Grades 6 School ABACA ELEMENTARY SCHOOL Grade Level VI

DAILY Teacher SHEFA C. CAPURAS Learning Area ENGLISH

LESSON Teaching Quarter 2
LOG Dates and
Time

I. OBJECTIVES
A. Content Standards Demonstrates understanding of text types for comprehension.
B. Performance Standards Identifies story perspective of text elements.

C. Learning Knowledge: Summarize the information from a text heard, (ENGLC-IVf-2.23)

Competencies/ -Define what is a summary
Objectives -Create a summary from a given informational text
Write the LC code for Skill: Perform the given tasks individually, by pair and by group following the
each. given house rules/standards/guidelines.
Attitude: Observe politeness at all times, (ENGA-IId-16)
II. CONTENT/TOPIC Summarizing an Information From a Text Heard

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages English CG for Grade 6 page 138-139
2. Learner’s Materials
pages
3. Textbook pages Essential English Work text 6 pages 356
Essential English Teacher’s Resource Material 6 pages 254-255
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Pictures
Resources Smart TV, laptop, power point presentation, activity cards, meta cards, cartolina,
realia, video clip

Video clip-A Visit To The Farm

IV. PROCEDURES
A. Reviewing previous lesson 1. Review: Checking of assignment.
or presenting the new 2. Unlocking of Difficulties (Unlock through the use of pictures)
lesson *tour
*herd
*flock
*fur
*market

B. Establishing a purpose for 1. Motivation Questions

the Ask: Who has a farm? Have you visited a farm? What can you see in the farm?
lesson/Motivation/Motive *Show a video clip entitled, “A Visit To The Farm”.
Questions
 3. MOTIVE QUESTION:
What animals can you see in the farm? Tell its uses.
Comprehension Checkup:
1. What animals can you see in the farm? What do they give to us?
2. Are the animals and plants healthy? Why?
3. Do you think there are enough food for the farmer’s
family? Why?
4. Do they need to buy food from the market? Why?
5. Who can save more money, the one with a farm or the one without a
farm? Why?
6. What food do you think is healthier to eat, the one you grow or the one
you buy from the market? Why?
7. What do you think is the climate of the place? Is it
hot/dry or rainy/wet? Too hot/too rainy? Or just
moderate?
8. What do you think will happen to the farmer’s farm if the climate is not
favourable for his plants and
animals?
9. What is the video about? Who will try to give a brief
summary of the video?

2. Presenting *Show a picture of a farm destroyed by a drought or a storm.

examples/instances of
the new lesson

Ask:
*How does climate change affect plants? Animals? People? Food production?
On availability of water? Health?
*Can you give a title to these pictures or a sentence?
3. Discussing new *Listen carefully, I will read to you an informational text about climate change.
concepts and Be ready to give the summary of the text.
practicing new skills #1
Climate includes patterns of temperature, precipitation, humidity, wind, and
seasons. Climate change affects more than just a change in the weather; it refers
to seasonal changes over a long period of time. These climate patterns play a
fundamental role in shaping natural ecosystems, and the human economies and
 cultures that depend on them. Because so many systems are tied to climate, a
change in climate can affect many related aspects of where and how people,
plants and animals live, such as food production, availability and use of water,
and health risks. For example, a change in the usual timing of rains or
temperatures can affect when plants bloom and set fruit, when insects hatch or
when streams are at their fullest. This can affect historically synchronized
pollination of crops, food for migrating birds, spawning of fish, water supplies for
drinking and irrigation, forest health and more.

COMPREHENSION CHECK-UP

1. What is the selection about?

2. In your own words, what is climate change?
3. Based on the information given, what are the effects of climate change?
4. How does climate change affect plants? People? Animals? Food
production? Health?
5. How can you as an individual adopt to climate change?
6. Why does climate change happen?
7. How are we, people including all living things survive from climate
change?
8. What can you do as individual to control climate change?
9. What is the summary of the selection?

4. Discussing new  *Listen to your teacher as he/she reads the following passage and then
concepts and answer the question.
practicing new skills #2 1. Cats are affectionate, cuddly, and independent. Unlike dogs, cats can
stay on their own if you go away overnight. They do not need to be
walked, and can monitor their own food so they don’t overeat. Also, cats
do not bark, so your neighbors won’t have any noise to complain about.
If someone wants to have a pet, a cat is a great choice!
Ask: What is the pet mentioned in a passage? Do you like a cat too? Why?
What do you think is the summary of this passage?

2. Julie watched the ants as they carried small crumbs down the trail to the
anthill. She thinks ants are very hard working and industrious little
creatures. They always seemed busy, and you never saw an ant just
laying around doing nothing. They were carrying food, building tunnels,
or defending the anthill. One thing you could say about ants is that they
sure aren't lazy.
Ask: How will you describe the ants? Do you like the ants? Why? What do you
think is the summary of this passage?

5. Developing mastery (Give activity sheets for each partner for them to read and answer.)
(leads to Formative
Assessment 3) Listen to your partner as he/she reads the informational text and then
answer the question.

1. Many people buy lottery tickets, but not many win. Even fewer give
away their prize. Paul Dela Cruz, a fast food assistant manager, won Ph
5,000,000.00 in the state lottery and decided to give the money to a
charity that adopts homeless and abandoned children. The charity
director could not believe Paul’s generosity. Paul didn’t think it was any
big deal. “The kids need it more than I do,” he said.
 The Summary of this passage is:
A. The state lottery
B. The dangers of gambling
C. One man’s generosity
D. Pick the winning number

2. Lester was lost. He didn’t know where he was, or how to get where he
was going. He had left the directions at home and he didn’t have a map.
Now, he was in a strange neighborhood and he was confused. If he could
find a familiar landmark, he might figure things out.

The Summary of this passage is:

A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party

6. Finding practical Rubrics in Participation/Group Activities:

applications of POINTS INDICATORS
concepts and skills in 5 -Shows eagerness and cooperation to do the
daily living task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

Group 1-Read the selection, then decide among members what to DRAW to
show the summary of the informational text given. Use the materials provided in
the activity. Publish when done and explain your presentation.

Group 2- Read the selection, then decide among members what actions to PLAY
to show the summary of the informational text given.

Group 3- Read the selection, then decide among members what TITLE can best
summarize the informational text given. Write the title in manuscript form
observing correct capitalization on the meta cards provided, and then publish.

Group 4- Read the selection, then decide among members what SENTENCE can
best summarize the informational text read. Write it on a correct cursive writing
on the meta cards provided, and then publish.

*It started when they got to the bears. Peter felt tired and his stomach hurt. He
dragged himself over to see the elephants, which were eating from a stack of
hay. Normally, the elephants were his favourite. Without much interest, Peter
followed his classmates to the camels, which were busy swatting flies with their
tails. Peter knew he should be having fun at the zoo, but he just felt terrible and
all he wanted to do was lie down and rest. Even the lions and tigers did not
interest him now.

Group Presentations
- not to exceed 2 minutes for each group presentation

7. Making generalizations Ask:

 and abstractions about
the lesson
1. What is a summary?
2. How do we summarize an informational text heard?  
3. Did you follow the given house rules when performing the task given to
you?
4. Did you show politeness by listening attentively with your partner and
your teacher during the individual activity, pair share activity and group
activity? Why is politeness important?

8. Evaluating learning Evaluation:

Direction: Listen to your teacher as he/she reads the following passage and
then answer the question.

Tomorrow is Jill's birthday. She is excited because she gets to pick where she will
eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried
chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger Palace.
She just couldn't decide. Then there was always the Pizza Shop with that great
pepperoni pizza. How would she ever decide? Maybe she would just flip a coin.

1. The Summary of this passage is:

A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin

For the walls, Jenny thought she would use a bright yellow paint. She would pick
a border that had mostly bright red and green color, and maybe a little bit of
blue. She already had found some curtains that were sky blue with streaks of
red, blue and yellow that she thought would go great with the walls. And finally,
she had picked a carpet that was mostly blue with specks of red and yellow.
Jenny couldn't wait till she was done decorating her room. It was really going to
look awesome.

2. The Summary of this passage is:

A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.

Right now Jason was playing right field. He really wanted to play third base.
Earlier this year, coach had put him in left field and second base in a game, but
never at third base. Once in practice, coach let him play third base, but he kept
missing ground balls. When he did stop one, he made a bad throw to first base.
Maybe if he kept practicing, Jason would be good enough to play third base. That
was his dream.

3. The Summary of this passage is:

9. Additional activities for
application or
A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.
Assignment:
Look for a passage. Using a graphic organizer, write the details that support your
 remediation summary of information.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?