new concepts De-is also used to give the idea of reversing or undoing.
and practicing new skills #2 Example:
Decode deflate decrease
Before a coded message can be understood, we must undo or decode it.
De also means completely or entirely.
Example:
A forest is said to be deforested if it is entirely stripped of trees and other plants.
When old buildings are torn down completely, we use the word demolished.
G. Developing mastery (leads Match words with prefix de with its meaning.
1. Decay
2. Declined
3. Decode
4. Decrease
5. Deduct
6. Dejected
7. Depress
8. Deport
a. To send out of the country

b. To press down
c. Feeling down or sad
d. To take out or to remove
e. To lower or break down into small amount
f. To break down words
g. To go down or to drop
h. To break down

living
I. Making generalizations
lesson
J. Evaluating learning Fill in the blank with the borrowed word using the prefix de. Choose your answer inside the box.
Decay declined
Decode decrease
Deduct dejected
Depress deport
1. The star player on our team was ________to his home country because his parents did not
have “green card”.
2. The old house was _______and falling apart.
3. ________the nozzle of the spray cleaner to remove the writing from the desktop.
4. The condition of the countrys’lndmarks ________with smaller repair budgets.
5. The football player felt _____ after losing the game.
6. Can you _______all of the words in these instructions?
7. You subtract or _____ the admission fee from your allowance.
8. This man wants to see a __________ in the use of coal as a fuel in pour country.

V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
I. OBJECTIVES

information
back
.
variety of purposes
C. Learning Competency/ Distinguish text-types according to purpose and language features
Objectives -Problem and Solution
Conduct short research projects on a relevant issue
EN6RC-IVd-3.2.5
EN6-IVd-2.3
II. CONTENT Problem – solution
Research projects
LEARNING RESOURCES

3. Textbook pages Essentials English 6 pp.337-341

portal
D. Integration:
A. Reviewing previous lesson Give the meaning of the following borrowed using prefix de.
or presenting the new lesson Decode deflate
Deport depress
Dejected
-to go down or to move away

-to send out of the country
-feeling down
-to press down
-to break down words
B. Establishing a purpose for How do you regard plants or flowers? Do you consider any of these special, lucky or with certain
the lesson meaning?
Activation
D. Presenting examples/
instances of the new lesson When the Lilies Return
Retold by: John M. Miller
(Pasig Metro Manila, Luzon)
-------
At the time when the Pasig River flowed peacefully along between flowery banks, when its breast
was not torn by puffing steamers, and when only a few clustering huts marked the present site of
Manila, there grew on the banks of the river, a beautiful field of lilies.The lilies glistened like silver
in the sunlight and filled the air with delicious perfume. No hand plucked them from the earth, and
no foot trampled out their fragrance; for an ancient prophecy had said that while the lilies stood
the happiness of the people should endure.
But after a time cane dark days in the history of the Philippines. Yellow hordes swept across the
water and carried all before them. The people could hardly expect to resist the invaders, for their
warrior king, Loku, had profaned the word of the god, who, in the form of a lizard, was fulfilling his
threats of punishment. Their armies were weal and scattered, and the conquerors marched on in
triumph. As report after report of disaster reached Luzon, the people trembled for the safety of
their fair land. Warriors gathered hastily for the defense of the nation, and all united and waited
for the enemy to appear.
One day the water was dotted with the junks of the invaders. They came slowly down the bay, and
anchored near the mouth of the Pasig. Then from the boat poured the yellow warriors. Spears
rained upon them, stones and arrows laid them low, but their numbers were countless. The
people were along the riverbanks. Fiercely they fought, but numbers told against them. Foot by
foot they were pressed back, till they stood on the border of the field of lilies, where they made
their last stand. But it was to no purpose.The invaders poured from the ships, and in one
desperate charge drove back the ranks of the people, who fought and died among their sacred
lilies. All through the night the battle raged, and all daybreak, when the victorious invaders rested
on their spears, the beautiful field was no more.
The lilies were crushed and torn. The bodies of dead and dying warriors laid everywhere, and the
crushed flowers were stained with blood of friend and foe. The peace of the land was lost.
Many years have passed since then. New races have come to the islands, and new manners and
customs have been introduced. The Pasig still flows on to the sea, but its banks are harness by
bridges. Lofty dwellings and stores took the place of the little huts, and a great city marks the site
of the little village. Where once was the beautiful field is now a busy part of the great city. It is
called Quiapo, after the lilies. Many of the older people remember the prophecy and wonder if the
lilies will ever return.
The land is now a peaceful and contented one. Comfort and happiness maybe found among its
inhabitants. Perhaps the fair, strange women from the great land over the sea are the lilies. Who
can tell?



living
lesson
J. Evaluating learning


V.REFLECTION

magpapatuloy sa
remediation
DAILY SECTION
PLAN DATE FEBRUARY 01 ,2019 SUBJECT ENGLISH
I. OBJECTIVES

information
back
.
variety of purposes
C. Learning Competency/ Use various types and kinds of sentences for effective communication of information/ideas
Objectives (Compound-Complex Sentence) EN6SS-IVd-1.10
II. CONTENT Compound-Complex Sentence
LEARNING RESOURCES

1. Teacher’s Guide pages Curriculum Guide pp 138 of227
3. Textbook pages

portal
C. Learning Materials: powerpoint

D. Integration: ICT
III. PROCEDURES
A. Reviewing previous lesson Each group will present their research project.
B. Establishing a purpose for
the lesson
Activation

H. Finding practical application Group Activity
living Write five related compound-complex sentences based on the pictures.
lesson
J. Evaluating learning Combine the sentences into one and make it a compound-complex structure.

V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
PLAN DATE FEBRUARY 04, 2019 SUBJECT ENGLISH
I. OBJECTIVES

information
back
.
variety of purposes
C. Learning Competency/ Make connections between information viewed and personal experiences . EN6V-IVd-4.4
Objectives
II. CONTENT Used to influence viewers

Stereotypes, point of view , propaganda
LEARNING RESOURCES

3. Textbook pages

portal
C. Learning Materials: Powerpoint
D. Integration: ICT
III. PROCEDURES
A. Reviewing previous lesson Make a compound-complex sentence about the picture.

B. Establishing a purpose for What kind of information view are the following.
the lesson All old people are forgetful.
Men are better at math than women are.
African-American men are the best basketball players.
Activation
D. Presenting examples/ Group Activity
Stereotypes
Option 1: Students are each handed a piece of paper at the beginning of class. They are instructed
not to look at what is on the papers others have. They are given one of the following tasks:
a. List the 8 most important characteristics that an ideal person should have.
b. List the 8 most important characteristics that an ideal woman should have.
c. List the 8 most important characteristics that an ideal man should have.
Lists of the characteristics they come up with for each three categories are written on the board.
Students discuss and evaluate the degree of overlap between perceptions of the ideal person and
the male and female stereotypes. This discussion is then extended to include the ideal
characteristics of people with certain jobs (e.g. president, teacher, accountant) to look for degree
of overlap with the lists of ideal characteristics for men/women.
E. Discussing new concepts and Put a check if the statement is stereotype and cross if not.
1. She is a kind young lady.
2. Young kids are noisy.

3. Women are better cooks than men.
4. All doctors are rich.
5. Tagaytay is a beautiful tourist spots.
F. Discussing new concepts Write YES if it is a stereotype Kids land NO if not.

1. People who wear glasses are smart.
2. All tall people are good basketball players.
3.Women are better cooks than men.
4,Poor people are lazy.
5.Honesty is the best policy.
living
lesson
V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
I. OBJECTIVES

information
 Demonstrates understanding that words are composed of different parts to know
that their meaning changes depending in context
 Demonstrates understanding of verbal and non-verbal elements of communication to
respond back
 Demonstrates understanding that a change in stress entails a change of meaning to
evaluate the speaker’s/author’s purpose and meaning.
B. Performance Standard  Orally communicates information, opinions and ideas effectively to different
audiences for a variety of purposes
 Uses knowledge of stress and intonation of speech to appropriately evaluate the
speaker’s intention, purpose and meaning
Objectives
Inferring meaning of borrowed word using
-suffix EN6LC-IVe-3.6
EN6V-IVe-12.4.2.3
II. CONTENT Clarifying meaning of text heard Inferring meaning of borrowed word
SUFFIX
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES
A. Reviewing previous lesson Study the picture , do you know what food is this?
Have you eaten porridge?

What kind of porridge have you eaten?
Aside from being regarded as asoft diet , it is often mentioned in classical literature.
Listen to an article about porridge.
B. Establishing a purpose for Take down relevant notes as you listen. Use this note in summarizing the information you
the lesson
have heard.
Congee or conjee is a type of rice porridge or gruel popular in many Asian countries,

especially East Asia. When eaten as plain rice congee, it is most often served with side
dishes. When additional ingredients, such as meat, fish, and flavorings, are added while
preparing the congee, it is most often served as a meal on its own, especially for the ill.
Names for congee are as varied as the style of its preparation. Despite its many
variations, it is usually a thick porridge of rice largely disintegrated after prolonged
cooking in water.
While congee is a staple breakfast dish in China, it is called congee only in Guangdong,
and is known by other local as "white porridge".
C. Motivation/Schema Study the two set of words and tell what the difference between them.
Activation
A B
Recount beautiful
Misspell lovable
Impossible harmless
Pretest childlike
Unload selfish
D. Presenting examples/ Suffixes alter or modify word meaning. Review the following suffixes from foreign origin.
E. Discussing new concepts and Use the table given to define the meaning of the following words.
1. Payee
2. Internalize
3. Comedic
4. Utilize
5. Prolific
6. Granary
7. Novelette
8. Insanity
9. Clearance
10. arrogance
G. Developing mastery (leads Add the correct suffix to the following word to form new word. Choose the suffix below.
ary ward ize age ance
1. honor
2. revolution
3. down
4. real
5. critic
6. apology
7. orphan
8. attend
9. brilliant
10. hospital
H. Finding practical application Add the correct suffix to the underlined word to make the sentence complete.
living
1. The boat veered east towards the rocks.
2. The crowd pushed us side toward the door.
3. The farmers fertile the fields with organic materials.
4. The mechanic’s hands are very hands are very grease.
5. The marry of Joey and Liza was annulled.
I. Making generalizations Can you infer the meaning of borrowed words using suffixes?
What are borrowed suffixes and give its meaning?
lesson
J. Evaluating learning Directions: Study the four suffixes and the examples below. Change each word in
column A to an adjective by adding a suffix and write the new word in column B. You
may have to change, drop, or add letters before adding the suffix to some words.
Suffix From Example

- ful Old English wonderful,
merciful
-less Old English hopeless,
senseless
-able Latin readable,
capable
-ese Latin Japanese,
Siamese
1. Portugal
2. misery
3. awe
4. move
5. China
6. remark
7. Canton
8. service
9. penny
10. grate
Key answer
1. Portuguese
2. miserable
3. awful 4. moveable
5. Chinese
6. remarkable
7. Cantonese
8. serviceable
9. penniless
10.grateful

V.REFLECTION

magpapatuloy sa
remediation
DAILY SECTION
I. OBJECTIVES
A.CONTENT STANDARD  Demonstrates understanding of various non-verbal elements in orally

communicating information
 Demonstrates understanding of verbal and non-verbal elements of communication
to respond back
Objectives
EN6V-IVe-12.4.2.3
SUFFIX
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES
A. Reviewing previous lesson Study the picture , do you know what food is this?
Have you eaten porridge?

What kind of porridge have you eaten?
Aside from being regarded as asoft diet , it is often mentioned in classical literature.
Listen to an article about porridge.
B. Establishing a purpose for Take down relevant notes as you listen. Use this note in summarizing the information
the lesson
you have heard.
Congee or conjee is a type of rice porridge or gruel popular in many Asian countries,

especially East Asia. When eaten as plain rice congee, it is most often served with side
dishes. When additional ingredients, such as meat, fish, and flavorings, are added while
preparing the congee, it is most often served as a meal on its own, especially for the ill.
Names for congee are as varied as the style of its preparation. Despite its many
variations, it is usually a thick porridge of rice largely disintegrated after prolonged
cooking in water.
While congee is a staple breakfast dish in China, it is called congee only in Guangdong,
and is known by other local as "white porridge".
C. Motivation/Schema Study the two set of words and tell what the difference between them.
Activation
A B
Recount beautiful
Misspell lovable
Impossible harmless
Pretest childlike
Unload selfish
D. Presenting examples/ Suffixes alter or modify word meaning. Review the following suffixes from foreign
origin.
E. Discussing new concepts and Use the table given to define the meaning of the following words.
11. Payee
12. Internalize
13. Comedic
14. Utilize
15. Prolific
16. Granary
17. Novelette
18. Insanity
19. Clearance
20. arrogance
G. Developing mastery (leads Add the correct suffix to the following word to form new word. Choose the suffix
below.
ary ward ize age ance
11. honor
12. revolution
13. down
14. real
15. critic
16. apology
17. orphan
18. attend
19. brilliant
20. hospital
H. Finding practical application Add the correct suffix to the underlined word to make the sentence complete.
living
6. The boat veered east towards the rocks.
7. The crowd pushed us side toward the door.
8. The farmers fertile the fields with organic materials.
9. The mechanic’s hands are very hands are very grease.
10. The marry of Joey and Liza was annulled.
I. Making generalizations Can you infer the meaning of borrowed words using suffixes?
What are borrowed suffixes and give its meaning?
lesson
J. Evaluating learning Directions: Study the four suffixes and the examples below. Change each word in
column A to an adjective by adding a suffix and write the new word in column B. You
may have to change, drop, or add letters before adding the suffix to some words.
Suffix From Example

- ful Old English wonderful,
merciful
-less Old English hopeless,
senseless
-able Latin readable,
capable
-ese Latin Japanese,
Siamese
1. Portugal
2. misery
3. awe
4. move
5. China
6. remark
7. Canton
8. service
9. penny
10. grate
Key answer
1. Portuguese
2. miserable
3. awful 4. moveable
5. Chinese
6. remarkable
7. Cantonese
8. serviceable
9. penniless
10.grateful

V.REFLECTION

magpapatuloy sa
remediation
DAILY SECTION
I. OBJECTIVES

 Demonstrates understanding of verbal and non-verbal elements of communication
to respond back
C. Learning Competency/ Use appropriate graphic organizer in text read EN6RC-IVe-2.15.2
Objectives
II. CONTENT Graphic organizer

Research projects
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES
A. Reviewing previous lesson Study the following borrowed suffix then do the exercises below.
Suffix From Example

-ian Latin Christian,
Jeffersonian
-ic Greek angelic,
volcanic
-ive Latin corrective,
active
-ous Latin riotous,
Poisonous
1. create
2. communist
3. religion
4. impress
5. Freud
6. construct
7. hero
8. mass
9. Canada
10. Italy
KEY TO CORRECTION
1. creative
2. communistic
3. religious
4. impressive
5. Freudian
6. constructive
7. heroic
8. massive
9. Canadian
10. Italian
B. Establishing a purpose for What foolish things have you done because of hunger?
the lesson
Find out what happened to the hungry character in the selection you are about to read.
The underlined words are in the selection you are about to read. Infer the meaning
based on their suffixes and how they are use in the sentences.
1. It is not safe to sleep in the forest, with all the prowling animals at night.
a. Animals wander or roam around
b. Animals making loud noise
c. Animals sleeping and yawning

2. The brothers declined the old woman’s offer for the sake of courtesy.
a. Brothers agree with the old woman’s offer
b. Brothers refuse the old woman’s offer
c. Brothers accept the old woman’s offer
3. They do not want to impose on the woman especially that they came in
uninvited.
a. To force them to accept
b. To disregard them to accept
c. To ignore them to accept
4. They bade the old woman farewell before they left in the morning.
a. They offer to pay the old woman.
b. They wave goodbye to the old woman
c. They kiss the old woman
5. The youngest brother’s steps faltered, and he fell on the river.
a. Walk unsteadily
b. Walk steadily
c. Walk carefully
Activation
D. Presenting examples/ The three brothers and the pot of porridge
Three brothers were traveling through the dense rain forest jungle. They had been
traveling on foot for almost a full day and night was falling. They needed a suitable
place to rest for the night, a place where they would be safe from prowling animals of
the night.
They were in luck because before darkness fell, they spotted a little isolated hut in
the distance. When they arrived at the hut, they met a kindly old woman who invited
them in and offered them a place to spend the night.
The old woman offered them some porridge which she was cooking in an iron pot
over some firewood. The brothers declined for they were very exhausted and also did
not want to impose on this old woman who living alone, had cooked enough porridge
only for one person.
The old woman gave them some mats and showed them into a room where they
could lay down and have a good nights rest. Soon, the entire hut was dark and everyone
in it was asleep.
Sometime in the night, the youngest of the three brothers woke up and he was
very hungry. His older brothers had declined the offer of some supper and he had just
gone along, but he was really hungry. So he went out into the kitchen to see if any of
the porridge remained and indeed, there was enough porridge in there for one person.
It appeared that the old woman had not eaten any of it, she must have been keeping it
for the next day. It wouldn’t harm anybody if he ate just a little bit of it, and it would
certainly do him a lot of good. So he ate a little bit. Then a little bit more, and even more
until it was all gone. Realizing his folly, he decided to cover it up and went out to pick
some stones to put in the pot. He hoped the old woman would not notice.
The three brothers were up early the next morning to continue on their journey.
They bade farewell to the old woman and thanked her for her kindness.
The old woman discovered the stones in her pot soon after the brothers left and
immediately set out after them. Even though she was very old, she could move as fast,
or maybe even faster than any young man since she was able to catch up with the three
young men.
She accused them of stealing her porridge and filling her pot with stones, at which
the eldest brother who spoke for them sincerely denied. The old woman though was
certain that one of them performed the deed, so she challenged them to take a test.
They went to a nearby river which had a log laying across it. Each one of them would
walk across the river on the log while singing a song which the woman taught to them.
They would each sing this song in Yoruba:
Ti m ba je koko arugbo
If I ate the the old woman?s cocoyam
Ki okun gbe mi, ki okun la mi
Let the sea take me
Ki okun gbe mi si erigidi ofun
Let the sea take me to ____ [unable to translate last part]
The first two brothers walked confidently across the river singing the song. But the
youngest brother was so scared as he walked and sang. His step faltered several times
and he eventually fell into the river.


H. Finding practical application Choose from among the character in the story and fill in your graphic organizer with
details about this character.
living
I. Making generalizations What is the use of a graphic organizer?
lesson

V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
I. OBJECTIVES

 Demonstrates understanding of verbal and non-verbal elements of
communication to respond back
 Demonstrates understanding that a change in stress entails a change of meaning
to evaluate the speaker’s/author’s purpose and meaning.
 Uses strategies to decode correctly the meaning of words in isolation and in
context
 Uses a variety of research strategies to effectively write a variety of texts for
various audiences and purposes
C. Learning Competency/ Use various types and kinds of sentences for effective communication of
Objectives
information/ideas
(Compound-Complex Sentence) EN6SS-IVe-1.10
II. CONTENT Compound-Complex Sentence
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES
A. Reviewing previous lesson


the lesson
Activation
Group activity
E. Discussing new concepts and Choose the letter of the correct answer.
1. Pauline and Bruno have a big argument every summer over where they should
spend their summer vacation.
A. Simple Sentence
B. Compound Sentence
C. Complex Sentence
D. Compound-Complex Sentence
2. Pauline loves to go to the beach and spend her days sunbathing.

A. Simple Sentence
C. Complex Sentence
3. Bruno, on the other hand, likes the view that he gets from the log cabin up in the
mountains, and he enjoys hiking in the forest.
A. Simple Sentence
C. Complex Sentence
4. Pauline says there is nothing relaxing about chopping wood, swatting mosquitoes,
and cooking over a woodstove.
A. Simple Sentence
C. Complex Sentence
5. Bruno dislikes sitting on the beach; he always gets a nasty sunburn.
A. Simple Sentence
C. Complex Sentence
6. Bruno tends to get bored sitting on the beach, watching the waves, getting sand in
his swimsuit, and reading detective novels for a week.
A. Simple Sentence
C. Complex Sentence

7. This year, after a lengthy, noisy debate, they decided to take separate vacations.
A. Simple Sentence
C. Complex Sentence
8. Bruno went to the White Mountains of New Hampshire, and Pauline went to Cape
Cod.
A. Simple Sentence
C. Complex Sentence
9. Although they are 250 miles apart, they keep in constant contact on the internet.
A. Simple Sentence
C. Complex Sentence
10. Bruno took the desktop computer that he uses at work, and Pauline sits on the
beach with her laptop computer, which she connects to the internet with a cellular
phone.
A. Simple Sentence
C. Complex Sentence

F. Discussing new concepts Combine the sentences to make one compound-complex sentence.
1.Susan teaches the kids who live in the neighborhood. They meet in the evenings
after she comes home from work.
2.The doctor wants to prescribe physical therapy, and he asked me to see a specialist.
He recommended Dr. Smith.
3.Anthony told us about the assembly of the products. Unfortunately, he didn't tell us
about where they were made.
4.We managed to finish the exercise on time and passed the exam. However, it was
very difficult.
5.The man spoke little English. Mary understood him, but couldn't help.
Key to correct
1.Susan teaches the kids who live in the neighborhood in the evenings after she comes
home from work.
2.The doctor wants to prescribe physical therapy, and he wants me to see Dr. Smith
whom he recommended.
3.Anthony instructed us on how the products are assembled, but he failed to tell us
where they were made.
4.Although the exercise was difficult, we managed to finish it on time, so we passed

the exam.
5.Mary understood the man who spoke little English, but she was unable to help him.
G. Developing mastery (leads Identify whether the sentences are simple, complex, compound or compound-
complex.
Jason decided to stay up late because
1. he had a lot of homework to do.
If you hurry, we might get
2. to school on time.
Although Monica had a cold, she
3. went to school because she had a test.
While washing the car, Todd
4. slipped on the soap and he fell.
Dad takes the train to work
5. even though he has a car.
After Mom arrived, she put the disk in
the DVD player and we watched
6. a great movie.
Even though his heart pounded with
dread, Ben bolted up the stairs, and
7. he checked out the strange noise.
Molly baked brownies since
8. she had nothing else to do.
Karen made a list of what was
needed, and she double-checked
9. it so she wouldn't forget anything.
10 Frank had a good sense of
. humor, so he laughed a lot.
living
lesson

V.REFLECTION

magpapatuloy sa
remediation
DAILY SECTION
I. OBJECTIVES

information
 Demonstrates understanding that words are composed of different parts to know that
their meaning changes depending in context
respond back
B. Performance Standard  Orally communicates information, opinions and ideas effectively to different audiences
for a variety of purposes
Objectives
EN6V-IVe-12.4.2.3
SUFFIX
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES

the lesson
Activation
E. Discussing new concepts and 21.
living
lesson
V.REFLECTION

magpapatuloy sa
remediation
DAILY SECTION
I. OBJECTIVES

information
respond back
Objectives
EN6V-IVe-12.4.2.3
SUFFIX
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES

the lesson
Activation
living
lesson
V.REFLECTION

magpapatuloy sa
remediation
DAILY SECTION
I. OBJECTIVES

information
respond back
Objectives
EN6V-IVe-12.4.2.3
SUFFIX
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES

the lesson
Activation
living
lesson
V.REFLECTION

magpapatuloy sa
remediation

DAILY SECTION
I. OBJECTIVES

information
respond back
Objectives
EN6V-IVe-12.4.2.3
SUFFIX
LEARNING RESOURCES
A. References


portal
D. Integration: ICT
III. PROCEDURES

the lesson
Activation
living
lesson
V.REFLECTION

magpapatuloy sa
remediation

Sta. Catalina Norte Elementary School VI 4 Quarter January 21, 2019 English

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Sta. Catalina Norte Elementary School VI 4 Quarter January 21, 2019 English

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GRADE 6 SCHOOL STA.

CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI

C. Learning Competency/ Make inferences

II. CONTENT Make inferences

A. References Developing Reading Power 6, pp. 175-176

2. Learner’s Materials pages

4. Additional Materials from

A. Reviewing previous lesson Unlocking of Difficulties (see textbook page)

A. References Developing Reading Power 6, pp. 272-273 / ELC B.5.1 p. 10

2. Learner’s Materials pages

4. Additional Materials from

A. Reviewing previous lesson Vocabulary/Pronunciation Skills

IV.REMARKS INDEX OF MASTERY:

D. Bilang ng mga mag-aaral na ___ Learners continue to require remediation

GRADE 2 SCHOOL STA. CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI

C. Learning Competency/ Evaluate and make judgments

II. CONTENT Distinguishing Advertisement from Propaganda

A. References Growing in English VI (Language) p. 270

2. Learner’s Materials pages

4. Additional Materials from

C. Learning Materials: charts, cassette tape, flashcards, strips of cartolina

III. PROCEDURES Literacy,ICT,ESP

A. Reviewing previous lesson Unlocking of Difficulties

G. Developing mastery (leads Put a punctuation mark to express your emotion.

D. Bilang ng mga mag-aaral na ___ Learners continue to require remediation

GRADE 2 SCHOOL STA. CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI

Demonstrates an understanding of various linguistics nodes to comprehend various texts

B. Performance Standard The learner…

A. References Essential Engliish 6

2. Learner’s Materials pages

4. Additional Materials from

D. Integration: ICT, LIteracy

Problem-Solution Idea Map

G. Developing mastery (leads Group Activity:

D. Bilang ng mga mag-aaral na ___ Learners continue to require remediation

GRADE 2 SCHOOL STA. CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI

A.CONTENT STANDARD The learner…

A. References Essential Engliish 6

2. Learner’s Materials pages

4. Additional Materials from Chart, paper strips

III. PROCEDURES Literacy,ICT,ESP

K. Additional activities for

D. Bilang ng mga mag-aaral na ___ Learners continue to require remediation

GRADE 2 SCHOOL STA. CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI

A. References Essential Engliish 6

2. Learner’s Materials pages

4. Additional Materials from Chart, paper strips

III. PROCEDURES Literacy,ICT,ESP

D. Bilang ng mga mag-aaral na ___ Learners continue to require remediation

A.CONTENT STANDARD The learner…

II. CONTENT Compound-Complex sentence

A. References Essential Engliish 6

2. Learner’s Materials pages

4. Additional Materials from Chart, paper strips

III. PROCEDURES Literacy,ICT,ESP

A. Reviewing previous lesson What was our topic yesterday?

D. Bilang ng mga mag-aaral na ___ Learners continue to require remediation

GRADE 2 SCHOOL STA. CATALINA NORTE ELEMENTARY SCHOOL GRADE & VI

A.CONTENT STANDARD  Demonstrates understanding of various non-verbal elements in orally communicating

II. CONTENT Clarifying meaning of text heard

A. References Essentials English 6 pp.335-336

2. Learner’s Materials pages

3. Textbook pages Essential English