LESSON PLANS IN
ENGLISH VI 3.
USING THE FOUR
PRONGED
APPROACH
2nd GRADING PERIOD
LESSON # 1
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use plural of compound nouns.
TS: 4. Write a model composition-
arrange details in order.
II. SUBJECT MATTER:
GLR: The Long - Necked Giraffe and the
Humble Pullet
OLD: Using Plural of Compound Nouns.
TS: Writing a Model Composition –
Arranging Details in Order
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Writing 3. p 23
Explore Your World Through Language
and Literature p. 102 – 103.
English For You and Me Reading p 21 - 23
Across Borders Through Language pp. 5 -7
Dynamic Series in English p. 260
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre –reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following
rhymes:
Young lambs to sell,
If I’d much money
As I could tell,
I wouldn’t be crying
“Young lambs to sell.”
Cobbler, cobbler, mend my shoe
Get it done by half past two.
Stitch it up and stitch it down
And then I’ll give you half a crown.
2. Motivation:
Which is better, to be tall or to be
small?
Unlocking of Difficulties;
Have the pupils identify the
meaning of the following words by
answering the configuration clues given.
1. more distant;
remote
2. to press between tow bodies; to crush
3. to mark the surface of anything.
4. a cry of a hen or a goose
squeezed cackle
farther scratch
4. Motive Question:
What is the best thing to be, according to
the giraffe?
B. During Reading Activities:
Have the pupils listen to the
story. Let them take down
important details about the
story.
THE LONG NECKED GIRRAFE AND
THE HUMBLE PULLET
There was a giraffe that was very tall.
He always said, “It is good to be tall. Oh, how
good it is to be tall.”
“Oh, no. It is good to be short. Honesty,
it is wonderful to be short,” said the pullet.
“Let us take a walk and see,” the giraffe
answered back. They came upon a wall. There
trees near the wall. The giraffe ate and ate
leaves of the trees while the pullet just looked
and looked.
“See, it is good to be tall! I told you so,”
the giraffe said to the pullet in between big
bites.
“Let us walk farther and see,” said the
pullet. They came upon a very high wall. The
pullet wished she could cross the tall wall, but
1
with her size, she thought she couldn’t. All
of a sudden, she saw a hole at the bottom.
The pullet squeezed herself and went into
GROUP 3: WRITING A PARAGRAPH
the vegetable garden. There she ate and
scratched while the giraffe waited Give the advantages and
patiently. disadvantages of being –
a. a tall child
“See, it is good to be short,” the b. a short child
pullet said when she joined the giraffe
again. GROUP 4: I WRITE A SONG!

The giraffe remarked. “You know
what I think? I think it is best to be what
you are.”
“You are right, my friend,” cackled
the pullet happily.
And then they became the best of
friends.
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GOLD (Grammar, Oral Language
Development)

C. Post Reading Activities: 1. Drill: Pronunciation drill:

1. Answering the motive question: Have the pupils recite the given tongue
What is the best thing to be, twister:
according to the giraffe?
Harry Hunt hunts heavy hairy hares
2. Comprehension Check: Does Harry Hunt hunts heavy hairy
Have the pupils answer he hares?
following questions: If Harry Hunt hunts heavy hairy hares,
a. Who was very tall? Very Where are the heavy hairy hares Harry
short? Hunt hunts?
b. Why is it good to be tall? How was
this shown in the story? 2. Motivation:
c. Why is it good to be short? How Look for the nouns in the crossword puzzle
was this shown? below.
d. What became the giraffe and the
I J H L V D S H M O
pullet at the end of the story?
K C V O I C E K A G
e. Do you agree with the giraffe that Q M E L O D Y G S T
“it is best to be what you are?” If so, W F V T L B U Q T F
give examples. A U C T I O N E E R
A B I P N W B R R O
3. Engagement Activities:
Have the pupils perform the following 3. Review: Checking of assignment:
activities: Direction: Read each sentence. Complete the
sentences with the correct plural form of each
GROUP 1: LIGHTS, CAMERA, ACTION noun in parentheses.
Choose the part that you liked best in the
story. Then make a script and dramatize the
1. Three ____ and three boys form a team.
chosen part. (man)
2. Two ____ play water polo. (woman)
3. A family brought their ____ so they can
GROUP 2: WRITE ME A LETTER
play musical chairs. (radio)
Choose your most liked character 4. These soccer players can run as fast as
or most disliked character and write a letter _____. (deer)
to the character expressing your feelings to 5. The players’ voices created _____ (echo)
him/her.
4. Presentation:
Have the pupils read the letter below
Direction: Write each sentence. Complete the

2
sentences with the correct plural form of A. Think of a compound noun that fits
each noun in parentheses. the given meaning.
Ex. the sun goes down - sunset
October 5, 2009
Dear Rose, 1. a box for letters
How are you now? About me, 2. worn on a rainy day
I’m having a great time here in the city. 3. catches fish
I’ve traveled along wide expressways 4. gives a flashing light for emergencies
and flyovers. I’ve seen skyscrapers at 5. a game played with a basket or goal
the center of the city. I was
overwhelmed by all these sights. But 7. GENERALIZATION:
you know what? I miss our farmhouse What are compound nouns?
and the wildlife we enjoy so much. How are compound nouns formed?
Anyway, I’ll be back there in a week’s How do compound nouns form their
time. plural?
See you soon.
REMEMBER:

A compound noun consists of two or

more words. It may be a combination of:
5. Discussion: 1. noun + noun
What are the nouns used in the Armchair - armchairs
letter above? 2. verb + noun
Have the pupils write the nouns Breakwater - breakwaters
such as time, city, expressway, flyovers, 3. verb+ adverb
Breakdown - breakdowns
skyscrapers, center, sights, farmhouse, 4. noun + adverb
and wildlife passer-by - passers-by
What do you notice about the nouns 5. noun + adjective
time, center and sights? (They are one- court martial - courts martial
word nouns) 6. noun + prepositional phrase
brother – in – law
How about the words expressways, brothers – in – law
flyovers, skyscrapers, farmhouse, and
wildlife, what characteristics do they There are three forms of compound
have in common? (They are formed by noun. They can be separate words like
putting two nouns together.) beauty queen; hyphenated as in officer - -in
charge; or they can be combined words as in
What are the nouns that make up sideline.
expressways, flyovers, skyscrapers,
farmhouse, and wildlife?
How do we call these nouns? (They
are called compound nouns) The following rules are applied to
How are compound nouns formed? form the plural of compound nouns:

Study how the plural of the following 1. When the second word is a noun (noun +
nouns are formed: noun, verb + noun), add –s at the end of
the compound. This rule also applies to the
father – in – law fathers – in – law majority of compound nouns. (verb + adverb).
editor – in - chief editors – in – chief
bookshop bookshops 2. In combinations such as noun +
court martial courts martial adverb, noun + adjective, noun + prepositional
phrase, add –s to the main noun.
Discuss the different ways on how
compound nouns are formed. 8. APPLICATION:
Discuss how compound nouns form A. Guided Practice: Divide the
their plural. pupils into group. Have the pupils
Discuss further. Use the given perform the activities given.
GROUP 1:
information under Remember. Form a compound noun based on
the given definition. Then write its plural
6. Fixing Skills: form.
1. a store where medicines or drugs
are sold.
3 2. a person who pushes drugs
illegally.
3. a drop of tear.
4. a road crossing a main road
5. a ball game played by foot
 A. GOLD. Direction: Match the words in
column A with column B to form
compound nouns. Then write its plural
form.
GROUP 2:
Answer each question with a A B
compound noun. Then write its plural form.
1. guard field
1. What do you call the yard at the
2. wheat top
back of the house?
2. What kind of belt is used in a car or 3. tree house
an airplane? 4. earth shell
3. What do you call the shoe of a 5. egg worm
horse? 6. horse cry
4. What kind of fruit has a star in its
7. fire child
name?
5. What kind of bird has a black 8. god man
feather? 9. flower fighter
10. battle bed
GROUP 3:
Riddle fun. What am I? Write a TS (Transfer Stage)
compound noun to answer each riddle. 1. Drill: Pronunciation drill: Have
Write also its plural form. the pupils read the pair of words.
Note the difference in their sounds.
1. I am a bird with black feathers.
2. I am the light from the sun.
3. I am the wife of your brother. /e/ /i/
4. I am a big thorny fruit. tell till
5. I am a machine that flies like a sell sill
bird. dead did
red rid
GROUP 4: bless bliss
Make compound word by matching the fell fill
nouns in the two columns. Then write its spell spill
plural form.
lead lid
1. way boat wet wit
2. tug path
3. teller knob 2. Review:
4. suit barrow How do we write sentences?
5. house story
6. flower case
7. wheel dog 3. Motivation:
8. door sun How do you feel about a storm?

4. Presentation:
B. Independent Practice: Present the picture of a storm and its
effect.
Match the words in column A and Have the pupils talk about their feeling
column B to form compound words. Then about a storm.
write the plural form of the compound
word formed. 5. Discussion:
A B (Give each pupil a meta card for them
1. river hook to write all the answers to the questions to
2. board car be given by the teacher.)
3. bell bar
4. fish bank What do you encounter/ experience
5. box card during and after storm?
6. salad bath What activities do you enjoy when there
7. bird fruit is a storm?
What activities can’t you enjoy?
IV. EVALUATION: What things delight you?

4
 (Have the pupils paste their answers
on the board)

Have the pupils arrange all the details

written on the board in order. Have them
also formulate sentences out of the details
on the board. Then the teacher guides the
pupils in arranging them in logical LESSON # 2
sequence to create a meaningful body.
Then the teacher will also guide the pupils I. OBJECTIVES:
in formulating the ending of the paragraph.
GLR: 1. Enjoy listening to a story
6. GENERALIZATION: CT: 2. Answer questions from the story
What is the listened to.
characteristic of a good GOLD: 3. Use nouns plural in form but singular
paragraph? in meaning.
TS: 4. Sequence events of a story listened
to through guided questions.
REMEMBER:

A good paragraph must have an

II. SUBJECT MATTER:
effective beginning and ending. The body GLR: Juan Tamad Sells Rice Cake
contains the details that support the topic GOLD: Using nouns that are plural in form
well. but singular in meaning.
TS: Sequencing events through guided
questions.
7. APPLICATION:
Have the pupils write the Reference:
composition on a piece of paper. Be sure to 2002 Basic Education Curriculum
apply the correct punctuation and PELC Speaking 5.6; PELC Listening 5 p 23
capitalization. Note the indention at the Phoenix 21st Century English 6 p 39
beginning paragraph. Write neatly and English for You and Me Reading p 21 - 23
clearly. Across Borders through Language pp. 5 -7
Dynamic Series in English p. 260
IV. EVALUATION:
TS. Direction: Call on a volunteer to read Materials: strips of cartolina, index cards
aloud his/her composition in class. Guide
the pupils to evaluate it considering these III. PROCEDURE:
questions: GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Does it have an effective beginning 1. Drill: Pronunciation drill: Have the pupils
sentence? recite the tongue twister:
2. Do all the supporting details keep to
the topic? I do like cheap sea trips,
3. Is the ending sentence effective? Cheap sea trips on ships.
I like to be on the deep blue sea,
V. ASSIGNMENT: When the ship she rolls and dips.
A. GOLD. Direction: Write the plural
form of the following compound nouns: 2. Motivation:
Do you know Juan Tamad?
1. sleepwalker Do you know any story about Juan
2. aide – de – camp Tamad?
3. school day
4. commander – in - chief 3. Vocabulary Development:
5. dustbin Have the pupils identify the meaning of
the italicized words in the sentences.
B. TS. Have the pupils rewrite the
composition on their theme notebook.

5
 1. When one is whistling gaily, he is
whistling ____. (happily)
2. Describe a brook. How is it
different from other bodies of
water? (stream)
3. What do chores mean? (household
tasks)
4. Motive Question:
What is peculiar (strange) in the
story?
B. During Reading Activities:
1. Have the pupils listen to
the story. Let them take
down important details about the story.
JUAN TAMAD SELLS RICE
CAKES
“Wake up, Juan. The sun is already
high in the sky,” said Mother.
“But I am still sleepy, Mother.”
“Get up now. Don’t just sleep all day.
Help your mother do some work in the
house.”
“I do help you sometimes, Mother.”
‘Then, get up and go to town. Sell these
rice cakes I have baked early this
morning.”
With this, Juan Tamad got up. He
stretched his arms and legs thinking how it
would be nice to still stay in bed.
When Mother came back, she placed a
twisted towel on Juan’s head so that he
could carry a basket of rice cakes on his
head.
“Now go and sell the rice cakes like
how good boys do. Be sure you are paid
twenty centavos for each rice cakes,” said
Mother.
And Juan went whistling gaily as he
walked. The basket of cakes was on his
head as he shouted: “Rice cakes for sale!
Rice cakes for sale! Come and buy my rice
cakes!”
“Cheep, cheep!” said the birds.
“They are twenty centavos each,” Juan
said.
“Cheep, cheep” the birds said and flew
away.
“If you do not want to buy my rice
cakes, somebody else will.”
Juan continued walking. The sun was
hot. The basket was getting heavy. He
6
called again, “Rice cakes for sale! Who wants
to buy rice cakes?”
Soon he came to an acacia tree. “I shall rest
for a while,” he said. Juan sat under the shade
of the tree. He put the basket of cakes beside
him. Soon, he began to feel hungry. He got one
of the rice cakes and ate it.
He saw some butterflies in the acacia tree.
“Here, pretty ladies, are some rice cakes,” he
said.
The butterflies did not say anything.
“They are very good. See, I’ll get another
one. Come and taste them.” The butterflies flew
away.
“You think you are too good for my rice
cakes? I shall sell them to somebody else,” said
Juan. He got his basket of cakes and walked on.
Pretty soon, Juan came to a brook. How
cool the water looked! It would be good for his
tired feet. Juan waded in the brook. He saw
some green frogs on the stones. “Rice cakes for
sale! Do you want to taste my rice cakes?”
“Ko-kak! Ko-kak!” said the frogs.
“Oh, you want to taste the rice cakes. Here
is one.” Juan threw a rice cake to the frogs.
They ate it up.
“You want some more? It is only twenty
centavos each.”
“Ko-kak! Ko-kak!” said the frogs.
Juan threw one more rice cake to the frogs.
Then he threw another one. More frogs came.
“Ko-kak! Ko-kak,” said the frogs. Juan kept
throwing his cakes until none was left.
“Now pay me.”
“What! You have no money now?”
“Ko-kak! Ko-kak!”
“You will pay me next week? All right. I
shall be back next week.”
Juan was happy that he sold all the cakes.
He went home, whistling gaily.
When Juan got home, his mother asked,
“Did you sell the cakes?”
“Yes, Mother.”
“Where is the money?”
“They will pay me next week.”
The following week, Juan went to the brook
to ask payment from the frogs. He said, “Where
is the money for the rice cakes? You said you
will pay me this week.”
“Ko-kak! Ko-kak!” said the frogs.
“What! You will pay me next week again?
Be sure you do, “said Juan. When Juan came
home, his mother asked for the money. He said,
“They will pay next week.”
Another week passed again, and still Juan
went home without the money. His mother
became angry.
 “I will go with you, Juan,” she said.
“Let us go and get the money for the rice GROUP 2: WRITE A SONG!
cakes.”
Identify the lesson of the story and
Juan leads his mother to the brook.
compose a song that tells the moral lesson
When they were near, they heard the frogs of the story. Prepare to sing your song to
say, “Ko-kak! Ko-kak!” the class.
“There is where I sold the cakes,” said
Juan.
“To whom? I do not see anybody,” said GROUP 3: STORY GRAMMAR ORGANIZER
Mother. Have the pupils complete the story grammar
“There!” said Juan. “Here is my organizer:
mother. Give her the money. Pay her for
the rice cakes.” Title: _________________________
“Ko-kak! Ko-kak!” said the frogs. Author: _______________________
“They say they have no money now,
Mother.”
“You foolish boy! Did you give the rice Who is the main character?
cake to the frogs?”
“Yes, Mother. They liked your rice Where and when did the story take place?
cakes very much. They ate them all.”
With this, Juan’s mother became very
angry. “How could you sell the rice cakes What is the problem or conflict?
to the frogs?”
Juan’s mother dragged him back home
and made him do all the house chores as
punishment. What did the main character do to solve
-Adapted the problem?

CT. CRITICAL THINKING

C. Post Reading Activities: How did the story end?
1. Answering the motive question.
What is peculiar in the story?
GROUP 4: DRAW ME!
2. Comprehension Check:
Draw Juan and one of the animals in the
Have the pupils answer the
story. Make a dialogue between the two using
following questions:
the bubble.
a. In the beginning of the story, what
gives you the idea that Juan is lazy?
b. What did his mother ask him to do? Juan: Animal:
c. Narrate Juan’s encounter with the
following animals:
1. birds 2. butterflies 3. frogs
d. If you were Juan’s mother, would
you have reacted in the same way?
Allow the pupils to perform the activities
Why?
under limited time.
e. Do you know other stories about
Juan Tamad?
GOLD (Grammar Oral,
3. Engagement Activities: Language Development)
Have the pupils perform the following
activities. 1. Drill: Pronunciation drill:
Have the pupils recite the following words
GROUP 1: LIGHTS, CAMERA, ACION! with /i/ sound.
Choose the part that you liked best hill pitch sick
in the story. Then make a script and
dramatize the chosen part. did lips grin
mix kill chill
tick list rid

7
 bit still chip 6. Fixing Skills:
lift fit lid Direction: Underline the correct verb form
slid ditch in each sentence.

Have them read the following phrases: 1. Physics (is, are) Karl’s favorite subject.
2. The news (is, are) aired today.
A silly kitten a dripping pitcher 3. Economics (is, are) a subject in high
Spilled milk kill the insect school.
Hit with a stick a big fish 4. Politics (is, are) an interesting topic for
The fifth gift fit for a king debate.
A written will with a grin 5. Mumps (is, are) contagious disease and
it usually breaks out during summer.
2. Review: Checking of assignment.
Direction: Write the plural form of the 7 . GENERALIZATION:
following compound nouns: What form of the verb is
used with nouns plural in form
but singular in meaning?
1. sleepwalker
2. aide – de – camp REMEMBER:
3. school day .
4. commander – in - chief Nouns such as aerobatics, billiards,
civics, mumps, mathematics, measles,
5. dustbin politics all end in –s. Yet this does not
mean that it is used in the plural form.
3. Motivation: Although these words end with an s, they
Have the pupils read the following are still considered singular. Hence, the
verb used is singular.
words:
Aeronautics news
Physics series
Civics species 8. APPLICATION:
Have the pupils perform the following
What are the numbers of these nouns? activities given.
Let us see.
GROUP 1:
4. Presentation: Direction: Choose the correct verb form in
each sentence.
Have the pupils read the following
sentences: 1. The study of Civics (demands,
demand) that we understand our
1. Mathematics is more fun when it is country’s history.
learned with friends. 2. Social Studies (has, have) become the
most interesting subject for Sherwin
2. Politics is the favorite topic of
this year.
conversation of my parents during 3. The senior students say that Physics
Sunday gatherings. (is, are) fun and interesting subject.
3. Measles is contagious. 4. The human species (is, are) a thing of
wonder and beauty.
5. Discussion:
What are the underlined words in the GROUP 2:
sentences? Direction: Write the correct form of the verb
in the parentheses to complete the
What are these nouns? sentence.
How do these words end?
What are the numbers of these 1. Measles ____ all over his body.
nouns? (spread)
What from of the verb is used with 2. Mumps ___ caused by virus. (be)
3. Tonsillitis ____ swelling of the throat.
these nouns? (cause)
Discuss further. You may use the 4. The Philippines ____ plenty of
information given under historical places and tourists spots.
REMEMBER. (have)
5. Mathematics _____ fun. (be)

8

GROUP 3:
Place a check on the blank if the
subject agrees with its verb. If not, rewrite it
in the correct form.
____1. The Philippines is made up of more
than seven thousand islands.
____2. Mathematics are interesting and
enjoyable subject.
____3. Billiards is becoming popular
among youngsters now a day.
____4. Measles are epidemic in rural areas
especially during summer time.
____5. Physics is a difficult among
students.
GROUP 4:
In each sentence, find a noun that
is plural in form but singular in meaning.
1. Ivy helps Ferlin with her report on the
different species of insects.
2. Many students find Physics difficult.
3. Have you heard the good news?
4. The Philippines is the home of many
talented artists.
IV. EVALUATION:
A. GOLD. Direction: Write the
correct form of the verb in the
parentheses to complete each
sentence.
1. Tuberculosis ____ one of the effects
of excessive cigarette smoking. (be)
2. Mathematics ___ somewhat a
difficult subject because of
Mathematical problems and
computations.
3. Philippines ____ three big groups of
islands. (have)
4. Home Economics ____ now a
subject for both girls and boys.
5. Measles _____ continuously over
his body. (spread)
TS. (Transfer Stage)
1. Drill: Pronunciation drill.
Have the pupils
recite the tongue twister given.
I’d rather lather father
Than father lather me.
9
When father lathers,
He lathers rather free.
2. Review: Checking of assignment.
3. Motivation:
How do you feel when you failed in
fulfilling your dreams/desire?
4. Presentation:
Have the pupils read the paragraph
given:
The Fox and the Grapes
A hungry fox went into a vineyard one
day. There he saw bunches of sun-ripened
grapes hanging high on the vine. They looked
so plump and juicy he could almost taste them.
First, he jumped up to seize the nearest vine,
but he found out that it was too high and he
couldn’t reach it.
Then he jumped again and again. But
hard as he tried he just couldn’t reach any of
the grapes. Next, he concentrated on the lowest
bunch and exerted all his effort to reach it but
still he failed. Finally, he gave up and walked
away. With one last look at the grapes he said,
“Anyone can they are sour.” This just goes to
show that it is easy to despise what you cannot
possess.
5. Discussion:
Have the pupils answer the following
questions:
1. What was the first things happened in
the story?
2. When did the fox go into the vineyard?
3. What happened after the fox tried
jumping several times?
4. What was the last thing happened?
Understanding the flow of events and
following what had happened to the
characters of the story make the story
enjoyable to the readers. That is why it is
important to learn the skill of sequencing
events. Furthermore, knowing how to
sequence events helps in developing the
ability of presenting ideas in related,
orderly manner.
6. Fixing Skills:
A. Direction: Read the paragraph and then
answer the questions that follow:
 After painting the picture of a dragon, 1. Who is the main character?
Ben left it to dry. He framed his picture and 2. Where and when did the story take place?
hung it on the wall. 3. What is the problem or conflict?
4. What did the main character do to solve the
What did Ben do first? problem?
_________________ 5. How did the story end?
What did he do after painting the picture?
___________________________________ IV. EVALUATION:
__ TS: Direction: Read the following selection. It
What did he do next? is about Frank who made something by
___________________ mistake. As you read, think about the
What did he do last? order in which things happen.
____________________ HOW POPSICLES CAME ABOUT
B. Have the pupils read the given
paragraph. Then have them sequence the One winter night in 1905, eleven-year
events by answering the questions given. old Frank Epperson from San Francisco, made
a fruit drink. First, Frank mixed the drink with
Allyson saw flames coming from a big a wooden stick and left it at the back porch all
warehouse in the neighborhood. Next, he night long.
ran home to call the Calapan Fire
Department. Then the firemen arrived to The weather got very cold. Frank’s
put out the fire. Finally, fire was drink turned to ice and the stick would not
extinguished after a couple of hours. move. In the morning, Frank pulled out the fruit
ice, held it, and tasted it. It was great!
1. What happened first?
_________________ Frank called his icy pop the “Epperson
2. What happened next? Icicle.” Soon, he changed it to “Ep-sicle.”
________________
3. What happened after that? _________ The next summer, he made these pops at
4. What happened finally? home and sold the pops to his neighbors at five
______________ cents each.
In 1923, Frank turned 29 ad started a
business of making and selling ice pops. His
7. GENERALIZATION: children called them “pop’s sicle” and later
How do we arrange changed to “Popsicle” by Frank. He made 7
events in a story? kinds of popsicles. There are now 30 kinds and
orange is the best seller.
REMEMBER:
1. What happened one winter night in 1905?
Sequencing is arranging events in A. Frank started a business.
order. In a story, things happen in a certain B. Frank mixed a drink, left it at the
order so that it makes sense. Understanding the back porch all night long.
order helps you understand the story. To point
C. Frank sold the drink to his neighbors.
out how events are connected in time,
SEQUENCE CLUE WORDS are used. D. Frank’s fruit drink turned into ice.

Examples of sequence clue words: 2. How did the ice pop get its name? Number
First next afterward each name in correct sequence. Write 1,2,3,4 in
after that Before then each box.
finally early morning Pop’s sicle Epperson Icicle
meanwhile during
at the end as
Popsicle Ep - sicle
8. Application:
A. Have the pupils recall the story
“Juan Tamad Sells Rice Cake.” Let them 3. Fill in the missing event in the third frame.
sequence the story by answering the Select from the choices given.
questions given.
In 1905, Frank Epperson made a fruit drink
that turned into an icy pop.
10
 Frank started a business making and selling
ice pops.

Today, Frank’s producing 30 kinds of

popsicles far and wide.

V. ASSIGNMENT: LESSON #3
A. GOLD. Direction: Write the noun
being described with the following clues. I. OBJECTIVES:
Choose your answer form the given nouns.
GLR: 1. Enjoy listening a story
1. Somewhat a difficult subject because of CT: 2. Answer questions from the story read.
mathematical problems and GOLD: 3. Use gerunds as subjects and
computation. predicate noun/nominative.
2. It is now a subject for both girls and TS: 4. Sequence the episodes of the story
boys. through story grammar.
3. It has three big groups of islands.
4. It is a contagious disease like mumps II. SUBJECT MATTER:
and chicken fox. GLR: The Parable of the Hostage
5. It is the daily happenings heard over the GOLD: Using gerunds as subjects and
radio and on the television. predicate noun/nominative
6. It concerns with citizenry, for the TS: Sequencing events through story
general welfare or betterment of life. grammar.
7. Concerns with the affairs of the
government. Reference: 2002 Basic Education Curriculum
8. It is an acute contagious disease marked PELC Speaking 3; PELC Reading 5.5.1 24
by fever and by the swelling at the side Phoenix 21st Century English 6 p 297
of the face near the ear. Growing in English Lang. p. 10 -15
9. It is a systematic exercise performed in Readings and Communication Skills in English
rhythm by a group with or without light p. 252
hand apparatus. Materials: strips of cartolina. Index cards
10. The art of performing an activity with
body contortions. III. PROCEDURE:
GLR (Genuine Love for Reading)
Philippines news A. Pre-reading Activities:
Mathematics politics 1. Drill: Pronunciation drill: Have the
Home Economics mumps pupils recite the tongue twister:
Physics measles
Economics calisthenics
Civics acrobatics
Nina needs nine knitting needles to knit
naughty Nita’s knickers nicely.

B. TS. Arrange the following events in 2. Motivation:

order. Number them 1 – 5. What kind of toy do you want to have?
What do you do to get this toy?
_____ The Japanese caught him delivering
messages to the Filipino guerillas. 3. Vocabulary Development:
_____ His fellow prisoners called him Have the pupils identify the
KID. meaning of the following words.
_____ Pedro was then imprisoned and
tortured. a. fantasized -
i m g e
_____ Pedro Flores was in Grade 5 when
the war broke out.
11
 b. glimpse - p p
c. luxury - f t
c o
d. leverage - p w
e. desperate - w r
(Answer: imagine; peep; comfort; power;
worried)
4. Motive Question:
What did the boy do in order to
take his wish?
B. During Reading Activities:
1. Have the pupils listen to the story.
The Parable of the Hostage
The eight-year old son of the farmer
dreamt of a small bicycle almost every
night. In school, he fantasized riding the
toy to and from the school. This started a
year earlier when he first saw a blue
bicycle in the general store of the town
shopping center. Since then, he would do
anything to join his father marketing their
fruits and vegetables in town. For the little
boy, getting a glimpse of the bicycle in the
store made his day wonderful.
But the family finances did not
allow such an expensive luxury. The
family’s priorities were school fees,
clothes, food and medical costs. A bicycle
was not even in the list.
His only recourse was to pray for a
bicycle. Above the bed of his mother was a
framed picture of Jesus Christ. It rested on
a shelf with a vase maintained with fresh
flowers everyday. On a side table was the
image of the Virgin Mary – about eight
inches tall, dressed in white, complete with
blue sash.
The little boy prayed alternately to
Jesus above the bed and the mother of
Jesus on the side table. The plea was the
same. “Please send me the blue bicycle
from the general store in town. I will do
anything if you give me the toy.”
Since Christmas was coming, the
young lad used the occasion as leverage.
“Christmas will soon be here. Please
consider a gift for me. There is only one toy I
want in the world. Nothing less matters me. All
I want this Christmas is the blue bicycle.”
Night after night, he prayed with all
intensity (dasal na buong taimtim) but nothing
r happened. He went to bed full of hope and
expectations, especially after his evening
d
r e prayers. In the morning he would run to their
living room to see if the bicycle had been
delivered during the night. Then the boy would
open the kapis (flat shell) window to check if the
toy was packed in the yard fronting the main
barrio road.
Still nothing happened. The young lad
had become desperate. Several times he heard
adults citing a proverb as follows: “Kung hindi
makuha sa santong dasalan, kunin sa santong
paspasan.” (If you can’t get it through fervent
prayers, get it by force.).”
The boy went to the side table and got
the image of the Virgin Mary. He wrapped it in
an old newspaper and tied it with string.
Carefully, he placed the bundle in an empty
shoe box and covered it properly. As double
precaution, he tied the box with another piece
of string.
Then he went to the rice bin (bigasan)
which was a small barrel with a wooden cover.
With his right hand, he dug out the husked rice
(bigas) and put it in the shoe box. He covered
the box with rice, forming a mound.
Then the boy returned to the bedroom
and talked to Jesus Christ. “now, if you want to
see your mother again, you have to send me the
blue bicycle. Meanwhile, I am holding her
hostage.”
Juan M. Flavier
CT. CRTICAL THINKING
C. Post Reading Activities:
1. Answering the motive question.
What did the boy in order to take
his wish?
2. Comprehension Check:
Have the pupils answer the following
questions:
1. What was the dream of the eight-year
old son of the farmer?
2. How did his dream start?
3. Why can’t he get his dream?
4. What was his only recourse then?
12
 5. What did he do when he wasn’t 1. Drill: Pronunciation drill: Have the pupils
able to get his dream? read the following
6. If you were the eight year old boy,
what will you do in order to get /o/ - /a/
your dream? block – black top – tap
sock – sack hot – hat
3. Engagement Activities: lock – lack cop – cap
Have each group perform the bottle – battle pod - pad
different activities assigned under time
limit. 1. Review: Checking of assignment:
GROUP 1: LIGHTS, CAMERA, ACTION
Use nouns plural in form but singular in
meaning.
Choose the part that you liked best in
the story. Then make a script and 3. Motivation:
dramatize the chosen part. Do you have a hobby?
What is your hobby?
GROUP 2: WRITE ME A LETTER Show pictures of children who are
reading, singing, dancing, swimming, etc.
Choose your most liked character
or most disliked character and write a letter 4. Presentation:
to the character expressing your feelings to
Have the pupils read the following
him/her.
sentences:

GROUP 3: I WRITE A SONG! 1. Sewing keeps Rosalie busy on

Saturdays.
Identify the lesson of the story and
compose a song that tells the moral lesson
2. Dancing is a good exercise.
of the story. Prepare to sing your song to 3. Aurefe’s interest is cooking.
the class. 4. My hobby is reading.

GROUP 4: STORY GRAMMAR 5. Discussion:

ORGANIZER
sentences?
Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________
Who is the main character?
Where and when did the story take place?
What is the problem or conflict?
What are the underlined words in the
How do these words end? (-ing)
What is the root word of sewing? Dancing?
Cooking? Reading?
What part of speech is sew? cook? Dance?
Read? (verb)
How is sewing used in the first sentence?
(Subject)
Dancing? (Subject)
How is cooking used on the third sentence?
(Predicate Nominative)
How do we call sewing and cooking?
Discuss further.

6. Fixing Skills:
What did the main character do to solve A. Change the italicized subjects into
the problem? gerunds.

1. To read biographies is Chester’s hobby.

How did the story end? 2. To draw portraits is my brother’s
pastime.
3. To write poems has become Allyson’s
GOLD (Grammar Oral, hobby.
4. To play guitar is Sherwin’s hobby.
Language Development)
5. To jog around our lawn every morning
remains my father’s habit.

13

B. Underline the gerund in each sentence.
Identify whether it is used as a subject or
predicate nominative.
1. Exercising helps a person maintain a
healthy lifestyle.
2. Dancing is a relaxing activity.
3. My aunt teaches dancing.
4. Her motto was winning.
5. One exciting sport is rowing.
7. GENERALIZATION:
What is a gerund?
What are the uses of gerunds? How
are gerunds used in the sentence?
REMEMBER:
A gerund is a verb form ending in
-ing. It is used as a noun in a sentence. Just
like a noun, a gerund can function as a
subject of the sentence and predicate
noun or subjective complement.
Example:
Subject:
Farming became their main source
of income.
Predicate Noun/Nominative:
My hobby is reading.
A gerund and the words (modifiers
and objects) that go with it make up a
gerund phrase.
Ex.
Catching a cold is ordinary.
Gerund phrase
8. APPLICATION:
A. Guided Practice:
Answer the following questions
using gerunds used as subject or predicate
noun.
1. On windy days, what would you love
doing outside the house?
2. At summertime, what do children enjoy
doing?
3. Do you enjoy going to the beach? What
do you enjoy doing most when you’re
at the beach?
4. What is your father’s hobby?
5. What do you enjoy doing on weekends?
B. Independent Practice:
Underline the complete gerund
phrase in each sentence.
14
1. Riding on a plane is one of my worst fears.
2. Drinking eight glasses of water a day is a
healthy habit.
3. Driving a car is difficult.
4. I waited for the signing of the contract.
5. I choose swimming in the pool instead of
bathing in the river.
IV. EVALUATION:
A. GOLD: Direction: Think of an
appropriate gerund that will
complete each sentence.
1. Sherwin’s favorite pastime is _______.
2. _______ interests Allyson a lot.
3. Karl’s favorite exercise is _______.
4. _______ broadens one’s knowledge.
5. Jazzer’s hobby is _______.
TS (Transfer Stage)
1. Drill: Pronunciation drill.
Have the pupils recite the
tongue twister given.
The shape-shifter,
Shaped like a ship,
Shifts his shape to a shapely sheep.
2. Review: Checking of assignment:
Arrange the following events in order.
Number them 1 – 5.
_____The Japanese caught him delivering
messages to the Filipino guerillas.
_____His fellow prisoners called him KID.
_____ Pedro was then imprisoned and tortured.
_____ Pedro Flores was in Grade 5 when the
war broke out.
3. Motivation:
What do you think happens when an
alligator lizard is attacked by an enemy?
4. Presentation:
Have the pupils read the selection given.
The Tail That Saves
When an alligator lizard is attacked by
an enemy, it drops its tail. The tail has a part
where the bone breaks off easily. The break
closes quickly to stop the lizard from bleeding.
The tail keeps wriggling after it leaves
the lizard’s body. The attacker thinks it’s still
part of the lizard and pounces on it. This gives
the lizard time to get away. In time, the
lizard grows a new tail. REMEMBER:
Adapted from Jane Ervin Events in a story happen in certain order
Reading for Meaning 6 or sequence. Knowing the sequence can help
you understand why things happen.
5. Discussion: Understanding the order helps you
Have the pupils study the Graphic understand the story. To point out how
Organizer below. events are connected in time, SEQUENCE
CLUE WORDS are used.

Examples of sequence clue words:

The tail First next afterward
An The breaks off after that Before then
enemy lizard and the break finally early morning
attacks a drops its closes to meanwhile during
lizard. tail. prevent at the end as
bleeding.
8. Application:
A. Have the pupils read the paragraph.
The tail The enemy The lizard Number the events to show the correct
keeps pounces on gets away. sequence.
wriggling. the tail.
One day, something special comes
to the island. It is a clump of floating
In time, the tress, vines, weeds and roots. The
lizard gets plants are from an island far away.
a new tail. They were carried out to sea. As they
wash up onto a beach on an island, a
fat green lizard crawls off the raft.
Understanding the flow of events and
Then she lays her eggs on the island.
following what had happened to the
Finally the eggs hatch and the island
characters of the story make the story
has whole family of lizard.
enjoyable to the readers. That is why it
is important to learn the skill of
sequencing events. Furthermore,
_____a. The lizard eggs hatch.
knowing how to sequence events helps
_____b. Trees, vines, roots and weeds are
in developing the ability of presenting
carried out to sea.
ideas in related, orderly manner.
_____c. The plants wash up onto a beach on the
new island.
6. Fixing Skills:
_____d. A fat green lizard crawls on the island.
A. Arrange the following events in
order. Number them 1 – 5. B. Arrange the following events in order.
Number them 1 – 5.
____ Fernando Maria Guerrero studied law
at the University of Sto. Tomas. _____Balagtas fell in love with a beautiful lady
____ He was sent to the United States to from Pandacan.
help work for Philippine ___ He wrote better poems than his teacher.
Independence. ___ Balagtas was already weak when he got out
____ He finished his college education at of prison.
the Ateneo de Manila. ___ He married a good and beautiful maiden
____ He was made an officer by General from Bataan.
Antonio Luna. ____ He began his studies with the town priest.
____ He worked for La Independencia.

IV. EVALUATION:
7. GENERALIZATION: Direction: Read the story then
How do we arrange events in a complete the organizer below.
story?

15
 Life Cycle of a Butterfly

Butterflies go through four stages of

life; egg, larva, (caterpillar), pupa
(chrysalis) and adult. This process is called
metamorphosis. A butterfly’s larva is called
a caterpillar and it spends its days
munching leaves. When a caterpillar
reaches full growth, it spins a cocoon.
Inside the protective sack, it undergoes
great changes and eventually a beautiful LESSON # 4
flying adult emerges as butterfly.
I. OBJECTIVES:

GLR: 1. Enjoy reading a story

CT: 2. Answer questions from the story read.
GOLD: 3. Use gerunds as object of the
preposition and appositive.
TS: 4. Identify the antonyms of words.

II. SUBJECT MATTER:

GLR: The Magic
GOLD: Using gerunds as Object of the
V. ASSIGNMENT: preposition and appositive.
A. GOLD: Read Marlon’s story. Complete TS: Identifying antonyms of words.
his story by using the appropriate gerund.
Choose from the list inside the box. Reference: 2002 Basic Education Curriculum
waiting placing flying PELC Speaking 5.5.5; PELC Reading 1.4
standing protecting being Phoenix 21st Century English 6 p 297
watching driving staying Reading for Meaning p 46 - 59
picking guarding
Growing in English Lang. p. 10 -15
Readings and Communication Skills in English
p. 252
I’m giving this scarecrow the job of _____ Linking the World through English pp. 288 -
in the field. _____ it in a good spot in 292
important. I enjoyed ____ a scarecrow on
the job. Its presence has changed the Materials: strips of cartolina. Index cards,
crow’s habit of ____ in the fields. Now, its
usual activity is ___ above the corn. By
III. Procedure:
____ the crow away, the scarecrow is
doing its job. GLR: (Genuine Love for Reading)
A. Pre-reading Activities:
B. TS. Direction: Arrange the following 1. Drill: Pronunciation drill:
events in order. Have the pupils read the following
words:
_____ When the fight for our freedom /u/
started, Apo Mena joined the rebels.
_____ He served as governor of Ilocos uncle love study
Sur. come public utter
_____ He was sent to the U.S. to represent subway us done
the country in the World Fair. up son enough
_____ He spent his time in keeping alive under some country
the people’s interest in arts, letters,
and music. 2. Motivation:
_____ He formed bands and orchestras Do you believe in magic?
which played native music.
3. Vocabulary Development:

16
 Have the pupils know the
meaning of the following words by
rearranging the letters to form the
words.
flat invisible
pneumonia rummaged
wiggle pills
1. llsip _____________ (medicine)
2. legwig ____________(to shake)
3. tlaf _______________(lying
straight)
4. niaompneu _________( a kind of
illness)
5. visinblei _________( cannot be
seen)
6. gedamrum ___________(searched)
4. Motive Question:
Have the pupils organize
their own questions.
B. During Reading Activities:
1. Have the pupils listen to the story.
Let them take down notes about the
story they are going to listen.
THE MAGIC
“Mama, where’s Uncle Ramon?”
Bobby asked his mom right after he
woke up, one morning.
“Son, your uncle is sick. He needs
to rest in the hospital. He has been
confined for observation of his heart
ailment. But his doctor said he’s all
right now,” explained Mama Rosa.
Uncle Ramon and Mama Rosa are
brother and sister. Uncle Ramon has
been quite sickly even in his younger
days. He was not allowed to do
strenuous jobs. When Bobby was still a
year old, Mama Rosa took Uncle
Ramon to look after her son because
she worked full time in their
supermarket.
Now that Bobby is nine years old,
he still clings to his uncle who loved his
antics so much. The two have
something in common. They love
magic. Uncle Ramon had an invisible
magic wand. He kept it in along blue
box tied with a red ribbon. No one
knew about it except Uncle Ramon and
Bobby. It was their secret.
17
“Did Uncle Ramon bring our magic
box, Mama?” asked Bobby.
“What box, Bobby?” replied Mama
Rosa.
“Oh, you don’t know about it, Mama. I
guess, I’ll have to wait for Uncle Ramon to
come home so we can have our magic
tricks,” whispered Bobby to his mother.
“Well, you better wait because next
week, he’ll be out in the hospital. He’s okay
now. He’s just resting there,” elaborated
Mama Rosa.
“Thanks, Mama! So, we’ll play again,”
added Bobby.
Suddenly, Bobby felt happy with magical
feeling. His lunch tasted better. His toys
seemed to talk to him. Crabby feelings
melted away. And the sun made rainbows
through their kitchen window.
His mother prepared his lunch box and
brought him to school. When his Uncle
Ramon was sick, it was his mother who took
care of Bobby and his little brother.
Weeks went by. At last, Uncle Ramon
came home. His laughter could be heard
now from his room. Bobby felt good and
inspired to study well.
Most of the time, Uncle Ramon sat in his
chair and read books. He was so quiet and
just stared at Bobby.
Bobby remembered how it used to be.
They used to have fun together. Those were
the days when they stayed in a flat near the
supermarket. I’ll make Uncle Ramon
happy,” Bobby said to himself.
Bobby rummaged in his closet. He got a
small white box, opened it then whispered,
“Abracadabra, ssh! Boom! Make some
magic for Uncle Ramon and me!”
Booby ran to his Uncle Ramon. “Looked
here, Uncle,” he said and waved something
around.
“What’s that?” Uncle Ramon asked.
“It’s an invisible magic wand. I
rearranged my closet and I got this box.
Just like the one that we had before, only
smaller!” said Bobby.
He waved it again and touched Uncle
Ramon’s chin. He made faces and tried to
wiggle his nose.
Uncle Ramon laughed.
 “Oh, I made you laugh again,
Uncle Ramon. You’re okay now. You’re
well! Let’s play and have fun
together!”
“Yes, Bobby. I forgot about our
magic. It’s good you brought it back!”
said Uncle Ramon laughing.
“It’s a new one, Uncle. I’ll tie one
tonight with a string so it won’t get
away.”
“Good, do it now, Bobby!” asked
Uncle Ramon, as he took some pills.
Bobby went to the kitchen and
looked for a piece of string.
“Abracadabra, sssh! Boom!” he
shouted. The happy feeling was back
again in the house. And the sun shone
brighter through the kitchen window
and made rainbows.
-Adapted from Highlights for
Children
CT. CRITICAL THINKING
A. Post Reading Activities:
1. Answering the Motive Question:
1. Comprehension Check:
Have the pupils answer the
following questions:
1. Were Uncle Ramon and Bobby’s
secret magic a real thing?
Why?
2. Why did Uncle Ramon create it
in the first place?
3. How did Bobby enjoy the magic
of Uncle Ramon?
4. How was the magic returned?
5. How did it affect Uncle Ramon’s
health?
6. Was Uncle Ramon a good uncle?
7. How did the story end?
2. Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: LIGHTS, CAMERA, ACTION
How did Bobby show his love for his
uncle? Make a script and dramatize it.
GROUP 2: THANK YOU
Make a “Thank-you Letter” for
someone you would like to extend your
gratitude to.
GROUP 3: GET WEL SOON!
Make a “Get-well Soon Letter” for
someone who is sick.
GROUP 4: DRAW ME
Was Uncle Ramon a good uncle to
Bobby? How? Show though a drawing.
GOLD: (Grammar, Oral,
Language Development)
1. Drill: Pronunciation drill:
Cecille likes to sell a
pencil
A pencil Cecille likes to sell
Looks like a pen with a seal
Rather than a pencil.
2. Review: Checking of assignment.
3. Presentation:
Have the pupils read again the
paragraph.
We, Filipinos, appreciate good taste in
our food. We love eating very much. We are
satisfied by preparing our food with the
least cost required.
4. Discussion:
How are we satisfied?
 We are satisfied by preparing our
food with the least cost required.
What word comes before the gerund in
the sentence? (by)
What kind of word is by? (preposition)
How is gerund in the sentence used?
(object of the preposition)
Have the pupils read the given
sentences: Have them identify the gerund
used in the sentence.
1. No one really benefits from cheating.
2. I want to learn more about healing.
3. Her hobby, sketching, eats up most of her
time.
(Sentence #3 is used as an appositive)
Discuss further.
18
 5. Fixing Skills:
Underline the gerund used in the
following sentences then write whether
it is used as object of the preposition or
as an appositive.

1. She improved her Math skills by

practicing.
2. We should know the benefits of
listening from learned men.
3. Claire will report on the basics of
dancing.
4. My favorite sport, playing tennis, GROUP 3:
keeps me in shape. Suppose you won in a lottery
5. His field of specialization, amounting to P 1,000,000. Write a
paragraph telling how you will spend
advertising, requires creativity. the money. Use gerund in the
sentence.
6. GENERALIZATION:
What are the other uses of gerunds?
GROUP 4:
What do you do during summer?
REMEMBER: Have each member of the group answers
the question using gerund as object of
A verb that ends in –ing and is used the preposition, and appositive.
as a noun is a gerund. Aside form being
used as a subject and predicate
noun/subjective complement, a gerund also B. Independent Practice:
performs the same function as any other Direction: Underline the gerund used in
noun in the sentence such as: the sentences and then write its function.
1. Object of the Preposition – when 1. Some painters use sponges for mixing
the gerund used comes after the colors.
preposition. 2. His work, baking bread, helps the
Example: community.
She will report on baking. 3. Thank you for getting me out there.
prep. Gerund 4. I’ll explain about sewing next time.
2. As an appositive
Example: IV. EVALUATION:
She spends most of her time in A. GOLD: Direction: Underline the gerund
productive pastime, baking cookies. in each of the following sentences
and identify its function:
7. APPLICATION:
a. Guided practice: Have the pupils 1. The crop was ready for harvesting.
perform the following activities 2. The project, keeping the community
with the group: clean and green, I supported by the
GROUP 1: people.
Write sentences for the following 3. The crop was ready for harvesting.
gerunds with their given function: 4. Their job, baking cookies, provided
more earnings.
1. cooking
GROUP 2: (appositive) 5. Their newfound work, tilling and
2. fencing
Underline the ofgerund
(object the preposition)
in each
3. jogging (appositive) weeding the land, proved to be very
sentence. Write whether it is used as
4. traveling
object of the (object of the preposition)
preposition or as an
exciting.
appositive.
TS (Transfer Stage)
1. Mabini became one of the pillars of the 1. Drill: Pronunciation drill:
Revolution, committed to the ideal of
freeing the Philippines from the
Have the pupils read
Spaniards.
2. A congested classroom is not
conducive to learning.
3. Ed’s talent, painting, is his greatest 19
contribution in the school.
4. His job, writing articles for the La
Solidaridad, was a well-kept secret.
 the following words focusing two Cities” effectively describes the
in /I/ and /iy/ confusion at the time the story took place.

/I/ /iy/ “It was the best times, it was

mill meal the worst of times. It was the age of
sit seat wisdom, it was the age of foolishness,
win wean it was the epoch of belief, it was the
still steal epoch of incredulity, it was the
rid read season of Light, it was the season of
live leave Darkness, it was the spring of hope, it
pill peal was the winter of despair, we had
din dean everything before us, we had nothing
before us….”

2. Review: Checking of assignment: What descriptions did Dickens use?

Direction: Select from the word box (Opposites)
the synonym of the given word. Write it Have the pupils study the following
below the given word. The first one is words:
done for you. A B
real coarse best worst
genuine _______ wisdom foolishness
belief incredulity
light darkness
value decline hope despair
________ _______ everything nothing

5. Discussion:
What are the given words under A and B
tell us?
promise late
What are these words?
________ ________
What are antonyms?
Discuss further.

6. Fixing Skills:
Word Box A. Direction: Identify the antonym pairs
rough pledge
in each of the following sentences. Then
worth refuse
genuine tardy underline them. The first one is done for you.

1. She may be my friend, but she can also be

my worst adversary.
3. Motivation: 2. The Ten Commandments were given to
Have the pupils identify the establish order from chaos.
opposite of the following: 3. Her sad expression turned jubilant when she
North - _____ heard the glad news.
Right - _____ 4. I found out he was friendly, not belligerent
Up - _______ as he was rumored to be.
Smooth - ______ 5. Don’t dawdle nor hurry, but take enough
Correct - ______ time to do your work well.

4. Presentation: B. Read each sentence below. Copy the

What do the given words tell us?
Have the pupils study how the
author, Charles Dickens of “A Tale of
italicized word on the first column of the
form following the sentences. Then copy
its antonym found in the same sentence
on the second column. Number 1 is done
for you.

20
1. Her quiet words belied the furious Sometime people frown at what they read.
beating in her heart. 2. There are many wide streets in the city.
2. The pleasant afternoon was interrupted 3. Mary is very extravagant.
by a violent earthquake. 4. How much did your brother gain in his
3. The walk to the seashore was easy but business.
the climb up the mountain was arduous. 5. Everybody is busy today.
4. To a quiet person like me, the visitor
seemed to be a garrulous man. thrifty narrow
5. We wondered whether her act was idle lose
inspired by kindness or by malice. frown

ITALICIZED WORD ANTONYM IN THE

SAME SENTENCE IV. EVALUATION:
1. furious 1. quiet TS. Direction: From the list of words below,
2. 2. select the antonym of the underlined word in
3. 3. each of the sentences.
4. 4.
5. 5. 1. The winner was a sluggish runner.
2. It is humid in the jungle.
7. Generalization: 3. A glass toy would be fragile.
What are antonyms? 4. I like my cereal to be soggy.
5. Sometimes, my brother exhibits weird
@ Antonyms are words behavior.
with opposite meanings. Antonyms
are used effectively in making
dry burn
descriptions. Opposites show
strong normal
strong contrast between two ideas,
lively
persons or things.

8. APPLICATION:
A. Replace each underlined word V. ASSIGNMENT:
with antonym. A. GOLD: Direction: Write 5 sentences
using gerund as object of the preposition and
1. Our living room is ugly. 5 sentences using gerund as appositive.
2. Few plants hang by the windows.
3. I feel restless in that room. B. TS. Direction: Read the given sentences
4. The shelves hold dull pottery. below. Supply the antonym of each
5. Dark curtains frame the windows. word in parentheses. Then rewrite the
sentences with the needed antonyms.
B. Match the words under Column A
which means the opposite of the words 2. Mr. Abiog is very (rich). He lives in a (big)
under column B. house, wears (expensive) clothes and eats
(costly) food.
A B ____________________________________
1. pretty a. big ____________________________________
2. dry b. deep ____________
3. short c. ugly 3. Sherwin is a (bright) pupil. He always gets
4. tiny d. long the (highest) score in tests. He reads and
5. shallow e. wet writes (fast). He has (many) friends.
_______________________________________
C. Direction: Write each sentence. Replace _______________________________________
each underlined word with an antonym _________________________________
given from the list of words inside the
box. The first one is done for you.
LESSON # 5
1. Sometimes people smile at what they
read.
21
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
CT: 2. Answer questions from the story
read.
GOLD: 3. Use gerunds as direct object
TS: 4. Write a home reading report.
II. SUBJECT MATTER:
GLR: Gombay and the Wild Ducks
OLD: Using gerunds as Direct Object
TS: Writing a Home reading Report
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Reading 1.4
Phoenix 21st Century English 6 p 297
Growing in English Lang. p. 10 -15
Readings and Communication Skills in
English p. 252
Linking the World through English pp. 288
- 292
Materials: strips of cartolina. Index cards,
picture of a duck
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils read the tongue twister given:
What does Watt-watt White want?
Watt-watt White wants a pair of
white pants.
A pair of white pants is what Watt-
watt White wants.
2. Motivation:
Have you ever heard of the story
about the man who was allowed to own
as much land as he could and in the end
got just enough to bury him six feet
under the ground?
What does that say about wanting
more than you need?
3. Vocabulary Development:
A word can have more than one
meaning. Have the pupils decide which
meaning of duck is used in the following
sentences.
a. a swimming bird
b. to dive or dip the head
c. to avoid or evade
d. cotton fabric
22
e. someone who is considered attractive or
a darling
f. someone who cannot act efficiently
because of disablement
g. someone with peculiar characteristics.
1. He was such a duck and everyone loved
him!
2. The outgoing president knew that his
decisions would eventually be challenged by
the incoming president. He is what one may
call a lame duck.
3. He had some light clothes made out of
duck.
4. He ducked the moment he sensed a revolver
aimed at his head.
5. It would not be cowardly to duck when you
spot an angry fist coming your way!
4. Motive Question:
How did Gombay came to be one of the
ducks?
B. During Reading Activities:
1. Have the pupils listen to the story. Let
them take down notes about the story
they are going to listen.
Gombay and the Wild Duck
Once there lived a hunter named Gombay.
There was a pond near his house where wild
ducks came to play. He had been getting one for
each day as his father had before him. But one
day he thought, “If I can catch a hundred wild
ducks in a day, I can be as lazy as I want for
ninety-nine days.” It seemed like a very good
plan.
Immediately he set the snare of a hundred
loops made with one rope. Then he hid himself
behind a tree. It was just before dawn, and he
could count ninety-nine ducks in the loops. He
waited for one more duck. Finally, the sun
began to show bright on his face. Then the birds
were surprised to know they were in a trap, and
flew up all together at once.
Gombay, holding the end of the rope went
high up in the sky, too. “Help, help!” he cried
from the sky, but nobody could hear. Alas, the
rope snapped suddenly, and he went down.
Soon, he realized he had become a wild duck as
he was falling down. Yes, he was flying now as
freely as he wanted. It was like a dream for
Gombay, but he had to live as a wild duck,
anyway. He felt hungry, so he flew down near a
pond. He found a small fish swimming in the
pond. He was going to catch it for a tasty
meal, but he was caught with a snare like
the one that he had used. GROUP 3: WRITE ME A LETTER

Gombay became sorrowful and said In the story, Gombay already had what
to himself, “What a pity when even one he needed but succumbed to wanting
more. If you will be given a chance to write
duck is caught! And I tried to get a hundred to him, what will you say?
ducks at a time. It is indeed the punishment
of God.” He shed tears, and they dropped
on the rope. Then it snapped. What a GROUP 4: I WRITE A SONG!
miracle! Gombay was so glad that he shed
tears again for his great joy. This time the Identify the lesson of the story and
tears flowed down and got his clothes wet. compose a song that tells the moral lesson
of the story. Prepare to sing your song to
What a miracle again! He became Gombay the class.
as he was. Since then, he stopped hunting GOLD (Grammar, Oral,
wild ducks and he became an honest, kind Language Development)
– hearted farmer and lived happily forever.
-Yoshimasa Kogawa
1. Drill: Pronunciation drill: Have the
pupils read the following words:
CT. CRITICAL
THINKING jar guard arm card
C. Post Reading Activities: large charm smart car
1. Answering the motive scarf market dark park
question: yard chart hard harm
How did Gombay came to be one of
the ducks? Have them read the following phrases.
Have them read the words with /a/ sound well.
2. Comprehension Check:
Have the pupils answer the carve a heart a large scarf
following questions: a mark on the guitar a jar in the barn
a card for Arthur an ark in the park
1. Who is Gombay?
2. What kind of person is Gombay? 2. Review:
3. What did he decide to do one day? Transform the following verbs into gerunds
4. What experiences did he have when he then use each one of them in sentences as
became one of the wild ducks? subject and predicate noun.
5. Did he enjoy being a wild duck?
6. What freed him for being a wild duck? 1. Climb
7. When he was back to being Gombay, 2. Write
what lesson did he learn form his 3. Read
experience? 4. Cook
8. To prove his resolve to be a better 5. Study
person, what did he give up?
3. Engagement Activities: 3. Motivation:
Have each group perform the Have the pupils answer the following
following activities. using questions using gerund.
 What do you usually do during
GROUP 1: LIGHTS, CAMERA, ACTION weekends?
 What do you like to eat during recess
Choose the part that you liked best in
time?
the story. Then make a script and
dramatize the chosen part.  What is your father’s hobby?

4. Presentation:
GROUP 2: DRAW ME Have the pupils read the paragraph:

What do you think would have We, Filipinos, appreciate good taste in
happened to Gombay if he did become
our food. We love eating very much. We are
human again?

23
 satisfied by preparing our food with the 1. Direct Object – when the gerund comes
least cost required. after the verb. It answers the question what.
Example:
5. Discussion: She likes stitching very much.
Have the pupils underline the verb gerund

gerund used in the paragraph. The

teacher will write the answer on the
board.
What do we love very much?
(Teacher will write the answer)
We love eating very much.
What word comes before the gerund
in the sentence? (love)
What kind of word is love? (verb)
How is the gerund eating used in
the sentence? (object of the verb)
Have the pupils read the following
sentences:
1. Filipino love playing
basketball.
2. Mother likes
listening to her favorite radio
program.
3. My sister finds dancing
interesting.
What are the gerunds used in the
sentences?
What word comes before each gerund?
How are gerunds used in the sentence?
Discuss further.
8. Application:
Have the pupils answer the questions
given
1. What do your friends love to do during
weekends?
2. What does Karl love to do during
winter?
3. What does Mary Frances like to do very
much?
4. What does your mother find interesting?
IV. EVALUATION:
1. GOLD: Direction: Complete the
following sentences using gerund as
object of the verb.
a. The newscaster came ______ to catch
the event. (run)
i. The police began _____ the thief.
(chase)
3. Princess and Kim find ______ interesting.
(dance)
4. The farmers started _______ the fruits
since last week. (pick)
3. Agnes loves _______ fiction story.
(write)

6. Fixing Skills: TS (Transfer Stage)

Answer the following questions 1. Drill: Pronunciation drill: Have
using gerund as object of the verb. the pupils read the following pairs of
words:
a. What do you love doing during
summer? /a/ - /e/
b. What does your sister study? lace – less chase – chess
c. What does your aunt teach? vase – vest paste – pest
d. What do you and your friends find gaze – guess baste – best
interesting? hail – hell sail – sell
7. GENERALIZATION:
/a/ - /a/
What are the other uses of gerund? fate – fat paint – pant
How is gerund used as direct object hate – hat laid – lad
or object of the verb? main – man vein – van
eight – at pale – pal
REMEMBER:
A verb that ends in –ing and is used 2. Review: Checking of assignment
as a noun is a gerund. Aside form being Arrange the following events in order.
used as a subject and predicate
noun/subjective complement, a gerund also _____ When the fight for our freedom started,
performs the same function as any other Apo Mena joined the rebels.
noun in the sentence such as: _____ He served as governor of Ilocos Sur.

24
_____ He was sent to the U.S. to represent
the country in the World Fair.
_____ He spent his time in keeping alive
the people’s interest in arts, letters, and
music.
_____ He formed bands and orchestras
which played native music.
3. Motivation:
Do you enjoy reading a story?
4. Presentation:
To be able to read well includes the
ability to interpret and summarized
accurately the content of what you read.
Careful analysis and evaluation are also
an important part of good reading.
Give an example of home reading
report.
Book Title: Stories of our
Country
Title: The Legend of
Mayon Volcano
Author: Amado L. Agorilla
Place and Date
of Publication: Manlapuz Publishing
Co., Manila 1989
Number of Pages: 3 to stop the wedding of Magayon and Datu
Setting: Kingdom of Albay
Characters: Daragang Magayon,
Gat Malayo, and
Datu Buhawen
Theme: Love and Sacrifice
Brief Summary:
Magayon was the most beautiful
maiden in the kingdom of Albay. She fell
in love with Gat Malayo, a prince from a
Tagalog Kingdom in Tayabas. The two
decided to marry, but Datu Buhawen, the
bravest in Albay kingdom, threatened to
kill Magayon’s loved ones if she would not
agree to marry him. Magayon consented to
the marriage. On the day of the wedding,
Gat Malayo arrived and a fierce battle
began. Datu BUhawen was killed. When
Gat Malayo was about to claim Magayon
as his bride, a friend of Datu Buhawen
stabbed him to death. When Magayon saw
her lover dying, she took the dagger and
killed herself. The two were buried in a
common grave. After a few days, the earth
on their grave rose and turned into a
beautiful mountain-volcano. It was named
after the beautiful maiden Magayon.
25
Plot: a. Magayon and Gat Malayo met and
fell In love and decided to marry.
b. Datu Buhawen threatened
Magayon to a forced marriage.
c. Before the ceremony, Gat Malayo
arrived and a battle commenced.
d. Buhawen was killed and so was
Gat Malayo.
e. Magayon killed herself when she
saw her lover fall.
f. A mountain-volcano rose from
their common grave.
Moral Lesson: Nothing good comes out from
selfishness.
Comment: The story has a tragic ending.
Because of man’s selfishness,
many lives were sacrificed.
4. Discussion:
What was the title of the home reading
report?
Who is the author?
Who Is Magayon? Gat Malayo? Datu
Buhawen?
Why did Magayon consent to the
marriage with Datu Buhawen?
What happened when Gat Malayo tried
Buhawen?
What is the moral lesson of the story?
Discuss the parts of a home reading
report.
5. GENERALIZATION:
What are the parts of a reading report?
What does each part tell?
REMEMBER:
These are the different parts of a home
reading report:
1. Title
2. Author: the writer of the story
3. Place and Date of Publication: where and
when the story was published.
4. Number of pages
5. Brief summary: important points
6. Setting/ Characters – where and when the
story happened, major and minor characters
7. Theme – what topic is the story about
8. Plot – sequence of events.
9. Moral Lesson – what learning the story
teaches.
10. Comments – what the reader think about the
story.
7. Practice Exercise:
 Have the pupils read a short story. The crow likes ______ on the fence. It
Have them write a book report using never gets tired of _____ for me to leave. _____
the format given. our corn is its favorite pastime. My job is _____
the corn form the crows. That is why I’m giving
Title: this scarecrow the job of _____ in the field.
Author _____ it in a good spot in important. I enjoyed
Place and Date of Publication ____ a scarecrow on the job. Its presence has
No. of Pages changed the crow’s habit of ____ in the fields.
Brief summary Now, its usual activity is ___ above the corn. By
Setting: ____ the crow away, the scarecrow is doing its
Characters: job.
Plot:
Lesson: B. TS. Direction: Have the pupils read a short
Comments: story. Have them make a reading report for
the story that they are going to read.
IV. EVALUATION:
A. TS. Direction: Have the
pupils read the story. Have LESSON # 6
them write a book report using the
given format. I. OBJECTIVES:

The Rose Bush and the Apple Tree
(Adapted)
Near the apple tree grew a rose
bush. The rose bush saw how much she
was admired and said, “Who can compare
with me, and who is as worthy as I am? My
flowers are beautiful to the sight and sweet
to the nostrils. True, the apple tree is bigger
than I, but what pleasure does he give to
mankind?”
When the apple tree heard this, he
said, “Even though you are worthier than I
in the beauty of your blossoms and the
sweetness of your smell, you are less
worthy in goodness and friendliness.”
“Tell me,” the rose bush said, “what
is evidence of your goodness?”
And the apple tree answered, “You
do not give flowers to man unless you first
wound him with your thorns. But I give my
fruit to all, even to those who throw stones
at me.
V. ASSIGNMENT:
A. GOLD: Read Marlon’s story. Complete
his story by using the appropriate gerund.
Choose from the list inside the box.
waiting placing flying
standing protecting being
watching driving staying
picking guarding
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use the possessive form of nouns.
4. Form the possessive of nouns.
TS: 5. Follow series of directions in
prescriptions and experiments.
II. SUBJECT MATTER:
GLR: Pandora’s Box
GOLD: Using the possessive of nouns.
Forming the possessive of nouns.
TS: Following Series of Directions
Reference: 2002 Basic Education Curriculum
PELC Speaking 5; PELC Reading 2.1;2.2
Dynamic Series in English p. 42
Phoenix 21st Century English 6 p 28
Linking the World Through English pp. 288 -
292
Materials: strips of cartolina. Index cards,
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the tongue twister:
Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
2. Motivation:
What does a myth mean?
Have you heard a myth story?

26

3. Vocabulary Development:
Have the pupils read the
following situation. From the box
below, choose the best word that
describes the situation.
tidiness curiosity
meanness grief
cruelty wickedness
greed
1. Vira, the stepdaughter of Dona
Mary, was washing the clothes one
morning. Another pile of soiled
clothes was given to her and when
she was about to complain, Dona
Mary hit her with her cane.
___________________________
2. Angelo, a naughty boy in Mrs.
Cabral’s class was thinking of
putting the used bubble gum on his
classmate’s seat.
_____________________________
3. Martha was very eager to know
what’s inside the forbidden room.
___________
4. Miss Castro asked the children to
research in the library. After an
hour, the bell rang. The children,
except for Arleen, gave the books to
the librarian and went away. Arlene
cleaned the mess that her classmates
left. She pushed the chairs back and
picked all the pieces of papers
scattered around. She returned the
books she borrowed and left the
library quietly.
_________________________
5. All the members of the family were
there. Tears kept falling from their
eyes. Their sick father, almost
dying, was giving his last will.
________________
6. Mario received one gallon of ice
cream from his grandfather as a
present. Lito, his youngest brother,
asked for some but Mario didn’t
mind him until he had eaten all the
ice cream. _____________
27
7. An old lady, wearing ragged clothes in
front of Dona Narcisa’s house, was
asking for a piece of bread. Dona
Narcisa yelled at her and asked her to go
away. _______________________
4. Motive Question:
Why did Pandora open the box?
B. During Reading Activities:
1. Have the pupils listen to the story. Let
them take down notes about the story
listened to.
PANDORA’S BOX
When man had been made, Jupiter
decided that he would make woman, and send
her down to earth. He called on all the gods
and goddesses to help him, and they did.
Venus gave her beauty. Apollo gave her
the gift of music. Minerva gave her wisdom and
skill in spinning and weaving. The mischievous
Mercury stirred in for spice a few very human
failings, curiosity among them.
When she was finished, she was lovely.
Quite proud of their handiwork, the gods named
her Pandora – which means “the gift of all the
gods” – and Jupiter put into her hands a chest
of ivory, quite small but intricately carved, with
an odd golden clasp. He cautioned her to keep
it by her always, but never to open it. Then, he
sent her down to earth and presented her to
Epimetheus.
And she made Epimetheus a very good
wife. She was a good cook; she kept the house
tidy; she wove a beautiful cloth; and she obeyed
her husband’s wishes in everything. In spite of
herself, however, she found her thought turning
too often to that ivory box she had brought with
her. Finally, there came a time when it seemed
to her that she and the box could not possibly be
in the same house any longer unless she knew
what was in it. So she took the little golden key
that hung from it by a silken cord, and turned it
in the lock. The she lifted the lid – just a little,
just for a glimpse.
Alas, poor Pandora! In an instant, the
room was filled with tiny ugly winged creatures,
buzzing around the walls and streaming
through the windows. What had she done? In a
panic, she shut the lid again, but it was too late.
For in that box had been all the evil things the
world had not known before – Meanness and
Greed, Cruelty and Pain, and a million others –
and as soon as the lid was lifted, out they
flew. They have been flying about ever
since, causing all sorts of grief and misery.
What a pity she ever let them loose!
But there is one thing to be said for
Pandora – when, in her panic, she clapped
the box lid shut again, she did just in time.
For in the chest, there with the wicked
winged things was Hope. If Hope had
escaped with the rest, the world would
have been far worse off than it is. But
fortunately, she was left behind. And
whatever could we do without her? Myth-
CT. CRITICAL
THINKING
C. Post Reading Activities:
1. Answering the motive question:
Why did Pandora open the box?
2. Comprehension Check:
Have the pupils answer the
following questions:
under time limit.
1. Why do you think Jupiter made a
woman?
2. What did Venus, Apollo, Minerva and
Mercury contribute to Pandora?
3. What does the word “Pandora” mean?
4. Did Epimetheus and Pandora have a
happy marriage?
5. What were inside the box?
6. What do they mean?
3. Engagement Activities:
Have the pupils in each group
perform the following activities:
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
GROUP 2: DRAW ME
What do you think would have
happened if Pandora followed what was
instructed to her?
Who is the main character?
Where and when did the story take place?
What is the problem or conflict?
What did the main character do to solve
the problem?
How did the story end?
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
Allow the pupils to perform the activity
GOLD (Oral, Language
Development)
1. Drill: Pronunciation drill:
Have the pupils recite the given tongue
twister:
Cecile likes to sell a pencil/
A pencil Cecile likes to sell,
Looks like a pen with a seal/
rather than a pencil.
2. Review: Checking of assignment:
Have 2 – 3 pupils give their
sentences using gerund used as direct
object, object of the preposition and as an
appositive.
3. Motivation:
The teacher will present different
things and will ask the question:
Whose pencil is this?
Whose bag is this?
Whose notebook is this? Etc….

GROUP 3: STORY GRAMMAR 4. Presentation:

ORGANIZER Have the pupils read the
dialogue. (To be written on manila
Have the pupils complete the story paper)
grammar organizer:
Title: _________________________ Who Owns That?
Author: _______________________

28
 Precious, Allyson and Jamaica are
at the school playground having their short How many own the uniforms? the desks?
break. the colors? Notice that s’ is added to the nouns
if the owner is more than one.
Precious: Hey, someone left his bag.
Allyson: It must be Kenneth’s. I saw him Have the pupils study the following phrases:
once using it. knob of the door
Jamaica: But Kim has also one like it. It key of the room
might be his bag. collar of the shirt
Precious: Why don’t we look for any
identification inside? (looks What is used in order to show
inside the bag) Aha, it’s neither possession? (of phrase)
Kenneth’s nor JC’s. Look at the How can we rewrite the following to
ID card here. It is Ralph’s bag. show possession?
Ivy: (comes close to the girls) Discuss how these phrases can be
Excuse me. Does anyone of you transform to show possession:
own this wallet?
Precious: It is mine. I’m glad you found it.  door’s knob
Thank you!  room’s key
Ivy: You are welcome. I thought it  shirt’s collar
was Jannelle’s wallet.
Allyson: Well, now we know who own Discuss further. You may use the
the things we found. You have information given under REMEMBER.
your wallet Precious. Let’s go
and give this bag to Ralph. He 6. Fixing Skills:
might be looking for it now. Rewrite the following to show
Precious: Yes, let’s go girls! possession:
1. bicycle of Sherwin
Have the pupils answer the following 2. parents of Lei and Elise
questions: 3. tools of the carpenters
4. kites of the boys
1. What did the girls find? 5. speech of the president
2. Who did they think owned the bag?
3. What did they do to find the rue owner 7. GENERALIZATION:
of the bag? What do we use to express
4. Who owns the bag? possession?
5. To whom did the wallet belong?
REMEMBER:
Have the pupils read the following A noun that expresses possession,
statements taken from the dialogue. ownership, or connection is in the possessive
case.
1. It must be Kenneth’s. The sign of the possessive case is the
2. It is JC’s bag. apostrophe and s. (‘s)
3. I thought it was Jannelle’s wallet. The phrase of the is used with lifeless or
inanimate objects.
5. Discussion: Possessive case of nouns may be formed
What is added after the name of a in several ways:
person in the sentence? How many own the
bag? Who owns the wallet? 1. To form the possessive singular, add ‘s to
the singular form of the noun.
Have them study the following Example:
examples: Mary’s song girl’s dress

a. The girl’s school uniforms are still 2. To form the possessive plural of nouns
new. ending in s, add the apostrophe (‘) only.
b. The pupils’ desks are made of wood. Example:
c. The butterflies’ colors attract many ladies’ shoes leaders’ abilities
people.
29
3. Proper names ending in s form the
possessive case by adding the
apostrophe and s.

Example:
Jahzeel’s new shirt James’s
answer

4. In compound nouns, the ‘s is added

to the end of the word.
Example:
sister – in –law’s recipe
sisters – in –law’s recipes

5. If two or more nouns are used B. Independent Practice:

together to indicate separate Direction: Fill in each blank with the
ownership, the ‘s is used after each possessive form of the noun at the left.
noun.
Example: (God) 1. ______ saints should be our
Kathy’s and Sarah’s dresses models.
(Children) 2. ______ games are often
6. If two or more nouns are used exciting.
together to indicate joint ownership, (doctor) 3. A ____ training requires long
the ‘s is used after the last noun only. hours of study.
Example: Karl and Jazzer’s (Lady) 4. Girls should imitate our _____
boat virtues.
(Napoleon) 5. ______ gallantry won
7. The of-phrase is commonly used with distinction for him.
inanimate nouns to show possession. (baby) 6. The ____ loud cry awakened
Examples: the sleeping mother.
end of the story (butterfly) 7. A _____ wings are made up of
lock of the door scales.
cover of the book (deer) 8. The ____ horns are called
antlers.
8. APPLICATION: (abbot) 9. The _____ hood is missing.
A. Guided Practice: (grandparents) 10. Our ______ farm is wide and
Direction: Make your own dialogue airy.
using possessive nouns correctly.
IV. EVALUATION:
GROUP 1: A. GOLD: Direction: Rewrite each
Your group was asked by the sentence. Change each underlined phrase
principal to help look for the owners to include a possessive noun.
of the items deposited at the school’s
lost – and – found nook.
1. The safety habits of the students should
be perfect.
2. The students listen to the opinions of the
GROUP 2:
adults.
You talked among yourselves
about the food served at your school 3. The comments of the visitors are helpful.
canteen. 4: Complete the dialogue using
GROUP 4. The hands of many pupils are raised
appropriate nouns in their correct now.
possessive forms. 5. The principal reminds students to use the
A: We are3:going to celebrate our ____
GROUP office of the nurse.
anniversary.
When you arrived home, you find a
B:
newYes and
pair of our teacher
shoes, a newwants
bag, us to present
a new pair
a puppet
of pants, and show.
a new shirt. TS (Transfer Stage)
A: The ___ collection of puppets is a large 1. Drill: Pronunciation drill:
one.
B: However, the principal’s objective was
for _____ to write their own script.
A: Making the hand puppets can challenge 30
the _____ creativity.
B: What could be the ___ share in the
work?
 Have the pupils read the following  Observe what happens.
words with /v/ sound:
1. What are the materials you need in the
vie veal visage experiment?
voltage veal valve 2. What do you put in the glass of water?
varnish visa voter 3. What do you do in the celery?
ventral vague virgin 4. How long will you let it stay in the
vibrant varsity venison water?
5. Can you predict what will happen?
2. Review: Checking of assignment
7. Generalization:
3. Motivation: How do we follow direction?
Do you know how to wash plates?
REMEMBER:
Directions are useful in telling you how
4. Presentation: to make something, like how to cook rice and
Have the pupils read the directions how to get from one place to another. To follow
that follow. directions, you must have steps to take in the
proper order.
First, remove the extra food from
the plates. 8. Application:
Then, put the plates, spoons and A. Read the directions below.
forks and glasses together. Rinse them Mother taught Mary Frances how to
once and soap them, beginning with the cook rice.
glasses, plates, spoons and forks. Rinse
the glasses and drain them on the drain Here are the steps given to her.
board. Then rinse the plates well First clean the kettle where you will cook the
followed by the spoons and forks. Drain rice.
them on the dish drain. When dry, keep Then measure 3 cups of rice.
them in the dish rack. Wash the rice 2 times.
Put 3 cups of water in the washed rice.
5. Discussion: Cook until the rice is done.
What is the first thing to do with the Put the stove to low fire.
dirty plates? Then let the rice to cook for two more minutes
What is done next? to cook the rice well.
What is the next step to take?
What step follows? Questions to answer:
What is done next? 1. What is the first thing to do when cooking
What is done last? rice?
This time, write the steps in 2. How many times will you wash the rice?
washing plates. 3. How much water will you add to 3 cup of
rice?
6. Fixing Skills: 4. What must be done when there is no more
Have the pupils read the experiment water?
given on how plants get water from the 5. What is the last step to do to cook the rice
soil. Then let them answer the questions Allyson Gale G. Francisco, M.D.
well?
given.
East Ave., Medical Center
B. Read
Room the
13paragraphs below.
MWF 10 – 12:00 NN
 Have a stalk of celery ready. Father went to the farm and suddenly it
 Have a clear glass half filled with rained hard.
Patient’s He Pedro
Name: got wet and caught
Canlas Age: 40colds.
water. He asked 1512
Address: for Nacar
medicine from Sex:
theirM family
 Put a little red food coloring in the Date: Apr. 15/10
doctor.
water. Here is the prescription he got.
Px
 Mix it well. Phonyl propanolamine HCl 25 mg - # 15
 Then drop the stalk of celery in the Chlorphenamine malcate 2 mg &
glass with colored water. paracetamol 500 mg
 Let it stay for two hours. (Neozep forte)
Sig: 1 tablet every 6 hrs for 5 days.
31 ______________
Lic. No. _________
PTR: ___________
 6. Where will you put them?

V. ASSIGNMENT:
A. GOLD: Direction: Change the
underlined group of words to include a
possessive noun.

1. The farm of my aunt is in Laguna.

2. The school of my cousins is in a nearby
town.
3. The truck of my uncle takes them to
school.
4. The apartment of Uncle Brad is in the
city.
5. The name of my cousin is Celia.

B. TS. Direction: Read the paragraph

1. What medicine was given to him?
2. How many times would he take the
medicine?
3. How long would father take his
medicine?
IV. EVALUATION:
Direction: Read the
directions below. Then
answer the questions that follow.
How to Grow a Plant from a Seed
 Get 5 seeds of white beans. (Patani
seeds)
 Pour a little water on the seeds in a
deep plate.
 Let them stay overnight.
 In the morning you will see a root
coming out.
 Prepare the pot where you will plant
the seed.
 Put sandy loam soil in it and choose
the best seed.
 You will put the seed with its root
down in the soil. Plant the other
seeds on the ground or in another
pot of soil. Water them a little and
let them stay where there is
sunlight.
 Observe how the plant grows.
given then answer he questions that follow.
Jazzer had colds for the past 3 days. He
had fever and developed a cough. His
mother took him to a doctor. The doctor
gave him a prescription.
Allyson Gale G. Francisco, M.D.
East Ave., Medical Center
Room 13 MWF 10 – 12:00 NN
Patient’s Name: Jazzer F. Age: 15
Address: 1512 Nacar Sex: M
Date: Apr. 15/10
Px
Erythromycin – 250 mg - # 10(ERYCIN)
Sig: 1 tablet 2x daily for 5 days
______________
Lic. No. _________
PTR: ___________
1. Where did Mother take him?
2. What medicines given to Ric?
3. How often did he have to take the
medicine?
4. How would he take the medicine?
5. How long would he take the medicine?

Questions to answer:
1. What is the first thing to do with
seed? LESSON # 7
2. How long will you let the seeds stay
in the plate? I. OBJECTIVES:
3. What steps follow?
4. How will you position the seed you GLR: 1. Enjoy listening to a story
will plant? CT: 2. Answer questions from the story
5. What do you do next? listened to.

32
GOLD: 3. Use a variety of sentence as to
structure; simple sentence
4. Form simple sentence.
TS: 5. Tell the relationship expressed in
the selection as to cause and effect.
II. SUBJECT MATTER:
GLR: Appearances are Deceptive
GOLD: Using a variety of sentence as to
structure – simple sentence.
Forming simple sentence.
TS: Recognizing cause and effect
relationship.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6; PELC Reading 6.1 p 23
Explore your World through Language and
Literature pp 58 - 61
Dynamic Series in English 6 p 39
Linking the World through English pp. 328
Materials: strips of cartolina. Index cards,
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the given
tongue twister:
Should she sell sheers sheets or
should she sell shaggy shawls?
2. Motivation:
Is it important to be beautiful?
Why?
Which is more important, to be
kind or to be beautiful? Why?
3. Unlocking of Difficulties:
Have the pupils identify the
meaning of the following words:
1. appearance a. luck
2. deceptive b. pupa
3. bandaged c. look
4. fate d. misleading
5. chrysalis e. tied up
6. scurrying f. rushing
4. Motive Question:
What had become Sundri?
B. During Reading Activities:
33
1. Have the pupils listen to the story.
Let them take down important details
of the story.
2. Use the Direct Reading Thinking
Activity (DRTA) when telling the
story.
APPEARANCES ARE DECEPTIVE
One day, Bina, the ant, was scurrying
about in search of food. Summer was almost
over and the rain was approaching. Soon it
would be raining and food would be difficult to
find. Bina knew it was necessary to stock as
much as possible so that her ant colony could
have enough to eat during the difficult months
ahead.
She had collected quite a bit already.
Now she was on the lookout for bits of sweet
foods that younger members of her colony loved
to eat after their meal. Going to and fro
between trees and shrubs, Bina suddenly smelt
the sweet aroma of pastry. She quickly went
around the bush and there she saw it – a large
bit of pastry with a whole raisin in it. Just then
she looked up and saw something hanging from
the leaf of a bush. Looking closer, she saw that
it was a tiny tail. It seemed to be all wrapped up
in something, as if bandaged.
“Oh, you poor thing! What a sad fate
you have Sundri! I can run anywhere I wish,
climb trees, or go over mountains. And look at
you, you are trapped in your shell. All you can
do is move your tail around a bit. Even ant
children can run around and do as much as we
can. They are free. You are all bound up and
cannot even move. What a life you must have!”
But there was no answer from the
chrysalis. So Bina went on and walk away with
her piece of pastry. Bina did not know it, but the
“thing” was a chrysalis, the pupa of a butterfly.
A few days later, Bina came that way
again hoping to find more pastry or biscuit
lying around.
It was unusually hot that day and she
was sweating. Suddenly, a cloud seemed to
come over and she felt a soft cool breeze. She
looked up. Wow! One of the most beautiful
butterflies she had ever laid eyes on! Light blue
spotted with light pink and yellow dots.
“Look at me, Bina. I am your much-
pitied friend. You boasted of being able to run
around and climb mountains. But now try
to get me to listen.”
“How beautiful and how lucky it is
to be able to fly around free!”
And with a graceful flap of her
wings, Sundri, the butterfly flew away like
a soft sigh of the breeze.
-An Adaptation-
CT. CRITICAL THINKING
C. Post Reading Activities:
1. Answering the motive question:
What had become Sundri?
(Answer: Sundri had become one
of the most beautiful butterflies Bina had
ever seen.)
2. Comprehension Check:
a. Who is the ant in the story?
b. Why is she scurrying about in
search of food?
c. What did she see something
hanging from the leaf of a bush?
d. Why did BIna pity Sundri?
e. Do you think Bina was right to
pity Sundri? Why?
f. If you will be Bina, will you do
the same with Sundri?
g. Is it right to boast with
somebody? Why?
2. Engagement Activities:
Have the pupils perform the
following activities under time
limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
GROUP 3: WRITE ME A LETTER!
Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.
GROUP 4: CERTIFICATE OF
RECOGNITION
Describe Sundri’s attitude. Make a
certificate of recognition for her.
GOLD (Grammar, Oral
Language Development)
1. Drill: Pronunciation drill.
Have the pupils recite the given
tongue twister:
Betty bought a bit of butter but she
found the butter bitter/
So she bought a bit of butter to make
the bitter butter better.
2. Review: Kinds of a sentence:
Identify whether each sentence is
declarative, interrogative, imperative or
exclamatory.
1. The teacher speaks clearly.
2. Turn on the radio.
3. Is there news about the hurricane?
4. Ms. Cruz feed the chicken.
5. How heavy the rainfall is!
3. Motivation:
What is a hobby?
What are your hobbies?
How does your hobby help you?
(Have the pupils write a few sentences to tell
about their hobbies.)
4. Presentation:
Have the pupils read the following
sentences:
1. Karl collects shells.
2. Karl collects and sells his collection.
3. Ysa and Princess make dresses for
their dolls.
4. Sherwin and Jazzer collect poems
and write their own haikus.
5. Discussion:
What is the subject in the first sentence?
(Karl)
What is the predicate? (collects)
34
 How many subjects do we have in
the first sentence? (One)
How many predicate? (One)
What kind of subject do we have in
the first sentence? (Simple subject)
What kind of subject do we have in
the firs sentence? (Simple predicate)
What kind of sentence is this?
(Simple sentence)
Why do we say so? (It expresses
only one idea)
(Do the same questioning for
sentences b, c , d.)
(use the concept in the
generalization during the discussion)
6. Generalization:
What is a simple sentence?
How do we form a simple
sentence?
GROUP 2:
You talked among yourselves
about the food served at your school
canteen.
GROUP 3:
When you arrived home, you find
out that your father has just arrived from
the States.
GROUP 4:
Write 5 sentences about the things
that you would love to do during Christmas
B. Independent Practice:
Direction: Put a check (/) on the
blank before each number if the sentence tells a
simple sentence and cross (x) if it is not.

REMEMBER: _____1. Big papayas are raised in that farm.

A simple sentence has one
independent clause. An independent clause
has a subject and a verb and expresses one
complete thought.
A simple sentence can be formed in
four ways:
_____2. To get a good grade, you must finish
your project early.
_____3. We waited long hours at the bus
terminal.
_____ 4. Every day, I watch the incoming ships.
______5. Tricia and Allyson moved and
removed their furniture.

 Simple Subject and Simple IV. EVALUATION:

Predicate GOLD: Direction: Complete each simple
 The food is packed in three ways. sentence with a compound predicate.

 Compound subject and simple 1. Our neighbor _________________.

predicate 2. The children at the plaza
 Air, water and sunlight are _____________________.
needed to make plants grow. 3. The river behind our house
____________.
 Simple Subject and Compound 4. The trees at the forest ______________.
Predicate 5. Plastics _________________________.
 The rain fell and flooded the
streets. TS (Transfer Stage)
1. Drill: Pronunciation drill: Have
 Compound Subject and Compound the pupils read the
Predicate following contrastive pairs of words:
 Butterflies and other insects
alight on the flowers and sip /t/ - /d/
their nectar.
1. ten – den
7. Application: 2. time – dime
A. Guided practice: 3. tow – do
Direction: Make five simple 4. grate – grade
sentences of your own following the 5. pat – pad
instructions for you.
2. Review: Checking of assignment:
GROUP 1:
Your group was asked by your
English teacher to write a sentence 35
describing your family.
 Direction: Write the antonym of the What will happen if fishermen use
following words: dynamites in fishing?

1. bright How would you analyze your answers in

2. thick questions A and B?
3. pleasant How can you identify the cause of a
4. wonderful given situation?
5. pretty How would you analyze your answers in
questions C and D?
3. Motivation: How can you identify the effect of a
Match the phrases under column A given situation?
with the phrases under column B to Discuss further. Use the information
complete the thought. given under REMEMBER.

A B
__1. An apple a day… a. ..make the 6. Fixing Skills:
air fresh and Number the statement 1 if it happened
clean before (cause) and 2 if it happened after (effect).
__2. Exercise and proper b…keeps the
diet…. doctor away. 1. _____ Lucille got low grades in Math.
__3. Chain-smoking... c. can cause a _____ She did not study hard.
lung cancer.
__4. Trees around us... d. make our 2. _____ Kyle graduated valedictorian of his
body strong class.
and healthy. ____ He made his parents very proud.

4. Presentation: 3. _____ Computers help us a lot in our school

Have the pupils read the paragraph
given:
There is a massive drought or
dryness of land in many places of the
country. This happened because the El
Niño phenomenon has set into the
atmosphere.
5. Discussion:
Why is there massive drought or
dryness of land in many places of the
country?
Have the pupils read the following
sentences: (use the color coding
strategy)
1. The river has become smelly and
filthy because the people kept on
throwing their waste into it.
2. Fish in the river die because people
use dynamite in fishing.
What made the river smelly and
filthy?
What is the effect of throwing
wastes/ garbage in our rivers?
Why do fish die?
36
work.
_____ Information is easy to gather with just
one click of a finger.
4. _____ Mother praised Jamaica.
_____ Jamaica got high grades in her report
card.
5. _____The children jumped for joy and
shouted “Hurray!”
_____They won in the English competition.
7. Generalization:
What is a cause?
What is an effect?
REMEMBER:
CAUSE is the reason why something
happens. It is a statement that expresses what
happened before. There are some signal words
that help you recognize cause. These are: since,
because, when and if.
EFFECT is the result or outcome of
what happened. It is the statement that expresses
what happened after. There are some signal
words that help you recognize effect. These are
so, thus, as a result, and therefore.
8. Application:
 A. Guided Practice: ___3. An old b. A big fire
Direction: Complete the chart. woman fell started from the
Write the cause, the signal word used asleep unmindful old woman’s
and the effects for each sentence. of a lighted
house.
candle on a
table. c. His parents
Cause Signal Word Effect
___4. There was prohibited him
1. Today, people know a lot about how the a power from playing
body works because of centuries of interruption in computer games
study. the entire city and hanging-out
for five hours. with friends.
___5. Father had
d. He was absent
a severe
2. Early people had strange ideas about headache from his work.
how the body works because they very e. He was not able
little scientific knowledge. to take the test
scheduled for
3. If we understand our bodies, we can that day.
better take care of them
IV. EVALUATION:
TS. Direction: In each pair of
sentences, which is the cause and
4. Amy is so interested with the human which is the effect? Write C for the cause and E
body, therefore, she decided to become for the effect.
a doctor.
1. _____ Math problems are difficult.
_____ Raquel was worried and unhappy.

5. Exercise daily so your body will stay fit 2. _____She is not getting enough sleep.
and trim. _____Elise May spends much time watching
TV at night.

3. _____She kept her mind in her work.

B. Independent Practice:
I. Direction: Write your answers in
complete sentence.
1. Why are many animals in danger of
becoming extinct?
2. Why are there heavy traffics in the city?
3. What is the effect of heavy rains?
4. What is the cause of landslide in some
mountainous areas?
5. What are the effects of eating balanced
diet?
_____ Pauline turned off her TV set.
4. _____The sea waves were too rough.
_____The fishermen did not go out to the
sea.
5. _____The fisherman was happy.
_____The fisherman made a god catch last
night.
V. ASSIGNMENT:
GOLD: Direction: Complete each simple
sentence with a compound subject.

II. Match the causes in 1. _______________ lent their bikes.

column A with the effects in column B. 2. _______________ rode around the park.
Write the letter of the correct answer. 3. _______________waved to us.
A B 4. __________ scampered out of their way.
___1. Jason got a. Business 5. __________ looked on with amusement.
poor grades in all establishments
subjects in the and offices used B. TS. Direction: Read each pair of sentences.
first quarter. Write C before the sentence that tells the
power generators
___2. Louie was cause and E before the one that tells the
not able to attend to resume their
effect.
his classes. services.

37
1. _____The player trained vigorously for 1. Drill: Pronunciation drill:
the contest. Have the pupils read the –ed in the
_____She bagged the gold medal. following words pronounced as
/ Id/.
2. _____She became fit and ready for
competition. 1. demanded
_____She trained long and hard 2. dedicated
everyday. 3. blended
4. waded
3. _____Despite her success, she is sweet 5. reported
and gentle. 6. snorted
_____Most people, especially her 7. collected
neighbors, adore her. 8. raided
9. descended
4. _____The champion made many 10. painted
Filipinos proud.
_____She was greeted and cheered by a 2. Motivation:
huge crowd upon arrival. Is it important to be beautiful? Why?
Which is more important, to be kind
5. _____She is studying sports medicine. or to be beautiful? Why?
_____She wants to improve the health
condition of the athletes. 3. Unlocking of Difficulties:
Have the pupils identify the meaning
of the following words:

LESSON # 8 a. Enchanted (charmed)

I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use a variety of sentence as to
structure; compound sentence
4. Form compound sentence.
TS: 5. Recognize words with ph
6. Spell words with ph
III.Subject Matter:
GLR: Gabi and the Engkanto
GOLD: Forming Compound Sentence
TS: Recognizing Words with ph
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6; Listening:
Dynamic Series in English p. 9
Explore your World through Language and
Literature pp 58 - 61
Language Arts Today p. 14 – 19
Linking the World through English pp. 328
Materials: strips of cartolina. Index cards,
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
b. Orphan
c. Magical (the unexplained)
d. Invisible (unseen )
e. Vengeful (unforgiving)
4. Motive Question:
Was the Engkanto ng Ilog
vengeful? How?
B. During Reading Activities:
Have the pupils listen as the teacher reads
the story.
Gabi and the Engkanto
Long ago, there lived a pretty young
woman called Gabriella. Although she was an
orphan and lived alone, she had many friends.
They loved her and called her Gabi for short.
She lived in a humble nipa hut with a
beautiful garden where different flowers like
santan, gumamela, sampaguita and rosal could
be found. Gabi took care of her plants and
flowers by watering them morning and
afternoon. She also removed the dry leaves and
flowers and trimmed the branches whenever
they had grown too long.
Beside Gabi’s garden was a swiftly
flowing river. Its banks were lined by great

38
balete trees. The people believed that
Gabi’s flowers grew beautifully because
the river water had magical powers. The
spirit of the water, they said, had favored
Gabi.
Gabi didn’t believe that the river
was enchanted for she had gone there
many times and had seen nothing at all.
But the river was truly enchanted. A
river spirit, Engkanto ng Ilog had lived
there for a hundred years. He watched
Gabi silently every day. He could not be
seen as he was invisible.
One morning, while Gabi was
filling her jug, the river spirit appeared
before her and introduced himself. He told
her of his desire to love Gabi as his wife
and if she agreed she would have all his
riches. Gabi turned down his offer and told
him that she did not need his wealth.
Engkanto told her that he would return
next summer and would ask for her final
answer.
(Yes, because she turned Gabi into a
gabi plant so that no one else could have her.)
2. Comprehension Check:
a. Who is the main character in the story?
b. How did Gabi take care of her garden?
c. What was the people’s belief about Gabi’s
beautiful garden?
d. Did Gabi believe them? Why?
e. Who was the river spirit? What did he offer
Gabi?
f. Did Gabi accept the Engkanto’s offer?
Why?
3. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!

Gabi was afraid, closed her eyes
and opened them again. The river spirit
had become invisible again, so she thought
it was just a dream.
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.

The year passed. Gabi had GROUP 3: WRITE ME A LETTER!

forgotten about the river spirit. She was too
Choose your most liked
happy taking care of her garden. When character or most disliked character
summer came, the Engkanto appeared to and write a letter to the character
her once more. She still refused to marry expressing your feelings to him/her.
him and said, “I am very sorry but I cannot
go with you. I do not love you!” The
GROUP 4: WRITE ME A POEM
Engkanto was so angry that he turned her
into a gabi plant so that no one else could Describe Gabi’s attitude. Make a
have her. He said, “Because your heart is poem describing her.
hard and stubborn, I will deny you the
blessings of my river and your leaves will
never get wet.” He told Gabi that she will GOLD (Grammar, Oral,
forever remain a plant unless her heart Language Development)
turns soft and she decides to marry him.
1. Drill: Pronunciation drill:
-Adapted by Jasmine Roshua Cupcupin Have the pupils read the following
from Marla Yotoko Chorengel’s “Gabi and the
Engkanto”
phrases after the teacher.

1. night and day

CT. CRITICAL THINKING 2. ice cream and cake
C. Post Reading Activities: 3. bread and butter
1. Answering the motive question: 4. touch and go
Was the Engkanto ng Ilog 5. push and pull
vengeful? How? 6. by hook or by crook

39
 7. rich or poor
8. coffee or milk
9. black or white
10. take it or leave it
2. Review: Checking of assignment
Direction: Complete each simple
sentence with a compound subject.
1. __________lent their bikes.
2. __________rode around the park.
3. __________waved to us.
4. __________scampered out of their
way.
5. __________looked on with
amusement.
3. Motivation:
When can we say that a sentence
can stand alone?
4. Presentation:
Have the pupils read the following
sentences.
a. They loved her and they called her
Gabi for short.
b. I am very sorry but I cannot go with
you.
c. You will marry me or you will
forever remain a plant.
5. Discussion:
What two sentences joined the first
sentence?
Does each sentence convey one
complete idea?
What word joined the two
sentences?
How do you call and, or, but?
What form of sentences are these?
Discuss further what a compound
sentence is. Use the concept under
Remember.
6. Fixing Skills:
A. Direction: Write YES on the blank if
the sentence is a compound sentence
and then underline the two independent
clauses. Write NO on the blank if the
sentence is not a compound sentence.
_____1. Mount Pinatubo erupted in
1991 but I was not in the
Philippines then.
40
_____2. She cajoles everyone to get up to
read a poem or recall favorite
stanzas.
_____3. Tess read the poem “I Know Why
the Caged Bird Sings” and blew us
away.
_____4. Manila looked mysterious from the
40th floor and she wanted to paint its
beauty on canvas.
_____5. My Mother prepared the meal and
set the table.
B. Direction: Fill in the blank with the needed
conjunction to complete each compound
sentence.
1. You have to come early _____ you will be
marked late.
2. They need to cooperate with us _____ they
will be reprimanded.
3. I am a Filipino ____ I am willing to die for
my country.
4. I saw the movies several times ___ I still
love to watch it.
5. I love to eat a lot ____ I have to watch my
weight.
7. Generalization:
What is a compound sentence?
REMEMBER:
Sentences can also be compound. A
compound sentence contains two sentences
joined by a comma and the words and, or,
and but known as coordinating
conjunctions.
And is used to show addition.
But is used to show contrast.
Or is used to show choice.
You can form compound sentences by
joining two or more independent clauses or
complete sentences. Each sentence that
makes up the compound sentence has a
subject and a predicate of its own.
8. Application:
A. Guided Practice:
Direction: Form a compound sentence
from the given simple sentence by using the
appropriate conjunction.
1. The lights dimmed. The audience
became quiet.
 2. The beginning was too boring. The
music was too loud.
3. Lightning flashed all night. It didn’t
rain.
4. Uncle Mario didn’t see the snake.
He would have jumped back.
5. Romeo wants to build his model
house. He has no place to work on
it.
B. Independent Practice:
Direction: Match the sentences in
Column A and B to make a
meaningful compound sentence.
A.
1. Daddy took me to a skating rink (b)
2. Some men cleaned the school building.
(d)
3. Newspapers inform us about a lot of
things. (a)
4. Cute little girls danced gracefully. (c)
5. Classes will start on June 9 (e)
B.
a. and readers enjoy reading them.
b. and I skated for two hours.
c. and the crowd applauded their number.
d. and their wives helped them happily.
e. but we are still not ready.
IV. Evaluation:
A. GOLD: Direction: Combine each
pair of sentences to form a
compound sentence.
1. Father goes fishing often. He doesn’t
like to eat fish.
2. Lino picked up his things. He ran for
the bus.
3. Volleyball is fun. It is a good exercise.
4. The amusement park was open. The
children were lining up for the rides.
5. The mouse saw the cat. The cat didn’t
see her.
TS. Transfer Stage
1. Drill: Pronunciation drill:
Have the pupils
read the given tongue twister:
A big blue bug bit the bold bald
bear
And the bold bald bear bled blood
badly.
41
2. Review: Checking of assignment:
Direction: In each pair of sentences,
which is the cause and which is the effect?
Write C for the cause and E for the effect.
1. _____ Math problems are difficult.
_____ Raquel was worried and unhappy.
2. _____She is not getting enough sleep.
_____Elise May spends much time
watching TV at night.
3. _____She kept her mind in her work.
_____ Pauline turned off her TV set.
4. _____The sea waves were too rough.
_____The fishermen did not go out to
the sea.
5. _____The fisherman was happy.
_____The fisherman made a god catch
last night.
3. Motivation:
How do you call a story of one’s life, his
present and past experience, dreams or plans or
ambitions? (biography)
4. Presentation:
Show the psalms printed on cartolina strips
Read the psalms emphasizing the words with
gh and ph sounds
 Psalm 131:1
Lord my heart is not proud;
my eyes are not haughty
I don’t concern myself with matters
too great or awesome for me.
 Psalm 126:2
We are filled with laughter
and we sang for joy
And the other nations said,
“What amazing things the LORD has done
for them.”
 Psalm 98:6
With trumpets and the sound
of the ram horn make a joyful symphony
before the LORD the King!
 Psalm 139:20
They blaspheme you your enemies take
your name in vain.
 Psalm 146:9
The LORD protects the foreigners
among us,
 He cares for the orphans and the
widows laughter triumph symphony
 Psalm 89:19 blaspheme orphans prophet
You once spoke in a vision to your
prophet and said,  Give more examples of words with ph and
“I have given help to a warrior. I have gh sounded as /f/ when read.
selected him from the common people  Enable pupils to group words included in
to be King.” the initial ph, medial ph and final ph with
 Psalm 118:16 words having medial gh and final gh.
The strong right arm of the LORD (In this activity, give pupils time to list five
Is raised in triumph. The strong related words independently. Pupils are
right arm of the LORD has done glorious grouped and are encouraged to share words. A
things! group picks best-three words and explains to
class. This is called “FIVE-WORDS-THREE-
WORDS” interactive strategy.)
Examples:
Initial ph Medial ph Final ph
5. Discussion:
 Study the underlined words, 1. phantom 1. graphical 1. graph
what do you notice? 2. pharmacy 2. aphids 2. telegraph
Answer: They are words that have 3. phase 3. morphine 3. pictograph
consonant combinations and 4. Philippines 4. Paraphernalia 4. monograph
sounded the same when read. They 5. philosophy 5. paraphrase 5. paragraph
are sounded as /f/ when read.
Medial gh Final gh
 What are the consonant combinations 1. roughness 1. cough
in these words? 2. toughness 2. tough
Answer: They are ph and gh. 3. laughable 3. rough
4. laughing 4. enough
 Read the words together. (Note mouth 5. coughing
movement while reading to assure
correct pronunciation.) 6. Fixing Skills:
Guess the key words based on the
Demonstrate the correct position of the meanings given using configuration clues.
tongue to stress the sound /f/.
2. a cause of merriment
haughty blaspheme
triumph laughter
orphans right
symphony prophets
3. a musical composition as in orchestral
 Study the words further. sonata

What two words from the Psalms do

not sound /f/ when read?
- haughty and right
How are they read? 4. to speak or address with irreverence
- they are read with silent /gh/

Focus on the words with /ph/ and /gh/

sounded as /f/.
Go back to the given words note the 5. children deprived by the death of one or
positions of /gh/ and /ph/. both parents

Group the words under the proper

column.
medial gh final ph medial ph

42
 6. one of the writers of the prophetic c. geography
books in the old testament d. phantom
e. phony

1. When I read the _______ of Dr. Jose

Rizal, I was convinced that he deserved
7. the joy or exultation of victory or to be called our national hero.
success 2. A social worker’s ______ in life is to
serve others.
3. Our lesson in _______ is about the
provinces in Luzon.
4. That clown is a _______ because he is
Answer Key: 1) laughter 2) symphony not the real one.
5. Carmela enjoyed watching the movie,
3) blaspheme 4) orphans “_________ of the Opera.”
5) prophet 6) triumph
C. Complete each sentences by filling in the
7. Generalization: blank with the appropriate word using ph or
How are two consonants gh.
in sequence or digraph ph pronounced?
1. Organize your sentences well so that you
REMEMBER: can make a good .
The two consonants in sequence or 2. It is important that a beginning reader
digraph ph is pronounced as /f/. should have
 Phonetics analysis of a word helps us awareness.
to understand the meaning of a word. 3. An earthquake is a natural that we
Some words have consonant can hardly predict.
combinations which are sounded the 4. Those are the only souvenirs of
same when read but their spelling are the grand reunion.
different. 5. Do you agree that our country, the
Example: ph and gh are sounded , is the “Pearl of the Orient Seas?”
as /f/ 6. exercises help us pronounce the
 Some words show irregularity in words correctly.
spelling. 7. When I go to college, I will take up
Example: words with augh and , Arts and Letters.
ough. 8. He is as as a warrior when
he is faced with problems.
8. Application: 9. His and colds terribly trigger
A. Oral Practice: his headache.
Have the pupils read the 10. The and rocky road caused
following words correctly. the car engine to stop.

ph said as f Answer Key:

hyphen sapphire 1. paragraph 2. phonemic
siphon phosphorus 3. Catastrophe 4. photographs
phenomenon phlegm 5. Philippines 6. Phonetic
physics pamphlet 7. Philosophy 8. tough
phonetic headphone 9. cough 10. rough
phosphate mimeograph
ophthalmology photogenic IV. Evaluation:
orphanage hemophilia TS. Direction: Write the
word with ph described or
B. Use the words given to complete the defined.
following sentences:
1. a group of related sentences.
a. philosophy _ _ _ _ _ _ _ ph
b. biography
2. a group of words.
43
 ph_ _ _ _
Reference: 2002 Basic Education Curriculum
3. another word for picture, usually PELC Speaking 6; PELC Reading 4
shot by camera. Explore your World through Language and
ph _ _ _ _ _ _ ph Literature pp 58 - 61
Language Arts Today p. 14 – 19
4. a person’s own handwriting Linking the World through English pp. 284
signature.
_ _ _ _ _ _ _ ph Materials: strips of cartolina. Index cards,

5. anything appearing or observed, III. PROCEDURE:

especially one having scientific GLR (Genuine Love for Reading)
interest. A. Pre-reading Activities:
ph _ _ _ _ _ ph _ 1. Drill: Pronunciation drill:
Have the pupils read the words with
V. Assignment: initial, medial and final /p/ sound.
A. GOLD. Direction: Combine the
following simple sentences into a
compound sentence using conjunctions Initial
and, or and but. 1. pacify
1. The book was funny. It was exciting. 2. panic
2. The cat needed excitement. He became 3. pastor
bored. 4. petite
3. Maz had adventures. He always 5. passion
escaped. Medial
4. The cat could go to the right. He could 1. rampant
go to the left. 2. stipend
5. He was brave. He was also intelligent. 3. trample
4. nepotism
B. TS. Direction: Use the following words 5. participle
with ph in meaningful sentence. Final
1. bleep
1. paragraph 2. shape
2. philosophy 3. creep
3. biography 4. shop
4. phrases 5. soup
5. geography
2. Motivation:
Have you seen a lion?
Show a picture of lion.
LESSON # 9 Have the pupils describe the lion.

I. OBJECTIVES: 3. Unlocking of Difficulties:

GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use a variety of sentence as to
structure; complex sentence
4. Form complex sentence.
TS: 5. Tell the key concept implied.
II. Subject Matter:
The King of Beasts and His Three
Advisers
Forming Complex Sentence
Telling the Key Concept Implied
Have the pupils read the clues then
arrange the following jumbled letter to
form the correct word.
a. bsetas ( The Lion is called the King of
______ because he is big and strong.)
b. bleatiirr (The Lion had an ____ mood
because his wife told him that he had a
bad breath.)
c. nuplaesnat (The Queen Lioness said that
the Lion has the most unpleasant smell.)
4. Motive Question:
Why were the animals afraid of the lion?

44

B. During Reading Activities:
Have the pupils listen as the teacher
reads the story.
The King of Beasts and His Three
Advisers
The lion is called the king of beasts. He
is big and strong. So, the animals are
afraid of him. But not his wife, Queen
Lioness.
One morning, the king of the forest was
in an irritable mood. His wife, the Queen
had said something he did not like. Queen
Lioness ha told King Lion that his breath
was most unpleasant. So King Beast called
the animals. First, he called the sheep.
“Friend Sheep,” he roared, opening
wide his big mouth, “would you say that
my breath smells unpleasant?”
Believing that the lion wanted an
honest answer, the sheep gave it, and the
king of beasts bit off her head for a fool.
King Lion was very angry. He roared
and called the goat. “Mr. Goat, tell me the
truth. Do I have a bad smell? Do I have a
bad breath?”
The goat saw the sheep’s meat and
bones. He was afraid of the lion. So the
goat said, “Why, your Majesty, you have a
breath as sweet as roses in the garden.”
“Before he could finish, the goat was
torn to pieces. “I do not like liars,” roared
the King Lion.
At last, the lion called the horse. The
horse walked slowly. He looked sick. He
coughed and coughed.
“Friend Horse, tell me the truth. Queen
Lioness says that I have a bad breath. She
says I have a bad smell. Is it true?”
The horse coughed and coughed. Then
he said softly, “King Lion, I have a bad
cold. It rained hard while I was carrying
crops for my master. I think I also have a
head cold. So, I cannot smell at all. I am
sorry, I cannot answer your question.”
45
King Lion nodded his head, “Go home and
rest. Get well soon.”
CT. CRITICAL THINKING:
6. Post Reading Activities:
1. Answering the motive question:
Why were the animals afraid of the lion?
2. Comprehension Check:
Have the pupils answer the following
questions:
a. When did the lion roar loudly?
b. Why was the lion very angry?
c. What did the sheep tell the lion?
d. Why did the sheep give an honest
answer?
e. Why did the goat tell a lie?
f. Who among the animals did the right
thing?
3. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
GROUP 3: WRITE ME A LETTER!
Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.
GROUP 4: WRITE ME A POEM
Describe the Lion’s attitude. Make
a poem describing him.
GOLD: Grammar, Oral,
Language Development
1. Drill: Pronunciation drill:
Have the pupils read the following phrases:
1. a blue boat
2. a beige and brown bag
 3. barbecue party in the basement
4. big beetle bites
5. bathe in the bubbling brook.
6. a bunch of babbling babies
7. burst into sobs
8. a blue ribbon
9. a bundle of barbecue sticks
10. the blonde and beautiful boarder
2. Review: Checking of assignment
Direction: Combine the following
simple sentences into a compound
sentence using conjunctions and, or
and but.
1. The book was funny. It was
exciting.
2. The cat needed excitement. He
became bored.
3. Maz had adventures. He always
escaped.
4. The cat could go to the right. He
could go to the left.
5. He was brave. He was also
intelligent.
3. Motivation:
What kind of media and technology
do you use?
4. Presentation:
Have the pupils read the following
sentences:
a. News travel fast / so there will be
more efficient communication.
b. The computer stores have all the
new computer games / which we all
enjoyed.
5. Discussion:
Which of the two clauses in
sentence # 1 express a complete
thought? Which is not?
How do we call a clause that can
stand on its own?
What two clauses made up the
second sentence?
Which can stand alone? Which
cannot?
What form of sentence are these?
Have the pupils read the sentence
given:
 As she waited for Ana, she paced
around the room.
46
What is the part that can stand on its
own as a complete sentence?
What part does not give a complete
thought?
Discuss further.
6. Fixing Skills:
A. Direction: Underline the independent
clause once and the subordinate clause
twice.
1. Norie asked where we could buy a
cheaper imitation of your bag.
2. Although Sally did not pass the test, she
still hoped to pass the subject.
3. If you are truthful, others will respect
you more.
4. June is the month when we celebrate
Independence Day.
5. The book which I read taught me a
lesson about friendship.
B. Direction: Supply the appropriate
conjunction for each sentence. Choose from
the given conjunction inside the box.
1. I did not receive the bag ___ you bought
in Hongkong.
2. They were already quarrelling ____ you
arrived.
3. We went shopping at the mall ____it was
still too early to go home.
4. ____ I will spend my vacation is none of
your business.
5. _____ she is underage, she was allowed to
watch the adult movie.
before since
which where
although
7. Generalization:
What is a complex sentence?
How do we form a complex sentence?
REMEMBER:
A complex sentence is a sentence that is
made of one independent clause and one or
more subordinate clauses. An independent
clause is a complete thought that can stand on
its own. It is a complete sentence in itself. A
subordinate clause, on the other hand, cannot
stand on its own. It does not express a complete
thought.
 Some common subordinating A. GOLD; Direction: Underline the
conjunctions are used to introduce the independent clause in each sentence
subordinate clause. These are: once and twice the subordinate clause.
Box the conjunction used.
after before
though 1. The brain, which is located in the skull,
although if unless is part of the nervous system.
because as until 2. What he did to me will not be taken
whenever where since against him.
whereas than when 3. I did not receive the bag which you
wherever bought in Hong Kong.
4. They were already quarrelling before
Example: you arrived.
It had been this way since her husband 5. The king who treats his subordinates
(Independent clause) (subordinate clause) with respect is well-loved by
had left them. everybody.

8. Application: TS. Transfer Stage:

A. Guided practice: 1. Drill: Pronunciation drill:
Direction: Underline the dependent Have the pupils read the
clause. Circle the subordinating following words correctly:
conjunction; box the simple subject and
the predicate verb of each dependent Words with stress on the first syllable
clause.
A*sia BAN*dit
1. Since Liza was totally blind, her METH*ane BEA*con
achievements in school could be FAM*ine CUR*few
considered extraordinary. COT*tage DE*pot
2. Life isn’t easy when your vision is HUS*band LAV*ish
impaired. GOB*let AD*vo-cate
3. When she was in high school, LIB*er-ty MEM*o-ra-ble
Liza’s classmates elected her
president of the class. 2. Review: Checking of assignment
4. Because she was brilliant, she Direction: Use the following words with ph
graduated valedictorian. in meaningful sentence.
5. Before she went to college, Liza
spent summer as a music and 1. paragraph
dramatic counselor. 2. philosophy
3. biography
B. Independent Practice: 4. phrases
Direction: Underline the independent 5. geography
clause. Supply the appropriate
conjunction for each sentence. 3. Motivation:
How do we communicate with other
1. The cake _____ you baked makes people?
my mouth watery. Is it important to communicate with
2. The woman ______ car was them?
carnapped was crying the whole
day. 4. Presentation:
3. I admire beautiful girls ______ I am Have the pupils read the
a lover of beauty. paragraph given. Let them identify the
4. The jacket ______ you bought is key concept.
too thick.
5. ______ I know about you will not Communication is derived from the
affect your candidacy. Latin word communis which mean
“commonness.” It is the process of
IV. Evaluation: transmitting knowledge, ideas, information,
attitudes, feelings and the like. There are
numerous meanings but the essence in only
47 one. It is the transmission or exchange of
messages.

5. Discussion:
What is the key concept implied in
the sentence?
What are the details that support the
key concept?
Have the pupils fill in the story
frame with details about the selection.
Title: ________________________
Key concept: ___________________
Supporting details:
________________________________
________________________________
_____________________________
6. Generalization:
What is a key concept?
Where can we find the main idea or
the key concept?
REMEMBER:
The main idea or the key concept is the
central thought of a paragraph. All the
sentences in the paragraph develop it.
Without a main idea, the paragraph would
just be a confusion of sentences. All the
sentences in the paragraph should develop
the main idea.
The key concept of the paragraph can
be found in the beginning, in the middle or
at the end of a paragraph.
7. Application:
Direction: Read the following group of
sentences. Identify the key concept
implied in the sentence.
1
We are very special and unique
creations of God. We are gifted with
the power to think and the ability to
communicate. Because of these, we are
superior to the other creations of God.
Our achievements and
48
accomplishments in life are made through
effective communication.
2
In our everyday life, we encounter many
problems. If we are able to discuss our
problems with someone, we feel relieved
even if the problem is not yet solved. We
always feel the need to unload our burdens
on people whom we trust. Communication is
curative and s also a medium to maintain
our good health.
IV. Evaluation:
B. TS. Direction: Read the
paragraph and determine its key
concept and the details that support the key
concept.
The communication process is the change
that takes place in the course of its doing. It is a
process that can be compared to life. It keeps on
changing and never stays as is. The words keep
on multiplying each day.
Title: ________________________
Key concept: ___________________
Supporting details:
________________________________
________________________________
_____________________________
V. Assignment:
A. GOLD. Direction: Pick out the
independent clause and the subordinate
clause in each sentence. Write your
answers in the table provided.
1. We went shopping in the mall since it
was still too early to go home.
2. I must stay here until my daddy returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs. Castro
who is our principal.
5. He completed several projects when he
was still the president of Science Club.
Independent Clause Subordinate Clause
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

B. TS.
Direction: Read each paragraph. State
the key concept or implied main idea.
A full moon appears in the
1. horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
a. The moon is bigger than the sun.
b. The moon changes its shape.
c. The moon’s size seems to change.
2.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
a. Stars have a “star life.”
b. Stars can be seen in the sky.
c. Exploding stars are new
stars.
LESSON # 10
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use direct and indirect
discourse.
4. Report direct to indirect
discourse.
TS: 5. Write from dictation
II. Subject Matter:
GLR: Bullawong
GOLD: Reporting Direct Discourse
to Indirect discourse
TS: Writing from Dictation
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6.1; PELC Reading 5
Milestone in Reading 6 p.176
Explore your World through Language and
Literature pp 58 - 61
Language Arts Today p. 14 – 19
Linking the World through English pp. 284
Materials: strips of cartolina. Index cards,
III. PROCEDURE:
49
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
a. Drill: Pronunciation drill:
Have the pupils read the following verse
drill correctly:
The flower girl caught the bride’s bouquet,/
“Oh, no!”/ cried her old-fashioned Aunt May
“Oh yes!”/ laughed the chief/ as he ate the chefs
buffet.//
Then the flower girl tossed the bride’s bouquet./
To the disbelief of her Aunt May,/
Into the soup bowl/ in the middle of the chefs
buffet.//
2. Motivation:
How do rivers and other bodies of water
serve us?
3. Vocabulary Development:
Have the pupils know the meaning of the
following words.
Spoke swift
Strong rushing
Wild rest
4. Motive Question:
What were the things that Bullawong did
for the boy?
B. During Reading Activities:
1. Have the pupils listen as the teacher
reads the story.
Bullawong
Bullawong was a river, a very wide brown
river in a very hot country.
One day, a little brown boy was walking
by the river and he sang this song as he walked
along.
“Bullawong, Bullawon,
I will sing you a song, as I go along
“Bullawong, Bullawon,
I will sing you a song, as I go along.”
Bullawong then spoke, and he said, “Are
you hot, boy?”
“Yes, I am very hot.” said the little brown
boy.
“Then dive into my water,” said
Bullawong. So the boy dived into the waters of
the river Bullawong.
“Do you like my water?” asked the river.
“Yes,” said the little brown boy, “your
waters are swift and cool.” And he swam about
and sang.
“Bullawong, Bullawon,
I will sing you a song, as I go along
“Bullawong, Bullawon,
 I will sing you a song, as I go along
Bullawong then spoke, and he said,
“Are you hungry, boy?”
“Yes, I am hungry,” said the little
brown boy.
“Then, I will send you fish. Look in
front of you and you will see a pool with
many silver fish.”
So the little brown boy looked in front
and in the pool, he saw a silver fish and he
ate it.
“Do you like my silver fish?” asked
the river.
“Yes,” said the little brown boy. It
was very good.” And he swam about and
he sang.
“Bullawong, Bullawon,
I will sing you a song, as I go along
“Bullawong, Bullawon,
I will sing you a song, as I go along
Bullalwong then spoke, and he said,
“Are you thirsty, boy?”
“Yes, I am thirsty,” said the little
brown boy.“Then, I will send you water to
drink. Look to the right bank, and you will
see a crystal stream that flows into my
waters.”
So the little brown boy looked to the
right, and he drank of the crystal stream.
Do you like my crystal stream?”
asked the river.
“Yes,” said the little brown boy, “it is
clear and fresh.” And he swam about and
sang.
“Bullawong, Bullawon,
I will sing you a song, as I go along
“Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong then spoke, and he said,
“Are you strong, boy?”
“Yes, I am very strong,” said the
little brown boy.
“Then I will send you waves to fight.
Look behind you and you will see wild
waves rushing at you.”
So the little brown boy looked behind,
and he dived into the waves and broke
them.
“Do you like my waves?” asked the
river.
“Yes,” said the little brown boy,”
they are wild and rolling/” And he swam
about and sang.
“Bullawong, Bullawon,
I will sing you a song, as I go along
“Bullawong, Bullawon,
I will sing you a song, as I go along
50
Bullawong then spoke and said, “Are you
tires, boy?”
“Yes, I am very tired,” said the little
brown boy.
“Then I will find you a cradle. Look to the
left bank and you will see a boat tied up by the
tree.”
So the little brown boy looked to the left
bank and he climbed into the boat and lay down
to rest.
“Do you like my boat?” asked the river.
“Yes,” said the little brown boy, “it is
very pleasant.” And he closed his eyes and
sang.
“Bullawong, Bullawon,
I will sing you a song, as I go along
“Bullawong, Bullawon,
I will sing you a song, as I go along
And the boy was fast asleep, and the boat
rocked him to and fro, to and fro, to and fro.
C. Post Reading Activities:
1. Answering the motive question.
What were the things that Bullawong
did for the boy?
2. Comprehension Check:
Have the pupils answer the following
questions:
1. What kind of relationship did the river
Bullawong and the boy have?
2. In your opinion, what kind of river was
Bullawong?
3. If you were the boy, what would you
ask from the river?
4. If you were Bullawong, would you
give what the boy needs? Why?
3. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1: CERTIFICATE OF
RECOGNITION
Describe Bullawong’s attitude.
Make a certificate of recognition for
him.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
Group 3
Episodal Web:
 Complete the episodal web with
details from the selection.
Where was the boy
walking one sunny day?
2. Review: Checking of assignment:
Direction: Pick out the independent
clause and the subordinate clause in each
sentence. Write your answers in the table
provided.

1. We went shopping in the mall since it

was still too early to go home.
2. I must stay here until my daddy returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs. Castro
How did the story end? What did who is our principal.
Bullawong ask 5. He completed several projects when he
the boy? What was still the president of Science Club.
was his reply?
Bullawong 3. Motivation:
How do we know today’s weather?
Who announces the weather forecast?

4. Presentation:
What other things did What did
Bullawong Have the pupils listen to a weather
Bullawong do for the first do for the forecast:
boy?
Boy? Good evening, Philippines. This is your
friendly weather forecaster, Kuya Kim.

Group 4 Storm Caloy is expected to reach the

Sequencing Events: Philippine Area of Responsibility by early
In the blanks, write numbers 1 – 5 tomorrow morning. It is moving 110 km/hr
to show the correct order of the events in and headed towards the direction of Central
the story. Luzon.

_____a. Bullawong noticed that the boy
looked hungry; the river gave him
something to eat.
_____b. One day, a boy was walking by the
river Bullawong.
_____c. The boy was thirsty; the river gave
him water to drink.
_____d. Bullawong noticed that the boy
looked tired and gave him a boat
to lie in and sleep.
_____e. Bullawong noticed that the boy felt
hot. The river invited him to for a
swim in it.
5. Discussion:
GOLD (Grammar, Oral,
Language Development)
1. Drill: Pronunciation drill:
Have the pupils read the verse drill
given:
Voters from the village are nervous;/
Varsity volunteers are mischievous,/
Voters from the village are omnivorous;/
Varsity volunteers are vigorous.//
51
Storm Signal Number 2 is up in Central
Luzon – Pampanga, Bulacan and in Metro
Manila.
Residents of low-lying areas are advised
to be alert for any eventuality. Necessary
precautions should be taken to prevent a
disaster from happening.
Classes in the elementary and high
school levels, both private and public are
suspended.
Have the pupils read the following
sentences included in Kuya Kim’s weather
forecast.
“Storm Caloy is expected to reach the
Philippine area of Responsibility by
tomorrow morning.”
“Residents of low-lying areas are
advised to be alert.”
 A. Guided Practice:
What kind of sentences are these? Have the pupils group themselves into
What are the exact words of the three. Have them perform the following
speaker? activities:
What punctuation mark is used in
order to show the direct words of the Group 1:
speaker? Direction: Change the following direct
discourse into indirect. Begin your
sentences with “He/She.”
If these statements are to be
reported: 1. “I’ll be late to class again.”
2. “We won the contest.”
 Kuya Kim said that Storm Caloy was 3. “The boys are tired.”
expected to reach the Philippine Area 4. “Earth is smaller than Jupiter.”
of Responsibility by tomorrow 5. “Gold is heavy.”
morning.

 He said that residents of low-lying Group 2:

areas were advised to be alert.
What happened to the direct statement
of the speaker?
What phrase was used to introduce the
reported statement?
What were the changes made?
What happened with the quotation
mark?
Discuss further.
Direction: Change the following direct
discourse into indirect.
1. “It’s so noisy that I can’t hear you
complained, Liza” Dolly said.
2. Aunt Beth said, “The party will be
tomorrow.”
3. “The sun is the source of all
energy,” Mrs. Santos said.

6. Generalization:
How do we change the direct
discourse to a reported statement/indirect
discourse?
REMEMBER:
In changing statements to
reported statements:
1. Use said that to introduce the
statement.
Ex. Kuya Kim said that….
2. Change the verbs to past form.
Ex. …said that Storm Caloy was….
3. Change the pronouns.
He/him – refers to a boy/male
She/her – refers to a girl/female
They/them- refers to more than
one person.
Group 3:
Direction: Read the dialogue. Change
the following direct discourse into
indirect.
Faye: What are you reading?
Adriele: I’m reading an article about
the coming election in the
Philippines.
Faye: It will be the first time of the
Filipinos to use the Automated
Election.
Adriele: They are very excited
although there are threats of failure of
election and massive cheating.
Faye: I hope this will be a successful
election.
Adriele: And I hope no one will try to
foil the election.

4. Drop the quotation marks. (“).

B. Independent Practice:
5. Rearrange the order of the words Direction: Read the following
in the sentence. sentences. Change these direct
discourses to indirect.

7. Application: 1. The teacher said, “The Philippines lies

north of the equator.”
52
2. “Flowers of different colors make a
garden beautiful,” Allyson said.
3. “Gasoline is a fuel,” Mr. Francisco
said.
4. “Our gardener trims the plants and
grasses everyday,” Ashkelon said.
5. “The smell of roses relaxes me at the
end of the day,” Dra. Pedraza said.
IV. Evaluation:
GOLD: Direction: Change
the following direct discourse to
indirect.
1. Tito said, “You can stay with us on
weekends.”
2. Mr. Alvin Diaz said, “I come from a
well-to-do family.”
3. “We have lots of work to do,” said
Mother.
4. Jahzeel said, “I dream of touring
Australia.”
5. My grandmother said, “May God be
with you always, Francesca.”
TS. Transfer Stage:
1. Drill: pronunciation
drill: Have the pupils
recite the given tongue twister:
Lily Lee listens to lessons
As Lily Lee listens to lessons
She licks her lips and lists down
The list that she hears
from her teacher’s lips
That’s the least feat that
she feels she can before getting ill.
2. Review: Checking of assignment:
Direction: Read each paragraph.
State the key concept or implied main idea.
1. A full moon appears in the
horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
a. The moon is bigger than the
sun.
b. The moon changes its shape.
c. The moon’s size seems to
change.
2.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
a. Stars have a “star life.”
b. Stars can be seen in the sky.
c. Exploding stars are new stars.
3. Motivation:
How do you write from dictation?
4. Presentation:
Have the pupils read the paragraph given:
Nora was an ordinary student with
ordinary looks and talents. She wished she
were a gorgeous and highborn princess. She
also wished that she could perform an
absorbing monologue in a play. But she is
ordinary, too ordinary for anything
extraordinary. She decided to try sports. She
joined the try-out. Nora felt awful. She
could not be gorgeous and highborn
princess. She could not even be a
sportswoman. Fortunately, the supportive
warm orchestra conductor took her in to
play cymbals. Nora was thankful that, at
last, she belonged to an organization.
5. Discussion:
How was the paragraph written?
How did we start the first sentence of the
paragraph?
Did we use the correct punctuation mark
and capitalization?
Discuss further.
6. Generalization:
How do we write a paragraph from
dictation?
REMEMBER:
In writing a paragraph from a dictation,
indent your paragraph. Use correct punctuation
mark and capitalization. Write legibly and
neatly.
7. Application:
Have the pupils write the paragraph that
the teacher will dictate.
Father’s father, my worthy grandfather,
lives farther down the southern part of the
town. Mother wants my grandfather to join
a brotherhood of weathermen up north. But
grandfather thought that it isn’t such a
worthy idea. So they decided to have a
family gathering instead of going out of the
town.
53
IV. Evaluation: Across the Border Through Language p. 57
TS. Direction: Have the pupils write Linking the World through English pp. 284
the paragraph to be dictated by the
teacher. Materials: strips of cartolina. Index cards,

Have you heard of Benjamin III. Procedure:

Franklin? He was a great American.
He helped our country to become free.
Did you know he invented many things?
The lighting rod and a heating stove
were two of them.
V. Assignment:
A. GOLD: Change the following
discourse to indirect.
1. The young boy said, “I saw a rainbow
in the sky.”
2. Jane said, “Lea Salonga and Martin
Nievera are really great performers.
3. Mon said, “Everything will turn out
right, Liza.”
4. Zaldy said, “Intramurals will be held
from February 18 to 22.”
5. “The school’s fund raising project was
a big hit!” said the director.
GLR (Genuine Love for Reading)
A. Pre-reading Activities
1. Drill: Pronunciation drill:
Have the pupils read the verse drill
given:
She pinched the cake/
And got pinched in turn,//
She nibbled the nuts/
And overturned the bowl;/
Her mother punished her,/
She screamed and sobbed;/
Her mother ignored her./
She mended her ways.//
2. Motivation:
Have you done something
without thinking of the consequences?
Cite examples as the following:
a. Crossing a street without first
looking right and left
b. Swimming in a deep river
c. Playing with a sharp object

Have the pupils relate their experiences

LESSON # 11
3. Unlocking of Difficulties
I. OBJECTIVES: Identify the meaning of the
words/phrases through body language.
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story a. hind legs
listened to.
GOLD: 3. Use indefinite pronouns.
4. Use the verb that agrees with the b. fore legs
indefinite pronoun.
TS: 5. Write the main idea of a
paragraph read that is explicit or implied c. leap

II. Subject Matter:

GLR: A Fox in the Well d. without the second thought
GOLD: Using indefinite pronouns
TS: Writing the main idea of a
paragraph read that is explicit or implied 4. Motive Question:
Why do you think the goat believed
Reference: 2002 Basic Education the fox? Explain
Curriculum
PELC Speaking 7; 7.1;PELC Reading 8 B. During Reading
Milestone in Reading 6 p. 205 Activities:
Explore your World through Language and Have the pupils listen as the teacher
Literature pp 58 - 61 reads the story.

54

THE FOX IN THE WELL
A fox once fell into the well. He
tried to jump out but each time he did, he
fell back down.
By and by a goat passed by.
Looking into the well, he saw the fox.
“Hello,” he called. What are you doing
down there?”
Drinking some water, of course!”
replied the fox. Is it good? “asked the goat.
“Good? It’s the best water I ever
tasted in my whole life,” answered the fox,
drinking a gulp of water.
Without a second thought, the
goat jumped in. After drinking some
water, he looked about for a way to get out
of the well. “How do we get out of here?”
he asked the fox.　 selection:
“I know what we can do,” said the
fox, looking at the goat from the corner of
his eye. “Stand on your hind legs. Plant
your forelegs firmly against the side of the
well. I’ll climb on your back, and I’ll step
on your horns. Then I can get out. When
I’m out, I’ll help you get out, too.”
“That’s a good idea!” said the
goat happily as he did what the fox told
him to do.
The fox climbed on the goat’s
back and horns. Then he jumped out of the
well and started on his way.
“Hey!” shouted the goat. “Help me
out of here. You promise to help me.”
“You silly goat,” said the fox.
You should have thought of that before you
jumped in. Next time, look before you
leap.”
6. Why did the goat decide to jump into the
well?
7. If you were the fox, would you do the
same? Why? If you were the goat, would
you do the same? Why?
2. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1. I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 2:
Write the values that you’ve learned from the
Values that I Learned
Group 3: Energize your thoughts
Complete the paragraph
If I had the power to change the event of
the story, I
would______________________________
___________________________________
___________________________________
___________________________________
Group 4: Fill the story grammar with details
from the selection.

C. Post Reading Activities: Title:

1. Answering the motive questions. __________________
Why do you think the goat
believed the fox? Explain
Characters Setting Events
CT. Critical Thinking: ________ ________
2. Comprehension Check
___________ Place Initiating
1. Where did the story happen? ___________ ________ Events
2. Who fell into the well? Who jumped ____ ________
into the well?
3. Why do you think the goat believed Time: Internal
the fox? Explain. Response
4. Whom do you like most, the goat or Resolution
the fox? Why?
5. How did the fox get out of the well? Attempt
___________
_________
Consequence
55
 I listen and wait again,

Theme Nothing moves –

It must have been only the wind.

_________ 5. Discussion:
_________ What are the italicized words in the
_ verse given?
Do they refer to a particular person,
GOLD. Grammar, Oral, palace or thing?
Language Development What are these words? (Indefinite
1. Drill: pronunciation Pronoun)
drill: Have the pupils read the verse What verb comes after each indefinite
drill given: pronoun?
Discuss further.
Don’t lose your keys,/ don’t lose your
face./ 6. Generalization:
If you lose your keys,/ don’t fuss.// What are indefinite pronouns?
If you lose your face,/ don’t wince.// What verbs are used for each
Don’t lose your lace./ don’t lose your sax.// indefinite pronoun?
If you lose your lace,/ don’t gaze.//
If you lose your sax,/ don’t laze.// REMEMBER:

2. Review: Checking of assignment. An indefinite pronoun does not

Change the following discourse to refer to a particular person, place or thing.
indirect. It is not immediately followed by a noun.

Some indefinite pronouns are

1. The young boy said, “I saw a
rainbow in the sky.”
2. Jane said, “Lea Salonga and Martin
Nievera are really great performers.
3. Mon said, “Everything will turn out
right, Liza.”
4. Zaldy said, “Intramurals will be
held from February 18 to 22.”
5. “The school’s fund raising project
was a big hit!” said the director.
singular, others are plural.
Use a singular verb with a
singular indefinite pronoun; use plural
verb with a plural indefinite pronoun.
Use their when the antecedent is a
plural indefinite pronoun; use his or her or
it when the antecedent is a singular
indefinite pronoun.

3. Motivation:
COMMON INDEFINITE PRONOUNS
Have you seen a wind? How do we
know that there is a wind? Singular Plural Singular or
Plural
4. Presentation: Anyone Both All
Have the pupils read the verse Anybody Few Any
below. Anything Many Most
Only in the Wind Everyone Most None
Everybody Others Some
Someone is knocking at my door, Everything Several
Somebody scrapes shoes on the floor, No one
And I ask, “Is anybody there?” Nobody
But nobody answers Each
Except the howling of the wind. Nothing
Either
I listen hard – Neither
Everything is quiet once more One
For several are tired Someone
And all are asleep Somebody]

56
Something
7. Application:
A. Guided Practice:
Group 1:
Direction: Circle the indefinite pronoun.
Underline the correct verb form.
1. Several (is, are) pulling the weeds.
2. Each (bring, brings) some herbal plants
3. Most of the boys (plant, plants) seedlings
in their plots.
4. Everyone (is, are) busy doing a share of
their work.
Group 2. Direction: Underline the correct
verb that will agree with the given
indefinite pronoun.
1. After the fight, each cat (was, were)
licking (their, its) fur.
2. Everybody (wishes, wish) to go home.
3. Most of the members (feel, feels) tired
already.
4. Neither of the boys (want, wants) to be
the leader.
Group 3. Direction: Underline the correct
pronoun:
1. Everyone was listening attentively for
(his or her, their) name to be called.
2. Nobody thought (himself or herself,
themselves) so unlucky as not to get at
least one prize.
3. Each time someone’s name was called,
(he or she, they) let a joyous whoop.
4. Among my classmates most said (he or
she, they) had bought just one ticket.
Group 4. Direction: Replace the italicized
expressions with indefinite pronoun:
______1. The pupils wanted their projects
recognized.
_____2. All the boys did their best.
_____3. The girls put their creativity to
work.
_____4. Not one pupil wanted his or her
project rejected.
_____5. Not one pupil thought of failure.
B. Independent Practice:
Direction: Write the appropriate
indefinite pronoun in each blank.
57
1. _______ has to preside at a meeting. The
one who presides is called the chair.
2. ______ must read the minutes of the
meeting. This is usually the job of the
secretary.
3. _______ listens attentively.
4. _______ reports on the assignment given
to him.
5. _______ asks questions about the
project.
IV. Evaluation:
A. GOLD: Direction: Underline
the indefinite pronoun used in
each sentence and circle the correct form
of the verb.
1. One of the judges (agree, agrees) with
your argument.
2. Few of the audience (understands,
understand) the lyrics of the song.
3. Both of my sisters (walks, walk) me to
school.
4. Everyone in the community (contributes,
contribute) to our success.
5. Either of the books (is, are) about
friendship.
TS. Transfer Stage:
1. Drill: pronunciation drill: Have
the pupils recite the verse drill:
Foolish Polly knew that jealousy was folly. /
The least that she could have done was say sorry./
To her dusky fiancé in the army;/
But foolish Polly was also haughty,/
She’d rather keep love away than admit/ that
jealousy was folly.//
2. Review:
How do we write paragraph from
dictation?
3. Motivation
Time Machine
Place some objects on pictures in a
box. These materials are those that are used
by our forefathers and those that are
presently used. Call on a pupil to pick one
object or picture. Let them identify when
this object existed or used.
4. Unlocking of difficulties
Crossword Puzzle
ACROSS DOWN
1. not simple 1. clear in text
2. long time ago 2. at this time 1. What were the advantages and
3. suggested idea 3. desire to know disadvantages of living in this generation as
cited by the author?
Answers: 2. What were the advantages and
1. complex 1. explicit disadvantages of living during the time of
2. past 2. now our great-grandparents?
3. implied 3. wonder 3. If were given the chances to choose the tie
of 1
your
1
3
2

existence, which period would you prefer?

5. Presentation
Oral Reading of the Selection
Then and Now
Our world is completely
different from that of our great-
grandparents! Ours is more pleasant and
comfortable because of scientific
discoveries and inventions, but it is more
complex too. Theirs was not very
comfortable and easy but it was very
simple one.
Our great-grandparents had no
movies or radio sets, but theirs was a life of
peace and quiet. Our grandmother had no
electric stoves. Hers was only a clay stove,
but she cooked good meals in it. Our
grandfather had no tractor and modern
farming tools. His were only the plow and
the carabao, but he did all right.
Now, we have electric stoves,
refrigerators and electric fans but the
problem of earning enough to pay for them
is ours. Now, we have radio, movie and
TV sets, but ours is difficulty of not
having enough time for all of these.
Sometimes, I wonder. Which life is
better - our great-grandparents or ours? Do
you also wonder if yours is a better life
than your grandparents?
Adapted from:
Harnessing English Arts Today
p. 102
6. Analysis and Discussion:
Why?
4. Do you think scientific discoveries in our
time are more of disadvantage than an
advantage? Why? Why not?
5. What make our life complicated now? How
can we make life easier or uncomplicated?
6. What do you think are some positive traits
of our great-grandparents which we could
imitate to have an easier life?
6. Fixing Skills:
Activity
Divide the class into four and distribute
copy of paragraphs taken from the short story
Then and Now.
Read the paragraph assigned to you.
Write one sentence that tells what the paragraph
is telling us.
7. Discussion:
What does paragraph 1 says? Paragraph
2? Paragraph 3? Paragraph 4?
Are all the paragraphs have the topic
sentence that tells the whole message of the
writer?
8. Generalization
Main idea of a paragraph tells
us what the paragraph is all about.
It may be stated in the paragraph
or explicit and it may not be stated or
implied)
9. Application
A. Activity 1 Grasping Implied Ideas

58
 What main idea do the
following paragraphs imply?
Underline the right word in the
parenthesis.
a. Sgt. Cruzado was about to enter his
tent when he saw one of his
comrades lying flat near his post.
He quickly reached him. He asked
for water and he gave him his
reserve water.
(merciful, forgiving, brave,
friendly)
b. A young soldier volunteered to walk
ahead of the troop to check if the
way was safe to pass through. When
he spotted a troop of enemies, he
quickly made a signal to pass other
way and they reach their camp
safely.
(merciful, kind, forgiving, brave)
c. A soldier carried to safety a wounded
companion through continuous firing
from the enemies.
(merciful, brave, sacrificing,
reckless)
Activity 2
Choose the main idea of the following
paragraphs. Put a check before the right
sentence.
1. Plant pests and disease are the worst
enemies of cultivated crops for food
and seed production. Municipal pest
control officers may be consulted as
soon as these pests and diseases are
observed in the farm. For more
protection, clean cultural practices
should be observed. Removing and
destroying all possible breeding
places of plant pests and diseases
around the vicinity of the garden is
suggested.
___Municipal pest control officers
may be consulted about pests.
___Plant pests and diseases are the
worst enemies of cultivated crops.
____Plants pests and diseases need
to be controlled.
2. Soil is very important to plants. Plants
depend heavily on the soil for root
anchorage and for essential nutrients
such as nitrogen, phosphorous and
59
potash. They also depend upon the soil for
water and other mineral nutrient
Plants depend heavily in soil.
Soil has nutrients needed by plants.
Soil is very important to plants.
3. Many farm crops are very specific in their
temperature requirements. Examples are
melons, squash, sweet potatoes and beans.
They grow best in warm temperatures. Slight
rain can destroy them. Pechay, mustard,
Kangkong, and radish, on the other hand,
grow well during summer and can also
withstand rain.
Many farm crops are very specific in
their temperature requirements.
Plants can grow in warm temperature.
Slight rain can destroy plants.
B. Enrichment Activities
Gallery of Text
Teacher will display several short
paragraphs cut from newspapers, old magazines
or written on manila paper. Pupils are given
three minutes to choose from the paragraph
what they want to read.
Directions: Read silently the paragraph of your
choice. Write on a piece of paper the main idea
of the paragraph. As I call on you, read your
paragraph and its main idea aloud.
IV. Evaluation
Read the following paragraphs.
State its main idea and write on your
answer sheet.
1. Different birds use different materials for
their nests. Most birds use scraps of grass,
leaves, and twigs. One kind of bird pushes
and molds these materials into a cuplike
home between the branches of a tree or
among grass. It uses saliva or mud to hold
the materials together.
2. A dolphin is a mammal like cats, dogs and
people. It has warm blood. It cannot
breathe under water. Like other mammals,
it’s babies are born alive. It gives milk to its
babies.
3. The bread was like a pet; I took care of it,
made sure that it was properly stirred, and
saw to it that it was alive and doing well.
You see bubbles appear on the surface just
to let you know that there is really
something truly alive inside.
 Adapted: Manila Bulletin – Taste
March 14, 2007 p. 5
4. The Malate Church have always been
a haven for people in need. In the past,
it served as the fortress of British
forces against the Spaniard. Today,
supplicants continue to pray to Our
Lady of Miraculous Medal in time of
trouble. Founded by the Augustinians
friars, the church was built in the 18th
century.
Adapted: A Tour of Seven Churches
By Clifford Ray Olanday
1. Style Weekend –
Manila Bulletin
2. March 30, 2007 p.
21
5. Even kites can be dangerous! You can
get pulled by your kite when there are
strong winds, or you can get hurt when
the string attached to the kite rubs on
your hand. A kite can even cause a
helicopter to crash!
Adapted: Fly High Junior Inquirer
May 20, 2007 p. 5
V. Assignment
A. GOLD: Direction: Put a check
mark (/) on the blank if the sentence
is written correctly. If it is not,
underline the incorrect part and
write the proper structure above it.
______1. Everyone is waiting inside the
room.
______2. Several of the audience is
from my hometown.
______3. No one have been calling
Dana ever since she arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys are
walking alone in the forest.
II. Subject Matter:
GLR: How Butterflies Came To Be
GOLD: Using Demonstrative pronouns
TS: Telling the writer’s purpose
Reference:
2002 Basic Education Curriculum
PELC Speaking 7; 7.1
PELC Reading 8
Milestone in Reading 6 p. 205
Growing in Reading p. 83; 107;
Across the Border Through Language p. 66
Linking the World through English pp. 156
Materials: strips of cartolina. Index cards,
III.Procedure:
GLR: Genuine Love for Reading
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils recite the following verse drill.
Paul the southpaw had a bad fall,/
He landed at the orthopedic hall.//
One night/ Paul got a haunting call/
From a sorceress who was very tall.//
When the doctor called the roll,/
Paul was nowhere in the orthopedic hall./
He had left to follow the haunting call./
Of the sorceress who was very tall.//
2. Motivation:
Think of a prominent person. How does
this person earn respect?
3. Vocabulary development:
Match the definition in column A
with the word being defined in column
B.

B. TS. Copy a five paragraph from any Column A

reading material. Write the main idea 1. it means to take care of (a)
below each paragraph. 2. it means to do something unplanned (b)
3. it refers to a bunch of flowers (c)
4. it means to be flying in one spot (d)
LESSON #12 5. it means to behave in an arrogant way
(e)
OBJECTIVES:
Column B
GLR: 1. Enjoy listening to a story a. tended
CT: 2. Answer questions from the story b. chanced
listened to. c. bouquets
GOLD: 3. Use demonstrative pronouns. d. hovering
TS: 4. Identify the author’s purpose in e. haughty
writing.
4. Motive question:

60
 How did the butterflies come to be? 2. What is mysterious about the old
woman?
B. During Reading Activities: 3. What did the young couple do that
Have the pupils listen as the teacher insulted the old woman?
reads the story. 4. What did the old woman do to punish
the young couple?
How Butterflies Came to Be 5. Have you ever been in the same situation
as the old woman? Why did you feel
There once lived an old woman who insulted? What did you do?
tended a fine flower garden by the shore of
a lake. The fisher folk who lived in a 2. Engagement Activities:
nearby village loved her dearly, and would Have the pupils perform the following
often visit her to exchange their fish for activities under time limit.
lovely flowers.
Group 1; Fill the story grammar with details
They somehow knew there was from the selection.
something magical about her, for her house
seemed mysteriously bright at night (no,
Title:
she didn’t have any electrivit7y), and some
__________________
even saw a few dwarfs assisting what
appeared to be a beautiful young woman…
but only at night, never during the day. Characters Setting Events
________ ________
One time, a young couple visited
the village. They were proud and hated ___________ Place Initiating
anything ugly. ___________ ________ Events
____ ________
They chanced upon the old
woman’s flower garden at the edge of the Time: Internal
lake, and entered it to gather some Response
bouquets. The old woman asked them to Resolution
leave, but instead of obeying, the young
man and woman made fun of her because Attempt
they found her ugly. ___________
_________
To punish them, the old woman Consequence
touched them with a cane and said that
since they like only beautiful things, they Theme
will be turned into the most beautiful
insects.
So the next time you see tow lovely _________
butterflies hovering near some flowers, _________
you’ll remember that haughty young _
couple.
Group 2
-Domiana Eugenio Fill in the values web.
Origin of Butterflies

C. Post Reading Activities: WHAT I LEARNED FROM

THE STORY
1. Answering the motive questions.
How did the butterflies come to be?
CT. Critical Thinking:
1. Comprehension Check: Group 3: Energize your thoughts
Have the pupils answer the Complete the paragraph
questions given:
1. How did the fisherfolk regard the If I had the power to change the event of
old woman? the story, I
would______________________________
___________________________________
61 ___________________________________
___________________________________
 solution that will move the electrons on
our aluminum and copper electrodes.

Group 4: Lights, Camera, Action!
Study the details how the young
couple walked to the house of the old
woman. Act out how they insulted the old
woman.
GOLD (Grammar, Oral,
Language Development)
1.Drill: Pronunciation drill:
Have the pupils recite the
following:
She sells seashells by the seashore.
If she sells seashells by the seashore,
Where’s the seashells she sells by the
seashore?
2. Review: Checking of
assignment:
Direction: Put a check mark (/) on
the blank if the sentence is written
correctly. If it is not, underline the
incorrect part and write the proper
structure above it.
______1. Everyone is waiting inside the
room.
______2. Several of the audience is
from my hometown.
______3. No one have been calling
Dana ever since she arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys are
walking alone in the forest.
3. Motivation:
Have you been to a science
laboratory? What are the things that we can
see there?
5. Discussion:
What are the italicized words in each
sentence?
Do these words point to a particular
thing?
What are the words this, that, these, and
those called? (Demonstrative pronoun)
When do we use this? That? These?
Those?
Discuss further.
6. Generalization:
What are demonstrative pronouns?
When do we use this? That? These?
those?
REMEMBER:
 Demonstrative pronoun points out a
particular person, place or thing.
 This and that are singular
demonstrative pronoun.
Examples:
1. This is the chair of the High King
of the Lake.
2. That is the gift of the acacia tree to
the sky.
 These and those are plural
demonstrative pronouns.
Examples:
1. These are the eyes of a thousand
snakes.
2. Those are the warriors from the
Kingdom of Rain.
 This and these refer to things near the
speaker.
 That and those refer to things far from
the speaker.
 When this, these, that and those are
used before nouns, they are
adjectives not pronouns.

4. Presentation: 7. Application:
Have the pupils read the following A. Guided Practice:
sentences. Group Work:
Group 1: Direction: Underline the correct
1. See this aluminum? This will be the demonstrative pronoun.
source of electrons.
2. The electron receivers will be the 1. (This, These) are the leaves from the
copper. These will be called talking tree.
electrodes. 2. He is looking for the liquid stone in
3. Look at that solution on the shelf. (that, those) caves.
That is called an electrolyte. 3. In (these, that) valley lives the daughter
4. See those ingredients over there? We of the sun and the moon.
will use those to make the electrolyte
62
 4. The ants carried the prince in
(those, this) wooden box.
5. (This, These) are the gifts I wanted
most.
Group 2: Direction: Check the
sentence that has demonstrative
pronoun.
1. At this moment, one out of every
ten people is suffering from the
common cold.
2. This trip is expensive.
3. This happened in many cases.
4. That story about feeding ac cold is
true.
5. Leave those on your desks.
Group 3: Direction: Write DP if the
underlined word is a demonstrative
pronoun and DA if it is a demonstrative
adjective.
1. Madam Curie is a leading scientist
of the modern age. This is what
almost everyone knows about her.
2. Because of her experiments, she
was constantly exposed to radium.
This damaged her bone marrow.
3. That is what her daughter eve tells
us in her biography.
4. These contained the precipitates
and liquids needed for their
experiments.
5. This miserable old shed where she
conducted her experiments was the
happiest.
B. Independent Practice:
Direction: Complete the statements
with appropriate demonstrative
pronoun.
1. Do you know this person in this
newspaper? ______ is the author of
the book on the table at the far end
of the room.
2. What do you have in front of you?
_______is a porcelain flower vase
sent to me by my cousin in
Thailand.
3. What are these laborers putting up
on the sidewalk?
___________ are advertisements
and sign boards fro the coming
circus.
4. What do you have in your hand?
63
___________ is a bottle of
drinking water.
5. What books are in the counter on the
other side of the room?
_____ are fairy tales.
IV. EVALUATION:
GOLD: Complete each sentence with a
demonstrative pronoun
1. Nena showed her bag to her classmate.
“____ is mine,” she said. “____ was bought
for me on my birthday.”
2. Nena’s classmates pointed to a bag a few
meters away. “____ is mine,” she said. “It’s
new too. ___ was sent to me by my sister
who works abroad.”
3. Nena opened her bag and showed it to her
classmate. “____ are the features of this bag;
a place each for pencils, crayons, snacks,
and a water bottle.”
TS. Transfer Stage
1. Drill: Pronunciation drill:
Have the pupils read the
following verse drill.
But if you are unsure,/how can you decide?/
But if you think of all the but’s/ how can you
reach the summit?/
One who achieves the ultimate/
Is willing to catch a sunbeam/
He’s willing to know the unknown/
And conquer the unconquerable./
2. Review: Checking of assignment:
Direction: Identify the character trait
being shown by the following situation:
1. “Sir, this is your wallet. You dropped it,”
the boy said to the old man.
2. “Don’t touch my doll! It is mine!” Mara
said.
3. Faye obeys her teacher and older
classmates.
3. Motivation:
Ask the pupils what type of stories they
like to read and have them tell the reason for
their choice.
4. Presentation:
Have the pupils rearrange the scrambled
letters to form a word.
 FROMIN (inform)
ETNREATIN (entertain)
PRESAUDE (persuade)
DSECIREB (describe)
NRARAET (narrate)
Have the pupils choose from the given
formed words the describe words:
1. Keeps readers amused.
2. Explains the details of things and
events.
3. Paints a picture through words.
4. Relates an event.
5. Gives reasons to convince his
readers.
Answers: (1. entertain; 2. inform; 3.
describe; 4. narrate; 5. persuade)
5. Discussion:
Explain to the pupils that a material,
story or a book that contains facts was
written for the purpose of informing. On
the other hand, a selection that contains the
opinions and views of the author was
written to persuade.
Explain also that identifying the
author’s purpose for writing helps readers
to better understand what they read.
(Use the information written in the
generalization.)
6. Generalization:
How do we determine the purpose
of the author in writing a selection?
REMEMBER:
The author’s purpose is to inform if:
 You learned specific facts from
the story.
 The story gives true information.
 The characters in the story are
real.
 The selection gives data, statistics,
dates and figures.
The author’s purpose is to persuade if:
 The selection tries to influence the way
you think and feel.
 The author convinces the reader of his
point of view.
 The selection calls for action and warns
of consequences for each action.
64
 The author makes use of words like should,
must, in my opinion, etc.
The author’s purpose is to entertain if:
 The selection affects the emotions of the
readers.
 The selection gives pleasure, enjoyment, and
amusement.
 The characters in the story are not real.
 The selection is funny, shocking, scary,
make-believe, intriguing etc.
7. Application:
A. Guided Practice:
Read the following titles of reading
materials. Decide which of these were
written to entertain or to inform. Write the
number of your answer inside the
appropriate circle.
a. Rosy’s Book of Cookie Recipe
b. Origami – The Art of Paper Folding
c. The Amazing Adventure of Squirmy the
Worm
d. .The Book of Knowledge
e. Aesop’s Fable
f. Harry Potter and the Order of the
Phoenix
g. The Illustrated Dictionary of Animal
Life
h. How the Ants Finally Won the War
i. How to Survive the Information Age
j. The Powerpuff Girls
INFORM ENTERTAIN
B. Tell the author’s purpose for each of the
following titles:
1. My Point of View (Persuade)
2. The Best Beaches in the Philippines
(Inform)
3. I Love Lassie (Entertain)
4. Dagul: A Carabao’s Revenge
(Entertain)
5. TV Guide (Inform)
6. Christianity and the Filipino (Inform)
7. What We Think About….(Persuade)
8. A Day in he Life of Bigfoot (Entertain)
9. The World’s Worst Disasters (Inform)
10. The Ghost of Monte Vista (Entertain)
IV. EVALUATION:
TS: Read the following titles. Write
whether the purpose of the author in
writing these is to entertain, inform or
persuade. Write your answers on the
space provided:
_____ 1. Direction for making leche flan.
(inform)
_____2. A poem entitled, “A Mermaid’s
Song” (entertain)
_____ 3. An advertisement telling about
the smallest cellular phone.
(persuade)
_____ 4. A newspaper article about a fire
that raged a squatters area along
Commonwealth Avenue.
(inform)
_____ 5. A letter requesting assistance for a
Clean and Green project.
(persuade)
V. ASSIGNMENT:
A. GOLD: Underline the correct
demonstrative pronoun for each of the
following sentences.
1. (This, These) are the leaves from the
talking tree.
2. He is looking for the liquid stone in
(that, those) caves.
3. In (these, that) valley lives the daughter
of the sun and the moon.
4. The ants carries the prince in (those,
this) wooden box.
5. (These, This) are the eyes of a thousand
snakes.
B. TS. Write the purpose of the author in
writing the following article/ titles:
1. A chapter in Science book explaining
why and how volcanoes erupt.
2. A manual on how to operate a personal
computer.
3. The comics page of a daily newspaper.
4. A story about a snowman who turned
into a real boy for a day.
5. A column giving advice about matters
of the heart.
LESSON # 13
OBJECTIVES:
GLR: 1. Enjoy listening to a story
65
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use intensive pronouns.
TS: 4. Infer the general mood of the
selection
II. Subject Matter:
GLR: Smaller But Wiser
GOLD: Using Intensive Pronouns
TS: Inferring the General Mood of the
Selection
Reference:
2002 Basic Education Curriculum
PELC Speaking 7; 7.3
PELC Reading 8.1
Dynamic Series in English p. 27
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p. 80
Linking the World through English pp. 156
Materials: strips of cartolina. Index cards,
III. Procedure:
GLR: Genuine Love for Reading
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils say the following
phrases with the /oi/ sound. Have the pupils
know that the /oi/ is a single syllable, not
two.
1. the noise of the boys
2. toys made from coconut coir
3. the poise of a joyful man
4. join a tour of Troy
5. spoiled the broiled meat
6. avoid the muddy soil
7. toiling at the hoists
8. a gold coin for poison
9. join the loiterers
10. doilies that coincide
2. Motivation:
Do you believe that sometimes
smaller ones have better ideas than big
ones?
3. Vocabulary Development:
Have the pupils know the
meaning of the following words:
a. leap (action)
b. tusk (picture)
c. clever (The clever ant bit the right leg of the
hunter.)
d. condition (I’ll give you this money on
condition that you will use it well.)
e. agree (action)
4. Motive question:
What made the kangaroo
think that elephant was clever?
B. During Reading Activities:
Have the pupils listen as the teacher
reads the story.
Smaller But Wiser
A silly elephant once asked a
kangaroo if he could leap well..
“Can you leap over this snail?” the
elephant asked.
“Yes, I can! I’ll show you,” the
kangaroo replied. The kangaroo leaped
over the snail.
“Can you leap over this monkey?”
the elephant asked.
“Yes, I can! I’ll show you,” the
kangaroo replied. The kangaroo leaped
over the monkey.
“Can you leap over this goat?” the
elephant asked.
“Yes, I can! I’ll show you,” the
kangaroo replied. The kangaroo leaped
over the goat.
“Can you leap over this cow?” the
elephant asked.
“Yes, I can! I’ll show you,” the
kangaroo replied. The kangaroo leaped
over the cow.
“Can you leap over me?” finally he
asked. “If you can do that, I’ll give you
a free swing on my tusk every day but if
you fail, you will instead brush my
sides every day.”
“Yes, I can,” said the kangaroo.
“I’ll show you,” he added. But before
the kangaroo could leap over the
elephant, the elephant had stood up to
its tall height.
The kangaroo thought the elephant
was clever. It thought and thought. It
didn’t want to scrub the sides of the
elephant. At last, an idea came to the
kangaroo.
“On one condition!” it shouted.
“What condition?” the elephant
asked.
66
“That you will close your eyes while I
jump!” the kangaroo explained.
“All right. I agree,” answered the
elephant.
As the elephant closed its eyes, the
kangaroo hurriedly walked behind the
elephant to go to the other side.
That is the reason why the kangaroo in
our story gets a free swing on the elephant’s
tusk every day.
C. Post Reading Activities:
1. Answering the motive questions.
What made the kangaroo think
that elephant was clever?
CT. Critical Thinking:
2. Comprehension Check:
Have the pupils answer the questions
given:
a. When the kangaroo was about to leap over
the elephant, what did the elephant do?
b. What made the kangaroo think that the
elephant was clever?
c. Was the kangaroo willing to scrub the sides
of the elephant? What condition did he give
before he could leap?
d. Who is more clever, the kangaroo or the
elephant? Prove your answer.
3. Engagement Activities:
Group the pupils into four. Have them
perform the following activities:
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: Thank you, God!
Being clever is God’s gift to us. What we do
is our gift to Him. Have you done something which
you think is your gift to God? If you have, recall and
write them here.
__________________________________________
__________________________________________
__________________________________________
______________________
Group 3
Fill in the values web.
WHAT I LEARNED FROM
THE STORY

GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in
the story. Make a dialogue between the two
using the bubble.
Elephant: Kangaroo:
Allow the pupils to perform the
activities under limited time.
GOLD (Grammar, Oral, Language
Development)
1. Drill: Pronunciation drill:
Have the pupils recite the
following:
Peter, Peter, pumpkin eater/
Had a wife and couldn’t keep her/
He put her in a pumpkin shell/
And there he kept her very well//
2. Review: Checking of
assignment:
Direction: Underline the correct
demonstrative pronoun for each of the
following sentences.
1. (This, These) are the leaves from the
talking tree.
2. He is looking for the liquid stone in
(that, those) caves.
3. In (these, that) valley lives the daughter
of the sun and the moon.
4. The ants carries the prince in (those,
this) wooden box.
5. (These, This) are the eyes of a thousand
snakes.
3. Motivation:
Have you read the stories, The Ugly
Duckling, The Little Mermaid, The Tinder
Box, The Snow Queen, The Princess and
the Pea and The Emperor’s New Clothes?
Who has written these stories? (Hans
Christian Andersen)
4. Presentation:
Have the pupils read the following
sentences taken from the story about the
famous author, Hans Christian Andersen.
67
1. His mother, herself, spent long hours
reading stories to him.
2. His father saved money so Hans could go to
the theater, and he, himself, took the boy
there.
3. To encourage Hans to go back to school, his
friends told him that they, themselves,
would shoulder his expenses.
5. Discussion:
What are the italicized words in the
sentences?
What do these words do with the nouns
or pronouns that precede them?
What does the pronoun herself
emphasize? himself? themselves?
What are these pronouns called?
Can you leave out the intensive pronoun
without changing the meaning of the
sentence? (yes)
Discuss further.
6. Fixing Skills:
Underline the intensive pronouns used in
the following sentences. Box the word it
intensifies/emphasizes.
1. I, myself, will supervise the work.
2. You, yourself, will shop for the materials.
3. We, ourselves, are responsible for the
success of our project.
4. Our output, itself, will speak for us.
5. She, herself, wrote it.
7. GENERALIZATION:
What are intensive pronouns?
When do we use intensive pronouns?
REMEMBER:
Intensive pronouns end in –self when
singular and –selves when plural. It is always
used with antecedents.
An intensive pronoun is used to
emphasize a preceding noun or pronoun. It can
be omitted without changing the meaning of the
sentence.
8. Application:
A. Guided Practice:
Direction: Complete each sentence with
intensive pronoun:
1. Lorna, ______, reads a nice poem.
2. She, ______, wrote it.
3. Her classmates, ______, read the poem
and liked it.
4. We, ______, will write, too.
 5. You, _____, have to make the
illustrations.
B. Independent Practice:
Direction: Underline the intensive
pronoun and circle its antecedent.
1. Alita, herself, compiles her poems
and stories.
2. The president of the English club,
himself, encourages the children to
write poems and stories.
3. The teachers, themselves, assist the
pupils to visualize what they want
to write.
4. Larry, himself, offers for the
illustrations.
5. All the children, themselves, enjoy
writing poems.
IV. EVALUATION:
GOLD: Direction: Complete each
sentence with intensive pronouns.
1. The members of the Filipino
Inventors Society, _________, have
offered a solution to the
environmental problem.
2. The president of the Filipino
Inventors Society said that the
transporters and dealers, ________,
should stop from selling used oil.
3. A circular was issued by the
government, _______.
4. To insure that the used oil, ______,
would not be used as fuel in
furnaces and of cement kiln, there
should be a collection system of
used oil.
5. You, _____, can help the quality of
your environment.
TS. TRANSFER STAGE:
1. Drill: Pronunciation
drill:
Have the pupils recite the
tongue twister.
It isn’t the hunting on the hills/ that
hurts the horses’ hooves,
It’s the hammer, hammer, hammer
on the hard high road.
2. Review: Checking of assignment
Write the purpose of the author in
writing the following article/ titles:
68
1. A chapter in Science book explaining why
and how volcanoes erupt.
2. A manual on how to operate a personal
computer.
3. The comics page of a daily newspaper.
4. A story about a snowman who turned into
a real boy for a day.
5. A column giving advice about matters of
the heart.
3. Motivation:
What was the last movie you have
watched?
What was it all about?
Have the pupils tell the feeling or mood
the movie put them in.
4. Presentation:
Have the pupils identify the mood
projected by the following situation:
a. The house was very dark. Jahzeel pushed
the door and heard a loud creaking sound as
it opened. He held his breath as he stepped
very slowly into the room. Suddenly, a cold
hand gripped his neck.
_____________________ (suspenseful)
b. The sun is rising from behind the mountain.
The flowers are all in bloom. Birds are
chirping. The children are laughing.
(happy)
c. The shark slowly appeared from the deep
water and started circling the boat. It is big
and silvery white with small eyes and saw-
like teeth that made the fisherman tremble.
_______________
(fearful)
5. Discussion:
Have the pupils understand that aside
from inferring about character traits, it is
also important to infer the general mood of a
selection they read.
As you read each situation, what feeling
do you get from reading it?
What does mood mean?
How do we infer the general mood of a
selection?
Discuss further.
6. Fixing Skills:
 Read the passage below. Infer the
mood each situation brings by selecting
from the given choices. (Reading for
Meaning 6 p. 158)
Don watched the crowd grow.
Music blasted out of the speakers. He
could feel the beat through his body.
When the lights went out, everyone
pushed forward. People started chanting
the names of their favorite band members
and clapping their hands. Don smiled and
started clapping, too. He knew it would be
a great concert.
1. Which of these choices is not
described in the selection?
A. a crowd shouting
B. people fighting
C. clapping hands
D. loud music
2. Read the last two sentences. How
does Don probably feel?
A. scared B. annoyed
C. excited D. tired
3. Which phrase best completes this
graphic organizer?
What is a mood? Mood is the feeling
you experience while reading. It is the
atmosphere which covers a whole range of
moods; from anger to sadness; to excitement
and fear.
8. Application:
Have the pupils read the following
paragraphs. Then, infer the general mood of
each selection. Arrange the letter of the
following words to identify the mood given.
1. Roland frowned. He wanted to watch a
basketball game TV. But Maricel was
watching another program. He suddenly
switched to another channel. Maricel
shouted. “How impolite!”
____________ (ngaer)
2. Karl and Jazzer are boy scouts. They have
been learning to give first aid. They have
learned what to do with the cuts, bruises,
sprains and how to dress wounds. One day,
while the boys were walking home from
school, they saw a car hit a little girl. Karl
and Jazzer ran quickly to the child. She was
unconscious and blood was spurting from a
wound on her wrist.
__________ (chlleagne)

3. “What a place! Cockroaches everywhere,

People
chanting cobwebs, and dust thick enough to plant
potatoes in it!”
___________ (gutsdis)
Clapping hands
?
IV. EVALUATION:
The Concert TS: Direction: Read the passage below. Infer
the moods directly stated by the quotes given.
The MOOD BANK can serve your guide to
identify the mood being referred to.
A. people talking B. quiet
music Once there was an old rock on top of a
C. people singing D. loud mountain that wished it could talk. Now and
music then, a person or an animal came by. Some
climbed onto the rock to look at the view.
7. GENERALIZATION:
“Hey!” the rock wanted to say. “Watch
Making an inference is seeing your step!” But it could not.
other meanings that directly stated details Thousands of years came and went but
in a passage imply, suggest, or hint at. An the rock could not come and go like the people
inference is going beyond the surface and the animals. It had to sit still and keep
details. quiet.

Authors use words, phrases and
images to catch the attention of the readers
and to work on their emotions and create
the mood of the selection.
69
Then, one day, something changed. The
earth moved. With a great roar, the mountain
threw the rock high into the sky. It flew through
the air and landed in a river miles away.
 country,” said the departing soldier.
“Well, the rock thought to itself. “I _____________.
still can’t talk, but at least, I can travel.” 2. All the children were opening their gifts.
Their faces brightened up as each took
Quotes Mood out a toy from inside colorful wrappers.
1. wished it 1. ___________ But Lita had no gift to open. Tears
could talk started to flow down her cheeks. “If only
2. had to sit still 2. ___________ my parents were alive,” she thought.
and keep quiet. 3. The Francisco family was up early, and
3. with a great 3. ___________ so were the rest of the people in the
roar, the mountain whole town. Bands have been playing
threw the rock merrily since six o’clock in the morning.
high into the sky. Church bells have been ringing gaily,
4. it flew 4. ___________ too. The town fiesta has begun.
through the air and
landed in a river. Merry excited
5. can’t talk but 5._____________
at least can travel. Sad sorrow

MOOD BANK
LESSON # 14
Anger sadness resignation
Joy surprise appreciation OBJECTIVES:

GLR: 1. Enjoy listening to a story

V. ASSIGNMENT: CT: 2. Answer questions from the story
A. GOLD: Direction: Complete each listened to.
sentence with intensive pronouns. GOLD: 3. Use reflexive pronouns.
Underline the noun or pronoun TS: 4. Recognize the figurative language to
which the intensive pronoun refers describe people and events –simile,
to. metaphor, hyperbole and
personification
1. Neil Armstrong, _______, 5. Use the figurative language to
prepared well fro the flight to describe people and events
space.
2. His teachers, _______. Told II. Subject Matter:
about Neil’s excellence in GLR: Depending a Poor Man
Science and Math. GOLD: Using Reflexive Pronouns
3. The lesson for learning to fly a TS: Inferring the General Mood of the
plane was expensive, but Neil, Selection
_______, earned the money for
it. Reference:
4. The training program, ________, 2002 Basic Education Curriculum
was difficult. PELC Speaking 7.4
5. The U.S. President, ________, PELC Reading 7.1
congratulated the three Growing in English p. 204
astronauts. Milestone in Reading 6 p. 205
Grammar in Focus p.
B. TS. Across the Border Through Language p. 80
Direction: Infer the Linking the World through English pp. 156
mood of the following
selection. Choose your answer form Materials: strips of cartolina. Index cards,
the given choices inside the box.
III. Procedure:
1. “Please don’t cry. Tell the kids that GLR: Genuine Love for Reading
their daddy is fighting for them, for A. Pre-reading Activities:
his wife, for his people, and for his

70
 1. Drill: Pronunciation drill: Have
the pupils recite the given tongue
twister:
Kimbo Kemble kicked his kinsman’s
kettle.
Did Kimbo Kemble kcik his
kinsman’s kettle?
If Kimbo Kemble kicked his
kinsman’s kettle,
Where’s the kinsman’s kettle Kimbo
Kemble kicked?
2. Motivation:
How do you treat a visitor?
3. Vocabulary Development:
Read the following sentences. Use
context clues to decide which
word from the box make sense in
each sentence.
innkeeper chamber
gypsy trial
predicament majesty
1. Upon reaching the place where
we are going today, we were
warmly welcomed by the
______.
2. I don’t want to be caught in a
_____ because it is a difficult
situation to be in.
3. She feels like a ____ every time
her father is assigned from one
province to another.
4. The ____ was filled with people
who were eager to hear the
verdict.
4. Motive Question:
Have the pupils state
questions about the story.
(Who depended the poor man? How?)
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
Depending a Poor Man
Janos Kadar, a Hungarian, was a
hardworking fellow. He worked till the
wee hour of the night. Soon he was able
to pay off all his debts and still had
enough money left to live comfortably
71
for the rest of his life. So one beautiful
sunny day, Janos went to see and repay the
innkeeper who had helped him when he was
penniless and starving.
How surprised the innkeeper was when
he saw Janos. “Hello. Fifteen years ago,
you gave me three boiled eggs when I was
very poor and hungry. I came back to
reward you for your kindness by paying for
those eggs a hundredfold.”
Unfortunately, the generous innkeeper
became a greedy one after fifteen years. He
figured out what have happened if the three
eggs had hatched into little chickens and if
those chickens had grown up and hatched
for more chickens, and so on. Finally, he
greedily concluded that Janos must give him
everything he had, including his savings.
Janos almost fell dead in surprise with
how his kind gesture was met with by such
unimaginable greedy demands. The story of
his predicament spread like fire throughout
the land. The King of Hungary heard the
story and volunteered to sit in the jury.
Janos became more and more upset as
the time drew near for him and the
innkeeper to face the king in court. Soon his
hard-earned savings would disappear like a
bubble for he presumed that the king would
decide in favor of the crafty innkeeper.
A week before the final day, while he
was thinking about his misfortune, a gypsy
came by. “Why are you wearing a long face,
goodman?” he asked cheerfully. Janos told
him everything. “Don’t you worry. I’ll
present the case to the king and you’ll
surely win. You should know how clever
gypsies are.” Janos accepted the offer even
if he had little hope that anyone could really
him.
On the day of the trial, Janos was looking
for the gypsy in the chamber. He was
nowhere to be found. After sitting and
waiting for a long time, the King grew
impatient. “Janos Kadar,” he said.
“Prepare to give all that which the
innkeeper is asking for you if your
representative doesn’t appear in thirty
seconds.”
Just in time, the gypsy came bursting
through the door. “Your majesty, I
 apologize for being late. You see, I was
boiling corn at home, trying to turn it
into more corns!”
Everyone in the chamber roared in
laughter.
“How silly you are! How can you
make more from boiled corn?” asked
the King.
The gypsy grinned and said, “Well,
Your Majesty, how can you hatch
chicks from boiled eggs?”
The King stared at the gypsy
thoughtfully. “I think you’re right. The
boiled eggs could not hatch into chicks
anymore.” Finally, he said, “Janos,
you have to pay only for the eggs you
ate.”
How thankful Janos was to the King
and most especially to the gypsy
traveler. As for the innkeeper, there
was no more reward – just a few cents
for his boiled eggs.
Adapted
C. Post Reading Activities:
1. Answering the motive
questions.
2. Comprehension Check:
Have the pupils answer the
following questions:
a. What did the poor Hungarian owe the
innkeeper?
b. How much did the innkeeper want the
poor man to pay?
c. Who depended the poor man? How?
d. If you were the gypsy, how would you
depend the poor man?
e. If you were the King, would ypu do the
same?
3. Engagement Activities:
Have the pupils perform the
following activities under time
limit.
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: Thank you, God!
Being clever is God’s gift to us. What we do
is our gift to Him. Have you done something which
you think is your gift to God? If you have, recall and
write them here.
__________________________________________
__________________________________________
__________________________________________
______________________
Group 3
Fill in the values web.
WHAT I LEARNED FROM
THE STORY
GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in the
story. Make a dialogue between the two using
the bubble.
King Janos
Allow the pupils to perform the activities
under limited time.
GOLD (Grammar, Oral, Language
Development)
1. Drill: Pronunciation drill:
Have the pupils recite the following:
Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
2. Review: Checking of assignment:
Direction: Complete each sentence with
intensive pronouns. Underline the noun
or pronoun which the intensive pronoun
refers to.
1. Neil Armstrong, _______, prepared well
fro the flight to space.
2. His teachers, _______. Told about Neil’s
excellence in Science and Math.
3. The lesson for learning to fly a plane was
expensive, but Neil, _______, earned the
money for it.
72
4. The training program, ________, was
difficult.
5. The U.S. President, ________,
congratulated the three astronauts.
3. Motivation:
Which of the stories written by
Hans Christian Andersen have you read
already?
4. Presentation:
Have the pupils read the following
sentences:
 I find myself enjoying the
stories.
 The swan saved itself in the
water.
 My parents gave themselves
time to watch a movie.
5. Discussion:
What are the underlined words in
each sentence?
What are these words? (reflexive
pronoun)
Can you read each sentence without
the reflexive pronoun?
Does it make sense?
In what way is the reflexive
pronoun similar to intensive pronoun? How
does it differ?
Discuss further.
6. Fixing Skills:
A. Underline the pronoun and circle
its antecedent. Then put a check (/)
before each number if the pronoun
is a reflexive pronoun and (x) if it
is intensive pronoun.
_____1. Annie reads to herself a nice
poem.
_____2. She, herself, wrote it.
_____3. Her classmates, themselves, read
the poem, and liked it.
_____4. Sherwin offers himself for the
illustrations.
_____5. Jahzeel, himself compiles his
poem and stories.
B. Complete the following sentence
with reflexive pronoun.
1. Neil Armstrong prepared _____
well for the flight to space.
2. The lessons for learning to fly a
plane were expensive but Neil
earned the money for it _____.
73
3. Neil applied _____ for the astronaut
program but was not optimistic about
his chance because there were many
applicants.
4. Nobody else but Neil _____ was
surprised when he was accepted.
5. It was Neil ______ who became the
first human being to step on the
moon.
7. GENERALIZATION:
What is a reflexive pronoun?
REMEMBER:
The reflexive pronoun is used as an
object that refers to the subject. It is
necessary to the sentence, and,
therefore, cannot be left out.
8. Application:
A. Complete the following sentence with a
reflexive pronoun:
1. The President of the Filipino Inventors
Society said that the transporters and
dealers should stop ______ from selling
used oil.
2. Instead of burning, the FIS members
said that they will collect the used oil for
____ to refine and recycle it and save
thousands of lives of people.
3. The refining process won for _____ the
Best Invention Awards in 1994 during
the National Inventors Week.
4. You make an experiment about chemical
change for ______.
5. Olivia Salamanca was a brilliant student
______.
B. Write R if the italicized pronoun is reflexive
and N if not.
_____1. Olivia Salamanca was a bright
student herself during her college
years.
_____2. As a student, she, herself, did
research on a cure for tuberculosis.
_____3. At first, Mr. and Mrs. Salamanca,
themselves, encouraged her in her
work.
_____4. As a doctor, Olivia cared more for
her patient than for herself.
_____5. Today, tuberculosis, itself, is a
curable disease.
IV. EVALUATION:
GOLD: Direction: Complete the following
sentence with the correct reflexive pronoun.
 1. I find ____ enjoying biking around
the neighborhood.
2. Jazzer learned ____ playing the
guitar.
3. The teachers gave _____ time to
relax during Teacher’s Da.
4. The girls collect shells and stamps
for _____.
5. Allyson make an album of
butterflies for _____.
TS. Transfer Stage
1. Drill: Pronunciation Drill:
Have the pupils recite the following:
Should she sell sheers sheets or
should she sell shaggy shawls?
2. Motivation
Have you read a poem? Did you
understand the meaning of the poem or
what the author wants to convey? Why?
Why not?
3. Unlocking of difficulties
a. delight - satisfaction
b. bower - one who bends his head or
body to show respect
c. fold - to lay one part over
another part
d. duster - one used to remove dust
B. Development of Lesson
1. Presentation
a) The teacher sets standards in
reading a poem and hints for
pupils to learn appreciation of
poems.
b) The teacher will present poems
written on a manila paper. She
will post it on at a time for
discussion.
c) Teacher reads a poem twice.
NIGHT
By William Blake
The moon like a flower
In heaven’s high bower
With silent delight
Sits and smiles in the night
2. Analysis and Discussion
74
1. Teacher asks a pupil to read the
underlined words in the poem.
2. The teacher reads the underlined words
again and says that the underlined sets
of words are examples of figures of
speech.
3. Study the lines from the first poem.
a. How did the poem describe the moon?
Like a flower in heaven’s high bower.
b. Can the moon really do what the poet
wrote?
Sits and smiles on the night
With silent delight
c. Explain that poets use figurative
language to create sensory images.
d. Tell the class that the first underlined
set of words in the poem is called
simile. It compares two unlike objects
with the use of like or as.
e. In the second and third underlined
group of words, figurative language
used is personification. It gives human
characteristics to non-human things.
f. Present the second poem.
g. Study how the author describes a
turtle.
A tidy turtle folds himself up carefully
and puts himself away
h. Tell the pupils that these groups of
words are called metaphor.
Metaphor is a figurative language that
makes direct comparison of two unlike
things that make something in
common.
i. Present this poem on the board.
A spider walked a tightrope there
And did not trip or fall
She even kept her balance well
Without a parasol
The underlined group of words shows
personification.
Personification is the giving of human
qualities to animals, objects and idea.
What human qualities are given to the
spider?
 walked a tightrope
kept her balance well without a
parasol
j. Pupils read the poem in unison.
3. Generalization
 Figurative langauge describes ways
and it goes beyond what words
actually mean. These are oftentimes
used by poets to suggest meanings.
 The three types of figurative
language learned are:
a. Simile is stated comparisons of
two unlike objects have
something in common. It uses
the words like and as in
comparing.
b. Personification is the giving of
human qualities to animal,
objects and ideas.
c. Metaphor makes a direct
comparison of two unlike things
that have something in common.
It does not use the word like/as.
4. Application:
A. Direction: Tell whether the given
sentence below is a Simile, a Metaphor or a
Personification. Write your answer on a
piece of paper.
_____ 1. The flower swayed happily the
wind.
_____ 2. The dictionary is the bankbook
that guides us in use of the words
and their meanings.
_____ 3. The airplane was swallowed by
the thick clouds.
_____ 4. The leaves whisper their words
to each other as the wind passes
by.
_____ 5. To be in the museum is to be at a
time machine set back long time
again.
Possible Answers:
1. Personification 2. Simile
3. Metaphor 4.Personification
5. Metaphor
B. Enrichment Activities
75
Direction: Study the following lines
from the poems given to your group.
Underline and identify the figurative words
used. (Simile, Metaphor, Personification)
Here are the poems.
The moon like a flower
In heaven’s high bower
With silent delight
Sits and smiles in the night
From: NIGHT by William Blake
My turtle is a tidy boy!
When he is tired of play,
He folds himself up carefully
And puts himself away.
From: TIDY TURTLE by Polly Chase
IV. Evaluation
Direction: Identify the
figurative words used in each
sentence. Write S for simile, M for
metaphor, P for personification.
______1. The kettle sings as it sits on the stove.
2. The grass dances with the wind.
3. The sun is a ball of fire.
4. The clouds are as white as cotton.
______5. Her brother was a tower of strength
during those hard times.
V. ASSIGNMENT:
GOLD: Make/Write 5 sentences using
Reflexive Pronoun.
TS. Direction: Identify the figurative words
used in each sentence. Write S for
simile, M for metaphor, P for
personification.
______1. An army of fleas attacked the dogs.
______2. The wrinkled sea beneath him crawls.
______3. The taxis roll along the avenue like
spools of colored threads.
______4. The wind slapped my face like an old
man.
5. The car eats lot of gas.
LESSON # 15
OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use relative pronouns.
TS: 4. Sequence the key concepts or big
ideas to show wholeness of the
story/ selection
II. Subject Matter:
GLR: The EDSA Revolution
GOLD: Using Relative Pronouns
TS: Sequencing the Key Concepts or
Big Ideas To Show Wholeness of the
Selection
Reference:
2002 Basic Education Curriculum
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p. 80
Linking the World through English pp. 156
Materials: strips of cartolina. Index cards,
III. Procedure:
GLR: Genuine Love for Reading
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Betty bought a bit of butter but
she found the butter bitter/
So she bought a bit of butter to
make the bitter butter better.
2. Motivation
Who is the 10th President of
the Republic of the Philippines?
Who is the President next to
President Ferdinand E. Marcos?
How did these two presidents
become popular in the history of
the country?
Are you familiar with the
events that brought about the fall
of Marcos and the rise of Cory
Aquino?
Today, we will read one of the
momentous events in the history
of the country, the EDSA
Revolution. (Show pictures of the
EDSA Revolution)
76
3. Unlocking of Difficulties
Substitute another word for the
underlined word in each sentence.
Choose the word from the list given
below.
descended surged emboldened
rolling non-violent glued
stormed manned
a. The tanks were moving towards
them.
b. The armored tanks were driven by
armed soldiers.
c. The people moved forward.
d. The crowd came to EDSA from all
directions.
e. The revolution was a no-shooting
struggle.
f. The eyes of the whole world were stuck
to their TV sets.
g. No longer afraid, the lady offered him
some food.
h. The people broke through the gates of
the palace.
4. Motive Question:
Have the pupils formulate their own
questions.
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
The EDSA Revolution
The four days of February 22 to 25,
1986, known in the Philippines as the EDSA
Revolution, is a Filipino version of a peaceful
and non-violent popular uprising. It was the
victory of the national purpose and conservative
values of the nation. It was the outpouring of
love, anger and courage which brought the
people into streets against the power of a
dictator and the fear of a communist takeover.
While the world watched, their eyes
glued to their television sets, the Epifanio de los
Santos Avenue or EDSA for short, became one
stage for a drama: Cory Aquino as the heroine,
Ferdinand Marcos as the villain and the rebel
military leaders in the persons of Fidel Ramos,
Juan Ponce Enrile and Gregorio Honasan as
sudden heroes. Within hours of the
announcement of Enrile and Ramos’ break up
with Marcos in a press conference, the streets
outside of the rebel headquarters became
filled with people.
Men, women and children
descended into EDSA from all directions
bringing with them provisions such as fried
chicken, spaghetti, sandwiches and soft
drinks, not to take part in a revolution, but
in a family picnic. They came with their
radios and cassettes while the women
brought their umbrellas and camped on the
concrete highway with their families and
friends. Cars and vehicles were parked in
the middle of the streets.
Soon the people saw military tanks
manned by heavily armed soldiers rolling
towards them. Suddenly everyone ran in
the direction of the advancing tanks.
Instinctively, they held on to each other.
Locked in each others’ arms – the praying
nuns and priests, the businessmen,
students, teachers, laborers, housewives –
forming a strong chain, they all surged
forward risking their lives as they faced the
advancing armored tanks.
“Hold on!” one man shouted.
“Do not let go!” another one
commanded, as they held on tightly locked
arm in arm.
Holding a rosary, a nun suddenly
stepped forward and sweetly offered a
sampaguita garland to a soldier.
Emboldened, a lady offered a second
soldier some sandwiches and cigarettes.
Then the crowd offered the armed soldiers
in the tank pieces of fried chicken, soft
drinks, other food and cigarettes which
the tired and hungry soldiers could not
resist.
77
“Join us, the people told the soldiers, let
us not kill one other. We are all Filipinos and
brothers.” The soldiers went down and
abandoned the tanks and joined the crowd to
the great joy and applause of the people.
At last, Malacañang fell. All the people
stormed its gates and rushed through the rooms
of the palace.
People Power had won over the
dictator’s rule. A long night had ended. It was
the break of a new dawn. The Filipino people
had shown to the world that a non-violent
struggle for freedom can be won through the
unity and prayers of a people determined to live
the way of peace, justice and freedom.
C. Post Reading Activities:
1. Answering the motive questions:
2. Comprehension Check:
Have the pupils answer the following
questions:
 What did the Filipino people fight for
during the four-day EDSA Revolution?
 How did EDSA become the center of
drama during the revolution?
 Who gathered at EDSA?
 How did the people stop the military
tanks from dispersing them?
 How did the nuns and the crowd soften
the wooden heart of the soldiers?
Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: What I learned from the story:
What moral values of the Filipinos are
inferred from the following situations?
 A great number of people came to EDSA
after a call for help was aired through the
TV and radio stations.
(COOPERATION)
 “Let us not kill one another. We are all
Filipinos and brothers,” the people pleaded
the soldiers.
 (LOVE FOR FELLOWMEN)
 As the crowd waited in the concrete A fairy fell in love/ with a beautiful
pavement, many of them prayed while firefly
others sang spiritual hymns. She wanted his fire/ and she wanted to
(FAITH) fly.//
 Locked in each others’ arms like a An elf said,/ “The fair fairy is being
strong chain, the people approached the funny,//
advancing tanks. She can make fire/ and she can fly/
(UNITY) Even without a firefly!”/
 The people offered food, soft drinks
and cigarettes to the tired and hungry 2. Motivation:
soldiers. Can you sing the National Anthem from
(CHARITY) memory?

GROUP 3:
Fill the story grammar with 3. Presentation:
details from the selection. Have the pupils read the following
sentences taken from the history of the
STORY GRAMMAR ORGANIZER Philippine National Anthem:

Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________
Who is the main character?
Where and when did the story take place?
 The Philippine National Anthem is a
song that expresses well the story of our
struggle for independence.
 Emilio Aguinaldo who had
commissioned the song, intended it to
be part of the proclamation rites of the
Philippine Independence Day.
 Jose Palma, who was a great poet,
wrote the lyrics of the song.

4. Discussion:
What is the problem or conflict?
What are the italicized clauses in each
sentence?
What did the main character do to solve What is the function of each clause?
the problem? What word introduced each clause?
What are these words?
What is the function of relative pronoun?
How did the story end? Discuss further.

5. Fixing Skills:
GROUP 4: A. Write the correct relative pronoun to
complete each sentence.
WRITE ME A LETTER
1. During the Spanish period, the Barong
Choose your most liked character
Tagalog ______ was the fashionable
or most disliked character and write a letter
to the character expressing your feelings to wear at that time, was made from the
him/her. fiber of the pineapple plant.
2. Tinikling, ____ is a popular dance
among Filipino celebrations, uses
bamboo poles.
GOLD: Grammar Oral, 3. Many childless married women go to
Language Development: Obando, Bulacan, to dance at the rites
_____ has now become a devotional
1. Drill: pronunciation Drill: dance to the town’s three patron saints.
Have the pupils read the 4. The “enchanted forest,” _____ is a part
following verse drill: of Baguio City, attracts both the young
and adults.
78
 5. The yoyo, a game ____ is now
played around the globe, was started
in the Philippines by a Filipino.
6. GENERALIZATION:
What is a relative pronoun?
REMEMBER:
A relative pronoun is a pronoun
that may introduce an adjective clause.
It joins its antecedent of which it is part.
Relative pronoun should be placed as
close as possible to their antecedents.
Note that the pronouns
who, whom, and whose are used
to refer to people;
that is used to refer to people
and things;
which is used to refer to things
and animals.
7. Application:
A. Direction: Supply the following
sentences with the correct
relative pronoun:
1. Kawit, Cavite ____ is the site of
the Declaration of the Philippine
Independence, is a place
memorable to me.
2. My mother, ____ is very dear to
us, used to narrate how we were
taken home to Kawit, Cavite.
3. A special train ____
Grandfather had hired was
waiting for us.
4. From then on, our family ____
Grandfather cared for so much,
stayed in Kawit.
5. Grandfather needed someone
___ could host his numerous
visitors.
IV. EVALUATION:
GOLD: Direction: Write the
appropriate relative pronoun for
the following sentences:
1. The original flag, _____ was made
in Hong Kong by Dona Marcela
Agoncillo, is exhibited at the
Aguinaldo Museum in Baguio City.
2. Emilio Aguinaldo, _____ brought
the flag to the Philippines had it
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first unfurled at Kawit, Cavite on June
12, 1898.
3. The history of the Filipinos is recorded
in the museum _____ was inaugurated in
May, 1985.
4. This flag, ____ was taken by the
Americans, was given to the American
museum.
5. Seven years later, the general ____ lay
dying on his bed, kissed the flag for the
last time.
TS. TRANSFER STAGE:
1. Drill: Pronunciation Drill:
Have the pupils recite the
following tongue twister:
She sells seashells from the seashore/
If she sells seashells from the seashore,
Where’s the seashells she sells from the
seashore?
2. Review
Do you still remember the basic elements
of a short story?
(Title, Main Character, Setting, Plot,
Ending)
3. Presentation:
Ask the pupils the title of the selection.
Ask them to count the number of paragraphs
in the selection.
4. Analysis and Discussion
Guide pupils to identify the key concept or
big ideas involved in each paragraph through
these comprehension questions. Use the chain
of events to sequence the key concepts.
Paragraph 1: What did the Filipino people fight
for during the four-day EDSA Revolution (It
was the victory of national purpose and
conservative values of the nation.)
Paragraph 2: How did EDSA become the center
of drama during the revolution?
(The announcement of break up of the military
leaders Enrile, Ramos and Honasan with
Marcos authority signaled the people to pour at
EDSA thus becoming the center of drama
during the revolution.)
Paragraph 3: Who gathered at EDSA?
(Men and women from all walks of life
gathered together at EDSA.)
Paragraph 4: How did the people stop the
military tanks from dispersing them?
(People formed a strong chain, risked their
lives to block the advancing tanks.)
Paragraph 5: How did the nuns and the
crowd soften the wooden heart of the
soldiers?
(The nuns and the crowd offered flowers,
food and drinks to the hungry soldiers.)
Paragraph 6: How did the crowd encourage
the soldiers to step down from their tanks
and join them?
(The people said, “Let us not kill one
another, we are brothers, join us!”.)
Paragraph 7: What did people do upon
reaching Malacañang Palace?
(People stormed its gate and rushed
through its rooms.)
Paragraph 8: What did the world witness in
the event?
(The world witnessed a non-violent
struggle for freedom won through unity
and prayers.)
5. Fixing Skills:
Listen as the teacher reads each
short story then sequence the following
events in order. Use numbers 1-5.
Mother wanted to bake a cake but
she found out that there were no eggs. So
she told Maribel to run to a store to buy
some. When Maribel was about to go to
the kitchen, she tripped on Arthur’s toy
trains. Crack! The eggs fell and got
broken. Mother told Maribel to buy eggs
again.
She told Maribel to buy eggs.
Mother wanted to bake a cake but
there were no eggs.
Mother told Maribel to buy eggs
again.
As Maribel was bringing the eggs
to the kitchen, she tripped on Arthur’s
toy trains.
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Darwin studied for his exam until late at
night. The next morning, he was not
able to wake up even though the clock
alarmed. So father woke him up and
helped him prepare for school.
Eventually, Darwin arrived late in
school.
Father woke up Darwin and helped the
latter prepare for school.
Darwin studied for his exam until late at
night.
Darwin was not able to wake up when
the clock alarmed.
Darwin arrived late in school.
6. Generalization
How do we sequence the key
concepts to show the wholeness of the
selection?
To sequence events is to arrange the
events according to how they happened in the
story.
We identify the key concept of a
paragraph and arrange them according to the
sequence of events in the selection.
7. Application
A. MINI THEATER RESENTATION
a. Form 4 groups of fives to correspond to
the number of paragraphs in the selection.
b. Given the key concept for each
paragraph, have a role playing with the
episodes in each paragraph.
c. Show the correct sequence of events
during the presentation.
d. Use props and background music if
needed.
B. Story Construction Game (Group Work,
with 50 pupils)
To the teacher: Divide the class into
groups with five members and each group is
called Mother group. The leader is the
“mother” and the four members the
“daughters.”
 Divide the ten groups into two – A and B
respectively.
 Distribute randomly each strip to each
“mother” of A groups.

Pepito saw an old woman who was
hardly crossing the street.
He approached the old woman and
offered help and the latter gladly
accepted the offer.
When the two reached the other side of
the street, the old woman rewarded
Pepito a big seed.
When Pepito came home, he planted the
big seed. The next morning he found a
money tree on the place where he put the
seed!
Strips of events for B groups:
One evening, Rhodora went to sleep
without fixing her schoolthings. While she
was sleeping, she was interrupted by some
noise.
It was her school things – the bag, books,
notebooks, pens and papers that came
alive!
Her school things were mad at her for not
fixing them.
Rhodora asked forgiveness from her school
things and promised to take care of them.
Suddenly, she opened her eyes realizing
everything was just a dream.
Say: Mothers, stay in your group and send
each of your daughter to other group.
You read to the daughters the event
written in the strip. Daughters, listen
very carefully to the event. After
that go back to your mother group
and share what you have listened to.
The group then arranges the events
in order forming a story. Finally,
retell the story to the class.
IV. EVALUATION:
Number the concepts/ideas
given below in the order in which
they occurred in the EDSA
Revolution.
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____ Armored tanks with heavily armed
soldiers moved towards the people.
____ The people rushed through the gates
of Malacañang and entered all the
rooms.
____ The soldiers accepted the food and
cigarettes offered by the people.
____ Families and organizations prepared
food such as fried chicken,
sandwiches, and soft drinks as if
going to picnic.
____ People power won and democracy
was restored.
____ People came in great numbers and
camped on the pavement of EDSA.
____ Fidel Ramos and Jose Ponce Enrile
broke away from Marcos.
____ The people locked arms and met the
advancing tanks.
(Key to Correction: 4, 7, 6, 3, 8, 2, 1,5)
V. ASSIGNMENT:
GOLD: Write the correct relative pronoun
to complete the sentence:
1. The colors ____ we see around us can
influence our moods.
2. Scientists ____ measured the
temperatures of colors have found out
that reds and oranges are actually
warmer than blues and greens.
3. The instrument ____ the scientists used
to measure the temperature of color is
called thermopile.
4. Color coding ____ people use in their
business files, help them speed up their
work.
5. Map makers ____ use color codes make
it easier for us to identify the different
features of the maps.
TS. Sequence the events of the given story: For
the teacher to read to the class:
Each weekday is a busy one for Mr.
Rodriguez, a family man and a
watchman in a sports center. Before he
goes to his work, he drives his two
children to school. In the afternoon, he
gets his children back from school. At
home he feeds the pigs and chicken.
Lastly, Mr. Rodriguez fetches water for
his family.
Pupils’ copy:
 _____ He feeds the pigs and the
chicken.
_____ He gets his children back
from the school.
_____ He goes to the sports center.
_____ He fetches water.
_____ Mr. Rodriguez drives his
children to school.

(End of Second Grading Period)

82
 6. Ivy pushed her long hair away from her
face and walked to the window and
back. Ivy was ______

nervous tired peaceful

7. Motivation:
How will you describe your 7. “There is nothing you can do, child,”
mother? Your father? Your friends? pleaded her mother. She realized that Ivy
Etc….. wanted to go out in the storm alone.
Ivy’s mother was ______.
8. Presentation:
Have the pupils rearrange the glad worried proud
jumbled letters to identify character traits.
8. An enormous tree was rushing along in
a. tientap (patient) the water like a battering ram. It was
b. cuarogesou (courageous) headed toward the bridge support below
c. azly (lazy) the spot Ivy was clinging. She held her
d. sseiuor (serious) breath as she watched the thing move
e. belumh upward and down in the river. Ivy was
(humble) _____.

What are the words formed? excited frightened foolish

What are these words?
9. “Balikbayan Bridge is out!” Ivy said and
Have the pupils read the following she collapsed on the floor. Ivy was
story: _____.

Several days after he arrived at their exhausted sick cowardly

house, Eddie sat for some five-year old
twins, Michael and Michelle. Soon after he
arrived at their house, the twins began
arguing about a tricycle. Michael insisted
the tricycle was his. Even though he was
playing in the sandbox, he did not want
Michelle to use it.
“All right,” said Michelle, “I won’t
use your tricycle. I’ll play in the sandbox and
make a sand castle.”
“No,” said Michael, “This is my
sandbox because I was first to be here. You
can’t play here until I finish building my
fort.”
(Reading for Meaning 5)
5. Discussion:
What can you say about Michael?
(selfish)
Why?
What character traits could you infer
that Michael has?
Discuss further
10. The passengers on the bus that Ivy saved
collected money to help her continue her
schooling. The passengers were
_______.
grateful sorry angry
7. Generalization:
What are the different traits that we can
infer from a character?
Remember:
When you read, you can use information
from a story to help you learn more about a
character that the story tells you directly. The
clues you may use include what a character says
or does and what other characters say about that
person. When you do this, you are inferring
character traits – the qualities that a character
has. What a character says, does, thinks and
feels tells you a lot about him or her. What
other characters say can also give you clues.

6. Fixing Skills: 8. Application:

Read the passages below and A. Form small groups. Talk about the
underline the word that best describes character traits of each member of the group.
the character in each. Use the Venn Diagram.
83
 Main Character Character Trait

Evidence:

B. Fill in the web with the character’s

name, one character trait and the
evidence to prove your answer.
Number 1 is done for you.
IV. Evaluation:
1. Johnny often told everyone what to do. TS. Direction: What trait of the character or
When the boys played games, Johnny characters is shown in each of the
would say, “We are all going to do following situations?
things my way.” From this action, we
can tell that Johnny is _____. 2. Eva and her mother walk on the snow to
gather food.
bossy neat considerate (persevering, patient, daring)
Main Character Character Trait
3. For the first time, Eva will walk alone
Johnny bossy under the sea.
(coward, courageous, shy)

4. Her mother told Eva to take care of

Evidence: herself.
Johnny would say, “We (loving, cruel, funny)
are all going to do things
my way.”
5. “I should start working now,” Eva said.
(lazy, brave, determined)
2. “Hi! You’re new here, aren’t you?”
asked Jennifer. “Would you like to play 6. She starts singing a tune and dancing.
with me? We could play patintero or (crazy, thankful, fun-loving)
tumbang preso, if you like.”
V. Assignment:
Gwynn said, “I’d love to. I just moved A. GOLD: Direction: Put a check mark (/)
here and I don’t know anyone.” on the blank if the sentence is written
Jennifer is __________. correctly. If it is not, underline the
incorrect part and write the proper
shy friendly quiet structure above it.

Main Character Character Trait ______1. Everyone is waiting inside the

room.
______2. Several of the audience is from
my hometown.
______3. No one have been calling Dana
Evidence: ever since she arrived.
______4. Many are in the small plastic bag.
______5. Neither of the boys are walking
alone in the forest.
3. Gale cleaned the tables and put away
the dishes fro her mother. She made tea B. TS. Direction: Identify the character trait
for her father when he was sick. Delia being shown by the following
is _______. situation:

messy neat 6. “Sir, this is your wallet. You dropped

helpful it,” the boy said to the old man.
84
7. “Don’t touch my doll! It is mine!”
Mara said.
8. Faye obeys her teacher and older
classmates.
9. Laurence has saved his money
since he was in Grade 3.
10. “I love to sing and dance. I enjoy
my studies,” Mae said.

85