The Flower of Love

Once there lived a chieftain who had a beautiful daughter named Liwayway. One day, she went into the
woods to gather fruits and flowers but unfortunately lost her way. She became unconscious when a wild
beast ran after her. When she recovered, she saw a young man bending over her. He was the son of
another chieftain. When they parted, each one knew that they were in love with each other. One day,
the young man was going away to fight the white men who had invaded their land. The lovers promised
never to forget each other saying “Sumpa Kita.” But the warrior never came back. In sorrow, the maiden
killed herself. Sometime later, shrubs with fragrant white flower grew on her grave. People believed that
Liwayway’s love grew and bloomed. It became a custom for young lovers after that to exchange garlands
of these flowers as a token of their faithful love. They whispered “I promise” (Sumpa kita) to each other.
In time the flowers became known as sampaguita. It is adapted as our national flower because of its
fragrance and simplicity. -adapted-

KATRINA’S TRIP TO THE OCEAN -Adapted-

As the alarm clock started with a loud ring, Katrina got out of her bed excitedly. They were going to the
beach today and she didn’t want to be late. When Katrina went down for breakfast, Mother had already
prepared a big picnic basket filled with all kinds of food. “Do you have your things ready?” Mother
asked. “Yes, Mother. I packed my red bathing suit, my yellow pail and pink spade.” After a hearty
breakfast, Katrina and her parents piled into their car and headed for the ocean. Katrina watched as the
scenery rushed by. She saw many things. She saw houses, rice fields and a funny scarecrow. She waved
at some children playing by the roadside. Finally, they reached the beach. Katrina excitedly ran to the
water. The golden sand felt soft and warm at her feet. She saw many things at the beach. She saw
different kinds of shells - long and short shells, fat and thin shells, even a shell shaped like a fan. She
also saw a starfish and a crab digging in the sand. Katrina swam all day. She also built a beautiful
sandcastle with her yellow pail and pink spade. At the end of the day, when the sun was like an orange
ball in the sky, and all of her mother’s delicious food was gone, Katrina and her family went home. This
time, Katrina didn’t even see the funny scarecrow. Katrina was fast asleep dreaming of her day at the
ocean.

BITTEN BUT NOT SHY Aesop’s Fable

A lion, which had fallen sick, was lying in a cave. He said to his beloved comrade, the fox: If you want me
to recover and live, use your honeyed tongue to entice the big deer which lives in the forest to come
within reach of my claws. I am hungry for his guts and his heart.” The fox went off and found the deer
frisking in the woods. Joining in its play, he greeted it with these words: “I have come to bring you good
news. You know that our king, the lion is my neighbor. Well, he is ill and near to death, and he has been
considering which of the animals is to reign after hi. The pig, he says, is a senseless brute, the bear is a
lazy bone, the leopard is bad-tempered, and the tiger is a braggart. The deer is the best qualified for the
throne, because his height is impressive, because he is a long-lived animal, and because his horns
frightens the snakes. So, to cut a long story short, you have been nominated as king. Tell me quickly, for
I am in a hurry; the lion relies on my counsel in everything he does, and he may be wanting me back. If
you will listen to an old fox’s advice, I think you should come with me and stay with him till he dies.” At
this speech, the deer’s mind was puffed up with conceit, and it went to the cave without any suspicion
of what going to happen. The lion pounced upon it eagerly; but he only succeeded in tearing its ears
with his claws, and the deer hastened to escape in the woods. The fox beat his paws together in
disappointment at having wasted his pains, and the lion moaned and roared aloud in his hunger and
mortification. Eventually, he begged the fox to have another try and lure the deer back again. “It is a
difficult and troublesome task that you are laying on me,” the fox replied, “but all the same, I will do it
for you”. Weaving his cunning toils, he started tracking the deer like a hunting dog, and asked some
shepherds if they had seen a deer with blood about it. They pointed out the woods into which it had
gone; and finding it there, cooling itself after its hurried flight, the fox accosted it as bold as brass. The
deer’s hair bristled with anger, “You scoundrel!” it said, “you won’t catch me again. If you so much
would come near me, you shall pay for it with your life. Go and fox other animals, who don’t know you.
Find someone else to make a king of and drive mad.” “Are you such a miserable coward,” the fox
answered, and so suspicious of us who are your friends? When the lion caught hold of your ear, he
meant to give you his last advice and instructions before he died; he would like to tell you about your
great responsibilities as king; but you could not bear even a scratch from the paw of a sick creature. And
now, he us even angrier than you are, and wants to make the wolf king. A bad master for us he would
be. But come with me and don’t be afraid; be as meek as any sheep. I swear by all the leaves and all the
springs that the lion will not hurt you, and I will have no other master but you,” By this deceit, he
induced the unlucky deer to go with him again, and as soon as it entered the cave, the lion made a meal
out of it, swallowing bones, marrow, and entrails. The fox stood looking on and when the heart fell out
of the carcass; he stealthily snatched it and ate it as a reward for his trouble. The lion missed and
rummaged for it through all the fragments. “You may as well stop searching,” said the fox from a safe
distance, “for the truth is, it hadn’t had a heart. What sort of a heart do you expect to find in a creature
which twice came into a lion’s den and within reach, of his paws?”

THE STONECUTTER -Adapted-

Once upon a time there was a stone cutter. The stone cutter lived in a land where a life of privilege
meant being powerful. Looking at his life he decided that he was unsatisfied with the way things were
and so he set out to become the most powerful thing in the land.

Looking around his land he wondered to himself what it is to be powerful. Looking up he saw the sun
shining down on all the land. “The Sun must be the most powerful thing that there is, for it shines down
on all things and all things grow from its touch.” So he became the Sun.

Days later, as he shone his power down on the inhabitants of the land, there came a cloud which passed
beneath him obstructing his brilliance.

Frustrated he realized that the Sun was not the most powerful thing in the land, if a simple cloud could
interrupt his greatness. So he became a cloud, in fact, he became the most powerful storm that the
world have ever seen.

And so he blew his rain and lightning, and resounded with thunder all over the land, demonstrating that
he was the most powerful. Until one day he came across a boulder.

Frustrated again, he realized that the storm was not the most powerful thing in the land, rather it must
be the boulder. Se he became the boulder.

For days he sat, unmovable, and impassive, demonstrating his power, until one day, a stone cutter came
and chiseled him to bits.
 Semi-detailed Lesson Plan in ENGLISH Grade 6 Quarter 3 Week 1, Day 2
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. Content
III. Learning Resources
References
1. Teacher’s Guide Pages
2. Learner’s Material Page
3. Textbook Pages
4. Additional Materials from the LR
Portal
5. Other Learning Resources
IV. Procedure
A. Reviewing the previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
October 29, 2019
The learners…
 Demonstrate understanding of various linguistics
nodes to comprehend various texts.
 Demonstrate understanding that words are
composed of different part to know that their
meaning changes depending in context.
The learners…
 Analyze text types to effectively understand
information/message(s)
 Use strategies to decode correctly the meaning of
words in isolation and in context
Competencies:
A. Note Significant Details in the Story Listened to (EN6LC-
IIIA-2.2)
B. Clarify the Meaning of Words Using Dictionaries and
Thesaurus (EN6V-IIIA-8.1, EN6V-IIIA-8.2)
C. Observe politeness at all times
NOTE SIGNIFICANT DETAILS & CLARIFY MEANING OF
WORDS USING DICTIONARIES
2016 Curriculum Guide in English 6
Skill Builders for Efficient Reading 7 page 31 Developing
Reading Power 6 pp 56-5
Websites:
https://www.academia.edu/28046052/Noting_Details_in_a
_Story_Read_Identifying_Characters_Setting_Events_in_a_
Story
Guess My Name Game: (The teacher will describe the
object and pupils will guess what it is.)
- It’s an object
- It is a shrub and white in color
- It is fragrant
- It is usually being sold in streets or in front of the
churches as garlands or necklaces
- It is one of the country`s national symbols
What does it symbolize?
Unlocking of difficulties: The following words are found in
the story that we are going to read. Using a dictionary or
thesaurus, give at least one synonym of the underlined
word in the sentence.
1. The barrio chieftain called for an assembly in preparation
to the fiesta celebration.
2. The old woman was found unconscious inside her
bedroom after the earthquake.
3. The terrorists invaded the land before dawn.

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
4. The beautiful maiden promised to love and remain
faithful to the young man while he is away for a mission.
5. The young man gave a garland of flowers to the maiden
as token of love and loyalty.
Motive Question:
How does the name of sampaguita flower came to be? Do
you know of a story about a sampaguita flower?
(The teacher will read the selection twice. In the first
reading, pupils will listen and understand the selection. As
the teacher repeats reading, pupils will take note of the
significant details of the story.)
The Flower of Love
Once there lived a chieftain who had a beautiful daughter
named Liwayway. One day, she went into the woods to
gather fruits and flowers but unfortunately lost her way.
She became unconscious when a wild beast ran after her.
When she recovered, she saw a young man bending over
her. He was the son of another chieftain. When they
parted, each one knew that they were in love with each
other. One day, the young man was going away to fight the
white men who had invaded their land. The lovers
promised never to forget each other saying “Sumpa Kita.”
But the warrior never came back. In sorrow, the maiden
killed herself. Sometime later, shrubs with fragrant white
flower grew on her grave. People believed that Liwayway’s
love grew and bloomed. It became a custom for young
lovers after that to exchange garlands of these flowers as a
token of their faithful love. They whispered “I promise”
(Sumpa kita) to each other. In time the flowers became
known as sampaguita. It is adapted as our national flower
because of its fragrance and simplicity.
-adapted-
Answering of motive question.
Group Activity: (Number 1-3 will be answered by group 1-
2, 4-6 by group 3&4 and 7-9 by group 5&6)
Answer the following questions based on the story you
listened to.
1. Who was Liwayway?
2. Why did she go to the woods?
3. What happened when she saw a wild beast?
4. Who was the young man the maiden saw?
5. Why did the young man leave?
6. How did they promise not to forget each other?
7. Why did the maiden kill herself?
8. How did the people show their love to Liwayway after
her death?
9. What does the sampaguita symbolize?
After answering the questions about the story we read,
what helped you remember the important details?
(The teacher will discuss how to note details in the story
read)

F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations of concepts
and skills in daily living
I. Evaluating learning
Noting details is a comprehension sub skill in which the
reader is directly concerned with remembering the specific
facts within the selection. He/She should understand the
details stated in order to understand the selection better.
This usually includes characters, setting and events.
Characters – are the ones who portray roles in the
story/selection
Setting – is the time and place the story happened.
Events – are the things that happen or take place in the
story/selection.
Two of the most common reference materials are the
dictionary and thesaurus. They both provide clearer
understanding of unfamiliar words.
A. Listen to the story, KATRINA’S TRIP TO THE OCEAN. Then,
be able to answer the questions below.
1. Who is the main character in the story?
2. How would you describe the setting of the story?
3. What did she see on the way to the ocean?
4. What did she see at the beach?
5. What made her decide to go home?
6. How did Katrina feel about going to the beach?
7. Did she have a happy time during her trip to the beach?
Give sentences that show she was happy.
8. Which part of the story do you like best? Why?
9. How do you feel when going to places like the beach?
What other places do you enjoy going to?
10. If you are to end the story, how would it be?
Listen to the story "The Stonecutter". Then, make a story
map of the details of the story.
Title
Characters Setting
Events
How do we note details of the story/selection we heard?
How do we clarify meaning of a word?
Listen to the story, BITTEN BUT NOT SHY. Then, answer the
questions that follow. Choose the correct answer from the
box.
in the forest deer’s heart lion,fox and deer
to tempt the deer
1. Who are the characters in the story?
2. Where did the story happen?
3. What was the lion’s request to the fox?
 4. What served as the reward of the fox for his trouble?
5. Using a dictionary and thesaurus, what does the word
‘entice’ mean?
J. Additional activities for application or Choose 1 from the stories you`ve heard today. Then, be
remediation ready to retell it in front of the class tomorrow.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% on
the formative assessment
B. No. of learners who require activities
for remediation
C. Did the remedial lesson/s work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my
supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

CAMILLE GREY I. RAZONA

Teacher I

Noted:

FRANCIA C. OLIVEROS
School Principal I