GRADE 6-3rd Quarter DLP in English Final PDF

DETAILED
LESSON
PLAN IN
ENGLISH 6
(Third Quarter)
Region V/Daily Lesson Plan/2019-2020

DETAILED LESSON PLAN DEVELOPMENT TEAM
ENGLISH 6 – Third Quarter
Quarter 3 Weeks 1 and 2 Demo Teachers
Jennielyn J. Corral Yvette Christine J. Bosquillos
Israel D. Jaylo Princess Erika L. Malapo
Susan P. Ferwelo Beautilyn F. Dacuya
Bernadette L. Ilagan Jennielyn J. Corral
Ruzel D. Lagadia Israel D. Jaylo
Susan P. Ferwelo
Bernadette L. Ilagan
Quarter 3 Weeks 3 and 4
Mhalit G. Furio Karen V. Floresta
Elmina J. Serrano Ruzel D. Lagadia
Carmen H. Morata Solita D. Almacen
Ramon Guillermo A. Villamor Pinky A, Jaylo
Daisy P. Lagunilla Arlene D. Orticio
Imee N. Echano

Solita D. Almacen
Pinky E. Jaylo Elmina J. Serrano
Arlene D. Orticio Carmen H. Morata
Imee N. Echano Ramon Guillermo A. Villamor
Rosela Barcelo Daisy P. Lagunilla
Emmeline N. Balasta
Maribel Daradar
April Joy D. Adison
Mhalit Furio

Cesar D. Albor Argelyn G, Dreu
Imelda D. Dig Merjie D. Albor
Miriam D. Dimaano Edrian S. Biolena
Frances Ann D. Dolot Cesar D. Albor
Imelda D. Dig
Miriam D. Dimaano
Frances Ann D. Dolot

Nelly J. Sanin Lerelyn D. Delima
Mariza D. Maldo Lea D. Toriaga
Lea D. Toriaga Vincent Paul B. Vidal
Hipolita D. Dioneda Nelly J. Sanin
Mariza C. Maldo
Hipolita D. Dioneda
Larry D. Pacon
Joyce D. Deladia

TABLE OF CONTENTS
ENGLISH 6 QUARTER 3 DETAILED LESSON PLAN
Week 1 Day 1 ---------------------------------------------------------------------------- 1

Day 2 ---------------------------------------------------------------------------- 9
Day 3 ----------------------------------------------------------------------------22
Day 4 ----------------------------------------------------------------------------35
Day 5 ----------------------------------------------------------------------------39
Week 2 Day 1 ----------------------------------------------------------------------------44

Day 2 ----------------------------------------------------------------------------54
Day 3 ----------------------------------------------------------------------------62
Day 4 ----------------------------------------------------------------------------71
Day 5 ----------------------------------------------------------------------------79
Week 3 Day 1 ----------------------------------------------------------------------------84

Day 2 ----------------------------------------------------------------------------92
Day 3 ----------------------------------------------------------------------------99
Day 4 ----------------------------------------------------------------------------104
Day 5 ----------------------------------------------------------------------------109
Week 4 Day 1 ----------------------------------------------------------------------------114

Day 2 ----------------------------------------------------------------------------119
Day 3 ----------------------------------------------------------------------------124
Day 4 ----------------------------------------------------------------------------130
Day 5 ----------------------------------------------------------------------------135
Week 5 Day 1 ----------------------------------------------------------------------------141

Day 2 ----------------------------------------------------------------------------145
Day 3 ----------------------------------------------------------------------------149
Day 4 ----------------------------------------------------------------------------155
Day 5 ----------------------------------------------------------------------------159

Week 6 Day 1 ----------------------------------------------------------------------------165
Day 2 ----------------------------------------------------------------------------170
Day 3 ----------------------------------------------------------------------------170
Day 4 ----------------------------------------------------------------------------179
Day 5 ----------------------------------------------------------------------------189
Week 7 Day 1 ----------------------------------------------------------------------------207

Day 2 ----------------------------------------------------------------------------217
Day 3 ---------------------------------------------------------------------------- 225
Day 4 ---------------------------------------------------------------------------- 233
Day 5 ---------------------------------------------------------------------------- 241
Week 8 Day 1 ---------------------------------------------------------------------------- 246

Day 2 ---------------------------------------------------------------------------- 260
Day 3 ---------------------------------------------------------------------------- 260
Day 4 ---------------------------------------------------------------------------- 267
Day 5 ---------------------------------------------------------------------------- 267
Week 9 Day 1 ---------------------------------------------------------------------------- 273

Day 2 ---------------------------------------------------------------------------- 281
Day 3 ---------------------------------------------------------------------------- 288
Day 4 ---------------------------------------------------------------------------- 299
Day 5 ---------------------------------------------------------------------------- 299
Week 10 Day 1 ---------------------------------------------------------------------------- 319

Day 2 ---------------------------------------------------------------------------- 326
Day 3 ---------------------------------------------------------------------------- 331
Day 4 ---------------------------------------------------------------------------- 344
Day 5 ---------------------------------------------------------------------------- 344

i

Detailed Lesson Plan in ENGLISH
Grade 6
Quarter 3 Week 1, Day 1
I. OBJECTIVES
A. Content The learners…
Standards  Demonstrate understanding of various
linguistics nodes to comprehend various texts.
 Demonstrate understanding that words are
composed of different part to know that their
meaning changes depending in context.
B. Performance The learners…
Standards  Analyze text types to effectively understand
information/message(s)
 Use strategies to decode correctly the meaning
of words in isolation and in context
C. Learning Competencies:
Competencies/ A. Note Significant Details in the Story Listened to
Objectives (EN6LC-IIIA-2.2)
B. Clarify the Meaning of Words Using Dictionaries
and Thesaurus (EN6V-IIIA-8.1, EN6V-IIIA-8.2)
C. Observe politeness at all times
II. CONTENT NOTE SIGNIFICANT DETAILS & CLARIFY
MEANING OF WORDS USING
DICTIONARIES
III. LEARNING
RESOURCES
References
1. Teacher’s Guide 2016 Curriculum Guide in English 6
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Skill Builders for Efficient Reading 7 page 31
Developing Reading Power 6 pp 56-57
4. Additional
Materials from the
LR Portal
5. Other Learning Websites:
Resources https://www.academia.edu/28046052/Noting_Details_in_a
_Story_Read_Identifying_Characters_Setting_Events_in_a_
Story
IV. PROCEDURE
A. Reviewing the Guess My Name Game: (The teacher will describe
previous lesson or the object and pupils will guess what it is.)
presenting the new - It’s an object
lesson - It is a shrub and white in color
- It is fragrant
- It is usually being sold in streets or in front of
the churches as garlands or necklaces
- It is one of the country`s national symbols

https://www.google.com/search?q=sampaguita+flower&source=lnms&tbm=isch&sa=X&ved
=0ahUKEwj6o9b39s7jAhVLQd4KHQZVClEQ_AUIEigB&biw=1821&bih=876#imgrc=84T2Mnnh
qpzXyM:
What does it symbolize?

B. Establishing a Unlocking of difficulties: The following words are
purpose for the found in the story that we are going to read. Using a
lesson dictionary or thesaurus, give at least one synonym of
the underlined word in the sentence.
1. The barrio chieftain called for an assembly in

preparation to the fiesta celebration.
2. The old woman was found unconscious inside
her bedroom after the earthquake.
3. The terrorists invaded the land before dawn.
4. The beautiful maiden promised to love and remain

faithful to the young man while he is away for a
mission.
5. The young man gave a garland of flowers to the

maiden as token of love and loyalty.
Motive Question:
How does the name of sampaguita flower came to be?

Do you know of a story about a sampaguita flower?
C. Presenting (The teacher will read the selection twice. In the

examples/instances first reading, pupils will listen and understand the
of the new lesson selection. As the teacher repeats reading, pupils
will take note of the significant details of the story.)
The Flower of Love
Once there lived a chieftain who had a beautiful

daughter named Liwayway. One day, she went into the
woods to gather fruits and flowers but unfortunately
lost her way. She became unconscious when a wild
beast ran after her. When she recovered, she saw a
young man bending over her. He was the son of
another chieftain. When they parted, each one knew
that they were in love with each other.
One day, the young man was going away to
fight the white men who had invaded their land. The
lovers promised never to forget each other saying
“Sumpa Kita.” But the warrior never came back. In

sorrow, the maiden killed herself. Sometime later,
shrubs with fragrant white flower grew on her grave.
People believed that Liwayway’s love grew and
bloomed. It became a custom for young lovers after
that to exchange garlands of these flowers as a token
of their faithful love. They whispered “I promise”
(Sumpa kita) to each other. In time the flowers became
known as sampaguita. It is adapted as our national
flower because of its fragrance and simplicity.
-adapted-
D. Discussing new Answering of motive question.
concepts and Group Activity:
practicing new skills (Number 1-3 will be answered by group 1, 4-6 by
#1 group 2 and 7-9 by group 3)
Answer the following questions based on the story you
listened to
1. Who was Liwayway?
2. Why did she go to the woods?
3. What happened when she saw a wild beast?
4. Who was the young man the maiden saw?
5. Why did the young man leave?
6. How did they promise not to forget each other?
7. Why did the maiden kill herself?
8. How did the people show their love to
Liwayway after her death?
9. What does the sampaguita symbolize?
E. Discussing new While answering the questions about the story we
concepts and read, what helped you remember the important
practicing new skills details?
#2
(The teacher will discuss how to note details in the
story read)
Noting details is a comprehension sub skill in which

the reader is directly concerned with remembering the
specific facts within the selection. He/She should
understand the details stated in order to understand
the selection better. This usually includes characters,
setting and events.
Characters – are the ones who portray roles in the

story/selection
Setting – is the time and place the story happened.
Events – are the things that happen or take place in

the story/selection.
Two of the most common reference materials are the

dictionary and thesaurus. They both provide clearer
understanding of unfamiliar words.
F. Developing (Easy)
mastery (Leads to A. Listen to the story, KATRINA’S TRIP TO THE
Formative OCEAN. Then, be able to answer the questions

Assessment 3) below.
1. Who is the main character in the story?
2. How would you describe the setting of the story?
3. What did she see on the way to the ocean?
4. What did she see at the beach?
5. What made her decide to go home?
6. How did Katrina feel about going to the beach?
7. Did she have a happy time during her trip to the
beach? Give sentences that show she was happy.
8. Which part of the story do you like best? Why?
9. How do you feel when going to places like the
beach? What other places do you enjoy going to?
10. If you are to end the story, how would it be?
(Average & Fast)
B Listen to the story that the teacher will read then, be

able to fill-out the graphic organizer with the correct
details.
Title
Characters Setting Events
G. Finding practical (Easy)

application of Listen to the story entitled: "The
concepts and skills Stonecutter”. Then, answer the questions
in daily living below by filling out the graphic organizer.
2. Where do you think the story happened?
3. Why is the stonecutter unsatisfied with his life?
4. Did he succeed on his ambition of becoming the
most powerful in the land?
5. If you were the stonecutter, what would you want to
become to be the most powerful?
Title
1. 2. 3.
4.
5.

(Average)
B. Listen to the story "The Stonecutter". Then, make a
story map of the details of the story.
(Fast)
C. Listen to the story "The Stonecutter". Then, retell in
front of the class the important details of the story
heard.
H. Making How do we note details of the story/selection we
generalizations of heard?
concepts and skills
in daily living How do we clarify meaning of a word?
I. Evaluating
learning (Easy)
A. Listen to the story, BITTEN BUT NOT SHY. Then,
answer the questions that follow.
1. Who are the characters in the story?
2. When and where did the story happen?
3. What was the lion’s request to the fox?
4. What served as the reward of the fox for his
trouble?
5. Using a dictionary and thesaurus, what does
the word ‘entice’ mean? What other word is
synonymous to it?
(Average) GROUP ACTIVITY
B. Listen to the story, BITTEN BUT NOT SHY. Then,

draw or illustrate the story.
(Fast) GROUP ACTIVITY

C. Listen to the story, BITTEN BUT NOT SHY. Then
dramatize the story.
J. Additional Choose 1 from the stories you`ve heard today. Then,

activities for be ready to retell it in front of the class tomorrow.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who

earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson

D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I

encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?.
Other Sources Used:

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

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

THE STONECUTTER
-Adapted-
Once upon a time there was a stone cutter. The stone cutter lived in a land
where a life of privilege meant being powerful. Looking at his life he decided that he
was unsatisfied with the way things were and so he set out to become the most
powerful thing in the land.
Looking around his land he wondered to himself what it is to be powerful.

Looking up he saw the sun shining down on all the land. “The Sun must be the most
powerful thing that there is, for it shines down on all things and all things grow from
its touch.” So he became the Sun.
Days later, as he shone his power down on the inhabitants of the land, there
came a cloud which passed beneath him obstructing his brilliance.
Frustrated he realized that the Sun was not the most powerful thing in the
land, if a simple cloud could interrupt his greatness. So he became a cloud, in fact,
he became the most powerful storm that the world have ever seen.
And so he blew his rain and lightning, and resounded with thunder all over the
land, demonstrating that he was the most powerful. Until one day he came across a
boulder.
Frustrated again, he realized that the storm was not the most powerful thing
in the land, rather it must be the boulder. Se he became the boulder.
For days he sat, unmovable, and impassive, demonstrating his power, until
one day, a stone cutter came and chiselled him to bits.

7. Where do you think the story happened?
8. Why is the stonecutter unsatisfied with his life?
9. Did he succeed on his ambition of becoming the most powerful in the land?
10. If you were the stonecutter, what would you want to become to be the most
powerful?

Detailed Lesson Plan in English
Grade 6
I. OBJECTIVES
The learner demonstrates understanding of writing
styles to comprehend the author’s message
The learner demonstrates understanding of the oral

standards of English in order to participate in
A. Content Standards various oral communication demands (situation,
purpose and audience)
The learner demonstrates that English language is

stress timed to support comprehension
The learner uses knowledge of text types to

correctly distinguish literary from informational text
The learner orally communicates information,

B. Performance opinions and ideas effectively to different
Standards audiences for a variety of purposes
The learner reads with sufficient accuracy and

fluency to support comprehension
1. Distinguish text- types according to purpose

and language features – enumeration
C. Learning
( EN6RC- IIIa-3.2.8)
Competencies/Obje
2. Provide evidences to support opinions
ctives
(EN6OL-IIIa-1.27)
3. Self- correct when reading (EN6F-IIIa-2.9)
Text-types According to Purpose and Language

II. CONTENT Features
 Enumeration
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Curriculum Guide in English 6 p.133
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Essential English (Worktext in Language and
Reading), Ma. Fe Garcia Eusebio, et.al,2017 Rex
Book Store p.187
Science and Health 6, Juanita M. Cruz, 2001, Diwa

Scholastic Press Inc.,pp. 269-270,29
Integrated English for Effective Communication 6,

Ace Lyn U. Miranda, pp.28-29,77.
Home Economics and Livelihood Education 6,

Second Edition,2016 ,Josephine C. Bernardino,
et.al, pp. 146-147,60,26-27
Quest for Reading Treasures, Skill Kit 6, Rosalinda

M. Cupcupin, et.al, Instructional Coverage System
Pub. Inc,2007pp. 100,160
The New Webster Dictionary of the English

Language, 2004, LexiconPublication Inc.
4. Additional Materials
from the LR Portal
5. Other Learning copy of the text, graphic organizers, pictures of the
Resources universe and other heavenly bodies, pictures of
linens
IV. PROCEDURE ADVANCED AVERAGE LEARNER
LEARNER
A. Reviewing the previous
What text have you studied when you were in
lesson or presenting the
grade 5? Describe each type of text?
new lesson
Show pictures of Show pictures of tablecloths,
sun, stars, galaxy, blanket and bed covers.
planets. Ask the
pupils to say Ask the uses of each
something about material shown.
those pictures.
Unlocking of Difficulties
Ask: Have you ever The teacher will use pictures
wondered how the to unlock the following words
universe came into
being? 1.table linens
2.dust ruffles
Unlocking of 3.beddings
Difficulties 4. rayon
B. Establishing a purpose Arrange the letters 5.fabric
for the lesson to form the word
being Motive Question: What are
defined/described. the different types of linen?
EOYRTH
An organized body
of ideas as to the
truth of something
usually derived
from the study of
facts relating to it.
SAORT ONE
RSM
A person who are
10

skilled in
astronomy.
IUNRVEES
the cosmos
IROING
The point in time or
space at which a
thing first exists
Motive Question:
What are the
theories that
explain the origin of
the universe?
Read the selection

“The Origin of the
Universe. Self-
correct while
reading.
(Refer to Selection
A.)
1.Answer the Read the text below. (The

motive question. teacher reads the text first.
Then, students read it
2.Comprehension themselves.)
check Refer to Selection B.
1.Answer the motive

a. Describe question?
each theory
C. Presenting
about the 2. Comprehension check
examples/instances of the
origin of the
new lesson
universe. a. What are linens?
b. What are the
b. Based on classifications of
the Big household linens?
Bang c. What are the uses of
Theory, how household linens?
was the d. How can you take care
universe of household linens?
formed?
c. Which
theory do
you think is
correct?
Why?
D. Discussing new
concepts and practicing THINK- PAIR- Ask the pupils to list down
new skills #1 SHARE the following information
11

being ask below.
In your own
opinion, what is the A.Three categories of linen
best theory that 1.___________
explains the 2.___________
formation of the 3.___________
universe. Provide
evidence to support B. Uses of table linens
your answer. a.___________
b.___________
c.___________
C. Examples of bath linens

1.___________
2.___________
3.____________
Fill out the
graphic organizer
below with an Discuss the
Make a graphic appropriate enumeration
organizer that information type of text.
will show the based on the
enumerated selection, “The An
information from Origin of the enumeration
the text. Universe”. text is also
called a
Discuss the THEORIES description
enumeration ABOUT THE text. In
type of text. enumeration
ORIGIN OF
, the writer
THE
An presents a
enumeration text UNIVERSE list of
is also called a details,
E. Discussing new description text. examples
concepts and practicing In enumeration, and/ or
new skills #2 the writer descriptions
presents a list of to support
details, the major
examples and/ idea. The
or descriptions major idea
to support the or the main
major idea. The topic is
major idea or usually
the main topic is written and
usually written Discuss the introduced
and introduced enumeration type in the first
in the first of text. paragraph.
paragraph. ( (Refer to
(Refer to Table An Table 1)
1) enumeration text
is also called a
description text.
In enumeration,
the writer
12

presents a list of
details, examples
and/ or
descriptions to
support the
major idea. The
major idea or the
main topic is
usually written
and introduced in
the first
paragraph.
(Refer to Table
1)
What are the Group the pupils into 5. (
features of an Refer to Activity 2)
F. Developing mastery enumeration text?
(Leads to Formative How do you write Provide each group with a
Assessment 3) an enumeration copy of the text below. Ask
text? them to read it and do the
( Refer to Activity 1) activity after.
Divide the class Divide the class Think- Pair-
into five groups. into five groups. Share
Provide each Provide each
group with a text group with a text Why is it
and let them and let them important to
enumerate the enumerate the take care
information information found the plants?
found in it. Write in it. Write a
G. Finding practical a heading to heading to every Provide
application of concepts every set of set of evidence to
and skills in daily living information. information. support your
(Refer to Activity (Refer to Activity 3) answer from
3) (The teacher may the text
give a table or above.
organizer where
the children can
write the
enumerated
information.)
H. Making generalizations What is an enumeration type of text?
of concepts and skills in
daily living
Read the following
text. Distinguish
Read the following text.
which of the
Distinguish which of the
following is an
following is an enumeration
enumeration type.
type. Put a (/) check on the
I. Evaluating learning Put a (/) check on
blank before the number if
the blank before the
the text is enumeration type
number if the text is
and (x) if it is not. (Refer to
enumeration type Activity 5)
and x if it is not. (
Refer to Activity 4)
13

Copy an example of enumeration type of text.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
continue to require remediation
strategies worked well? Why
did this work?

encounter which my
supervisor/principal/departmen
t head help me solve?
use/discover which I wish to
share with other teachers?.
Other Sources Used:
14

SELECTION A.
The Origin of the Universe
Most astronomers accept the expanding universe hypothesis known as the Big
Bang Theory. According to this theory, the universe started as one very hot and
dense concentration of matter. The dense concentration of matter exploded with its
fragments moving outward and away from one another at different speeds. Hydrogen
and helium nuclei were formed from the very hot concentration of matter. According
to this theory, the universe continues to expand.
Another theory explaining the universe is the Big CrunchTheory . Some

astronomers believe that the universe began from the Big Bang explosion of a dense
globe of hydrogen. However, because of the force of gravity, the billions of galaxies
moved towards one another.
Some astronomers believe that the universe is expanding but its expansion is
similar to its original state and will not change anymore. This theory is called Steady
State Theory.
Another theory that explains the origin of the universe is the Nebular or Dust
Cloud Theory. According to this theory, planets, stars and other heavenly bodies
came from dust of clouds. These materials combined together as they spinned in
space. They later moved around a central body and cooled off. The big spinning
materials formed the heavenly bodies.
(Source: Into the Future: Science and health 6, Juanita M. Cruz, 2001, Diwa
Scholastic Press Inc.,pp. 269-270)
15

SELECTION B.
Linens are fabric household items intended for daily use like bedding,
tablecloths and towels. It refers to any cloth material used throughout the home. It
can be made from a variety of materials like cotton, silk, rayon or combination of
these. There are three classifications of household linens. Table linens are used as
cover on a table, table accessory and a part of a formal table setting. Bed linens refer
to sheet sets that are utilized in the bedroom as blankets, comforters and pillows.
Bed skirts and dust ruffles belong to this category. Bath linens are used in the
bathroom. Bath towels, washcloths, hand towels and bath sheets are examples of
this.
(Source: Home Economics and Livelihood Education 6,Second Edition,2016

Josephine C. Bernardino, et.al, pp. 146-147)
Table 1.
Text Type: Enumeration

Give examples of…
Lists pieces of information about…

Purpose:
Presents details to support the idea that…
States evidences to prove that…
Major idea
Structure
Supporting detail (example)
Next, last, finally,
Such as, like, likewise
For example, for instance
Language Features
Also, besides
In addition
Moreover
(Source: Integrated English for Effective Communication 6, Ace Lyn U. Miranda,

pp.28-29.)
16

ACTIVITY 1
Which is an enumeration text. Explain your answer.
A. Sometimes kids can’t really think that far into the future to worry about
an illness they might get for many years. So, let’s talk about the problems that
might affect kids more quickly. Smoking can lead to having bad breath, yellow
teeth , smelly clothes, more colds and coughs, difficulty keeping up with
friends when playing sports and an empty wallet, for cigarettes and tobacco
products are very expensive.
(Source: Integrated English for Effective Communication, The New
Grade 6, Ace Lyn U. Miranda, et.al, p.77
B. Linens are fabric household items intended for daily use like bedding,
tablecloths and towels. It refers to any cloth material used throughout the
home. It can be made from a variety of materials like cotton, silk, rayon or
combination of these. There are three classifications of household linens.
Table linens are used as cover on a table, table accessory and a part of a
formal table setting. Bed linens refer to sheet sets that are utilized in the
bedroom as blankets, comforters and pillows. Bed skirts and dust ruffles
belong to this category. Bath linens are used in the bathroom. Bath towels,
washcloths, hand towels and bath sheets are examples of this.
(Source: Home Economics and Livelihood Education 6,Second
Edition,2016 Josephine C. Bernardino, et.al, pp. 146-147)
17

ACTIVITY 2:
Provide each group with a copy of the text below. Ask them to read it and do the
activity after.
Plants are the only living things that can make food. To make food, a plant
must have air, sunshine, minerals and water. The food is made in the green cells of
leaves. A leaf captures sunshine and air. The roots take water and minerals from the
soil. The water and minerals move up from the roots into the stem. They are carried
through the stem to the leaf. In the leaf, the sunshine and air join the water and
minerals and air join the water and minerals and then food is manufactured.
(Source: Quest for Reading Treasures, Skill Kit 6,pp. 110)
Write the enumerated information from the text.

A.What plants need?
1.__________
2.__________
3.__________
B.How do parts of plants work?

1.____________
2.____________
3.____________
4.____________
18

ACTIVITY 3:
Group the pupils into 5. Provide each group with a text and let them enumerate the
information found in it. Write a heading to every set of information.
Though most Filipinos know that planting trees is a good hobby and leisure time
activity, planting trees are valuable to the family and the community for the many
products it can give. As one of the major sources of food such as fruits and nuts,
wood from trees is also a major source of fuel for heating and cooking. Likewise,
construction materials like plywood and ply board and the production of paper and
pulp are also from wood. Moreover, there are benefits we can get from trees like, it
promotes soil stability, reduce destruction to homes and agricultural crops, improve
the atmosphere of the place, help maintain high quality water supply and serve as
valuable habitat for wildlife.
(Source: Home Economics and Livelihood Education 6, Second Edition,2016
Josephine C. Bernardino, et.al, pp. 60)
19

ACTIVITY 4.
Read the following text. Distinguish which of the following is an enumeration type.
Put a (/) check on the blank before the number if the text is enumeration type and x if
it is not.
___ 1. One very unusual bird is the ostrich. Like other birds, the ostrich has wings
and feathers, and it lays eggs. However.it is a very large bird. It may grow to be
seven or eight feet tall and weigh up to three hundred pounds. Unlike most other
birds, the ostrich cannot fly. But it can run very fast. At full speed, it can run fifty miles
an hour, a single stride may cover fifteen feet. (Source: Quest for Reading Treasures,
Skill Kit 6,pp. 100)
___2. Plants are the only living things that can make food. To make food, a plant
must have air, sunshine, minerals and water. The food is made in the green cells of
leaves. A leaf captures sunshine and air. The roots take water and minerals from the
soil. The water and minerals move up from the roots into the stem. They are carried
through the stem to the leaf. In the leaf, the sunshine and air join the water and
minerals and air join the water and minerals and then food is manufactured. (Source:
Quest for Reading Treasures, Skill Kit 6,pp. 110)
____ 3. Some people think watching T.V. is bad for the kids, but it’s important to
remember that TV has some good effects, too. For one thing, TV takes you to places
and events all over the world. It gives you the best seats for important sports events
like the Olympics. It shows you how people live in such far- away places as China
and the Amazon jungle. (Source: Quest for Reading Treasures, Skill Kit 6,pp. 100)
___ 4. Online survey tools are easy to make. You can even choose between free
paid plans. For light audience research, you may use the following free online survey
tools. Survey money is the most popular online survey tools and is very easy to use.
Its free version includes 10 questions, 100 respondents and 15 question types and
choice of light theme. SurveyGizmo is a great survey platform even with its free
version. Google Forms is an online3 survey tool that provides a fast way to get
information for meetings and conferences. (Source: Home Economics and Livelihood
Education 6,Second Edition,2016 Josephine C. Bernardino, et.al pp.26-27)
___ 5. Proteins are organic substances that build, repair and replace worn- out
tissues. It helps build collagen, cartilage and connective tissue. They also form part
of the bone. It allow the muscles to lossen or tighten quickly. Hemoglobin, a protein in
the blood, primarily carries oxygen throughout the body and it helps form antibodies
that fight infections. ( Source; Into the Future: Science and Health 6, Juanita M. Cruz,
et.al, 2001, p.29)
20

ACTIVITY 5.
Read the following text. Distinguish which of the following is an enumeration type.
Put a (/) check on the blank before the number if the text is enumeration type and (x)
if it is not.
___ 1. One very unusual bird is the ostrich. Like other birds, the ostrich has wings
and feathers, and it lays eggs. However.it is a very large bird. It may grow to be
seven or eight feet tall and weigh up to three hundred pounds. Unlike most other
birds, the ostrich cannot fly. But it can run very fast. At full speed, it can run fifty miles
an hour, a single stride may cover fifteen feet. (Source: Quest for Reading Treasures,
Skill Kit 6,pp. 100)
___2. Though most Filipinos know that planting trees is a good hobby and leisure
time activity, planting trees are valuable to the family and the community for the many
products it can give. As one of the major sources of food such as fruits and nuts,
wood from trees is also a major source of fuel for heating and cooking. Likewise,
construction materials like plywood and plyboard and the production of paper and
pulp are also from wood. Moreover, there are benefits we can get from trees like, it
promotes soil stability, reduce destruction to homes and agricultural crops, improve
the atmosphere of the place, help maintain high quality water supply and serve as
valuable habitat for wildlife. (Source: Home Economics and Livelihood Education 6,
Second Edition,2016 Josephine C. Bernardino, et.al, pp. 60)
____ 3. Some people think watching T.V. is bad for the kids, but it’s important to
remember that TV has some good effects, too. For one thing, TV takes you to places
and events all over the world. It gives you the best seats for important sports events
like the Olympics. It shows you how people live in such far- away places as China
and the Amazon jungle. (Source: Quest for Reading Treasures, Skill Kit 6,pp. 100)
___ 4. Online survey tools are easy to make. You can even choose between free
paid plans. For light audience research, you may use the following free online survey
tools. Survey money is the most popular online survey tools and is very easy to use.
Its free version includes 10 questions, 100 respondents and 15 question types and
choice of light theme. SurveyGizmo is a great survey platform even with its free
version. Google Forms is an online3 survey tool that provides a fast way to get
information for meetings and conferences. (Source: Home Economics and Livelihood
Education 6,Second Edition,2016 Josephine C. Bernardino, et.al pp.26-27)
___ 5. Proteins are organic substances that build, repair and replace worn- out
tissues. It helps build collagen, cartilage and connective tissue. They also form part
of the bone. It allow the muscles to lossen or tighten quickly. Hemoglobin, a protein in
the blood, primarily carries oxygen throughout the body and it helps form antibodies
that fight infections. ( Source; Into the Future: Science and Health 6, Juanita M. Cruz,
et.al, 2001, p.29)
21

Grade 6
I. OBJECTIVES
A. Content The learner…
Standards  demonstrates understanding of the research
process to write a variety of texts.
 demonstrates understanding of the oral
standards of English in order to participate in
various oral communication demands
(situation, purpose and audience).
B. Performance The learner…
Standards  uses a variety of research strategies to
effectively
 writes a variety of texts for various audiences
and purposes.
 prepares for and participates effectively in a
range of conversations and collaboration with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
C. Learning
Competencies/O 1.Organize information from secondary sources in
bjectives preparation for writing, reporting and similar
academic tasks in collaboration with others.
ENGSS-IIIa-4
2. Use a particular kind of sentence for a specific
purpose and audience.
-Asking Permission
EN6SS-IIIa-1.8
3. Observe politeness at all times. EN6A-IIIb-16
II. CONTENT  Secondary Sources

 Ask Permission
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English 6, 3rd Quarter, p. 136
Pages
Pages
3. Textbook Pages Essential English 6, pp. 190-192
4. Additional
Materials from the
LR Portal
5. Other Learning Newspapers, magazines, tabloids, Encyclopedia and
Resources other reading materials
Websites:
 http://www.commoncoresheets.com/Social%2
0Studies/Primary%20&%20Secondary%20So
22

urces/Identifying%20Sources/English/3.p
 https://www.proprofs.com/quiz-
school/story.php?title=primary-and-secondary-
sources
 http://www.pm.ac.th/files/1205031717352236_
12051422222109.pdf
 https://www.ecenglish.com/learnenglish/lesso
ns/request-and-permission
 https://www.thoughtco.com/asking-for-
permission-in-english-1212032
 https://www.google.com/url?sa=i&source=images&
cd=&cad=rja&uact=8&ved=0ahUKEwjQ6vvqi_fjAh
UDUN4KHY3qCysQMwhuKA8wDw&url=https%3A
%2F%2Fwww.worldbook.com%2Fstore%2Fp%2F
400-Discovery-
Encyclopedia.aspx&psig=AOvVaw1T4VzS-
zpXAGw55C9ahQva&ust=1565484897829827&ict
x=3&uact=3
 A picture of Sorsogon Travel guide from
http://journeyingjames.com/2012/07/sorsogon-
travel-guide/ Date Accessed: October 4, 2019.
IV. PROCEDURE
A. Reviewing the A. GAME: MYSTERY WORD PUZZLE
previous lesson or
presenting the new Find and mark all the INFORMATION SOURCES
lesson inside the mystery word puzzle.
E Q R T A P E T Y F U B S I
I N E W S P A P E R S O F N
M E C E A C V B N M N O H T
S A J Y K F X A R H A K J E
F G G R C G J S T J S S K R
G H R A L L U D Y K D Y L N
D R T T Z H O Z H L O U Q E
S Y A R O I R P J W F C W T
U Y T P I H N E E E I I E Y
R E R T H J A E D D G O E D
G O O Y U S L S A R I L R T
B J L O P P C E R T A A P I
D I C T I O N A R Y R C X J
B R O A D C A S T M E D I A
B. Establishing a
purpose for the B. Do you want to read and borrow these information
lesson sources?
How will you ask permission to the one in charge?
C. Presenting
examples/instance Show pictures of interviews, dictionary, encyclopedia,
s of the new graph, letters, textbooks, journals statistics, etc.
lesson
23

Chart Title
10
Cat…
Cat…
Cat…
Cat…
Source:
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&
uact=8&ved=0ahUKEwjQ6vvqi_fjAhUDUN4KHY3qCysQMwhuKA
8wDw&url=https%3A%2F%2Fwww.worldbook.com%2Fstore%2F
p%2F400-Discovery-Encyclopedia.aspx&psig=AOvVaw1T4VzS-
zpXAGw55C9ahQva&ust=1565484897829827&ictx=3&uact=3
Journal
Interview with WOW Radio Field Reporter Mon Licup

Who has similar reading materials at home?
Where can you get other information aside from the
sources shown.
24

We use sources of information to be able to present
reports and other academic tasks. We could use
either primary or secondary sources.
Primary Sources are original or authentic accounts

or recounts written, compiled, or captured by actual
witnesses of an event.
Examples:
1. An interview with Sen. Manny
Pacquiao after his bout with Keith
Thurman.
2. An autobiography about the
Philippine President, Rodrigo R.
Duterte
3. Gazini Ganados, Miss Universe
Philippines 2019 describing her life
before joining the pageant.
Secondary Sources are written materials, narratives,

photographs or memorabilia about an event written,
compiled or captured by someone who used the
primary sources for their information.
Examples:
1. A youtube video showing the
steps/procedures in cooking fish
fillet.
2. A cartoon showing how Moana
control the water.
3. Printed articles written by
journalists
Primary Sources
Oral histories Photos Statistics

Interviews Films Letters
music Clothing Lectures
tools texts
Secondary Sources
Textbooks Encyclopedia reports

journals
Source:
http://www.commoncoresheets.com/Social%20Studies/Primary%
20&%20Secondary%20Sources/Identifying%20Sources/English/3
.p
https://www.proprofs.com/quiz-school/story.php?title=primary-
and-secondary-sources
25

D. Discussing new The teacher will divide the class into 5 groups. Each
concepts and group will read an article and they will write the
practicing new important facts from it which will be used for writing or
skills #1 reporting.
“Class, this activity has something to do with our
lesson for today which is organizing information from
secondary sources in preparation for writing,
reporting and similar academic tasks in collaboration
with others.”
Group 1. News Reporting
Report the news to other groups.
Magnitude 5.5 quake jolts Surigao del Sur

Published July 13, 2019, 8:01 AM
By MB Online
A magnitude 5.5 earthquake struck Surigao del Sur at

4:42 a.m., Saturday, the Philippine Institute of
Volcanology and Seismology (Phivolcs) reported.
. (PHIVOLCS/ MANILA BULLETIN)
The earthquake was tectonic in origin and its

epicenter was traced eight kilometers northwest of
Cortes, Surigao del Sur.
The quake which had a depth of 5 km, was felt under

the following instrumental intensities:
Intensity IV- Gingoog City, Misamis Oriental

Intensity II – Cebu City; Borongan City
Intensity I – Bislig City; Cagayan de Oro City
Phivolcs said the tremor was not expected to cause

any damage to property, but aftershocks are likely to
happen.
26

Group 2: Extract information from the news by
filling out the graphic organizer
What How did you Are the

information organize information
did you get the precise? If
from information? Yes, Why?
the news
article?
Group 3. Interview one of your classmates whose

place had been hit by an earthquake before.
 Do you ask permission before the interview?

How?
Group 4. Write in the diagram the information you

get from the picture below.
Source: http://journeyingjames.com/2012/07/sorsogon-
travel-guide/
Places/Towns Tourist Spots
27

Group 5. Fill me up
Give students an almanac. (The students may use

textbook if almanac is not available.) Then, let them
choose a text/topic to discuss. They may use the
graphic organizer below to present their work.
(Students may modify the graphic organizer
depending on the ideas they want to present.)
Source:
https://www.google.com/url?
sa=i&source=images&cd=&
ved=0ahUKEwivj5Oez_fjAh
UbFYgKHZa1AGEQMwhsK
AAwAA&url=http%3A%2F%
2Fwww.worldalmanac.com
%2Fworld-
almanac.aspx&psig=AOvVa
w1f3pjCxnBNBqE3LpPYa7
Dy&ust=156550299019537
6&ictx=3&uact=3
The students will present their output.

Then, they will identify whether their source is primary
or secondary.
E. Discussing new In the presentation of Group 3, they interviewed one
concepts and of your classmates. Why is it necessary to ask
practicing new permission from the interviewee?
skills #2
ASKING PERMISSION
We ask permission when we want to do something or
use something. Some of the words or phrases used
in asking permission are the following: Can, May,
Could, would you mind, could you mind, is it okay if,
28

Is it possible………
Sentence Structures when asking permission.
Can I+ verb (very Informal)
Can I go out tonight?
Can you have dinner with us?
May I + verb (formal)
May I have another slice of pizza?
May I dance with you?
Source:
https://www.ecenglish.com/learnenglish/lessons/request-
and- permission https://www.thoughtco.com/asking-for-
permission-in-english-1212032
http://www.pm.ac.th/files/1205031717352236_1205142222
2109.pdf
F. Developing
mastery (Leads to Read the selection written by SUSAN P. FERWELO.
Formative
Assessment 3) Gadget Kid on the Loose
Two children in the neighborhood have

become fanatics on the use of cell phones that make
them busy day and night almost 24 hours a day,
seven days a week.
Angelina and Justine are 10 and 9

respectively. From rising in bed at 8 in the morning,
they have nothing to touch first but their respective
cellphones. When not apprehended, they even forget
to take breakfast, lunch or anything to fill in their
stomach or quench their thirst. Their vice would
continue until late in the afternoon, forgetting that
bedtime is near at 9 or later in the evening.
One day, Angelina asked, “Tita, do you have a credit

card?”
I said, “Why? What will you with my credit card?”.
Angelina said, “Can I use it? I will purchase Robux in

a game using your credit card.”
With this overindulgence, physical looks have

been manifested in the two. Their eyes have become
slightly bloated. Bowel removal have recently
become irregular, which at times only happen every 3
or 4 days—or none at all during this period. Lately,
they have been suffering from dizziness because they
are hungry most of the time.
Their guardian has been doing something to

curb this attitude. Confiscation of individual
cellphones have been conducted so that fixed
schedules for the use of the gadgets is regulated.
29

Regular schedules have been enforced like time for
breakfast, bath sleep and use of cellphones have
been in place.
It is hoped that with restrictions on use, these

gadget kids would change, according to the guardian.
Organize the information from the selection using

the graphic organizer below.
Gadget Kid on the Loose
Problem Solution
G. Finding A. Read the dialog. Tell whether the permission

practical is granted or denied.
application of
concepts and skills 1. Austin: Lolo tomorrow will have
in daily living power interruption.
Can we go swimming?
Grandfather: Okay. You wake up
early tomorrow.
2. Angelina: Auntie Fe, would you
mind if I’ll go with
Austin for a
swimming tomorrow?
Auntie Fe: No, you have an
appointment with
your dentist
tomorrow.
B. Read the different forms of conversations in

asking permission correctly. Then answer the
question below.
Conversation 1:
Chris and Jonas spend their holiday in Paris. Jonas
goes up to a stranger.
Jonas: Excuse me. Sorry to bother you. Would

you mind taking our picture?
Stranger: No, not at all. Where would you like to
stand?
Chris: Here’s fine. In front of the Eifel Tower.
Stanger: Great! Say cheese.
Jonas and Chris: Thank you.
30

Conversation 2:
Francis needs to ask his boss for permission to
leave work early the next day:
Francis: Good morning Sir Athan.

Sir Athan: Hi Francis, is everything okay?
Francis: Yes Sir, thank you. Sir, may I leave early
tomorrow? I will take my sister to the
airport.
Sir Athan: Yes, you may leave early tomorrow,
Francis.
Francis: Thank you.
What polite expression were used in the

conversation?
How did Jonas and Francis ask permission from the
stranger and from Sir Athan?
Which one uses informal language?
Why do you think the speakers use informal
language?
Which one uses formal language? Why do you think
formal language is used by the speakers?
H. Making
generalizations of Why do we have to organize the information we
concepts and skills gather from secondary primary and secondary
in daily living sources?
I. Evaluating
learning A. Organize information from the news article
following the format below.
1. According to the report of Sorsogon police, an
Isuzu Forward jitney vehicle with a plate
number EAM 233 was travelling in a speedy
manner to Cumadcad town in Sorsogon.
2. Responders brought 11 passengers to

Sorsogon Provincial Hospital, and 6
passengers to Sorsogon Medical Mission
Group Hospital.
3. MANILA, Philippines-At least 17 injured in

Sorsogon car crash Responders bring 11
passengers to Sorsogon Provincial Hospital,
and 6 passengers to Sorsogon Medical
Mission Group Hospital.
aika.rey@rappler.com
(Published 9:02 AM, April 17,2018
31

Title: _______________________________________________
Introduction: ________________________________________
Main Points: _________________________________________
1._______________________________________________
2. _______________________________________________
3. _______________________________________________
Conclusion:
1. _____________________________________________
2. _____________________________________________
Choose the best option to complete each

dialogue. Write the letter of the correct answer.
1.A: Excuse me.
___________________________________.
B: No, I don’t.
a. Are you here by yourself?
b. Do you mind if I sit down here?
c. Have you been sitting here long?
2. A: What reading materials do you have today? Can
I borrow it?
B: __________. But don’t forget to return it to me.
a. Just a minute.
b. No, nothing.
c. Certainly
3.Situation: You are one of the reporters in one of the
newspapers.
How will you ask permission if you want
to interview the bank
manager about the recent issue on
Banks increase in fees on
ATM transactions.
J. Additional A. Watch the news tonight. Organize the information

activities for following the format given to you.
application or B. Write a dialog making use of the sentence
remediation structure in asking permission.
Write your answer in your notebook.
V. REMARKS
32

VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
this work?

encounter which my
supervisor/principal/de
partment head help me
solve?
localized materials did
I use/discover which I
wish to share with
other teachers?
Other sources:
33

34

Grade 6
I. OBJECTIVES
The learner demonstrates understanding of
different formats to write for a variety of
A. Content Standards audiences and purpose. of verbal and non-
verbal elements of communication to respond
back
The learner speaks and writes using good
command of the conventions of standard
B. Performance Standards
English Edit texts using appropriate text types
for a variety of audiences and purpose.
C. Learning  Plan a composition using an outline/other
Competencies/Objectiv graphic organizer
es (EN6WC-IIIa-1.1.6.1)
II. CONTENT ORGANIZE IDEAS USING GRAPHIC AIDS
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages Curriculum Guide in English 6 p.133
Pages
3. Textbook Pages English for you and Me Reading p. 66
Elementary English pp.423-429
from the LR Portal
5. Other Learning Sample graphic organizers, real plants, strips of
Resources papers with written sentences
IV. PROCEDURE ADVANCED AVERAGE LEARNER
LEARNER
A. Reviewing the previous Based on our lesson yesterday, how can you
lesson or presenting the organize information?
new lesson
Show real plants.
B. Establishing a purpose Do you have plants or garden at home?
for the lesson Why do you plant?
What make plants important to people?
Divide the class into three groups.
Each group will receive an envelope containing
jumbled sentences.
C. Presenting
Tell them that they are going to organize the
sentences to form a composition.
new lesson
Let them post their work on the board.
Analysis and Discussion

Explain that a composition is another word for
D. Discussing new
writing that allows them to write about
concepts and practicing
something or express their views.
new skills #1
A composition has three parts. The Introduction,
Body and Conclusion.
35

 The introduction needs to spark the
interest of the readers. It should be
catchy.
 The body contains the entire facts and
information.
 The conclusion gives readers
understanding the essence of the
composition.
Present the graphic organizer shown below.

Let us find out what should be written in the
introduction, body and conclusion. Brainstorm
with your groupmates.
Introduction Body
The Plant
Conclusion
Check the work of each group.

Say: Let us check if which group organized the
composition well.
Say: We use a graphic organizer to organize our
ideas. With this, we can easily identify the
ideas or information we can include in the
introduction, body and conclusion.
Let us practice writing a composition using the
graphic organizer on the board.
Always remember that in writing a composition,

we must observe the margin, proper
punctuations and capitalization.
E. Discussing new
concepts and practicing Plants
new skills #2
Imagine a world without plants. What does
earth look like?
I still remember what my EPP teacher told
us as we start gardening. She told us the
importance of planting. She said that plants are
important to all living things. Each part has its
own job. Leaves make food for the plant. They
produce oxygen. Stems hold the leaves and
flowers. Roots help keep the plant in the soil.
36

They absorb water and minerals from the soil and
carry them to the other parts of the plant.
Truly, human beings and animals need

plants. It serves as their food, medicine and helps
clean the air. Now, imagine a world with different
plants around us.
Group Activity
Group I:
Cite examples of activities during Christmas.
Group II:
Answer the following questions.
1.What is Christmas?
2.Why do we celebrate Christmas?
F. Developing mastery
Group III:
(Leads to Formative
Answer the following questions.
Assessment 3)
1.Where did you spend your Christmas vacation?
2.Who are with you last Christmas?
Group IV:
Answer this question.
1. What can you say about your Christmas
experience?
Each group presents their output on the board.

The teacher processes their answers.
Fill out the graphic organizer using the details on

the board.
INTRODUCTION
G. Finding practical
application of concepts BODY
and skills in daily living
CONCLUSION
H. Making generalizations What is the importance using graphic organizer?

daily living
37

Using the graphic organizer, write your own
composition about Christmas Vacation. Observe
I. Evaluating learning
the proper punctuation, margins and
capitalization.
J. Additional activities for Write a paragraph from the given topics and
application or remediation present it to the class using a graphic organizer.
V. REMARKS
VI. REFLECTION
assessment
have caught up with the
lesson
continue to require
remediation
did this work?
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?.
38

Grade 6
I. OBJECTIVES
The learner demonstrates understanding of:
 the oral standards of English in order to
participate in various oral communication
demands (situation, purpose and audience
command of the conventions of standard
A. Content Standards English grammar and usage when writing or
speaking
 different formats to write for a variety of
audiences and purpose. of verbal and non-
back
The learner…
 analyzes text types to effectively understand
information/message(s)
 prepares for and participates effectively in a
range of conversations and collaboration with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
B. Performance Standards Uses linguistic cues to appropriately construct
meaning from a variety of purposes.
 speaks and writes using good command of the
conventions of standard English Edit texts
using appropriate text types for a variety of
audiences and purpose.
 uses a variety of strategies to provide
appropriate feedback
C. Learning
Identify real or make-believe, fact or non-fact
Competencies/Objectiv
images
es
EN6VC-IIIa6.1 EN6VC-IIIa6.2
REAL OR MAKE-BELIEVE, FACT OR NON-FACT
II. CONTENT
IMAGES
References
1. Teacher’s Guide Pages 2016 Curriculum Guide in English 6 p.133
Pages
3. Textbook Pages
from the LR Portal
5. Other Learning
Kids Education Video Clips
Resources
IV. PROCEDURE ADVANCED AVERAGE SLOW
LEARNER LEARNER LEARNER
Checking of Assignment
A. Reviewing the previous
Recall their past lesson about reality and fantasy
Today, you will learn about reality and make
new lesson
believe.
39

Task 1: “What do you think?”.
Let the pupils answer: “Yes, that’s real!” or “No,
that’s make believe!”
B. Establishing a purpose  Do you think that a bird can swim?

for the lesson  Do you think that a fox can run?
 Do you think that a bunny can hop?
 Do you think that a banana can talk?
 Do you think that a frog can write a letter?
Show 2 sets of pictures.

Set A Set B
Reality Make-believe
C. Presenting
new lesson
Ask the pupils if they exist or not.

What is reality?
What is fantasy?
Setting of the standards while watching.
Watching a video clip about Real or Make Believe

KidsEducation
https://youtu.be/GK8S_Wzul3k
Teachers can also use a puppet and the dialog

below.
Tina: Hello! I’m Tina. I
D. Discussing new love telling stories that
are real and things that
new skills #1
are make-believe.
“I’m a flying princess.”
“I’m buying something

in the store.”
40

“I’m flying with my pet
dragon and the vacuum
cleaner is running after
me.”
“My mother is trying to

buy strawberries, but it
is so expensive, so we
bought bananas instead
of strawberries.”
“I’m playing soccer

with my friends and it
started to rain”
“I opened my closest
and found a house
inside of it”
Among the things she mentioned, which do you

think are real and which are just make-believe?
Why?
(The teacher may ask the students to get the

sample statements and post them on the
appropriate column.)
REAL MAKE-BELIEVE
What is reality? What is make-believe?

E. Discussing new
Expected answer:
A reality tells about things that could happen in real
new skills #2
life setting.
A fantasy or make-believe tells about things that

could not happen in
real life.
Present the examples below and ask students to

identify each whether it is reality or make believe.
Let them explain their answer.
1. The mermaid baked a scrumptious cake.
41

Expected answer: This is fantasy. A mermaid can’t
bake a cake in real life.
2. Jayden played in the pool with his cousins

yesterday.
Expected answer: This is a reality. A person can

play anywhere in real life.
Group I
Group III Tell whether each
Write R if it is of the following
picture is a reality
a reality and
M if it is a or a make-
believe. Write the
make-
correct answer in
believe.
the box. What
Then, explain
makes it reality/
your answer.
make-believe?
1. My mother
Group IV drinks ten
Write glasses of
examples of water every
Reality or day.
make-believe.
2.Joana ate
three
Group V computer
tables.
F. Developing mastery Present a skit
(Leads to Formative showing reality 3.Cassandra
Assessment 3) and make- did her Math
believe. homework in
our
classroom
yesterday.
4. The
mosquito
took the
plate from
the kitchen.
5.
Afghanistan
and
Bangladesh
are located
in South
West Asia.
42

application of concepts Why do we have to learn to distinguish reality from
and skills in daily living make-believe? Cite situations.
H. Making generalizations
What is reality? What is a make-believe ?
daily living
Identify whether the sentence is REALITY or
MAKE-BELIEVE.
1. An apple is talking to the princess.
2. Cesar studies his lesson everyday.
I. Evaluating learning 3. Mr. Perez driving his car.
4. In the zoo, there are flying elephants and the
singing carabaos.
5. The children are playing at the park
.Story Time. Divide the class into 2 groups with the

task below.
Compose a story Compose a make-

application or remediation stating reality believe
V. REMARKS
VI. REFLECTION
assessment
continue to require remediation
did this work?

encounter which my
supervisor/principal/department
head help me solve?
which I wish to share with other
teachers?.
43

Daily Lesson Plan in ENGLISH
Grade 6
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the
elements of literary and informational texts for
effective oral expression
B. Performance The learners uses elements of literary and
Standards informational texts to aid meaning getting
C. Learning  Detect biases and propaganda devices used
Competencies/Objecti by speakers (EN6LC-IIIb-3.1.12)
ves  Make a stand based on informed opinions
(EN6OL-IIIb-1.28)
II. CONTENT BIASES AND PROPAGANDA DEVICES
USED BY SPEAKERS
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English 6
Pages
Pages
3. Textbook Pages
from the LR Portal
Resources https://www.youtube.com/watch?v=IudhW2mm0bo
IV. PROCEDURE
A. Reviewing the Did you watch television last night?
previous lesson or
presenting the new What do you see in between the episodes of your
lesson favorite TV programs?
What other TV advertisements are you familiar with?

Are you easily persuaded by those advertisement?
Why? Why not?
B. Establishing a purpose Today, we will talk about detecting biases and

for the lesson propaganda devices used by speakers
C. Presenting
examples/instances of
the new lesson
Source:
https://www.google.com/search?biw=1821&bih=876&tbm=isch&sa=1&
ei=A29HXfW5ItmqoATt5orQDw&q=glittering+generalities+propaganda+
examples&oq=gpropaganda+examples&gs_l=img.1.0.0i7i30.40489.5021
0..52554...0.0..0.91.175.2......0....1j2..gws-wiz-
img.......0i67j0.uf5oIBrDKfo#imgrc=r4rZZHa89Zz0zM:
44

What can you say about this advertisement? Do you
believe in what it is saying about the product? Is it
true?
How do advertisers convince the viewers or

consumers to buy, use or patronize their
products?
D. Discussing new Explain:

concepts and practicing Propaganda – is the spreading of ideas,
new skills #1 information or rumor for the purpose of helping
or injuring an institution, a cause or a person.
Bias – a strong feeling for or against something

without enough reason; prejudice.
Examples:
1. A certain institution doesn’t hire members
of LGBT community because of
immorality issues.
2. Baby sitting is for mothers only.
3. Playing basketball is for men.
E. Discussing new Watch the video clip

concepts and practicing https://www.youtube.com/watch?v=akgvdoVHzMc&t=1
new skills #2 26s
(Note to the teacher: Discuss every type of
propaganda device after each is shown on video)
7 Types of Propaganda Devices

1. Testimonial – the use of well-known,
respected people to endorse a product or
service.
https://www.google.com/imgres?imgurl=https%3A%2F%2Fpixfeed
s.com%2Fimages%2F42%2F610395%2F1280-610395-
165488047.png&imgrefurl=https%3A%2F%2Fmarketingwit.com%2
Fexplanation-of-testimonial-propaganda-with-
examples&docid=XLMqFJSX7rkNiM&tbnid=VpObclICWu_EDM%3A
&vet=10ahUKEwig-I-
LgPrkAhUAw4sBHbrBAVsQMwhfKAEwAQ..i&w=1280&h=720&bih=
876&biw=1821&q=testimonial%20propaganda%20devices&ved=0a
hUKEwig-I-
LgPrkAhUAw4sBHbrBAVsQMwhfKAEwAQ&iact=mrc&uact=8
2. Glittering Generalities – the act of referring

to words or ideas that evoke a positive
emotional response from an audience. Virtue
words are often used.
https://www.google.com/search?biw=182
1&bih=876&tbm=isch&sxsrf=ACYBGNT6fCr
SfNprYS30xAQBSFixgVaUuw%3A15698964
69371&sa=1&ei=FbiSXeCZFoCGr7wPuoOH
2AU&q=glittering+generalities+propaganda
+examples&oq=glit&gs_l=img.1.0.35i39j0i6
7l9.337966.342447..343873...0.0..0.186.28
01.10j15......0....1..gws-wiz-
img.......0.jvwk6cL3Noo#imgrc=p-
lUPt0dOhAV2M:
45

3. Transfer – the act of relating something or
someone we like or respect with a product.
Symbols are constantly used in this
propaganda.
https://www.google.com/search?biw=1821&bih=876&tbm=isch&sxsrf=ACYBG
NT2hxxRyO_FPelvADWUOypTKf7dww%3A1569900973639&sa=1&ei=rcmSXcP
KJruHr7wPqvK-
2AU&q=transfer+propaganda+examples+&oq=transfer+propaganda+examples
+&gs_l=img.3..35i39j0l2j0i30j0i8i30j0i24.95606.100131..100758...0.0..0.154.16
56.16j2......0....1..gws-wiz-
img.lomOISFrrYM&ved=0ahUKEwiD1fbukPrkAhW7w4sBHSq5D1sQ4dUDCAc&u
act=5#imgrc=-vwW0tQluJ-BlM:
4. Plain Folks – the use of everyday people to

sell a product or service. Speakers and ads
appear to make the person to be "one of the
people"
https://www.google.com/search?biw=1821&bih=876&tbm=isch&sxsrf=ACYBGNTKaySQr0ccIln1zKEcSSGg
M8hLoA%3A1569901076617&sa=1&ei=FMqSXeKpJfuGr7wPt_-
U2AU&q=plain+folks+propaganda+examples&oq=plain+folks+propaganda+examples&gs_l=img.3..35i39j
0.555027.556669..557994...0.0..0.106.1069.7j4......0....1..gws-wiz-
img.......0i7i30j0i8i7i30.kzs_Psx6mUQ&ved=0ahUKEwjig4SgkfrkAhV7w4sBHbc_BVsQ4dUDCAc&uact=5#im
grc=KPBB3CZl7r-g9M:
5. Bandwagon – attempts to persuade the

target audience to take a course of action
"everyone else is taking", "join the crowd".
This technique reinforces people`s natural
desire to be on the winning side.
https://www.google.com/search?q=
bandwagon+example&sxsrf=ACYBG
NRcghb4YFZ2eqaulQQpyMQAMdvL
vQ:1569904813373&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwjMyu
2Vn_rkAhVGZt4KHcF9CTYQ_AUIEig
B&biw=1821&bih=876#imgrc=LwCb
ROYkQU4SLM:
6. Name-Calling – the use of names that evoke

fear or hatred in the viewer. The name-
calling technique links a person, or idea to a
negative symbol.
46

https://www.google.com/search?biw=18
21&bih=876&tbm=isch&sxsrf=ACYBGNQ
9aCm8dWaiLosHnPrgCbpiU1faTw%3A15
69904815393&sa=1&ei=r9iSXfDOF8SUr7
wPu9Od8A4&q=name+calling+propagan
da+example&oq=name+callingexample&
gs_l=img.1.1.0i7i30l2.166252.172271..17
4636...0.0..1.213.2006.12j6j1......0....1..g
ws-wiz-img.......0j0i24.k-
VL60sXpEk#imgrc=3yvSl0lGxsuDMM:
7. Card Stacking – the strategy of showing the

product`s best features, telling half-truths,
and omitting or lying about its potential
problems.
https://www.google.com/search?bi
w=1821&bih=876&tbm=isch&sxsrf
=ACYBGNTxBn9aYLs0Cuk06YTvNvSr
w7kEPw%3A1569904993008&sa=1
&ei=YdmSXfYSjbKYBc-
XnegJ&q=card+stacking+propagand
a+examples&oq=card++propagand
a+example&gs_l=img.1.0.0i8i30.70
4679.705934..708316...0.0..0.135.5
30.2j3......0....1..gws-wiz-
img.......0i7i5i30j0i8i7i30.PDoSw4-
__jo#imgrc=n1k9H6qLSiRD6M:
F. Developing mastery (Easy)

(Leads to Formative Listen to the common lines or situations. Then, tell
Assessment 3) what propaganda device is used. Choose the letter
of the correct answer.
1. 100% tested & proven, "ML" soap whitens
your skin in just 3 days. Safe & effective
a. name-calling
b. card stacking
c. transfer
2. All my officemates are using "FIT & WHiTE"
tea, you should try it too.
a. bandwagon
b. testimonial
c. card-stacking
3. The EVIL has landed in the Philippines.
a. bandwagon
b. testimonial
c. name-calling
4. "PINOY" fried chicken is 0 trans fat, so it`s so
safe & healthy.
a. Glittering Generalities
b. Transfer
c. testimonial
5. Kris Aquino: You know, I`ve been using
"KINIS" since I discovered it years passed
and I really feel its beautiful effect.
a. Card stacking
b. Testimonial
c. Bandwagon
47

(Average)
Read the sample advertisements in column A
and match to its type in column B
A. B.
1. 100% tested &

proven, "ML" soap
whitens your skin
in just 3 days. Safe a. Testimonial
& effective
2. All my officemates
are using "FIT & b. Bandwagon
WHiTE" tea, you
should try it too.
3. The EVIL has c. card
landed in the stacking
Philippines.
4. "PINOY" fried
chicken is 0 trans d. name-
fat, so it`s so safe calling
& healthy.
5. Kris Aquino: You
know, I`ve been e. Glittering
using "KINIS" since generalities
I discovered it
years passed and I
really feel its
beautiful effect.
(Difficult)
Tell what propaganda device is used in the
following advertisements.
1. 100% tested & proven, "ML" soap whitens your
skin in just 3 days. Safe & effective
2. All my officemates are using "FIT & WHiTE" tea,
you should try it too.
3. The EVIL has landed in the Philippines.
4. "PINOY" fried chicken is 0 trans fat, so it`s so
safe & healthy.
5. Kris Aquino: You know, I`ve been using "KINIS"
since I discovered it years passed and I really
feel its beautiful effect.
G. Finding practical Group Activity:
application of concepts (Easy)
and skills in daily living Recall at least one TV commercial you have heard
and analyze what type of propaganda is used.
(Average)
Role play the TV commercial of Jollibee and tell
what propaganda is used.
48

(Difficult)
Make your own TV commercial about any
product you want to advertise using any of the 7
types of propaganda devices.
H. Making What did you learn today? How do we detect
generalizations of biases & propaganda devices used by
concepts and skills in speakers?
daily living What are the 7 types of propaganda?
I. Evaluating learning Detect the propaganda device used by the
speakers and tell if it’s a fact or not.
1. Try it now! "POMENSI JUICE" The best &

world class detoxifying and anti-angeing juice
of all times.
2. Don’t be fool! Alcohol is not cool.
3. "MILKYWAY" is the 0 trans fat milk you

love.
4. Pres. Duterte joins the people of Payatas

in a boodle fight lunch.
5. Kathryn Bernando: My everday use of

"Olay" lotion makes my skin radiant,
smooth, white and glowing. I really love
it.
J. Additional activities for Watch TV tonight. Then, examine the different

application or advertisements and identify what type of
remediation propaganda is used.
V. REMARKS
VI. REFLECTION

earned 80% on the formative
assessment
remediation
lesson
49

continue to require
remediation
did this work?

encounter which my
supervisor/principal/departme
nt head help me solve?
Other Sources Used:
50

KATRINA’S TRIP TO THE OCEAN
-Adapted-
As the alarm clock started with a loud ring, Katrina got out of her bed
excitedly. They were going to the beach today and she didn’t want to be late.
When Katrina went down for breakfast, Mother had already prepared a
big picnic basket filled with all kinds of food.
“Do you have your things ready?” Mother asked.
“Yes, Mother. I packed my red bathing suit, my yellow pail and pink
spade.”
After a hearty breakfast, Katrina and her parents piled into their car and
headed for the ocean.
Katrina watched as the scenery rushed by. She saw many things. She
saw houses, ricefields and a funny scarecrow. She waved at some children
playing by the roadside.
Finally, they reached the beach. Katrina excitedly ran to the water.
The golden sand felt soft and warm at her feet. She saw many things at the
beach. She saw different kinds of shells - long and short shells, fat and thin
shells, even a shell shaped like a fan. She also saw a starfish and a crab
digging in the sand.
Katrina swam all day. She also built a beautiful sand castle with her
yellow pail and pink spade.
At the end of the day, when the sun was like an orange ball in the sky,
and all of her mother’s delicious food was gone, Katrina and her family went
home. This time, Katrina didn’t even see the funny scarecrow. Katrina was
fast asleep dreaming of her day at the ocean.
51

BITTEN BUT NOT SHY
Aesop’s Fable
A lion, which had fallen sick, was lying in a cave. He said to his beloved
comrade, the fox: If you want me to recover and live, use your honeyed
tongue to entice the big deer which lives in the forest to come within reach of
my claws. I am hungry for his guts and his heart.” The fox went off and found
the deer frisking in the woods. Joining in its play, he greeted it with these
words:
“I have come to bring you good news. You know that our king, the lion
is my neighbour. Well, he is ill and near to death, and he has been
considering which of the animals is to reign after hi. The pig, he says, is a
senseless brute, the bear is a lazy-bone, the leopard is bad-tempered, and
the tiger is a braggart. The deer is the best qualified for the throne, because
his height is impressive, because he is a long-lived animal, and because his
horns frightens the snakes. So to cut a long story short, you have been
nominated as king. Tell me quickly, for I am in a hurry; the lion relies on my
counsel in everything he does, and he may be wanting me back. If you will
listen to an old fox’s advice, I think you should come with me and stay with
him till he dies.”
At this speech, the deer’s mind was puffed up with conceit, and it went
to the cave without any suspicion of what going to happen. The lion pounced
upon it eagerly; but he only succeeded in tearing its ears with his claws, and
the deer hastened to escape in the woods. The fox beat his paws together in
disappointment at having wasted his pains, and the lion moaned and roared
aloud in his hunger and mortification. Eventually, he begged the fox to have
another try and lure the deer back again. “It is a difficult and troublesome task
that you are laying on me,” the fox replied, “but all the same, I will do it for
you”. Weaving his cunning toils, he started tracking the deer like a hunting
dog, and asked some shepherds if they had seen a deer with blood about it.
They pointed out the woods into which it had gone; and finding it there,
cooling itself after its hurried flight, the fox accosted it as bold as brass.
The deer’s hair bristled with anger, “You scoundrel!” it said, “you won’t
catch me again. If you so much would come near me, you shall pay for it with
your life. Go and fox other animals, who don’t know you. Find someone else
to make a king of and drive mad.”
“Are you such a miserable coward,” the fox answered, and so
suspicious of us who are your friends? When the lion caught hold of your ear,
he meant to give you his last advice and instructions before he died; he would
like to tell you about your great responsibilities as king; but you could not bear
even a scratch from the paw of a sick creature. And now, he us even angrier
than you are, and wants to make the wolf king. A bad master for us he would
be. But come with me and don’t be afraid; be as meek as any sheep. I swear
by all the leaves and all the springs that the lion will not hurt you, and I will
have no other master but you,”
By this deceit, he induced the unlucky deer to go with him again, and
as soon as it entered the cave, the lion made a meal out of it, swallowing
bones, marrow, and entrails. The fox stood looking on and when the heart fell
out of the carcass, he stealthily snatched it and ate it as a reward for his
trouble. The lion missed and rummaged for it through all the fragments. “You
52

may as well stop searching,” said the fox from a safe distance, “for the truth is,
it hadn’t had a heart. What sort of a heart do you expect to find in a creature
which twice came into a lion’s den and within reach, of his paws?”
https://www.google.com/search?tbm= https://www.google.com/search?tbm=i
https://www.google.com/searc
isch&q=propaganda+devices&chips=q: sch&q=propaganda+devices&chips=q:p
h?tbm=isch&q=propaganda+de
propaganda+devices,g_1:name+calling: ropaganda+devices,g_1:name+calling:p
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XFBKYKHStPBsYQ4lYIKygA&biw=1821& h=876&dpr=0.75#imgdii=1tJ28VmAZW -
bih=876&dpr=0.75#imgrc=ds2LoreI- udyM:&imgrc=dLuh7vM0JZwC_M:
AQ&sa=X&ved=0ahUKEwjb5v3h
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A&biw=1821&bih=876&dpr=0.7
5#imgrc=RikpqQEKnO7zZM:
https://www.google.com/search?tbm=isc
h&q=propaganda+devices&chips=q:propa
ganda+devices,g_1:name+calling:p7vrxu-
4-Zc%3D&usg=AI4_-
kTN5hwkj43J64FD24RHC070i5h-
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BKYKHStPBsYQ4lYIKygA&biw=1821&bih=
876&dpr=0.75#imgrc=Hk-QWFc_NiTuDM:
53

Daily Lesson Plan in English
Grade 6
I. OBJECTIVES
The learner demonstrates understanding of library skills

to research a variety of topics
A. Content
Standards The learner demonstrates understanding that words are
composed of different parts to know that their meaning
changes depending in context
The learner uses variety of research strategies to

effectively write a variety of texts for various audiences
B. Performance and purposes
Standards
The learner uses strategies to decode correctly the
meaning of words in isolation and in context.
 Organize information from secondary sources in

preparation for writing reporting and similar
C. Learning
academic task in collaboration with others (EN6SS-
Competencies/
IIIb-4)
Objectives
 Clarify meaning of words using online resources
(EN6V-IIIb-8.3)
II. CONTENT Secondary Sources of Information

Word Meaning using Online Resources
III. LEARNING
RESOURCES
References
1. Teacher’s
Curriculum Guide in English 6 p.133
Guide Pages
2. Learner’s
Materials Pages
Essential English (Worktext in Language and Reading),
Ma. Fe Garcia Eusebio, et.al,2017 Rex Book Store
p.145,200
Science and Health 6, Juanita M. Cruz, 2001, Diwa
Scholastic Press Inc.,pp. 17-18,261-262
Home Economics and Livelihood Education 6,Second
3. Textbook Pages Edition,2016 ,Josephine C. Bernardino, et.al, pp. 171-
173
Quest for Reading Treasures, Skill Kit 6, Rosalinda M.

Cupcupin,et.al,Instructional Coverage System Pub.
Inc,2007pp. 98
Lesson Guides in Elementary English 5, pp.481,2008
4. Additional
54

Materials from
the LR Portal
graphic organizer, copy of the selection, laptop with data
5. Other Learning
or internet connection, projector, cellphone with data
Resources
connection
IV. PROCEDURE ADVANCED AVERAGE
LEARNER LEARNER
A. Reviewing the
previous lesson or What references or materials do you use when you are
presenting the new researching?
lesson Do you research using online resources?
Today we will find the meaning of Unlocking of
some words using online Difficulties
resources.
The teacher will
Unlocking of Difficulties provide a laptop with
internet connection.
The teacher will provide a laptop It should also be
with internet connection. It should connected to the
also be connected to the projector.
projector. The teacher will
The teacher will demonstrate how demonstrate how to
to find the meaning of words find the meaning of
online. words online.
1. Open the browser. 1. Open the
(Google, Bing, or Mozilla browser.
Firefox) (Google,
2. Using the search engine, Bing, or
type the word you want to Mozilla
search and click the Firefox)
search button or enter. 2. Using the
B. Establishing a 3. Then, the meaning of the search
purpose for the word will show up on your engine, type
lesson screen. the word you
want to
The students will search the search and
meaning of the following words click the
online. search
button or
ARTERIOLES enter.
DEOXYGENATED 3. Then, the
VENULES meaning of
CAPILLARIES the word will
ARTERIES show up on
PUNCTURED your screen.
FRICTION
ELASTIC The students will
DEOXYGENATED search the meaning
INTERTITIAL FLUID of the following
TISSUES words online.
Do you have an idea how our

blood flows? Unlocking of
55

Difficulties
You will be reading a text about
blood vessels.
ULTRASONIC
Motive Question: What are the ELECTRONIC
three kinds of blood vessels in IRRITATING
the body? FREQUENCY
ELIMINATES
REPELLENTS
DEVICE
What are the

common problems
in your community?
You will be reading

a text about
ultrasonic power
device.
Motive Question:
How does ultrasonic
power device
works?
Read the selection, “The Blood Read the sample

Vessels” orally. Science Report
orally. (Refer to
(Refer to Selection A) Selection B)
A.Answer the motive question. A. Answer the

motive question.
B.Comprehension check
C. Presenting B. Comprehension
examples/instance 1.Describe each type of blood check:
s of the new vessels?
lesson 1.What is ultrasonic
2.What are the functions of each power?
kind of blood vessels?
2.What are the
3.Are blood vessels important? importance of using
Why? ultrasonic device?
3.Are you going to

use this device?
Why or why not?
. Organize the Ask the pupils to fill

D. Discussing new information out the graphic
concepts and from the text organizer below
practicing new you read using based on the report
skills #1 the table below. above.
56

TYPES OF BLOOD
DESCRIPTION
FUNCTION
VESSELS
Discuss the different secondary sources of information.
1.Secondary sources describe, discuss, interpret,

comment upon, analyze, evaluate, summarize and
process primary sources.
E. Discussing new
concepts and 2.These are written materials, narratives, photographs
practicing new and memorabilia about an event written, compiled and
skills #2 captured by someone who used the primary sources for
their information.
3.Textbooks, journal articles, histories, encyclopedias

are examples of these materials.
(Source: Essential English Worktext in Language and

Reading, p. 145,200)
Read the article and organize the
Read the
information in a graphic organizer.
article and
(The teacher should prepare the
organize the
graphic organizer and let the pupils fill
F. Developing information in
it out.)
mastery (Leads to a graphic
(Refer to Activity 1)
Formative organizer.
Assessment 3) (Refer to
Activity 1)
Divide the class into 5 groups. Divide the class into

Provide each group with copy of 5 groups. Provide
a text below. Ask them to choose each group with
5 difficult words from the text and copy of a text below.
give the meaning of each word Ask them to choose
G. Finding using online resources. Let them 5 difficult words from
practical organize the information using a the text and give the
application of table or graphic organizer. meaning of each
concepts and skills word using online
in daily living (The teacher may ask each group resources. Let them
to bring cellphones or laptop with organize the
internet connection. It should be information using a
announced a day before the table or graphic
lesson.) organizer. (The
(Refer to Activity 2) teacher will bring
57

laptop and let the
pupils type the word
and look for its
meaning. They will
copy the meaning of
each word.
H. Making
What are the secondary sources of information?
generalizations of
What is the other way of clarifying meaning of words?
concepts and skills
in daily living
Read the article below and organize the information
I. Evaluating
using the graphic organizer below.
learning
J. Additional
Look for other secondary sources of information and
activities for
organize an information from it using graphic organizer
application or
or a table.
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
this work?
encounter which my
solve?
wish to share with
other teachers?.
SELECTION A.
58

The Blood Vessels
Blood Vessels are the passageways of blood. They are found all over your body.
When any blood vessel is punctured or cut, blood flows out.
There are three kinds of blood vessels in the human body. These are the arteries,
the veins, and the capillaries.
Arteries are thick- walled and elastic blood vessels. They carry blood away from
the heart. Their thick walls withstand the force of blood from the heart. The nature of
its surface reduces friction generated by moving blood. They branch into smaller
vessels, called arterioles and connect to capillaries. The capillaries join together to
form larger vessels called venules. The venules then join to form veins.
The veins are blood vessels which have thinner walls compared to arteries.
They are elastic and have bigger diameters. All veins carry deoxygenated blood to
the heart except the pulmonary veins. Pulmonary veins carry bright red oxygenated
blood from the lungs into the heart (left atrium and left ventricle).
The capillaries are the smallest blood vessels. They are found between the
smallest artery called arteriole and the smallest vein called venule. Oxygen and
nutrient in the blood pass through the capillary walls to the interstitial fluid between
cells. Essential exchanges of water, gases, nutrients and waste materials occur. This
takes place between the blood and the tissues through the capillaries.
(Source: Into the Future: Science and Health 6,p. 17-18)
SELECTION B.
Ultrasonic Power
Ultrasonic power is an electronic device that drives away annoying animals
from an area. This new discovery uses high frequency sound. It forces the unwanted
animals to leave the area. While the sound is irritating to animals, it is not to people.
It does not cause any damage to the environment, too. Our household pets are also
safe because this is designed for outdoors.
Birds will not be affected. They are not affected by high frequency sound waves.
Most importantly, this device is environment friendly. It eliminates the need for
repellents, dangerous chemicals, or physical attacks.
Ultrasonic power is the answer to the problem caused by stray dogs, cats,
and even rats.
(Source: Lesson Guides in Elementary English 5, pp.481)
59

ACTIVITY 1:
Read the article and organize the information in a graphic organizer.
Food preservation is the process of preventing food spoilage by creating
conditions under which microorganisms cannot multiply and grow. Some preserved
foods nowadays are delicious and full of flavor. Some are considered delicacies that
people crave for.
The different ways of preserving food are the following: drying, freezing and
salting.
Drying is the removal of moisture or water in food. It is the most ancient
method of food preservation known to man. Freezing is a method that turns the food
into solid state at very low temperature. Fruits and vegetables may be placed in a
freezer to maintain its freshness and nutrients. Salting is also a method in which salt
is used as its main preservative. It is commonly done to meat, poultry, fish or
seafood. Salt preserves food by osmosis. This means the water content of food is
pinched out when it is salted.
(Source: Home Economics and Livelihood Education, pp.171-173)
ACTIVITY 2:
Group the pupils into 5. Provide each group with copy of a text below. Ask them to
choose 5 difficult words from the text and give the meaning of it using online
resources and let them organize the information using a table or graphic organizer.
(The teacher may ask each group to bring cellphones or laptop with internet
connection. It should announced before and the purpose as well.)
There are three major types of galaxies. US astronomer Edwin P. Hubble

developed a common classification system to classify the galaxies discovered.
These major types are the spiral, elliptical and irregular galaxies.
Spiral galaxies are made up of millions of stars. Their unique characteristic is
the lens- shaped nucleus at its center with arms and projections extending out. The
arms follow as the central part moves. There are few stars and almost no dust or gas
in between the arms. Some spiral galaxies are tightly wound while others are open.
About 75 percent of all known galaxies are believed to be spiral in shape.
Elliptical galaxies are nearly ball- shaped to lens shaped. They do
not have any arms. There is almost no gas and dust clouds. Studies of their
brightness patterns show that most of their stars are found close to the center.
Irregular galaxies comprise two to three percent of the total number of
galaxies that Hubble classified. These are smaller and fainter compared to spiral and
elliptical galaxies. They are composed of stars which are unevenly distributed. One
irregular galaxy is the Large Magellanic Clouds.
( Source: Into the Future: Science and Health 6, pp.261-262)
60

ACTIVITY 3:
Read the article below and organize the information using the table below.
ALLIGATOR SIMILARITIES CROCODILE
An alligator is a big animal. It lives in swamps and rivers. It lies very quietly in the
water. It does not move. But when it sees a fish or a frog it moves very fast. The
alligator opens its big mouth and very quickly catches the little animal.
Alligators move more easily in water than on land. Sometimes an alligator
attacks bigger animal. It may catch a dog or a pig. An alligator may even attack a
deer or a cow.
Alligators are not too dangerous to people. They do not often attack people. But
to be safe, do not swim in water where alligators live.
Crocodiles eat mostly fish, frogs and other small animals. Sometimes they
attack bigger animals. Sometimes they attack people. Crocodiles can be dangerous.
You should never swim in places where crocodiles live.
Crocodiles live in swamps and rivers. They can move very quickly in water.
They cannot move as fast on land.
Alligators and crocodiles do not look exactly alike. It is hard, however, to tell
them apart. The alligator’s head is wider and shorter than the head of a crocodile. In
an alligator’s mouth, the teeth of the lower jaw fit inside the teeth on the upper jaw. In
a crocodile’s mouth, the lower and upper teeth more or less meet.
These animals lay eggs. The eggs are long and white. They have hard shells.
The eggs are laid on hand.
When the young alligators and crocodiles hatch from the eggs, they are little.
They eat insects and small fish. As they grow bigger, they can catch bigger things to
eat.
(Source: Quest for Reading Treasures Skill Kit, pp.98)
61

Grade 6
I. OBJECTIVES
The learner demonstrates understanding of the
A. Content Standards research process to write a variety of texts
The learner uses a variety of research strategies

B. Performance
to effectively write a variety of texts for various
Standards
audiences and purposes
 Distinguish text-types according to purpose

and language features
- Time order
C. Learning (sequence, recounts process)
Competencies/Objecti ENGRC-IIIb-3.2.9
ves  Read grade level text with accuracy,
appropriate rate and proper expression
EN6F-IIIb-1.6 ENGFIIIb-1.3 ENG6F-IIIb-1.7
Text-Types According to Purpose and Language

Features
- Time order
II. CONTENT
(sequence, recounts process)
Read Grade Level Text (with Accuracy,
Appropriate Rate and Proper Expression)
III.LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English 6, 3rd Quarter,
Pages p.136
Pages
3. Textbook Pages  English Matters 6 Language Series 2nd
Edition pp. 66-67
 English 6 for a Brighter World, pp.100-101
 Essential English 6, pp. 190-192
from the LR Portal
5. Other Learning Chart, diagram, pictures of beautiful sceneries,
Resources manila paper, pentel pen, graphic organizers
Website:
IE for EC Integrated English for Effective
Communication 4 from www.pitt.edu/-
dash/type018a.html#scudder
IV. PROCEDURE
62

Gallery Walk
Post variety of pictures in the four corners of the
A. Reviewing the
previous lesson or room and let the class choose a place they want
to go.
presenting the new
lesson
Select a speaker to explain why he chooses the
place.
Ask the students the following questions:
 What is the most memorable place that you
have visited?
B. Establishing a  What amazing experiences did you have
purpose for the lesson from that place?
 Did you record those experiences? Do you
have pictures, album, or story collage? Did
you post them in Facebook?
Today, we shall read the recount of Marjorie.
Let’s find out if you have similar experiences to
hers.
My Dearest Diary
by Mark Gleen O. Cidro
January 22,2014
Dear Diary,
Today is another memorable day of my life

because my family and I revisited many beautiful
places in Cebu. This trip was actually
unplanned, but we enjoyed it! First, we went to
Basilica Del Sto. Niño. Nothing has really
C. Presenting changed. We still saw many people buying
examples/instances of candles and praying reverently. Sadly, I
the new lesson observed that some parts of the Basilica were
deformed because of the recent earthquake.
Then, we went to the famous Magellan’s Cross.
For remembrance, we took pictures in front of it.
Next, we toured Oslob and swam with the
gigantic whale shark or “butanding.” Happiness
did not stop there. Afterwards, we went to
Kawasan Falls, where we witnessed the beauty
of nature. Lastly, we went to the Taoist temple to
see a different culture, and we dropped by the
market to buy some pasalubong.
I will never forget this experience!
Marjorie
63

Let’s recall the visited places of Marjorie in
sequence. On the board are the places she has
visited. Fill in the graphic organizer according to
the sequence of her visit.
First, we went to Basilica Sto. Niño.
Then, we went to the famous Magellan’s

Cross.
D. Discussing new
new skills #1 Next, we toured Oslob and swam with the
gigantic whale sharks or “butanding”.
Afterward, we went to Kawasaki Falls,

where we witnessed the beauty of nature.
Lastly, we went to the Taoist temple to

see a different culture and we dropped
by the market to buy some pasalubong.
 What indicators or signals lead you to

decide that it is the initial activity?
 What do you call the highlighted words?
 What are the sequence signals used in
recounting the events?
 What do you call the highlighted words?
E. Discussing new  How do the signal words connect the
concepts and practicing ideas?
new skills #2
Read the recount of Marjorie with proper
expression, accuracy with appropriate rate.
The rubric below will be used to rate the

students’ performance.
64

(Note: The teacher should explain the rubric)
CRITERIA 5 4 3 2 1
With proper expression,
accuracy, appropriate
rate with
No error
rate with
1-2 errors
rate with
3-4 errors
rate with
5 or more errors
No proper expression,
rate with more than 5
TOTAL
Group Collaboration
 Group 1. Below is an example of narrative
paragraph showing time sequence. Watch
out for the words that give clues to the time
order. Write them in the given diagram
below.
Pahiyas
Pahiyas is a festive celebration held every
15th of May in honor of San Isidro Labrador, the
patron saint of farmers. In the morning, the
people of Lucban begin decorating their homes
F. Developing mastery with the best of what they can offer: delicious
(Leads to Formative suman, wrapped in banana leaves, luscious
Assessment 3) fruits, golden stalks of palay, sack of milled rice,
and even fresh bunch of vegetables neatly
arranged and hung at the windows. Late in the
afternoon, the procession of townsfolks bearing
the image of San Isidro starts in the streets. The
merrymaking ends after the procession, where
anybody can ask for any of the good things on
display.
65

Title
 Group 2. Read the selection with

accuracy, appropriate rate and proper
expression. The rubric will be used to rate
students’ output. (Note: Teacher discusses
the rubrics.)
A king was taking a walk in the forest

when he met an old man. “I am a king and I
reign over a big, wealthy kingdom. I rule
other countries for I am a great king,” he
told the old man.
“I am a king, too,” slowly and softly.
“You are?” the king, surprised as he
looked at the worn out clothes of the old
man, asked him. “What kingdom do you
rule?”
“I rule myself,” the old man quietly
answered.
CRITERIA 5 4 3 2 1
accuracy, appropriate rate
with no error
with 1-2 errors
with 3-4 errors
with 5 or more errors
No proper expression,
with more than 5 erros
TOTAL
66

Sequence the events. Write First, Then, Next
and Finally.
o ______, the king was surprised as he
 looked at the worn out
clothes
 of the old man.
o ______, the king was taking a walk at the
 forest.
o ______, the king ruled himself
o ______, he is the king and ruled out
other
countries
 Group 3. Recount your favorite fable

story.
TITLE
Beginning Middle Ending
 Group 4. Talk with your groupmates.

Recall the most memorable events that
happened from the start of school up to
this moment. Write them in chronological
order in the circle diagram.
Memorable
events
67


Group 5. Recount the events during
Holy Week by means of picto-narrative
or by making a poster.
Be guided with the rubric which will be used to
rate your output.
RUBRICS
Illustration/Description/
creativity of the theme
Cooperation 30%
Timeliness
Neatness
100%
Total
20%
35%
15%
Recount the worst /funniest events that
happened in your life.
1. 3.
My
G. Finding practical funniest/
application of concepts worst
and skills in daily living events that
2. 4.
happened
in my life
H. Making 1. What is recounting of events?

generalizations of 2. Why do we recount events?
concepts and skills in 3.How do you read a selection with
daily living proper expression, accuracy, appropriate rate?
Evaluating learning A. Read the selection and recount/sequence the

following events using the recount graphic
organizer
68

Lost and Found
Jane and Maya were friends and

neighbors. They loved to explore and solve
mysteries so much that they began their own
club, the Mystery Solvers Club.
One Sunday afternoon, the day of their
weekly meeting, Maya went to her room to get
her journal. It was missing! The journal
contained all the information and all the notes
from each of the club’s meeting and cases.
Maya ran to the meeting place in Jane’s
backyard. Maya exclaimed, “My journal is
missing! You must help me find it.”
The club members were worried. They
needed the notes in the journal to solve the
mystery from the week before. Jane said, “Tell
us all you know.”
Maya replied, “I keep the journal in the
drawer of my bedside table. Last night, I was
writing in it while I ate a sandwich. I don’t
remember much else except that I was very
tired. I didn’t think about the journal again until
just now. It wasn’t in my drawer where I kept it.
Then, I found out that my mother fixed my
things and put the journal in my bag.
Source: NATG62009
EVENT
What? What? What? What?
First
Then
Next
Last
69

B. Read grade level text with accuracy,
appropriate rate and proper expression
What are the activities that you did last summer?

Make a recount using the arrow graphic
organizer.

application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
required activities for
remediation
caught up with the lesson
continued to require
remediation
Why did this work?
encounter which my
ent head helped me solve?
use/discover which I wished
to share with other
teachers?.
70

Grade 6
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of different
formats to write for a variety of audiences and
purposes. (WC)
B. Performance The learner drafts texts using appropriate text types for
Standards a variety of audiences and purposes. (WC)
C. Learning Write a 3-paragraph editorial article.

Competencies/Obje EN6WC-IIIb2.2.10
ctives
(Write the LC code Specific Objectives:
for each)  Identify the parts of 3-paragraph editorial article.
 Arrange the paragraphs to form an editorial
article.
Values Integration: Taking care of one’s health.
II. CONTENT 3-Paragraph Editorial Article
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide page 137
Pages
Pages
3. Textbook Pages
from the LR Portal
Resources https://filipinotimes.net/news/2019/08/05/manila-mayor-
isko-moreno-calls-foreign-nationals-violating-smoking-
ban/ ©2018 The Filipino Times. All rights reserved
https://freelancewriting.lovetoknow.com/Free_Online_W
riting_Classes ©2006-2019 Love to Know Corp., except
where otherwise noted. All Rights Reserved.
https://www.philstar.com/opinion/2018/06/26/1827902/e
ditorial-saving-kids-drug-abuse
https://www.bing.com/profile/history?FORM=EDGEHS
https://breakthehabit.home.blog/
IV. PROCEDURE ADVANCED LEARNERS AVERAGE

LEARNERS
A. Reviewing the Read the news and make a Read the following
previous lesson or stand in 2-3 sentences. sentences. Write √ if
71

presenting the new In quick visit in the city’s you agree and X if
lesson called red-light district, Manila not.
Mayor Isko Moreno called out 1.It is cool to see
foreigners violating the smoking students lighting a
ban in public places. cigarette.
“Akala kasi nila ‘pag ganitong 2. Parents may
oras walang gobyerno”, Moreno punish their children
said in an interview. to correct their
Moreno repeatedly told the mistakes.
foreigners not to smoke 3. Schools should
because it’s not allowed in the implement “No ID,
city. no Entry Policy”.
4. Selling of ice
candies, chocolates
and junk foods
should be allowed in
the school canteen.
5. Too much use of
gadgets can be
harmful.
B. Establishing a Study the picture.

purpose for the lesson
https://breakthehabit.home.blog/
What activity is shown in the picture?

Who are smoking?
Where did the students smoke?
Do you agree with it? Why?
C. Presenting The teacher will ask the students the standards in silent
examples/instances of reading and let them read the article. (Retrieved from
the new lesson The Screech, August 21, 2019)
Getting Rid of Killer Smoke

Cigarette smoking is a kind of human activity that
affects both the health of the smokers and the people
around them. Even though the government warns about
its danger, cigarette addiction is not only observed in
adults but in teenagers too. According to the World
Health Organization (WHO) Global Tobacco Survey,
around 15.9 million Filipinos aged 15 years and above
smoke tobacco cigarette. About 47 percent male and 9
percent female are smoke-users.
The implementation of Executive Order (E.O) No. 26
also known as “Anti-Smoking Law” is timely. This policy
prohibits smoking in all public and enclosed places
72

nationwide. The increasing number of smokers in open
areas is alarming. Smoking is one of the causes of
deaths in our country. Researches tell that 70% of
smokers suffer from lung cancer. It has horrible side
effects that may lead to asthma, heart diseases and
loss of lives. Second-hand smokers may endure worse
health risks than first-hand smokers.
Authorities must strictly enforce this law and
strengthen penalties to ensure our well-being. The
violators regardless of their social status should pay
fines ranging from P500 to P10,000 and based from the
number of offenses. Tobacco excise tax hike may be
implemented to lessen the population of smokers and
discourage the students from using it. The high price of
the tobacco products may repel the users in buying it
and can save their lives.
1.What is the article about?

2. What is the problem mentioned in the first
paragraph?
3. What are the supporting details to the problem?
3. What is the authors’ stand on cigarette smoking?
4. What are the reasons and facts given in the second
paragraph?
5. What are the suggested solutions in the third
paragraph?
D. Discussing new Editorial is an article that states the newspaper’s

concepts and stance on a particular issue. Basically, it is a persuasive
practicing new skills #1 essay that offers a solution to a problem.
The purposes of an editorial are the following:

1. to persuade or influence,
2. to share opinion or view comment,
3. to educate
4. to explain
5. to inform
Say: Today we are going to discuss how to write a

simple editorial.
3-Paragraph Editorial Structure

1. Introduction: State your topic up front, explain its
history, and affirm why it is relevant and who is
affected by it. Clearly word your opinion and the
main reason you have embraced it.
2. Body: Support your position with another reason.
Acknowledge counter-arguments and opinions.
Present relevant facts and statistics and include
ethical or moral reasons for your stand. Give an
example of what you think would be the best
approach to or outcome of the situation.
3. Conclusion: Make an emotional or passionate
statement regarding why your opinion or proposed
solution is better than others. Tie up the piece by
73

clearly restating your stance.
Let’s Practice
The teacher will let the pupils identify the parts of the
article “Getting Rid of Killer Smoke”.
1. How many paragraphs are there in the article?
2. Which is the introduction?
3. Which is the body?
4. Which is the conclusion?
Introduction
Body
Conclusion
74

E. Discussing new The teacher will divide the students into 3 groups.
concepts and
practicing new skills #2 Group 1 (Slow Learners)
Identify the parts of the 3-paragraph editorial article.
(Retrieved and Edited from
writing_persuasive_essay_samples_2.pdf, August 21,
2019)
Why Students Should Eat

Breakfast Everyday
Eating breakfast before going to
school is good for one’s health. It’s
very important to have a meal and
not let the stomach work empty. It
may lead to gastritis and a lot of
health problems. Various studies
have found that missing a morning
meal more likely result to weight
problems and consumption of
unhealthy snacks. Another reason
for eating breakfast is food is needed
to do well in the class. The human
body and brain are not going to
function as good as they could
because of lack of energy. Likewise,
it is difficult to learn and concentrate
in the lessons when someone is
starving. Hunger stops the learners
reach their full potential.
Breakfast is the most important
meal of the day, and you cannot skip
it without consequences for your
health, your school and your defense
mechanism. It is better to wake up
earlier and have a good breakfast
that run to school without eating
anything. It is time for you to do
something for your health, and eating
breakfast is the better way to start
your day.
A lot of people, especially young
people, go through the day without
having breakfast. Many people
believe that it is not necessary, or
they say that they don’t have time for
Group 2 (Average that, and begin their day with no
Learners)
Arrange the paragraphsEveryone
meal. should eat breakfast
to form a 3-paragraph editorial
article. before going to their activities.
The Importance of Reading and Writing
The main reason which may win most of people's
support is that if lack the reading and writing ability, one
would be considered as illiterate who has been
deprived of the most basic right of human beings in the
21st century. It will be hard for us to imagine how
75

somebody who can't read and write communicates with
other people. A person who is nonreader cannot send a
text message and search information in newspaper.
The second reason is that people today who cannot
read and write cannot even make a living. Good jobs
are difficult to find because of economic depression.
Nearly all the jobs require people who can read and
write very well. Furthermore, the ability to read and
write could bring us lots of advantages.
Today science and technology has come to pervade
every aspect of our lives. Computer, television and
radio have almost replaced the newspaper and letter
once dominated our lives. Accordingly, the issue about
whether the ability to read and write is more important
today may attract our attentions. It is clear that
classified views have converged into two: some think
reading and writing ability is more important today than
in the past, while others deny its importance.
People today especially those children may find it
easier for them to manipulate the mouse of the
computer than to write things down by hand. Watching
TV instead of reading may still occupy someone's most
leisure time. Yet if all the factors I discussed above are
contemplated and we are to minimize the losses and
maximize the gains, it will not be hard for us to realize
that the ability to read and write is more important today
than in the past.
Group 3 (Advanced Learners)

Write a 3-paragraph editorial article about bullying in
school.
(Leads to Formative Let the students present their output.
Assessment 3)
application of concepts In writing editorial article, why is there a need to support
and skills in daily living your opinion with facts?
H. Making What is an editorial?

generalizations of What are the parts of simple editorial?
concepts and skills in What are authors purposes in writing an editorial?
daily living
I. Evaluating learning I. Average Learners/ Beginners
Arrange the paragraphs to make an editorial article.
(Retrieved from
https://www.philstar.com/opinion/2018/06/26/1827902/editori
al-saving-kids-drug-abuse,August 21, 2019)
Saving Kids from Drug Abuse
Children, however, need special handling and
optimal privacy protection. Drug abuse is a complex
problem that is often linked to personal or family issues.
Testing positive in a school drug test can stigmatize a
child and aggravate the distress, especially if authorities
are careless in sharing what should be confidential
76

information. It would be better for the PDEA, however,
to first consult DepEd officials, educators, parent-
teacher associations and even student groups to
discuss measures for curbing substance abuse among
the young.
The law authorizes mandatory drug testing for
students in high school and college. As the secretary of
education has pointed out, however, grade school
children are excluded from the coverage of the law.
Now the Philippine Drug Enforcement Agency is hoping
to change this, by including elementary school students
from fourth grade up or at least nine years old in the
public school system to undergo drug testing.
It’s not unusual for pre-adolescents to experiment
with banned substances. Among the extremely poor,
even rugby is sniffed for a cheap high and to assuage
hunger. Drug abuse is also likely among children who
are hired as mules by adult traffickers because the law
exempts juveniles from criminal prosecution. Parents –
unless they themselves are engaged in illegal drug
deals – will want to protect their children from the drug
menace. And they will normally accept any help from
the government to see this happen.
II. Advanced Learners

Write a 3-paragraph editorial article on the ban of using
cellphones during class hours.
Scoring Rubrics
5 4 3 2 1
Above Meets Approach Not Below
Standard Standard ing Meeting Standa
Standard Standar rd
d
Structur Compose Compose Compose Compos Compo
e d of 3 d of 2 d of 1 ed of 2 sed of
paragrap paragrap Paragrap sentenc 1
hs. hs. h. es. senten
ce
Introduc The claim The claim The claim The There
tion is is clearly is not claim is is no
strongly written clearly missing claim
written. written
Body The The The The The
article article article article article
includes includes includes includes include
3 or more 3 or more 2 2 s1
reasons reasons. reasons. reasons reason.
and a but are
counter- unclear.
claim.
Conclus Conclusio Conclusio Conclusio Conclusi Conclu
ion n n n restates on fails sion is
summariz summariz the claim. to weak.
es all es all restate
reasons reasons the
given, given, claim.
restates restates
the claim the claim.
and a call
to action.
77

Mechan Contains Contains Contains Contains Contai
ics and few, if several many many ns
Gramm any errors in punctuati punctuat many
ar punctuati punctuati on, ions, punctu
on, on, spelling, spelling ations,
spelling spelling, and/or and/or spelling
or or grammati grammat and/or
grammati grammar cal errors ical gramm
cal that do that errors atical
errors. not interfere that errors
interfere with make that
with meaning. the make
meaning. piece reading
illegible. very
frustrati
ng.
J. Additional activities Choose a topic and write a 3-paragraph editorial article.

for application or 1. Positive Discipline
remediation 2. Dengue Outbreak
3. No Read, No Pass Policy
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?

encounter which my
supervisor/principal/depa
rtment head help me
solve?
teachers?.
78

Grade 6
I. OBJECTIVES
The learner demonstrates understanding of:
 the oral standards of English in order to
participate in various oral communication
demands (situation, purpose and
audience command of the conventions of
standard English grammar and usage
A. Content Standards
when writing or speaking
 different formats to write for a variety of
audiences and purpose. of verbal and
non-verbal elements of communication to
respond back
The learner:
 analyzes text types to effectively
understand information/message(s)
 prepares for and participates effectively in
a range of conversations and
collaboration with diverse partners,
building on others’ ideas and expressing
their own clearly and persuasively Uses
B. Performance Standards
linguistic cues to appropriately construct
meaning from a variety of purposes.
 speaks and writes using good command
of the conventions of standard English
Edit texts using appropriate text types for
a variety of audiences and purpose.
 uses a variety of strategies to provide
C. Learning Identify real or make-believe, fact or non-fact

Competencies/Objectives images
EN6VC-IIIb 6.1 EN6VC-IIIb-6.2
II. CONTENT REAL OR MAKE-BELIEVE, FACT OR NON-

FACT IMAGES
III.LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Curriculum Guide in English 6 p.133
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning https://slideshare.net
Resources
IV. PROCEDURE ADVANCED AVERAGE SLOW

LEARNER LEARNER LEARNER
79

A. Reviewing the previous Recall the past lesson about reality and make-
lesson or presenting the believe
new lesson
Show a picture of Spiderman.
Have you seen the latest movie of Spiderman?
What are the marvelous actions of Spiderman
B. Establishing a purpose
that you like best in the story?
for the lesson
Let the pupils share about Spiderman.
Do you think the idea of Spiderman or superhero
character a reality or make-believe?
Unlocking of difficulties
Complete the sentences using the correct word
from the boxes.
sausage complaint kingdom
vanished woodcutter
1. A king rules over a _______________.

2. Danny’s _________ is his long hours of
work.
3. The __________ cuts wood in the forest.
4. My brother likes to eat ________for
breakfast.
5. The sausage ________ and could be
seen no more.
Setting of Standards
What should you remember in reading a story?
C. Presenting
examples/instances of the Reading the story
new lesson
Three Wishes
Once a poor woodcutter and his wife lived in
a little cottage in a big forest. One day, the
woodcutter said to himself, “My wife and I are so
poor and hungry. We work hard and get so little
in return.”
Just then a fairy appeared. “I heard what you
said. I will help you. Your nest three wishes shall
be granted.” Then the fairy disappeared.
The woodcutter hurried home and told his
wife what had happened. “We could ask for
riches or beautiful house,” said the man. “Or a
whole kingdom or pearls and diamonds,” said his
wife.
They could not decide what to wish for.
Finally the man looked at the crust of bread on
his plate. “I wish I had a big sausage.” He said
and a great sausage fell upon the table. “You
have been foolish,” said his wife, “One of the
wishes has now been granted and we just have a
big sausage.”
80

“But we do have the two wishes left.” Said the
man “We can still wish for the riches and the
kingdom.”
“It’s your fault that we can’t ask for even more,
it’s all your fault for being so foolish!”
“I’m tired of your complaint,” said the man, “I
wish that sausage would hung from the end of
your nose.”
The next minute, the sausage was hanging
from the woman’s nose. She really complained
now.”
“We can still ask for riches.” Said the man.
“What can we do with riches? I have a
sausage hanging from my nose, and it’s all your
fault!”
Finally, the woodcutter said, “I wish the
sausage weren’t here at all.”
The sausage vanished. The woodcutter and
his wife had used up their three wishes, they had
no riches, no kingdom, no pearls, or diamond,
nor even sausage.
Analysis and Discussion
1. Did the woodcutter think very well about
the things he wished for? Why do you
think so?
2. Do you think the three wishes were
wasted? Why?
D. Discussing new concepts 3. Is the story of the woodcutter real or make
and practicing new skills #1 believe? Why?
4. If you were the woodcutter, what you
would have wished for? Why?
5. What is the message of the story?
Now let us distinguish what are the reality

and make-believe in the story
Remember:
A realistic story tells about something that can
really happen.
Example:
The woodcutter has a sausage hanging in his
E. Discussing new concepts
nose.
and practicing new skills #2
A make-believe story is a fanciful story that
could never happen in real life. It is strange and
magical.
Example:
The president rode in a big black car.
81

Group I
Write R if reality and M if it is a make-believe
1. Blanket should be cleaned after used.
2. Through the internet, people can play
games with each other.
3. When the man hit the pot, diamond came
out.
4. A woodcutter cuts wood in the forest.
5. Computers can cook our food.
F. Developing mastery Group II
(Leads to Formative Draw three images that show reality and three
Assessment 3) images which are make-believe
Group III
Write a short story showing reality and make-
believe actions
Group IV
Make a comics showing reality
Group V
Make a comics showing make believe actions
Write REALITY and FANTASY.

1. Airplanes can fly.
G. Finding practical 2. A genie flew up from the lamp.
application of concepts and 3. A bird carry a string to its nest.
skills in daily living 4. Carl read a book about volcano.
5. Cows produce milk.
When do we say that an action or event is real?
When do we say that it’s just a fantasy?
daily living
Identify Reality and Make-believe by writing 3
events in each boxes.
I. Evaluating learning Reality Make-believe

Reality

Draw scenes showing reality and fantasy.
V. REMARKS
82

VI. REFLECTION
assessment
lesson
D. No. of learners who continue
to require remediation
did this work?

encounter which my
other teachers?.
83

Grade 6
I. OBJECTIVES
A. Content Standards The learner listens critically; communicates
feelings and ideas orally and in writing with a high
level of proficiency; and reads various text types
materials to serve learning needs in meeting a
wide range of life’s purposes.
B. Performance Standards The learner prepares for and participates
effectively in a range of conversation and
collaboration with diverse partners, building on
others’ ideas and expressing their own clearly
and persuasively
C. Learning A.
Competencies/ObjectiveB. A. Listening Comprehension:
s C. Detect biases and propaganda devices used
by speakers EN6LC-IIIc- 3.1.12
D.
E. B. Oral Language
Make a stand based on informed
opinion EN6OL-IIIc1.28
Specific Objectives:
1. Recognize the propaganda techniques used
in different advertisements
2. Detect biases from given print advertisements
3. Explain why a statement in an advertisement
is biased
4. Show openness to criticism
II. CONTENT BIASES AND PROPAGANDA
References
1. Teacher’s Guide Pages English 6 Curriculum Guide 2016
Pages
3. Textbook Pages
the LR Portal
5. Other Learning propaganda video-clip, print ad, manila paper
Resources powerpoint presentation of the lesson,
metacards, strips of paper, picture, speaker,
Websites:
https://advergize.com
https://www.slideshare.net
84

IV. PROCEDURE
A. Reviewing the previous Recall the propaganda techniques.
new lesson What are the common propaganda techniques
used in an advertisement?
1. Bandwagon – follow the herd mentality

2. Card Stacking – products appear better
than they actually are
3. Plain Folks – ordinary folks promote
products as opposed to celebrities
4. Testimonial – renowned or celebrity
figures endorse products/services
5. Gliterring Generalities – uses emotional
appeal and/ or vague statements
6. Name Calling – uses derogatory phrases
to create negative opinion about another
brand
7. Transfer – uses many different symbols to
achieve a favourable outcome
B. Establishing a purpose Using the different samples of propaganda

for the lesson techniques in advertising in today’s lesson we are
expected to:
1. Recognize the propaganda techniques used

in different advertisements
2. Detect biases from given print advertisements
3. Explain why a statement in an advertisement
is biased
C. Presenting
examples/instances of the Let us inspect the following advertisements.
new lesson
What propaganda technique is used. Choose the
answer from the choices below.
1.
85

2.
3.
4.
5.
A. Bandwagon Propaganda
B. Card Stacking Propaganda
C. Plain Folks Propaganda
D. Testimonial Propaganda
E. Gliterring Generalities Propaganda
F. Name Calling Propaganda
G. Transfer Propaganda
D. Discussing new concepts Group Activity:

Let us look and inspect the following pictures:
86

1.
2.
3.
4.
Source: https://www.slideshare.net
Which of the pictures use propaganda?
What is the evidence in the advertisement that it

uses propaganda?
How true is the claim of the product as stated in

the advertisements? Prove your answer.
E. Discussing new concepts When claims of an advertisement are considered

and practicing new skills #2 half-truth or baseless, we call these as biases.
Why are biases considered as half-truths?
Now, let us detect biases from print ads.
87

88

Source: Source:
https://www.slideshare.net
Form a small group and work on the following:

1. Check the following advertisements
presented.
2. On the meta-cards, write the biases found
on each propaganda.
3. Post the meta-cards on the manila paper.
(Leads to Formative Group Reporting: Making a stand from
Assessment 3) informed opinion
Discuss with your group the biases found in the

advertisement and present it to the class.
During the presentation be able to defend why

you consider the evidence as biased.
Rubrics for the group report
89

Points Indicators
5  Showed eagerness and
cooperation to do the
task
 Participated actively
 Did great help to the
group
4  Showed eagerness and
cooperation to do the
task
 Good follower
3  Participated but late
and with teacher’s
supervision
2  Activity was done but the
members did not show
eagerness to participate
or cooperate
1  No interest in
participating in the
activity
application of concepts and What must we consider when choosing products
skills in daily living in supermarkets?
of concepts and skills in What are the things we should consider when
daily living watching/reading advertisements?
How do we detect a bias in it?
Answer the following questions on a piece of
paper.
*What propaganda technique is used on the

advertisement? (1pt)
*What bias is present in the advertisement? (2pts)
*Why do you consider it a bias? (2pts)
90

J. Additional activities for Look for video clips of advertisements on any of
application or remediation the following:
health and beauty products, ready-to-eat
products, fashion and accessories,
electronic gadgets, medicines.
Present them in class on the next session.
(Note: The video clips of advertisements assigned

will be used for lesson in Week 4, Day 1)
V. REMARKS
VI. REFLECTION

assessment
lesson
Why did this work?

encounter which my
other teachers?
Other Sources Used:
91

Grade 6
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding that words are
B. Performance The learners use strategies to decode correctly the
Standards meaning of words in isolation and in context
C. Learning  Infer meaning of borrowed words using
Competencies -context clues
( Write the LC -affixes and roots
code for each) EN6V-IIIc12.3.3 EN6V- IIIc 12.4.1.3
II. CONTENT INFER MEANING OF BORROWED WORDS USING
(Subject Matter) -CONTEXT CLUES
-AFFIXES AND ROOT
III. LEARNINGRESOU
RCES
A. References
1. Teachers Guide English 6 Curriculum Guide 2016
pages
2. Learners Material
Pages
3. Textbook pages Essential English 6 pp. 207, 219, 307
4. Additional
Materials from
LRDMS
B. Other Learning Websites:
Resources  https://www.fluentu.com/blog/english/english-
words-from-other-languages/
 https://prezi.com/3sc2uo8eplad/quarter-2-
week-6-day-2/
 https://blandfordnaturecenter.org/events/wigw
am-open-house/
 https://www.shutterstock.com/search/igloo+ho
use
 https://senaterace2012.com/house-manchin-
ideas-photo-gallery/jumping-straight-your-
parents-house-into-mansion/
IV. PROCEDURE
A. Reviewing previous Say: Borrowing of words happens when a word from a
lesson or presenting foreign origin has no exact equivalent with the language of
the new lesson another.
English has borrowed words for types of houses (e.g.
castle, mansion, wigwam, igloo, bungalow). Show pictures
of types of houses and let them identify each.
92

castle mansion
igloo bungalow
Wigwam
Sources:
 https://blandfordnaturecenter.org/events/wigwam-
open-house/
 https://www.shutterstock.com/search/igloo+house
 https://senaterace2012.com/house-manchin-ideas-
photo-gallery/jumping-straight-your-parents-house-
into-mansion/
B. Establishing a Today you will infer the meaning of borrowed words using
purpose of the new context clues, affixes and roots.
lesson
C. Presenting
Examples/ instances Study the following sentences. Draw your attention to the
of the new lesson word in bold letters.
a. Jill does not enjoy the music of her grandparents. It is

not his genre.
b. The buoyant raft floated on the water like a feather.
o What could be the meaning of genre and

buoyant in these sentences?
o What clues helped you to determine the

meaning of those words?
93

D. Discussing new It is often useful to look at the word parts and what comes
concepts and before and after that word. The surrounding words can
practicing new skills give readers helpful context clues about the meaning and
no.1 structure of the new word, as well as how it is used.
( Modeling)
See if you could infer the meaning of the underlined
borrowed words by means of context clues.
1. Tina really love to make croissants because they taste

better than other types of bread.
2. I’m feeling tired. I need to rest. I think I’ll take a quick
siesta before I get back to work.
3. Vicky needed to buy a birthday gift for her friend, so she
went downtown to the new shopping plaza to check out
some of stores that were recently opened.
 Ask the students the clue words in each

sentence which helped to arrive at the
meaning of borrowed words.
E. Discussing new Encircle the clue in each sentence which can give the
concepts and meaning of the underlined words.
practicing new skills
no.2 1. The boy pulverized sesame seeds with mortar and
( Guided Practice) pestle. It is a kitchen tool used to prepare ingredients by
crushing and grinding them into a fine paste or powder.
2. Trying to eat healthier, the woman’s diet allowed her to
saute the chicken in a little amount of oil as opposed to
deep frying it.
3. A dumpling is a delicious, bite-sized food that's made of
savory ingredients wrapped in dough and cooked. Chinese
dumplings can be steamed, boiled, or fried.
4. During Kiara’s wedding, lunch was served in a buffet
style. Guests served themselves from the meal consisting
of several dishes that were displayed on a long table.
5. Mother simmered the food. She cooked in liquid over
gentle heat, just below the boiling point, low enough so
that tiny bubbles just begin to break the surface.
Process students’ responses.

F.Developing Mastery The class will be divided into four groups. Each group will
(Leads to Formative be given an activity sheet to accomplish.
Assessment 3.)
( Independent Practice Group 1– Use the borrowed words from French origin to
) complete the following sentences.
protégé encore cuisine critique matinee
protégé – someone whose training is influenced by an

influential person
94

encore- additional performance usually requested by the
audience
cusine- particular type of food/ cooking
critique- critical review of something, act of reviewing
matinee- an afternoon performance in a theater or cinema
1. The lead actress provided me two complimentary

tickets for the ______ show of the play “Come with us to
Emerald City”.
2. I will not go there to _______ how she acted. I will just
be an excited spectator.
3. She told me she will treat me to an Italian _______ once
all her play dates are crossed out.
4. After the show, the audience applauded with delight
and appealed for an _________.
5. Surely, she is lucky to become a _____ of a renowned
and world-class Madame.
Group 2- The words are derived from Latin origin. Identify

its root and affix. Then, use them in your own sentences.
1. vaporization 2. aquarium
3. figurine 4. navigator
Group 3- Infer the meaning of the underlined borrowed

words based on their affixes, roots and how they are used
in the sentences.
1. When you turn down an invitation, you decline it.
2. It must be difficult living a life full of angst.
3. Chef dips the chicken fillet in a bowl of beaten egg and
asks her assistant to dredge the breadcrumbs before deep
frying.
4. Quintin chooses a scary-looking gypsy god as his avatar
in the game he plays.
Group 4- Present a creative role play about the given

scenario. Use borrowed words in your dialogues.
Your friend from Korea came to Manila for a short
vacation. He still craves for Korean food, so he invited you
to have dinner with some friends in a fancy Korean
restaurant. The main problem is that you do not like
Korean food, and you are not quite familiar with Korean
cuisine. The idea of looking at the menu terrifies you.
You can use the following words:

samgyeopsal, kimchi, japchae,
beef bulgogi, ddukbokki, bibimbap
Give feedback on students’ outputs.
95

G. Finding practical Why do you have to learn how to get the meaning of the
application of borrowed words? Cite some situations in which this skill
concepts and skills in can be used.
daily living
( Application/Valuing) (The teacher may present situations and ask students
what might happen if they failed to get the meaning of the
borrowed words.)
H. Making
Generalization and How do we infer the meaning of borrowed words?
abstraction about the
lesson
I. Evaluating learning Read the sentences carefully. Use context clues and other
strategies to find the meaning of the underlined word.
Choose the letter of the correct answer.
1. So many were sick with flu that the health

authorities declared there was an epidemic.
A. No incidence of the disease.
B. Minor incidence of the disease.
C. People died of the disease.
D. D. widespread incidence of the disease.
2. The doctors found the particular strain of the flu
pernicious.
a. Mild
b. Negligible
c. Deadly
d. Friendly
3. Children must receive flu shot.
a. An injection of medicine
b. The firing of a gun
c. Stroke in certain games
d. Distance to be traveled
4. An old man refused to be inoculated.
a. Vaccinated
b. Medicated
c. Treated
d. Hospitalized
5. ” I ‘m afraid of needles!”, he said.
a. A pointed instrument with one hole at the end
for sewing.
b. A pointer on a compass
c. A thin rod used in knitting
d. A sharp thin hollow tube used to put fluid into
the body.
J. Additional activities Advanced Learners:
for application and Use the four-fold vocabulary to understand the meaning
remediation of the words. Follow the instructions on how to
( Assignment) accomplish the template.
96

• Write the vocabulary words in the first column.
• Define each vocabulary word in your own words or use
clues from the sentence.
Write it in the second column.
• Draw a symbol or picture to represent the word in the
third column.
• Write an original sentence using the word in the fourth
column.
Word Definition Picture Sentence
1. The newly opened restaurant offered scampi, a large

shrimp sauteed in oil or butter and garlic.
2. If you like pasta but are tired of spaghetti, you might
want to give gnocchi a try. These Italian potato dumplings,
which are boiled or baked, are thick and delicious.
3. Anchovies are small silvery fish that come from the
Mediterranean, usually salt cured and canned in olive oil.
These add great flavor to many foods.
Average Learners:
Infer the meaning of the italicized borrowed words. Then,
underline the clues in the sentence that lead you to your
definition.
1. For best flavor results, tenderize your meat by

marinating for varying periods of time to make it softer,
thus, easier to cut and eat. _______
2. Margarette bought a whisk for her cooking project. It is
a kitchen tool that is used to beat egg or other ingredients
until smooth. ________
3. Mother prepares a fresh raw fish fillet for the 7th
birthday of her son. She wants to make sure that no more
hair-like bones will be stuck at the children’s throat as
these are already boneless fish._________
4. I was hungry when mother offered me a hamburger
made with Niman Ranch beef, topped with caramelized
onions and bacon which were cooked slowly until they
became brown and sweet._________
5. Herbs , vegetables and nuts are commonly minced into
small bits to be used as ingredients and garnishes. It is
done by first chopping the food and then cutting the
ingredients into smaller pieces.
Assignment
Write the meaning of each word.
97

1. aide-de-camp
2. Manservant
3. Tsunami
4. Physician
5. mosque
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80%
B .No. of learners who scored
below 80% (needs
remediation)
C. No. of learners who have
D. No of learners who continue
strategies work well? Why?
encounter which my
principal /supervisor can
help me solve?
which I wish to share
w/other teacher?
98

Grade 6
I. OBJECTIVES
A. Content Standards The learner listens critically, communicates feelings
and ideas orally and writing with a high level of
proficiency, and reads various text types materials to
serve learning needs in meeting a wide range of life’s
purpose.
B. Performance The learner reads with sufficient accuracy and fluency
Standards to support comprehension.
C. Learning Read grade level text with accuracy, appropriate rate
Competencies/Obje and proper expressions. EN6 –c–1.6, EN6F – IIIC 1.3,
ctives EN6 F-IIIc-1.7
II. CONTENT Read grade level text with accuracy, appropriate rate
and proper expressions
III. LEARNING
RESOURCES
References
1. Teacher’s Guide English 6 Curriculum Guide 2016 p. 134
Pages
Pages
3. Textbook Pages
from the LR Portal
5. Other Learning 1. Developing Reading Power
Resources 2. Phil – IRI
IV. PROCEDURE ADVANCED AVERAGE LEARNERS
LEARNERS
A. Reviewing the Do you dream while Have you ever yawned? When
previous lesson or you’re asleep? do you do so?
presenting the new Do you know what is Let’s find out why we yawn.
lesson dreaming?
Why do we dream?
B. Establishing a The selection that you are going to read is about
purpose for the lesson dreams/ yawning.
C. Presenting Read the selection silently. Note the speed. (flash

examples/instances of metacards with time in seconds)
the new lesson
Fast DREAMS
We often “Sweet Dreams” but have you ever
wondered why we dream? Some say that dreaming is
our brain’s way of exercising. While we sleep, our brain
may be testing the connections and pathways to see if
they are working well. Others believe that dreaming is
our brain’s way of sorting out problems.
Problems that have not been addressed during the day
are sometimes resolved in our sleep. Yet, another
explanation is that dreaming is our brain’s way of fixing
and organizing all the information we have. While
sleeping, our brains have a chance to sort out the
99

information we want to keep from the stuff we no longer
want. Still another idea is that dreams are just another
form of thinking. Will we ever get to know the answer to
this question? Maybe we should sleep on it.
(140 words)
Reference: Adapted from
http://sciencehowstuffworks.com/life/inside-thge-
mind/human-brain/dream1.htm;http
:/learnenglish.britishcouncil.org/org/en/magazine/what-
are-dreams
Average YAWNING
What makes us yawn? Yawning is something that
we cannot control. Even in the mother’s womb, eleven-
week-old babies have been observed to yawn. But why
do we do it? One popular explanation for yawning is
that a person maybe tired or bored. Although many
believe this is to be true, it cannot explain why athletes
yawn before an event or why dogs yawn before an
attack. It is said that yawning is caused by a lack of
oxygen and excess carbon dioxide. A good example of
this is when we yawn in groups. We yawn because we
are competing for air, others believe that we yawn to
cool our brains off. Cool brains allow us to think more
clearly so yawning is said to help us become more
alert.
(130 words)
Reference: MC Manus M.R.(2001) What makes us
yawn?
Retrieved from:
Howstuffworks.comhttp://science.howstuffworks.com/lif
e/inside-the-mind/human-brain/questions572.htm.
D. Discussing new
concepts and Now, you will be reading the text orally. You have to
practicing new skills read with accuracy, appropriate rate and proper
#1 expressions. (Set the norms to be observed in oral
reading)
(See attached rubrics)
E. Discussing new Comprehension Comprehension Check.
concepts and Check.
practicing new skills 1.Based on the 1.What is the fact about
#2 selection, what does our yawning?
brain exercise through a) It is something we
sleeping? cannot control
a) Connections and b) It is something only
pathways humans do
b) The left and right c) It is a result of
hemisphere boredom
c) Context and d) It happens after birth
concepts 2. Which of the following
2. Which of the might make us yawn?
following statement is a) Reading a book
not true about the b) Being in a crowded
brain? room
100

a) Our brain makes c) Being around plants
connections. d) Being in a small air-
b) Our brain never conditioned car
stops thinking. 3. What does the word
c) Sleeping is our “involuntary” mean?
brains way of a) Expected
shutting down. b) Unexpected
d) Our brain c) Within control
replays our d) Uncontrollable
experiences as
we sleep
3. Based on the
selection, which of the
following words is a
synonym for the word
‘resolved’?
a) Accommodated
b) Reflected
c) Decided
d) Fixed
F. Developing mastery Read the selection in pairs. Other children will note the
(Leads to Formative time, check or cross the observations as to proper
Assessment 3) expressions and accuracy.
Fast. Present sentences. Ask the pupils to read orally

and individually. (Other pupils will take note of the
speed, accuracy and expression.)
Average Record the observations of every pupil as
they read the text orally (by pair)
G. Finding practical How does learning to read well improve your
application of performance as a student?
concepts and skills in
daily living What might happen if you do not learn to read well?
H. Making How did you find reading the selections?
generalizations of Why do we have to read with accuracy, appropriate
concepts and skills in rate and proper expressions?
daily living How can you be a good reader?
I. Evaluating learning Read the grade level text. (Refer to Phil-Iri Text)
Record the speed/rate.
J. Additional activities Practice reading orally with accuracy, proper
for application or expressions and appropriate rate.
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
101

remediation
C. Did the remedial
learners who have caught
up with the lesson
continue to require
remediation
Why did this work?
encounter which my
supervisor/principal/depart
ment head help me solve?
use/discover which I wish
to share with other
teachers?.
Other Sources Used:
102

Rubrics in Oral Reading with Accuracy
Appropriate Rate and Proper Expressions
Skills/ Indicator Excellent (5) Good (4) Fair (3) Poor (2)
Observed 3 Observed 2 Observed 1 Not observed
indicators indicators indicator at all
I Accuracy
a. Oral
Presentation
b. Words clearly
and correctly
read
c. With
confidence
and ease of
delivery
II. Appropriate rate

(Speed) 120 words 119 – 95 94- 85 words 84 below
Time spent in reading above words
III. Proper
Expressions
a. Expressive Observed the Observed the Observed the Not observed
(Observance 3 indicators 2 indicators indicator at all
of
punctuation,
time)
b. Clarity
(Distinctness
of articulation)
c. Audibility
(Appropriaten
ess of voice)
Scores:
Excellent - 15 – 13 points
Good - 12 – 10 points
Fair - 9 – 7 points
Poor - 6 – below
103

Grade 6
I. OBJECTIVES
A. Content Standards The learner demonstrates a command of the
conventions of standard English grammar and
usage when writing or speaking (G)
B. Performance Standards The learner speaks and writes using good
command of the conventions of standard (G)
C. Learning 1. Use a particular kind of sentence for a
Competencies/Objectives specific purpose and audience – making
requests(EN6SS-IIIc-1.8.3)
2. Observe politeness at all times(EN6A-IIIc-16)
3. Show openness to criticism(EN6A-IIIc -18)
II. CONTENT MAKING REQUESTS
III. LEARNING
RESOURCES
References
Pages
3. Textbook Pages
the LR Portal
5. Other Learning K-12 Curriculum Guide
Resources Teaching charts, pictures
Essential English Teacher’s Resource Material
Essential English Work text in Language and
Reading
IV. PROCEDURE
A. Reviewing the previous Choose volunteers to act out a scene of asking
lesson or presenting the permission
new lesson
B. Establishing a purpose Today, we will use a particular kind of sentence
for the lesson for a specific purpose and audience. We will
focus on making requests
C. Presenting  What will you say to your teacher if you
examples/instances of the want to go out for your necessity?
new lesson
 What are the words we usually use when
making requests?
Expected answer:
Please kindly Could I May I

Do you mind
.
Present this short conversation to the class on
making requests.
104

CONVERSATION 1:
A: Yeah?
B: Hello, do you mind if I turn the music down?
It’s one o’clock and I’m trying to sleep.
A: Oh, sorry, Is that better?
B. Yes, thanks. Perhaps I can get some
sleep now.
CONVERSATION 2:
A: Danny, do you have your mobile phone with
you?
B: Um…yes. Why?
A: May I borrow it, please? I need to make
a quick call to my mother.
B: Ok, go ahead.
- What do you call the underlined

words from the short conversation
presented to you?
- When do we usually use it?
- What other expressions can we

include in making requests?
- Why do we use these expressions?
D. Discussing new concepts Request sentences mirror how big deal

and practicing new skills #1 politeness is for people. This type of
sentence is used all the time in most all
functions in school, at home, at a
restaurant, and in other places you could
imagine. The typical sentence structure
we associate with making request is the
imperative sentence added with please
or kindly.
Examples: Please do not disturb me.
Kindly give this food to the
beggar.
Other request sentence structures

can have the following phrases:
Can I/ You…..
I’d like….please
May I…
I’d be very grateful if you could…
I was hoping you could …for me
You don’t mind…do you?
Could I/You
Could I/ you possibly…
Do you mind…Would you mind…
105

E. Discussing new concepts Group Activity
and practicing new skills #2 Divide the class into four groups.
ADVANCED LEARNERS
1- Make a jingle with sentences that

make request
2- Make a dialog with bubble
map/speech balloon with sentences
that make requests
3- Make a dialog with sentences that
make requests
4- Make a comic strip with sentences that
make requests
AVERAGE LEARNERS
Group the class into four.

Create a dialog using requests. The dialog
should be appropriate to the given place
assigned to your group.
Group 1 Group 2
Restaurant Dining Room
Group 3 Group 4
Park Church
F. Developing mastery Read the sentences below. Put a check ( ⁄ ) on

(Leads to Formative the sentences that makes request.
Assessment 3)
_____1. Could you please start the weaving
contest?
_____2. May the children be allowed to watch
the weaving contest?
_____3. Would you mind asking the crowd to

keep quiet?
_____4. May I have some more cookies?
_____5. Kindly climb to the higher grounds.
G. Finding practical You are watching TV, but you can’t understand
application of concepts and because the volume is very low. You want to
skills in daily living increase the volume. Your sister has the remote
control. What will you tell your sister?
H. Making generalizations What expressions do we in making a request?

of concepts and When do we make a request?
abstractions about the What are we going to use in making a request?
lesson Why is it important to use it?
106

ADVANCE LEARNERS:
Directions: Write a sentence expressing a
request for each of the following situations.
1. Your library recently bought several titles

to add to its collection. You wanted to
borrow a few of these books but the
librarian said they have not finished
putting the bar codes yet, and these are
not ready for borrowing. How will you
say these to your librarian?
2. You did not notice that you left the

packed lunch in your car. You call and
request your mom to check this out in
the car and to bring this in school. How
will you say it?
3. You were sick and you failed to attend

school yesterday to take a scheduled
examination. You wanted to take this
exam the following day. How will you
approach your teacher?
4. You need to borrow some money from a

friend because you have lost your bus
fare. How will you say it to your friend?
5. You didn’t understand the address

someone gave you and you would like
them to spell it for you. How will you say
it?
AVERAGE LEARNERS:
Choose the correct words from the box to form a

polite request.
1. _______join us for dinner?
2. _______borrow your pen for a second?
3. _______have a glass of water?
4. Could you say that again, _______?
5. _______speak to you for a moment?
Please Can I May I
Will You
107

J. Additional activities for Write a request to a school official/teacher about
application or remediation a problem or a concern you have in the
community you live in at present.
V. REMARKS
VI. REFLECTION

assessment
lesson
did this work?

encounter which my
other teachers?.
Other Sources Used:
108

Grade 6
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
different formats to write for a variety of audiences
and purposes demonstrates understanding of
library skills to research a variety of topic
demonstrates understanding of verbal and non-
back.
B. Performance Standards The learner rewrites/revises texts using
appropriate text types for a variety of audiences
and purpose
utilize discrete techniques (general or specific) and
applies appropriately them to all or most fields of
study
uses a variety of strategies to provide appropriate
feedback.
C. Learning 1. Revise writing for clarity
Competencies/Objective -correct spelling (EN6WC-IIIc-1.8.1)
s -appropriate punctuation marks (EN6WC-IIIc-
1.8.2)
-transition/ signal words (EN6WC-IIIc-1.8.3)
2. Organize information from secondary sources in
preparation for writing, reporting and similar
academic tasks in collaboration with
others(EN6SS-IIIc-4)
3. Identify the values suggested in the visual

media(EN6VC-IIIc-7.1)
4. Show tactfulness when communicating with

others(EN6A-IIIc-17)
II. CONTENT Revise writing for clarity
-correct spelling
-appropriate punctuation marks
-transition/ signal words
III.LEARNING
RESOURCES
References
Pages
3. Textbook Pages
the LR Portal
Resources http://science.howstuffworks.com/life/inside-the-
mind/emotions/laughter.htm
http://vmarano.tumblr.com/post/4955945239/good-
news-about-anger
109

Testing Reading Power III, High School Series
p.17-19. Published and Copyright 1989 by Saint
Mary’s Publishing
IV. PROCEDURE
A. Reviewing the previous Call volunteers to write sentences on the board.
lesson or presenting the (Making request)
new lesson Ask the pupils to read the sentences and notice if
the sentences are written correctly. If there are
errors, let them revise the sentences.
B. Establishing a purpose Present a paragraph with sentences for

for the lesson corrections.
people are often guilty about feeling angry.

But; anger can be viewed positively? Felings of
anger tell you that something is not Right and that
something needs to change. the challenge lies in
Making sure that actions resulting from anger will
help rather than harm! Expressing our feelings can
help others understand the sorce of our anger
rather than fear its consequences
What do you notice with the paragraph?

Today we will learn how to revise writing for clarity.
C. Presenting Discuss how to revise writing for clarity
examples/instances of the -correct spelling
new lesson -appropriate punctuation marks
-transition/ signal words
D. Discussing new The pupils will revise the given paragraph with the
concepts and practicing guidance of the teacher.
new skills #1
E. Discussing new Revising Text. (By group)

concepts and practicing Divide the class into four groups. Give each group
new skills #2 different set of paragraphs. Ask the pupils to
revise the paragraph assigned to their group.
To revise (by group)

I. People love to laugh? we love it so much
when there are jokes jobs, and shows that are
made to make us laugh. even though laughing
seems Natural, not many species are able to do
so.
II. laughing involves the performance of
rhythmic, involuntary movements, and the
production of sounds! we are able to laugh using
fifteen facial muscles, our Respiratory system and
sometimes even our tear ducts.
III. We are lucky that we are able to laugh
because there is strong evidence that laughter can
improve health? Laughter boosts the Immune
system and adds another layer of protection from
110

disease. since laughter also increases blood flow it
improves the function of blood vessels that helps
protect the heart
IV. laughter also relaxes the whole body by

relieving tension and stress! Finally laughter also
brings out the body’s natural feel-good chemicals
that promote well-being. remember, laughter is the
best Medicine
After the revision of each group, they will post their

work on the board. The teacher will process
students’ answers.
The teacher will then post the correct revision of

the paragraphs.
F. Developing mastery Revising Text (By pair)
(Leads to Formative Give another paragraph. Ask the pupils to revise
Assessment 3) and exchange with another pair. The teacher then
posts the correct revision of the paragraph.
To Revise
How many adverse circumstances come into
your life. our nature is to question God’s designs
and workings? He just wants to show the
Genuineness of your faith and the adequacy oh
His grace. so stop asking why. God will show you
what.
Revised Paragraph
How many adverse circumstances come into
your life? Our nature is to question God’s designs
and workings. He just wants to show the
genuineness of your faith and the adequacy oh
His grace. So stop asking why. God will show you
what.
G. Finding practical Study the short paragraph below. Encircle the
application of concepts and things which need revision and then rewrite the
skills in daily living better version.
We have just moved into a new

neighbourhood. It’s a long day ahead of us. First,
we have to unpack unload our boxes of stuffs. We
have to put curtains and sofa covers. We have to
meet and greet neighbours. We have to walk
around to see the whole village. I am so excited?
H. Making generalizations What are the things to remember in revising texts?
daily living
I. Evaluating learning Read and Revise.
“The Value of Politeness”
Politeness is a great Virtue? It costs nothing
but it wins everything. If we are polite, we can win
friends, we can also influence people if we are
111

polite! Even our enemies cannot harm us if we are
polite? A polite person has no enemies. Even
those who are not polite are attracted by the
quality of politeness. We should; always be polite
to others, when we talk to them. Even when we do
not like the offers and request of others, we should
turn them down politely.
J. Additional activities for Give another paragraph. Ask the pupils to revise.
To revise
the lion will eat anything it can find. While in the
prime of its strength, it will hunt all sizes of deer
zebra, and even buffaloes? however, as it grows
older, it may live on rodents, scorpions and tiny
creatures, even rotting meat
Revised
The lion will eat anything it can find. While in the
prime of its strength, it will hunt all sizes of deer,
zebra, and even buffaloes. However, as it grows
older, it may live on rodents, scorpions and tiny
creatures, even rotting meat.
V. REMARKS
VI. REFLECTION
assessment
lesson
did this work?
encounter which my
other teachers?.
Other Sources Used:

Reference: Adapted from http://vmarano.tumblr.com/post/4955945239/good-news-
about-anger
112

Revise the Paragraph
people are often guilty about feeling angry. But; anger can be viewed
positively? Felings of anger tell you that something is not Right and that something
needs to change. the challenge lies in Making sure that actions resulting from anger
will help rather than harm! Expressing our feelings can help others understand the
sorce of our anger rather than fear its consequences
To revise (by group)
I. People love to laugh? we love it so much when there are jokes jobs, and
shows that are made to make us laugh. even though laughing seems Natural, not
many species are able to do so.
II. laughing involves the performance of rhythmic, involuntary movements, and
the production of sounds! we are able to laugh using fifteen facial muscles, our
Respiratory system and sometimes even our tear ducts.
III. We are lucky that we are able to laugh because there is strong evidence that
laughter can improve health? Laughter boosts the Immune system and adds another
layer of protection from disease. since laughter also increases blood flow it improves
the function of blood vessels that helps protect the heart
IV. laughter also relaxes the whole body by relieving tension and stress! Finally
laughter also brings out the body’s natural feel-good chemicals that promote well-
being. remember, laughter is the best Medicine
Revised Paragraph
I. People love to laugh. We love it so much when there are jokes, jobs, and
shows that are made to make us laugh. Even though laughing seems natural, not
many species are able to do so.
II. Laughing involves the performance of rhythmic, involuntary movements, and
the production of sounds. We are able to laugh using fifteen facial muscles, our
respiratory system, and sometimes even our tear ducts.
III. We are lucky that we are able to laugh because there is strong evidence that
laughter can improve health. Laughter boosts the immune system and adds another
layer of protection from disease. Since laughter also increases blood flow, it improves
the function of blood vessels that helps protect the heart.
IV. Laughter also relaxes the whole body by relieving tension and stress. Finally,
laughter also brings out the body’s natural feel-good chemicals that promote well-
being. Remember, laughter is the best medicine.
113

Grade 6
I. OBJECTIVES
The learner listens critically; communicates feelings and
ideas orally and in writing with a high level of proficiency;
and reads various text types materials to serve learning
needs in meeting a wide range of life’s purposes.
B. Performance
Standards The learner prepares and participates effectively in a
range of conversation and collaboration with diverse
partners, building on others’ ideas and expressing their
own clearly and persuasively
C. Learning F.
Competencies/ObjG. A. Listening Comprehension:
ectives H. Detect biases and propaganda devices used by
speakers
EN6LC-IIIc- 3.1.12
I.
J. B. Oral Language
Make a stand based on informed
opinion
EN6OL-IIIc1.28
5. Analyze propaganda techniques used in
advertisement video clips
6. Detect biases in an advertisement based from
evidences gathered
7. Explain why a statement in an advertisement is
biased
II. CONTENT Biases and Propaganda
III.LEARNING
RESOURCES
References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from the
LR Portal
114

5. Other Learning
Resources propaganda video-clip, print ad, manila paper
powerpoint presentation of the lesson,
metacards, strips of paper, picture, speaker
Website:
https://www.youtube.com/watch?v=mxb4flAy3pM&featur
e=share
IV. PROCEDURE
A. Reviewing the
previous lesson or Let us recall the commonly used propaganda techniques
presenting the new used in an advertisement.
lesson  Bandwagon
 Card Stacking
 Plain Folks
 Testimonial
 Glittering Generalities
 Name Calling
 Transfer
Last week each group were given a task to look for

sample video clips of advertisements.
Prepare to present the video clips by groups.
(Note: Use the video clips of advertisements assigned to

the groups in Week 3, Day 1)
B. Establishing a Using the different sample video clips of advertisement

purpose for the in today’s lesson, we are expected to:
lesson
1. Analyze propaganda techniques used in
advertisement video clips
2. Detect biases in an advertisement based from
evidences gathered
3. Explain why a statement in an advertisement is
biased
C. Presenting Let us inspect the following sample video clips of

examples/instances advertisements you have downloaded.
of the new lesson
But before we begin the activity, let us recall the
standards we have to follow.
1. Listen intently to the presentation

2. Inspect the details of the advertisements
3. Note the evidence showing biases
4. Be positive in giving and accepting any criticism
115

D. Discussing new Group Activity:
concepts and
practicing new skills Let us now analyze the sample video clips you have
#1 brought to class.
After each presentation of the sample video clip, let us

inspect every detail in it.
Sample video clips will be presented by Groups 1, 2,

and 3.
What propaganda the advertisement is trying to say?
What propaganda technique was used in the

advertisement?
How true is the claim of the product as stated in the

advertisements? Prove your answer.
E. Discussing new
concepts and Group Activity:
#2 Groups 4 and 5 present the sample video clips of
advertisement you have downloaded.
What propaganda the advertisement is trying to say?
What propaganda technique was used in the

advertisement?
How true is the claim of the product as stated in the

advertisements? Prove your answer.
Now, seat with your groupmates and work on the

sample video clip of advertisement.
https://www.youtube.com/watch?v=mxb4flAy3pM&featur
e=share
Analyze the details presented in the advertisement and

identify the biases found in the propaganda. Write on the
meta cards those biases. Post the meta cards on the
manila paper
F. Developing
mastery (Leads to Making a stand from informed opinion
Formative
Assessment 3) Discuss with your group the biases found in the
advertisement and present it to the class.
During the presentation be able to defend why you

consider the evidence as biased.
116

Group reporting
Rubrics for the group report
Points Indicators
5 Shows eagerness and
cooperation to do the task,
Participate actively,
Do great help to the group
Good follower
3 Participated but late
And with teacher’s supervision
2 Activity was done but does not
show eagerness to participate or
cooperate
1 No interest in participating the
activities
application of Why is it important that we check the biases in
concepts and skills in advertisements?
daily living
What must we consider when choosing products for our
daily use?
H. Making
generalizations of What are the things we should consider when
concepts and skills in watching/reading advertisements?
daily living
How do we detect a bias in it?
I. Evaluating learning Write the answer to the following questions on a piece of

paper.
*What propaganda technique is used on the video-clip

advertisement? (1pt)
https://www.youtube.com/watch?v=9ES3CF3wWeQ&fea
ture=share
*What bias is present in the advertisement? (2pts)
*Why do you consider it a bias? (2pts)
J. Additional activities
for application or Assignment:
remediation Create a print-advertisement promoting your school.
(Divide the class into five small groups)
117

Rubric for the group output
Points Indicators
Participate actively,
Good follower
3 Participated but late
And with teacher’s supervision
2 Activity was done but does not
show eagerness to participate or
cooperate
1 No interest in participating the
activities
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
solve?
wish to share with
other teachers?.
118

Grade 6
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding that words are

B. Performance The learner uses strategies to decode correctly the
Standards meaning of words in isolation and in context
C. Learning  Infer meaning of borrowed words using
Competencies roots
( Write the LC EN6V-IIId 12.4.1.3
code for each)
II. CONTENT INFER MEANING OF BORROWED WORDS USING ROOTS
(Subject Matter)
III. LEARNING
RESOURCES
References
1. Teachers Guide
pages
Pages
3. Textbook pages Essential English 6 pp. 218, 219
4. Additional
Materials from
LRDMS
Resources  https://slideplayer.com/slide/7755211/
 https://www.thoughtco.com/common-word-
roots-in-english-1692793 Date Accessed:
October 5, 2019
IV. PROCEDURE
A. Reviewing Post the following words on the board:
previous  BIOlogy
lesson or  SLOWly
presenting the  THERMometer
new lesson
Students will read the words posted.
B. Establishing a The teacher presents the objectives of the lesson.

purpose of the Say: Today you will infer the meaning of borrowed words
new lesson using roots
119

C. Presenting What have you noticed with the words posted on the
Examples/ board?
instances of the
new lesson( What do you call the words printed in capital letters?
Presentation) What is a root word?
What do we call the letters being added at the beginning

of the root word like –mis, -dis, -im, -un, -pre, -under,
etc?
What are prefixes?

Answer: Prefixes are added to the beginning of roots or
root words.
What do we call the letters being added at the end of the

root word like –ous, -ly, -ness, -en, -ful, -ity, etc?
What are suffixes?
D. Discussing new English vocabulary, specifically its roots or base words has
concepts and rich importations of words from foreign origin. Study the
practicing new skills words with Greek and Latin roots below. Could you
no.1 identify their root words?
( Modeling)
floral, florits __________ (means flower)
lactic, lactose _________( means milk)
mortuary, mortician _________( means death)
Does it become easier to infer the meaning of the word

after we have identified its roots?
E. Discussing new Use the table given to define the meaning of the following
concepts and words.
no.2 ROOT LANGUAGE MEANING
( Guided Practice) bio Greek Life
cele Latin Honor
dur Latin to hold
micro Greek Small
ign Greek Fire
liber Latin Free
multi Latin Many
1. microscope ___________
2. biology _______________
3. ignite ________________
4. hypersensitive _________
5. celebrate _____________
120

F.Developing Mastery
(Leads to Formative The class will be divided into four groups. Each group will
Assessment 3.) be given an activity sheet to accomplish.
( Independent Practice
) Group 1- Infer the meaning of the following words and
use them in sentences.
1. Synonym
2.megaphone
3. transport
Group 2- Choose the word that best completes the

sentences.
1. They plan to _________ a barn behind the house.

( destruct, construct, instruct)
2. Her black dog is barely _______ at night.
( vision, visible, revise)
3. I can’t ________ what might happen.
( predict, dictate, abdicate)
Group 3- Add the correct suffix to the following root

words to form a new word. Then, give its meaning.
1. script
2. struct
3. circ
Group 4- Fill in the table

Root Meaning Example
audi (Latin) hear
phon (Greek) sound
geo (Greek) earth
application of
daily living
( Application/Valuing)
Source: https://www.thoughtco.com/common-word-
roots-in-english-1692793 Date Accessed: October 5, 2019
121

Using the picture clues above, give the meaning words.
1. aquarium 6. auditory
2. bibliography 7. circumference
3. chronological 8. jury
4. geologist
5. photography
How does learning the meaning of the root word help you
to arrive at the meaning of a word?
H. Making
Generalization and How do we infer the meaning of borrowed words?
abstraction about the
lesson
I. Evaluating learning Encircle the meaning of the given words.
1. transmit – a. catch b. send c. carry
2. liberty -a. suppression b. subjection c.freedom
3. benefit- a. advantage b. obstacle c. disapproval
4. dictate – a. appeal b. command c. cancel
5. illuminate – a. light up b. darken c. confuse
for application and A. The roots from Greek and Latin origins are highlighted.
remediation Infer the meaning of the whole words.
( Assignment) 1. invincible, convince
2. novelty, novice
3. chronology, chronograph
B. Use the following words in sentences:

1. multiple
2. telephone
3. circus
4. freedom
5. automatic
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80%
B .No. of learners who
scored below 80%
(needs remediation)
122

C. No. of learners who
lesson
D. No of learners who
continue to require
remediation
strategies work well?
Why?
encounter which my
principal /supervisor can
help me solve?
wish to share w/other
teachers?
123

Grade 6
I. OBJECTIVES
A. Content Standards The learner listens critically, communicates feelings
and ideas orally and writing with a high level of
proficiency and reads various texts types materials
to serve learning needs in meeting a wide range of
life’s purpose
B. Performance The learner reads with sufficient accuracy and
Standards fluency to support comprehension
C. Learning Observe accuracy, appropriate rate and proper
Competencies/Objecti expressions in dialog.
ves ENGF- IIId- 3.5, ENGF- IIId 3.2, ENGF-IIId 3.6
II. CONTENT Read dialog with accuracy, appropriate rate and
proper expressions
III. LEARNING
RESOURCES
References
1. Teacher’s Guide English 6 Curriculum Guide 2016
Pages
Pages
3. Textbook Pages  Embrace power through Language and Reading
pp. 26
 Developing reading power 6
 English for you all times 6 page 97, 113
from the LR Portal
5. Other Learning Materials: Chart, metacards, rubrics,printed dialogs
Resources
Websites:
Give me a Puppy from
https://www.eslfast.com/easydialogs/ec/dailylife025.
htm accessed on October 5, 2019.
IV. PROCEDURE
A. Reviewing the Present a picture of a family having a conversation.
previous lesson or
presenting the new Do you do it also?
lesson When do you usually do it?
What do you usually talk about?
How do you discuss things in the family?
Why do you have to talk or have a dialogue in the
family?
B. Establishing a Read the dialog silently as your teacher reads it for
purpose for the lesson you. Take note of the expression, accuracy and
speed.
Mrs. Sentence : I am Mrs. Sentence. I teach

English. How are you? Do you still
remember me?
124

Pupil : I’m fine. It’s nice to see you again.
Mrs. Sentence : I brought special gifts for you.

Do you want to see them?
Get them inside the box.
Please take care of them.
Pupil : Wow! My best friends’ nouns,

pronoun, verb, adjective, adverb,
conjunction, preposition and
interjection are here again! How
wonderful they are.
Then, students will read the dialog with accuracy,

appropriate rate and proper expressions.
C. Presenting Divide the class into 4 groups. Distribute dialogues
examples/instances of to be read. (Students will practice reading on their
the new lesson seats.)
Set norms to observe in reading the dialogue with

accuracy, appropriate rate and proper expressions.
Explain the rubric.
D. Discussing new Group Reading
concepts and practicing Each group will read the dialog orally.
new skills #1
E. Discussing new Based on your observation, what group performed
concepts and practicing well? Excellently? Good? Why? How should it be
new skills #2 improved?
Call students to deliver the dialog observing
accuracy, appropriate rate and proper expressions.
F. Developing mastery A. Group Presentation
(Leads to Formative Exchange dialog with other groups. Then, read it.
Assessment 3) (See attached file.)
B. Buddy Reading
Find a partner and read the dialog.
A: I lost my new pen.
B: Where did you lose it?
A: I don't know.
B: When did you lose it?
A: I think I lost it today. I used it yesterday.
B: Did you check all your pockets?
A: I checked all my pockets.
B: Did you look in your desk?
A: Yes. It isn't there, either.
B: It's probably around somewhere.
A: Oh, well, it only cost me a dollar.
B: Only a dollar? Don't even look for it.
G. Finding practical Listen to the dialog, Give me a Puppy from
application of concepts https://www.eslfast.com/easydialogs/ec/dailylife025.
and skills in daily living htm accessed on October 5, 2019.
(The teacher may read the dialog without applying
accuracy, appropriate rate and proper expressions
in dialog.)
A: Mom, I want a puppy.
125

B: Let me think about it.
A: Why do you have to think about it?
B: Because a puppy costs money.
A: No, it doesn't. Puppies are free.
B: Yes, but a puppy needs shots.
A: Shots for what?
B: So, it won't get sick. Just like you get shots.
A: I hate shots.
B: And a puppy eats food. Food costs money.
A: No problem. I'll give him food off my plate.
B: Oh, no you don't. Puppies don't eat vegetables.
Ask the students.

 What can you say about the speakers’
manner of reading the dialog?
 What might happen if you read it the
same way as the speakers did.
H. Making What should we observe in reading dialog?

generalizations of
daily living
I. Evaluating learning Read the dialog below. Observe accuracy,
(See attachment below)
Look for a partner who will give you feedback.
J. Additional activities for Look for a dialog from your textbook and practice
application or reading it orally.
remediation
V. REMARKS
VI. REFLECTION
assessment
remediation
lesson
continue to require
remediation
did this work?

encounter which my
126

Other Sources Used:

File A.
Read the dialog silently as your teacher reads it for you.

Mrs. Sentence : I am Mrs. Sentence. I teach English. How are you? Do you still
remember me?
Pupil : I’m fine. It’s nice to see you again.
Mrs. Sentence : I brought special gifts for you.

Do you want to see them?
Get them inside the box.
Please take care of them.
Pupil : Wow! My best friends’ nouns, pronoun, verb, adjective, adverb,
conjunction, preposition and interjection are here again! How
wonderful they are.
File B.
Group 1
Son : Good Morning Father. Are you leaving for the office now?
Father : Yes, I am. Do you need something?
Son : Yes, Father. Can I get my allowance?
Father : Here it is.
Son : can I have one hundred pesos, Father?
Father : One hundred pesos?
Son : Yes, Father. I’ll buy a birthday gift. Don’t you remember, Father?
Today is Mother’s birthday.
Father : of course, I remembered. Just joking
Group 2
Paula : Is our new teacher in English coming today?
Bon : I guess, she is. Are you ready to welcome her?
Paula : Of course, I am. I prepared something for her.
127

How about you? Do you have a surprise for her?
Bon : I don’t have any. What can I give her?
Ca I just play the piano?
Paula : Sure… I guess, it’s the best gift you can offer her.
By the way, have you seen the poster which Nicca made?
Bon : Yes, I have. She told me that she would give it to our teacher.
Nicca : Come everybody. Our new teacher is here.
Group 3
Maurisse : Did you hear the news broadcast about the National Reading
Test for third graders?
Coleen : No, I didn’t. please tell me about it.
Maurisse : Okay, I will retell the news broadcast.

Here it is.
The newscaster said that for the first time, the Department of
Education (DepEd) would conduct on February 28, 2006 a
national test in reading for all public elementary school pupils
enrolled in Grade 3. He also said that the test involved reading
comprehension in English and Filipino to evaluate the silent and
oral reading ability of third grade pupils.
Coleen : Thank you for the information.
Group 4
Paulina : How do you do?

Jun : I’m fine. What’s your name?
Paulina : Paulina Abacan. What’s yours.
Jun : Jun Vergel. Where do you live?
Paulina : I live in Silang, Cavite. Where do you live?
Jun : In Barangay Adlas. Do you live in Biga?
Paulina : No, I also live in Adlas. What grade are you in?
128

Jun : I’m in grade six. Are you in grade six, too?
Paulina : Yes, I am. Who is our teacher?
Jun : Mrs. Claudia Betina.
Paulina : Is she strict?
Jun : No, she isn’t. she is very kind. When will you meet her?
Paulina : Today. Can you come with me?
Jun : Sure, let’s go.
File C.
A: I lost my new pen.
B: Where did you lose it?
A: I don't know.
B: When did you lose it?
A: I think I lost it today. I used it yesterday.
B: Did you check all your pockets?
A: I checked all my pockets.
B: Did you look in your desk?
A: Yes. It isn't there, either.
B: It's probably around somewhere.
A: Oh, well, it only cost me a dollar.
B: Only a dollar? Don't even look for it.
-----------------------------------------------------------------------------------------------------------------
File D.
Read the text orally.
Luneta and Manila Bay
Do you know that Manila Bay has the finest harbour in the Philippines? It is also
famous for its beautiful sunset. Tourist observe that Manila Bay has one of the most
glowing sunsets in the world. Roxas Boulevard, formerly Dewey Boulevard runs
along the shores of Manila Bay. There are many beautiful buildings along the streets,
mostly hotels and restaurants. Luneta a big park with fountains and ornamental
plants faces the bay. People can be seen strolling daily and enjoying the cool breeze
from the bay. On Sundays, people go to Luneta to listen to band concerts and to view
performances at the open theatre.
129

Grade 6
I. OBJECTIVES
A. Content Standards The learner demonstrates a command of the
conventions of standard English grammar and
usage when writing or speaking (G)
B. Performance Standards The learner speaks and writes using good
command of the conventions of standard (G)
C. Learning Use a particular kind of sentence for a specific
Competencies/Objectives purpose and audience – following and giving
directions (EN6SS-IIId-1.8.4)
II. CONTENT FOLLOWING AND GIVING DIRECTIONS
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
Pages
3. Textbook Pages K-12 Curriculum Guide
Developing Reading Power 6 p. 2-3
By: Capili Ferrer Condez Logue Bagabaldo
Modified In – School Off – School Approach
Modules ( MISOSA) 3 p.3
English for You and Me Reading Textbook for
Grade 6 p.47

the LR Portal
5. Other Learning K-12 Curriculum Guide
Resources Teaching charts, pictures,
IV. PROCEDURE
A. Reviewing the previous The teacher will call somebody to give the
lesson or presenting the direction.
new lesson
“ How Can I Get There?”
1. The visitors want to know the principal’s

office. How will you give the direction?
2. You invited your friends to attend your
birthday party. The venue is at your
grandmother’s house. How will you instruct
your friends?
B. Establishing a purpose Why is it important to follow direction?

for the lesson
C. Presenting Game: Guiding the Blind
examples/instances of the The teacher will give the direction to follow
new lesson Divide the class into twp. he first group to finish
the task wins.
130

Directions to follow:
1. Draw a big circle.
2. On top of the circle, draw two small
triangle attached to the big circle with
spaces in between.
3. Inside the big circle draw two small
ovals.
4. At the center of the circle draw capital J
then below letter J draw a half moon.
Prepare the class for the reading activity.

Set the standards for reading.
Motive Question:
Ask: What are the rules that need to be followed

by Grade 6?
RULES TO FOLLOW
The Grade Six pupils decided to make their

room clean, orderly and beautiful. Here are
some rules everyone needs to follow:
Wipe your shoes on the doormat before
entering the room.
Put the wastepaper, fruit peelings and
candy wrappers in the wastebasket.
Keep the walls, desks and tables free from
pencil and chalk marks and scratches.
Put the cleaning materials in a box.
Arrange the furniture properly.
Put away your pencils, books, notebooks
after using them.
Hang umbrellas and raincoats in one corner
of the room.
Keep books clean and well – covered.
Source: Developing Reading Power 6 p. 2-3

By: Capili Ferrer Condez Logue Bagabaldo
D. Discussing new concepts

and practicing new skills #1  What are the directions presented from
the story?
 The teacher will list down on the board
the pupils’ responses.
The teacher will discuss following and giving

directions.
 FOLLOWING DIRECTIONS
Is an important skill that we have to
develop because knowing how to follow
directions helps us do what we have to
correctly, with a shorter time , and with
less effort.
131

 GIVING DIRECTIONS
An explicit instruction, order assistance
in pointing out the proper route – usually
used in plural the line or course on which
something is moving or is aimed to move
or along which something is pointing or
facing.
E. Discussing new concepts Group Activity
and practicing new skills #2  ADVANCED LEARNERS
GROUP 1
 Write the steps on how to create
a Facebook account.
GROUP 2
 Write the steps on how to access
Google.
GROUP 3
 Write the ways on how to win
more friends
 AVERAGE LEARNERS
GROUP 1
 ‘’BE A GIANT’’. Do the following:

I. Stand straight, with your head
erect and chin up.
II. Stretch your arms upward as
if trying to reach something
above.
III. Raise yourself slowly and
bring yourself nicely on your
toes. Inhale deeply as you
raise yourself up.
IV. Move down your heels slowly
until you are standing flat on
your feet, exhaling as you do
so.
V. Do this five times.
Were you able to do the exercise? Why?
GROUP 2
 The teacher reads the following

directions and asks the pupil to
do it.
I. What’s the name of your
teacher? Write it inside a
circle.
II. Write the names of three
superheroes you admire. Box
the first one, underline the
second. Encircle the last one.
132

III. Write the name of your
country. Cross out all the
consonants in it.
IV. Skip count by 10s up to 100.
Write the figures in your
notebook.
Did you get the instruction right?
How were you able to do each one?
Source: Modified In – School Off – School

Approach Modules ( MISOSA) 3 p.3
F. Developing mastery ADVANCED LEARNERS

(Leads to Formative
Assessment 3)  Write directions that you follow from
school to your home.
AVERAGE LEARNERS
Your friends visited you at your house. One of

them wants to go to the comfort room. How will
you tell the direction?
G. Finding practical Your teacher asks you to announce the
application of concepts and classroom project to your classmates. How will
skills in daily living you give the correct direction to your classmates
to do the project?
of concepts and How do you give and follow directions?
abstractions about the Why do we need to follow correct directions?
lesson (To be able to follow directions correctly,
you should listen patiently and attentively to
the instructions given to you.)
I. Evaluating learning ADVANCED LEARNERS
Write the directions on how to do the following:
( Choose 1 topic only)
 Playing plants versus zombies

 Cooking egg
 Playing fireboy and watergirl
 Playing “ Sungka”
AVERAGE LEARNERS
Arrange the following steps in preparing
calamansi juice. Write 1- 5.
_____a. Squeeze the calamansi into the glass.
_____b. Wash the calamansi properly.
_____c. Cut the calamansi into halves.
_____d. Put sugar, pour enough water and stir it

evenly.
_____e. Serve the calamansi juice.
133

J. Additional activities for Write down the steps on how to play chess.
V. REMARKS
VI. REFLECTION

assessment
lesson
did this work?

encounter which my
other teachers?.
Other Sources Used:
134

Grade 6
I. OBJECTIVES
A. Content Standards The learner…
 demonstrates understanding of
different formats to write for a
variety of audiences and
purposes
library skills to research a variety
of topic
verbal and non-verbal elements
of communication to respond
back.
B. Performance Standards The learner
 rewrites/revises texts using
appropriate text types for a
variety of audiences and purpose
 utilizes discrete techniques
(general or specific) and applies
appropriately them to all or most
fields of study
 uses a variety of strategies to
provide appropriate feedback.
C. Learning A. Plan a composition using an
Competencies/Objectives outline/other graphic organizers
(EN6WC-IIId-1.1.6.1)
B. Organize information from secondary

sources in preparation for writing,
reporting and similar academic tasks in
collaboration with others(EN6SS-IIIc-4)
C. Identify the values suggested in the

visual media(EN6VC-IIIc-7.1)
D. Show tactfulness when

communicating with others(EN6A-IIIc-
17)
II. CONTENT Plan a two to three composition using an
outline/other graphic organizers
References
2. Learner’s Materials Pages
135

3. Textbook Pages
the LR Portal
5. Other Learning Resources https://www.youtube.com/watch?v=lmv-
1ZyFs8A
IV. PROCEDURE
A. Reviewing the previous Call volunteers to read one question
lesson or presenting the new from their assignment and let their
lesson classmates answer it in a complete
sentence.
B. Establishing a purpose for Show a video.
the lesson https://www.youtube.com/watch?v=lmv-
1ZyFs8A
Ask:
What is the video all about?
What can you say about technologies?
How has technological innovation like
cell phones and gaming gadgets shaped
your lifestyles?
C. Presenting Discuss secondary sources and
examples/instances of the new organizing ideas.
lesson
D. Discussing new concepts Prepare the class for the reading
and practicing new skills #1 activity.
Ask them to read the text with accuracy,
appropriate rate and proper expression.
“Technologies: A New Wave of Living”
Guide Questions
1. How does technology change the
lives of the people?
2. What are the three qualities
considered in the use of
technology?
3. How does technology encourage
communication among different
people?
4. What does the line “technology
caters to what is user-friendly”
mean?
5. Can you name some of the
limitations or problems
encountered in the use of
technology?
E. Discussing new concepts GROUP ACTIVITY
and practicing new skills #2 Group the class into four. Ask them to
make a graphic organizer about the text
read.
Write it in a cartolina.
136

Technologies: A New Wave of Living
Be specific with the graphic organizer

that you want them to do. Please refer to
the graphic organizers attached.
F. Developing mastery (Leads Each member of the group will

to Formative Assessment 3) contribute in writing a two to three
paragraph composition using the graphic
organizer they make.
Tell them to write it in a sheet of paper.
G. Finding practical application Show different kinds of graphic
of concepts and skills in daily organizers.
living Let the pupils write a two to three
paragraph composition using the graphic
organizer they like.
H. Making generalizations of How do you plan a two to three
concepts and skills in daily paragraph composition using an outline/
living other graphic organizers?
I. Evaluating learning Make a graphic organizer about the
text.
Write two or three paragraph
composition based on the graphic
organizer you made
The Interview
By: Earlie L. Pasion
A well-known business house in the

city advertised for an office boy. Many
applied for the position and were all called
for an interview.
After interviewing them, the manager
made his selection.
One of the directors of the film was
rather surprised by the manager’s choice
and said, “On what ground did you select
that particular boy? He did not have a single
recommendation with him.”
“You seem to be mistaken, sir” replied
the manager, “he has many”. He then made
the following observations to justify his
selection.
“The boy wiped his feet on the floor
mat before entering the room. He closed the
door behind him carefully. He took off his
cap in entering the room and answered all
my questions diligently which indicated that
he is courteous and well-mannered. He
picked up the book which I purposely
dropped on the floor and placed it on the
137

table whereas the rest just stepped over it.
That showed that he was orderly and
possessed good habits. Again, he waited
patiently for his turn in the queue without
moaning or complaining. His clothes were
simple but tidy. His shoes were not so new
but clean. His hair was neatly brushed back
and his fingernails were clean.”
“In my opinion, these traits prove that
he is disciplined person. Do you consider
these qualities better evidence of his worth
than any letters of recommendation? I
certainly do.”
V. REMARKS
VI. REFLECTION

assessment
C. Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this
work?
F. What difficulties did I encounter

which my
head help me solve?
teachers?.
Other Sources Used:
138

Technologies: A New Wave of Living
Technology has a lot to offer to consumer nowadays. With the
advancement in technology, many things are made possible. It has even
progressively changed the people’s way of life. The different technological
devices have been greatly responsible for the development in the different
fields of work. As a result, people are dependent on the services brought by
the technological revolution.
In the areas of communication, for instance, people have unlimited
access to a wide range of information, thus transforming people’s behavior
and significantly their cultural values. Regardless of technologies’ varying
effects on people, it continues to create innovation to make life easy and
simple. This is because we live in a society that is user- friendly. One may not
be aware that he or she is actually looking for features that can maximize
usage are easy to operate, or that provide comfort. In this new era of living,
three important qualities are considered in the use of technology.
Convenience: Can you imagine how many beads of perspiration you
would have to draw out in going up to the fourteenth floor of a high rise
building? By the time you arrive at your destination, you’d be out of breath. It’s
similar to having climb up one of the country’s mountains. But the technology
found its way to solve this problem through the invention of elevators and
escalators.
Technology helps save effort and time when one who is engaged in full
time work opts for online shopping. One can browse the internet to buy the
things he or she needs. The wasted time that one has to spend in a cashier’s
queue is no longer a hindrance to his or her shopping. He or she can just
strike the right key, place an order, and wait for delivery. The growing market
for appliances and other equipment shows how much people rely on the
technological inventions for domestic chores, work and leisure activities.
There is a wide use of the air conditioning system and other electronic aided
appliances.
Speed: Innovations in technology paved the way to express delivery of
goods, fast money transfer and easier access to information where distance
and time are no longer a problem.
Telecommunications serves its purpose: it enables banks and other
financial corporations to provide the fastest means of money transfer. The
mobile phone on the other hand is handy wherever one goes.
Whether one is an office, in school, on the street, at home or inside a
vehicle, one can ask anyone at home or in the office to do urgent tasks. The
importance of mobile phones in undeniable in case of emergencies. Mobile
phones, small light, are used in rescue operations. Finally, electronic mails (e-
mails) are used regularly as a form of formal and informal communication. It
allows people to compress time and space as they conduct personal and
official business.
139

Unlimited Access: Since the internet links people around the globe,
there is every opportunity to gain a lot of information and a chance to interact
with people of diverse cultures. Communication barriers brought about by
geographical locations are now eliminated by communication satellites which
receive signals from any point on earth. The internet sets aside any chance of
discrimination, inferiority and isolation. Users are free to express themselves
without inhibitions. In some social network sites, user says what they want to
say in expressing their opinions and feelings. The media, entertainment, and
advertisement utilize the internet to reach their audience.
The technological advancement has made an impact on people with
varying culture, and it continues to find its place in the heart of the new
generation. There is no way that technological innovations will probably stop
because of the services they can extend to humanity.
140

Grade 6
Quarter 3 Week 5 Day 1
I. OBJECTIVES
A. Content Standards Demonstrate understanding that the
words composed of different parts to
know that their meaning changes
depending in context
B. Performance Standards Use strategies to decode correctly the
meaning of words in isolation and in
context
C. Learning Competencies/Objectives The learner observes accuracy,
appropriate rate and proper
expressions in dialogs. EN6FIIIe-3.5,
EN6FIIIe-3.2, EN6FIIIe-3.6
II. CONTENT Observes accuracy appropriate rate
and proper expressions in dialogs
References K to 12 Curriculum Guide
3. Textbook Pages English For You and Me pp.99-100
4. Additional Materials from the LR
Portal
5. Other Learning Resources Charts, rubric, video clip
IV. PROCEDURE
A. Reviewing the previous lesson or Advanced Average Slow
presenting the new lesson
Let them
show a video
clip, “Inside
Out”, then ask
the following
questions,
1. Can you
name the
three
main
character
s in the
video
clip?
2. What did
you
observe
from their
conversati
on?
a. Is it clear?
b. How fast
did they
141

talk?
c. Did they
show
confidenc
e and
enthusias
m?
B. Establishing a purpose for the Today we shall read a dialog, but

lesson before reading it, remember to read it
with accuracy, appropriate rate, and
proper expression.
C. Presenting examples/instances of Present a dialog to the class. Call
the new lesson volunteer pupils to take roles. Let
them read the dialog with accuracy,
appropriate rate, and proper
expressions in dialog, while others
listening. Observe it with accuracy,
appropriate rate, and proper
expressions. Moving On pp. 99-100-
English For You and Me.
(see attachment)
D. Discussing new concepts and 1. Did you perform it well?
practicing new skills #1 2. Is it clear?
3. Did you pronounce the words
well?
4. Is it audible?
5. Is it accurate?
6. Did you show confidence and
enthusiasm?
E. Discussing new concepts and Discuss with the pupils the skills to be
practicing new skills #2 observed in oral reading. Tell them
that proper expressions like eye
contact, bodily movement and
confidence are also needed.
Let them observe the following:
1. Stand straight.
2. Read aloud with expression.
3. Step at periods and pause at
commas.
4. Group the words correctly
5. Pronounce the words clearly.
6. Glance at the audience
occasionally.
F. Developing mastery (Leads to Present a short telephone
Formative Assessment 3) conversation, and then let the pupils
read with accuracy, appropriate rate,
and proper expressions in dialog. Let
them read by group and then by twos.
Use the rubric to evaluate the dialog.
Present it through a video.
G. Finding practical application of Divide the pupils into four groups.
concepts and skills in daily living Each group will perform a dialogue.
142

They will be given only one dialogue.
Ask them to perform it with accuracy,
expressions. Use the rubric to
evaluate the group dialog. Discuss
this before their presentation.
(see attachment for the text)

H. Making generalizations of 1. What do we need to observe
concepts and skills in daily living in reading a dialog?
2. Can responses be substituted
with actions?
I. Evaluating learning Each of the pupils will be given a

copy of a dialog. Call them by pair
and read the dialog. The pupils who
are listening will observe the
accuracy, appropriate rate, and
proper expressions by taking note of
the words they mispronounced,
inaccurate and inappropriate rate.
(see attachment for the text)

J. Additional activities for application Advance Average Slow
or remediation Here are some Three
situations. situations
Choose one are given
and make a below.
dialog for the Choose
characters. one, and
Say this dialog then write
with a partner. a dialog
Make sure you about it in
express the your
right feelings. notebook.
Your facial 1. Two
expression friends
should portray meet at
the appropriate the
emotion this school
emotion. canteen.
1. Two They plan
children to go to
were the
caught library.
by the 2. Alice
principa calls up
l to check
quarrell if Marie is
ing in joining
class. the
When Science
the Camp.
principa 3. You
143

l had wish to
left, the invite a
children friend to
talked spend the
to each weekend
other. in your
Two kids farm in
thought of Bacon.
building a bike
that can go up
a tree.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% on

the formative assessment
B. No. of learners who require activities
for remediation
C. Did the remedial lesson/s work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
worked well? Why did this work?
F. What difficulties did I encounter which

my supervisor/principal/department
head help me solve?
G. What innovation or localized materials
did I use/discover which I wish to
Other Sources Used:
144

Grade 6
I. OBJECTIVES
A. Content  Demonstrates understanding that the words are
Standards composed of different parts to know that their
meaning changes depending in content.
B. Performance  Uses strategies to decode correctly the meaning of
Standards words in isolation and in context
C. Learning  Infer meaning of borrowed words using prefixes
Competencies/ ( ENG6V-IIIe-12.4.2.3)
Objectives  Observe politeness at all time
( EN6A-IIIe-16)
After the discussion the learners are expected to:
A. give the meaning of the new formed word using
the prefix;
B. use the words using prefixes in sentences;
C. observe politeness at all times.
II. CONTENT Prefixes
Infer meaning of borrowed words
III. LEARNING
RESOURCES
A. References
pages TG, CG
pages p. 11 , p. 125
3. Textbook pages English For All Times 5 pp. 78-79
4. Additional Materials DepEd BEAM Distance Learning Program English 6,
from LRDMS Module 5 , p. 49-57
5. Other Learning Chart, paper strips, flash cards, meta cards
Resources
IV. PROCEDURE
A. Reviewing lesson Advance Average Slow
or presenting the The teacher will present the following affixed words
new lesson using flashcards:
unclear refill discomfort renew bicycle
B. Establishing a Root Word Prefix
New Word Meaning
purpose of the new unclear
lesson refill
discomfort
renew
bicycle
From the words in the meta cards, what are the
root/base words?
What do you call the syllable given before the root
word?
What word is formed after adding the prefix to the root
word?
145

C. Presenting Read the sentences and identify the words with prefixes:
Examples/ 1. Can you please rewrite your theme?
Instances of the 2. Most of your spelling are incorrect.
new lesson 3. You must renew your license before it expires.
4. A pretest was given before the discussion.
5. Before the discussion a posttest will be
conducted.
D. Discussing new Prefix is a syllable or syllables placed at the beginning
concepts and of a base/root word.
practicing new A base word is a word that can stand on its own; it
skill no.1 cannot be divided into smaller parts.
(Modeling)
The meaning of the word can be figured out by putting
together the meaning of its prefix and the base word.
-re – means again

-in, non, im, ir, and il – means not
-pre – before
-post – after
-dis and un – means opposite of
-over – too much
-under – less than average
Can you give me other examples of words with

prefixes?
*Guide the pupils as they study the example of prefixes

with their meanings:
Post the chart with prefix and meaning
Prefix Meani Example
ng
Mono One Monograph
Bi Two Bicept
Number
Tri Three Tricycle

Multi Many Multipurpose
poly many polychrome
Super Great Superstar
Mega Huge, Megamall
Macro big Macrofinance
Micro Whol microorganism
Quantity
mini e minimart
Tiny
small
E. Discussing new Group discussion:
concept and Group A Group B Group C
practicing new Choose the Choose the Fill in the blank
skills no.2 appropriate correct prefix with the correct
(Guided Practice) prefix from the from the prefix.
box to form the parentheses to
correct word form the correct 1. When I
suited to word. __flate, the
complete the tire it will be
sentence. 1. The leader flat. (de , in ,
cannot re)
in, um, im control her 2. Make more
146

emotion. He circle,
1. The princess is __patient. __crease the
could not (in, im, un) number of it.
decide who 2. Please make (in, de , dis)
to marry. your line 3. She does not
She’s still straight. It is want to wear
__decided. still __align. a long skirt;
2. The prince (re, dis, in) she really
was not 3. Why can’t wants a
attentive to you not __skirt. (mini,
the princess. sleep, did mono, homo)
The prince you feel
was __comfortabl
__attentive. e? (un, in,
3. The curse im)
was quite
not possible
to happen. It
seemed
__possible.
F. Developing Match Me If You Can
Mastery
*The meaning of the new formed word will be raised,
and somebody will find the base word and the prefix
from two different cards.
Pay before – prepaid treat wrongly – mis treat

Make new again – renew fill again – refill
Not usual – unusual not perfect - imperfect
G. Finding practical Advance Average Slow
application of Form a new Form the new Circle the
concepts and word using the word using the prefix used in
skills in daily living following prefix: new formed
prefixes: words:
Super Mis re ex
under Misfortune
over Decrease
ex Impossible
multi
Why is it important to recognize a prefix from a word?
H. Making The teacher will ask the pupils :
generalization
and abstraction Advance Average Slow
about the lesson Give an Based from the What is added
example of a table presented in a root word to
prefix and how is the new form a new
connect it to a word formed? word?
base/root word
to form a new
word.
I. Evaluating The following sentences are interconnected. Read all
Learning the items first before deciding what prefixes to use to
complete the sentences. Choose the prefix from the
choices inside the box; then, write the new word on your
147

paper.
under, over, ex, and super
1. (abundant) There is an __________ harvest of corn
in Isabela this year.
2. (supply) It is expected then that there will be an
_______ of corn in the province.
3. (governor) The _________ of Isabela was
responsible for the successful corn farming.
4. (estimated) the farmers ________ the volume of corn
harvest they would have.
5. (fine) Modern corn grinders tend to produce_______
corn flour.
J. Additional Read the story. Use the prefix in the word box to write
activities for the missing prefixes
application and
remediation As usual, the little Prince of Mars sat in front of his
(Assignment ) big screen ___ vision. “This life is very____ interesting,”
he thought. Just then, he heard a knock at the door, a
messenger handed him a ____ gram. “There must be
some ____take,” said the little Prince. But when he
opened the envelop, he was surprised. The ___happy
frown on his face ___ appeared. He was going on a trip
to the stars! The little Prince was ___ certain what to
pack. He dashed for his ___ scope and magic crystal kit.
He packed and packed his star travel bag until
everything fit. Someday he would ___turn to his own
planet, but until then , he was ready for an adventure in
the stars.
V. REMARKS
VI. REFLECTION
80%
B. No. of learners who scored
below 80% ((needs
remediation)
C. No. of learners who have
require remediation.
strategies work well? Why?
which my principal/supervisor
can help me solve?
materials did I use/ discover
148

Grade 6
I.OBJECTIVES
The learners:
 Demonstrate understanding that English
language is stress timed to support
comprehension.
B. erformance Standards
The learner:
 Reads with sufficient accuracy and fluency
to support comprehension.
C. Learning
Competencies/Objecti  The learner observes accuracy, appropriate
ves rate and proper expressions in dialogs. EN6
(Write the LC code for F II e 3.6
each)
II. CONTENT
OBSERVE ACCURACY APPROPRIATE RATE
AND PROPER EXPRESSIONS IN DIALOGS
III. LEARNING
RESOURCES
References
Pages
Pages
from the LR Portal
5. Other Learning Charts, rubrics, video clip
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the
previous lesson or The teacher will present a video clip from the movie,
presenting the new “Inside Out.”
lesson
Questions:
3. Can you name the three main characters in
the video clip?
4. What did you observe in their conversation?
d. Is it clear?
e. How fast did they talk?
f. Did they show confidence and
enthusiasm?
149

B. Establishing a Say:
purpose for the lesson Today, you will read a dialog. Remember to read it
with accuracy, appropriate rate, and proper
expression.
C. Presenting Present the dialog to the class. Call volunteer pupils

examples/instances of to take roles. Let them read the dialog with
the new lesson accuracy, appropriate rate, and proper expressions
in dialog; while the others listening. Observe
accuracy, appropriate rate, and proper expressions.
Moving On pp. 99-100- English For You and Me.
Text attached to Annex A

D. Discussing new
concepts and practicing Ask:
new skills #1 7. Did you perform it well?
8. Is it clear?
9. Did you pronounce the words well?
10. Is it audible?
11. Is it accurate?
12. Did you show confidence and enthusiasm?
E. Discussing new
concepts and practicing Discuss with the pupils the skills to be observed
new skills #2 in oral reading. Tell them that vocal on proper
expressions like eye contact, bodily movement and
confidence are also needed.
Let them observe the following:
7. Stand straight.
8. Read aloud with expression.
9. Step at periods and pause at commas.
10. Group the words correctly
11. Pronounce the words clearly.
12. Glance at the audience once in a while.
(Leads to Formative Present a short telephone conversation. Let the
Assessment 3) pupils read with accuracy, appropriate rate, and
proper expressions in dialog. Let them read by
group and then by pairs. Use the rubrics to evaluate
the dialog.
application of concepts Divide the class into four groups. Each of the
and skills in daily living groups will be given a dialog to perform. The pupils
will observe accuracy appropriate rate and proper
expressions during the delivery of the dialog.
Rubrics will be used to rate the students’
performance. Text attached to annex C.
H. Making Ask:
generalizations of 3. What do we need to observe in reading a
concepts and skills in dialog?
daily living 4. Can responses be substituted with actions?
150

Paired Work
The pupils will be given a copy of a dialog. They will
perform the activity by pairs while the pupils who will
be listening will observe the accuracy, appropriate
rate, and proper expressions by taking note of the
words they mispronounce, the lines without
accuracy and inappropriate rate of expression. Text
attached to annex D.

application or Here are some situations. Three situations are
remediation Choose one and make a given below, choose
dialog for the characters. one, and then write a
Say this dialog with a dialog about it in your
partner. Make sure you notebook.
express the right feelings
for each one. Your facial 1. Two friends meet at
expression should also the school canteen.
show this emotion. They plan to go to the
2. Two children were library.
caught by the
principal 2. Alice calls up to
quarrelling in check if Marie is joining
class. When the the Science Camp.
principal had left,
the children talked 3. You wish to invite a
to each other friend to spend the
3. Two kids thought weekend in your farm in
of building a bike Bacon.
that can go up a
tree.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
lesson
continue to require
remediation
151

Why did this work?

encounter which my
to share with other
teachers?.
Other Sources Used:
152

MOVING ON
(Annex A)
There was a lecture forum sponsored by the Book Lovers Club at Sorsogon East Central
School. The teacher-librarian was their adviser and she welcomed the participants to the activity.
Mrs. Carreon: Good morning! Once more, our school’s BLC will focus on the role and value of
books in people’s lives.
Clarissa: A pleasant morning to all. We, the representative of the sixth grade classes will give
pointers on books. Hopefully, our report will give you fresh ideas and concepts on books. Take it
away, Pearl.
Pearl: My group is assigned to the development of ideas and imagination through books.
Ronald: See how these characters emulate lives through their personifications? Wonderful,
aren’t they?
Tomas: They truly show how magical fantasy stories are!
Susan: So, here are some stories with different plots that reveal the wonders of life in the world.
Loreto: Here, you can see the world of science. Where do we get information on zoos and
gardens? Of course, from books.
Salve: Not only that, books are timeless educators. They provide facts and myths about
meteors, stars, and the vast universe.
Carol: Great! There are facts, too, on how people become heroes and heroines in their own
right.
Paulo: Yes, heroes whom the youth idolize hope that there will be more children who will read
books.
Clarissa: Now, here are the next reporters who are in their costumes to tell you something about
books.
Laura: Here we are, the true picture of life. We live in poverty but we have dignity.
Rosa: I can’t believe how you exist in this world! Look at me, I have all the riches in the world
and I’m sharing all these with you.
Danilo: Look here, I’m a great writer they say. So I have to live up to your expectations to be a
historian. I have evidences and documents to prove that significant events have happened and
are happening.
Carlos: Sure you are. I’ll help you dig out the truth, as well as stories that serve as legacy of our
land.
Mrs. Carreon: Thank you, officers of the Book Lover’s Club! We have learned a lot about books
from your presentations.
Clarissa: It’s great pleasure to do our job. The truth Ma’am is that, we have learned a lot from
the task that you have given us. We love books now more than ever.
English for You and Me: Lesson 18, Moving On, pages 99-100
153

WHAT’S UP
(Annex C)
Marilou: Hello, Raquel? This is Marilou.
Raquel: Oh, hello, Marilou. How are you?
Marilou: Okay, listen. Are you doing something on Saturday?
Raquel: No, nothing in particular. Why? What’s up?
Marilou: It’s fiesta in my cousin’s place in Sorsogon. She’s inviting friends. Would you like to join us? I’ll
ask your parents’ permission.
Raquel: I’d love to, the games, the procession, and the food of course, are always great and exciting in
your cousin’s place.
Marilou: You bet. It’s the Thanksgiving Day of the town. Preparation for the celebration is always
pompous.
Raquel: I’ll be looking forward to it. And don’t forget to talk with my father and mother.
Marilou: Don’t worry. I’ll do it soon. Bye.
Raquel: Bye and thanks for the invitation.
Source: Basic and beyond 6, Third Edition by Evelyn Bambico Angeles, pages 43-45
Beating the Deadine

(Annex D)
Martha, Perla, and Luisa are the best of friends. Whatever one does, the rest try to help.
Martha: I can submit my project this afternoon. How about you, two?
Perla: I’m still doing some finishing touches. Maybe I can give it by Monday next week.
Luisa: Well I’m ready to hand it to Mrs. Lara tomorrow morning.
Perla: How I hope I can finish it on Friday.
Martha: Why can’t you? I’ll help you, now!
Luisa: You’re really a good friend, Martha.
Martha: Oh, that’s nothing. What are friends for?
Luisa: You’ve got a true friend, Perla don’t you?
Perla: Yes, I do. You two are my real friends, aren’t you?
Luisa: Of course! All for one and one for all!
Source: English for You and Me, Language Textbook Grade VI.
154

Daily Lesson Log in English
Grade 6
Quarter 3 Week 5 day 4
I.OBJECTIVES
 The learner demonstrates understanding of
different forms to write for a variety of
audience and purposes.
B. Performance
Standards  The learner applies understanding of different
formats to write for a variety audiences and
purposes.
C. Learning
Competencies/Objecti Revise writing for clarity, correct spelling, appropriate
ves punctuation marks, and transition signal words.
(Write the LC code for ENGWC-1-F -1.8.3
each)
II. CONTENT REVISE WRITING FOR CLARITY, CORRECT
SPELLING, APPROPRIATE PUNCTUATION
MARKS, AND TRANSITION SIGNAL WORDS
III. LEARNING
RESOURCES
References Curriculum Guide in English p. 31
1. Teacher’s Guide Guided Writing
Pages
2. Learner’s Materials Essential Eng pp. 333-334; Building Eng Skills p. 11
Pages
from the LR Portal
5. Other Learning
Resources
A. Reviewing the
previous lesson or Review of the previous lessons
presenting the new
lesson
B. Establishing a Present a paragraph about a Family.
My Family
I come from a large family. I have brothers and two
sisters. I am the third child. Two of my brothers study
at Sorsogon National High School, while I study at
Sorsogon East Central School. My two younger
sisters are not in school. They stay at home. My father
works in the store. He sells some groceries. Mother
keeps the house. My family is not rich but we are a
happy family.
155

C. Presenting Say:
examples/instances of With this table let us find out if the criteria were
the new lesson observed.
No. With Cite error

Error error
Indention
Capitalization
Spelling
Punctuation
Marks
Correct Margin
Use the correct
word
D. Discussing new Answer these questions and form a paragraph on “My
concepts and practicing Family”.
new skills #1 a. What kind of family do I come from?
b. How many brothers do I have?
c. How many sisters do I have?
d. Where do my brothers study?
e. Where do my sisters study?
f. What does father do?
g. What does mother do?
What kind of family do I have?
Let’s Write It Together
Activity
E. Discussing new concepts Directions: With your seatmate, help each other to
and practicing new skills #2 revise the paragraph by observing correct manuscript.
Write it legibly and neatly.
Gardening
Gardening is my hobby During my spare time I go to
my garden and tend the plants i pull out weeds loosen
the soil and water the plants I aply fertilicer to make
them grow helty.
gArdenimg offers many advantages
it makes me happy to see green buds growing
Flowers make the garden beautiful. Besides it help
butterflies and bees providing them nectar for making
HoneEyy.
Sometimes i earn money by selling cut flowers like
roses orheds anthorium daisies and dalias. flower
shop owners come to my garden to buy flowers.
Gardening is a worthwhile hobby.
(Leads to Formative Analyze the revised paragraph for its clarity, correct
Assessment 3) spelling, appropriate punctuation marks, and signal
words.
a. Are the punctuation marks correctly used?
b. Are all words spelled correctly?
c. Have capital letters been correctly used?
d. Are the margins on each side of the paper
observed?
156

e. Is the composition neatly written?
f. Is the title written at the center?
Is there a space between title and the first
paragraph?
application of concepts Correct me If I’m wrong Activity.
and skills in daily living Rewrite the letter below correctly:
419 Magsaysay St.

Sorsogon City
Aug. 10,2019
Dear Sarah,
Last Sunday the whole family went on a picnic to
Bacon Beach resort. We left early in the morning to
avoid the heat of the sun. The beach is 5 kilometres
from our town We took a jeepney and arrived there in
a very short while.
The sun was calm and very clear. The beach
itself was clean and beautifully landscaped. There
were palm trees and flowering plants. Under the trees
were the cottage which were occupied by the
picknickers I wish you were with us to enjoy the
beaoty of the invironment after swimming we looked
for shells We got some and took them home. They
are nice items for our collection. We really missed
your company. However we look forward to seeing
you when we visit the city.
Sincerily,
Susan
H. Making Questions:
generalizations of 1. What did we discuss today?
concepts and skills in 2. How do you write a paragraph?
daily living 3. What are the things you should remember in
revising a paragraph?
I. Evaluating learning Read the essay below and look for errors in the
spelling, punctuation, capitalization, grammar and
structure. Then rewrite the essay making the
message and the ideas clearer. Essential English p.
333-334
Writing skills are important parts of communication.

They allow you to communicate your message with
clarity and ease.
Correct grammar, punctuation and spelling are the
key elements in written communications. These when
observe properly, could give a writer a good
impression.
The good news is that writing is skills which can be
learn like any other. One trick for checking and
improving you work is to read it loudly. Reading your
own written outputs makes you to slow down and pick
up problems with the flow that your eye would
otherwise skip over.
157

There are many times in your life when you will be
asked to write something very specific, whether this is
to take notes of a conversation
write the minutes of a formal meeting, or prepare a
report, all these types of writing require specific skills,
and usually a particular style.
J. Additional activities for Take Home Task
application or The writer of the following report proofread his work
remediation and found some errors. Revise it with spelling,
appropriate punctuation marks, and use of transition.
The Philippine Cherry Tree

(Cassia Javanica) is planted to beautify yards, parks,
and side walks. The name javanica menas that this
tree came from Java.
The philippine Cherry Tree grows from northern
Luzon to Mindanao. It has branches which lose their
leaves from January to April. then the rose-pink
blosoms appear. The buds start open their flowers
when the color is still deep rose. Later on, they turn
paller and finaly turn white. After most of the flowers
have fallen, light green leaves appear. Ants like to sip
the nectar of the flowers.
V. REMARKS
VI. REFLECTION

assessment
remediation
lesson
continue to require
remediation
did this work?

encounter which my
158

Grade 6
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of
different forms to write for a variety of audience
and purposes.
B. Performance Standards Applies understanding of different formats to
write for a variety audiences and purposes.
C. Learning Revise writing for clarity, correct spelling,
Competencies/Objective appropriate punctuation marks, and transition
s signal words. ENGWC-1-F -1.8.3
II. CONTENT Revising writing for clarity, correct spelling,
appropriate punctuation marks, and transition
signal words.
III. LEARNING
RESOURCES
References K to 12 Curriculum Guide in English p. 31
2. Learner’s Materials Essential English pp. 333-334; Building English
Pages Skills p. 11
the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Present a paragraph about a family.
new lesson My Family
I come from a large family. I have brothers
and two sisters. I am the third child. Two of my
brothers study at Sorsogon National High
School, while I study at Sorsogon East Central
School. My two younger sisters are not in
school. They stay at home. My father works in
the store. He sells some groceries. Mother
keeps the house. My family is not rich, but we
are a happy family.
B. Establishing a purpose What are the elements of a paragraph present
for the lesson in the example given?
Today we are going to discuss what composed
an effective paragraph to be able to know the
possible ways of revising it.
C. Presenting With this table let us find out if the elements
examples/instances of the were observed.
No. Error With error Cite error
new lesson Elements
Indention
Capitalization
Spelling
Punctuation
159

Marks
Correct
Margin
Use the
correct
word
D. Discussing new Now let’s us try if we could make a similar write-
concepts and practicing up.
new skills #1 Advanced Average Slow
Answer Choose any of the
these words in the box to
questions complete the
and form a sentence:
paragraph
on “My 1. I come from a
__family.
Family”.
Big Small Large
h. What
kind of
family I 2. I have
come One
from?
Large brother
two
i. How
many three brothers
brothers four
do I five
have?
j. How 3. I have
many
sisters One
do I two sister
have? three sisters
k. Where four
do my five
brothers
study?
l. Where 4. I am the___ child.
do my youngest
sisters eldest
study? second
m. What
third
does
fourth
father
do? 5.The eldest child is in
n. What ___
does
College
mother
high school
do?
o. What elementary
kind of
family do
I have?
160

6.The youngest child is in
the___
kindergarten
elementary
7. Fathers work is in
the____.
store
farm
factory
office
clinic
shop
hospital
town
center
school
bank
8. He ____.
sells fruits plant
crops types
papers treats the
sick directs
traffics tend the
store teaches the
students
9. Mother___
keeps the house

teaches in school
sells fruits and
vegetables
washes clothes
treats the sick
nurses the patients
works in the office
10. We are a happy

family.
E. Discussing new With your seatmate, check each other’s work

concepts and practicing using the table presented above.
new skills #2
161

F. Developing mastery Write It Together
(Leads to Formative
Assessment 3) Directions: With your seatmate, help each other
revise the paragraph by observing correct
manuscript. Write it legibly and neatly. Be sure
to ask yourself with the following questions as
you are revising the paragraphs.
g. Are the punctuation marks correctly
used?
h. Are all words spelled correctly?
i. Have capital letters been correctly used?
j. Are the margins on each side of the
paper observed?
k. Is the composition neatly written?
l. Is the title written at the center?
m. Is there a space between the title and
the first paragraph?
Gardening
Gardening is my hobby During my spare time I
go to my garden and tend the plants i pull out
weeds loosen the soil and water the plants I
aply fertilicer to make them grow helty.
gArdenimg offers many advantages
it makes me happy to see green buds growing
Flowers make the garden beautiful. Besides it
help butterflies and bees providing them nectar
for making HoneEyy.
Sometimes i earn money by selling cut flowers
like roses orheds anthorium daisies and dalias.
flower shop owners come to my garden to buy
flowers. Gardening is a worthwhile hobby.
G. Finding practical Correct Me if I’m Wrong

application of concepts and Rewrite the letter below correctly:
skills in daily living
419 Magsaysay St.

Sorsogon City
Aug. 10,2019
Dear Sarah,
Last Sunday the whole family went on a picnic
to Bacon Beach resort. We left early in the
morning to avoid the heat of the sun. The beach
is 5 kilometres from our town We took a jeepney
and arrived there in a very short while.
The sun was calm and very clear. The
beach itself was clean and beautifully
landscaped. There were palm trees and
162

flowering plants. Under the trees were the
cottage which were occupied by the picknickers
I wish you were with us to enjoy the beaoty of
the invironment after swimming we looked for
shells We got some and took them home. They
are nice items for our collection. We really
missed your company. However we look
forward to seeing you when we visit the city.
Sincerily,
Susan
H. Making generalizations 4. How do you write a paragraph?
of concepts and skills in 5. What are the things you should
daily living remember in revising a paragraph?
I. Evaluating learning Read the essay below and look for errors in the
spelling, punctuation, capitalization, grammar
and structure. Then rewrite the essay making
the message and the ideas clearer. Essential
English p. 333-334
Writing skills are important parts of

communication. They allow you to communicate
your message with clarity and ease.
Correct grammar, punctuation and spelling are
the key elements in written communications.
These when observe properly, could give a
writer a good impression.
The good news is that writing is skills which can
be learn like any other. One trick for checking
and improving you work is to read it loudly.
Reading your own written outputs makes you to
slow down and pick up problems with the flow
that your eye would otherwise skip over.
There are many times in your life when you will
be asked to write something very specific,
whether this is to take notes of a
conversation write the minutes of a formal
meeting, or prepare a
report, all these types of writing require specific
skills, and usually a particular style.
J. Additional activities for The writer of the following report proofread his
application or remediation work and found some errors. Revise it with
observing correct spelling, appropriate
punctuation marks, and use of transition.

(Cassia Javanica) is planted to beautify yards,
parks, and side walks. The name javanica
menas that this tree came from Java.
The philippine Cherry Tree grows from northern
Luzon to Mindanao. It has branches which lose
their leaves from January to April. then the rose-
pink blosoms appear. The buds start open their
flowers when the color is still deep rose. Later
163

on, they turn paller and finaly turn white. After
most of the flowers have fallen, light green
leaves appear. Ants like to sip the nectar of the
flowers.
V. REMARKS
VI. REFLECTION

assessment
lesson
did this work?

encounter which my
other teachers?.
Other Sources Used:
164

Grade 6
I.OBJECTIVES
A. Content Standards Demonstrate understanding that the words
composed of different parts to know that their
meaning changes depending in context.
B. Performance Standards Use strategies to decode correctly the meaning of
words in isolation and in context.
C. Learning EN6V-IIIf-12.4.2.3
Competencies/Objectiv Infer meaning of borrowed words using suffixes
es EN6A-IIIF-16
Observe politeness at all times
II. CONTENT Using Suffixes to Form New Words
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages CG p. 135
2. Learner’s Materials DepEd BEAM Distance Learning Program Module
Pages 5
3. Textbook Pages 59-69
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous Scramble to Tell:
new lesson Unscramble the letters from the meta cards to form
the correct word. Tell them to use the words in a
sentence and give its meaning.
VAPORIZE NATURALIST PURIFY
PITILESS CORRECTNESS
B. Establishing a purpose The teacher presents the objectives of the lesson.

for the lesson
C. Presenting Let’s Try This:
new lesson The teacher reads the following sentences with
emphasis to the highlighted words in each number.
Let the pupils reread the sentences.
1. High temperatures will make water vaporize.

2. A person practices the study of nature is a
naturalist.
165

3. Before drinking river water, you should purify it
because it may be polluted.
4. The pitiless football coach made the team run
an extra mile.
Advance Average Slow

Reading the Writing the With the
sentences highlighted teacher’s
orally: words on the guide,
what words board: underline the
can you Read the base/root
derive if you root/base word, and
are going to word. Circle point out the
delete some the base/root root word by
letter/s from word and encircling it.
the underline the
highlighted remaining
words? What letter/s or
do you call syllable.
the letter/s or
syllable
added at the
end of the
word? What
does suffix
mean?
D. Discussing new A suffix is a word part added at the end of a word to
concepts and practicing change its meaning:
new skills #1
ist – means a person who makes , does, or
practices.
less – means without or lacking
ness - means state; quality of being.
ly – means when, how, like, or in the manner or
of
fy - to make or cause to be or become
ize - to cause to be or to become
ward - show direction
nise- manner of , with regard to
able - able to be
ish - characteristics of
most - the most of something
166

ous - full of
ful - ful of
ion, tion – state or action
ity - state or degree
ment- action , process
Listen as the teacher reads a part of a passage.
Eyes snapping with burning fury, Lambert sat

motionless upon his black motorbike. The most
feared and notorious highwayman of them all was
about to strike.
While Write the Underline the

listening to word with suffix found
your teacher, suffixes that I in each
list down all am going to word.
the words dictate.
containing
suffixes.
E. Discussing new Advance Average Slow

new skills #2 Find the correct Complete Identify the
suffix to the suffixes
complete the sentences present in the
meaning of the using following
underlined correct words:
word: words:
1. hopeless
1. The players 1. High 2. copier
were temperat 3. vaporize
discouraged ure will
because the make
situation water
looked (purify,
hope___. puriness,
(less, ful, puriment
less) )
2. The victim 2. The
should be children
treated looked
equally for (frighten
they want ed,
fair__. (ness, frightful,
167

less, ion) frightless
3. The man ) when
spoke the
unpleasant thunder
words to his struck.
client. He 3. Check
harsh__ your
shouted at spelling
him. (ly, for
ness, ment) (correctn
ess,
. correctly,
correctful
) when
using a
word.
F. Developing mastery Advance Average Slow

(Leads to Formative Give the Identify the Read the
Assessment 3) meaning of base/root suffixed
the following word of the words:
words: following
words: -expressive
-expressive
-expressive -vigilant
-vigilant
-vigilant -cautious
-cautious
-cautious
G. Finding practical What is one of the ways of forming new words?
application of concepts Why is it important to recognize suffixes in words?
and skills in daily living to know how to use suffixes?
H. Making generalizations At what part of the root/base word a suffix is

of concepts and skills in added?
daily living
From the lesson how do we get/know the meaning
of the word?
I. Evaluating learning Read each sentence carefully, and decide which
suffix is needed. From the choices in the
parentheses, pick the proper suffix to complete the
underlined word. Sometimes the new word needs
to be respelled.
1. Mother tried to make our stay enjoy____.

(ment, able, ful)
2. Poor manage__ resulted in the bankrupting of
their business.(ment, able, ful)
3. Their roses are stunning because of the
enorm__ blossoms.( less, ous, ful)
4. We go to Baguio during summer to enjoy the
168

cool___of the mountain air. (ity, tion, ness)
5. The young lady kept the souvenir program as a
remembr___ of her graduation. (ism, tion,ance)
J. Additional activities for Fill in the blank .
Suffixed Root suffix Meaning
word word
Homeward
uppermost
childish
breathless
thorny
V. REMARKS
VI. REFLECTION

assessment
continue to require
remediation
did this work?

encounter which my
supervisor/principal/departmen
t head help me solve?
Other Sources Used:
169

Grade 6
Quarter 3 Week 6 Day 2 and Day 3
I. OBJECTIVES
A. Content Standards Demonstrates understanding that English language is
stress timed to support comprehension.
B. Performance Reads with sufficient accuracy and fluency to support
Standards comprehension.
C. Learning Observe accuracy, appropriate rate and proper expressions
Competencies/ in dialogs. EN6F- IIIF-3.6, EN6F- IIIf-3.5, EN6F- IIIF-3.2
Objectives
Accuracy, appropriate rate and proper expressions in

II. CONTENT
dialogs
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 English Curriculum Guide, p. 135
pages
2. Learner’s Material
pages
3. Textbook pages
from Learning
Resource (LR) Portal
Resources https://macmillanmh.com/ccssreading/imagineit/grade4/ccslh_g4_
fs_3_2_1a_2.html (Copyright © McGraw-Hill School Education
Group. All Rights Reserved) Copyright © 2001-2008 NeuStar, Inc.
All Rights Reserved
https://www.scholastic.com/teachers/blog-posts/andrea-
spillett/speed-accuracy-expression-oh-my/ TM ® & © 2019
Scholastic Inc. All Rights Reserved.
http://www.english-for-students.com/Elephant-and-Friends.html ©
english-for-students.com
https://www.momjunction.com/articles/moral-stories-for-
kids_00369197/#gref Copyright 2019 Mom Junction
ADVANCE
IV. PROCEDURES AVERAGE LEARNERS SLOW LEARNERS
LEARNERS
A. Reviewing previous Introduce the game, ‘Around the World’. For this game,
lessons or presenting instruct the pupils to sit in a half circle. Ask one pupil to
the new lesson stand behind another pupil. The leader must sit on a
chair facing all the kids. (The teacher or a pupil may lead
this activity). The leader takes a set of flash cards and
turns the top card around. The first pupil to say the word
170

gets to move on and stand behind the last pupil sitting in
the half circle. Give 10 – 15 words.
(The teacher may use his/her own word bank or Dolch

Words)
B. Establishing a Listen as the teacher reads the Teacher distributes
purpose for the lesson dialogue on the activity card provided. the activity cards
(Teacher reads the dialogue as fast and reads the
as he/she can, without proper dialogue twice.
phrasing and expression). Instruct pupils to
(Note: Teacher may use different text/ listen carefully.
genre.) Which reading is
better, the first or
The Boy Who Cried Wolf the second?
Why did you say
Once upon a time, there lived a so?
shepherd boy who was bored How did the
watching his flock of sheep on the hill. teacher read the
To amuse himself, he shouted, “Wolf! text the first time?
Wolf! The sheep are being chased by second time?
the wolf!” The villagers came running What did the
to help the boy and save the sheep. teacher do the
They found nothing and the boy just second time she
laughed looking at their angry faces. read the dialogue?
“Don’t cry ‘wolf’ when there’s no wolf
boy!”, they said angrily and left. The The Boy Who
boy just laughed at them. Cried Wolf
After a while, he got bored and
cried ‘wolf!’ again, fooling the villagers Once upon a
a second time. The angry villagers time, there lived a
warned the boy a second time and shepherd boy who
left. The boy continued watching the was bored
flock. After a while, he saw a real wolf watching his flock
and cried loudly, “Wolf! Please help! of sheep on the
The wolf is chasing the sheep. Help!” hill. To amuse
But this time, no one turned up to himself, he
help. By evening, when the boy didn’t shouted, “Wolf!
return home, the villagers wondered Wolf! The sheep
what happened to him and went up are being chased
the hill. The boy sat on the hill by the wolf!” The
weeping. “Why didn’t you come when villagers came
I called out that there was a wolf?” he running to help the
asked angrily. “The flock is scattered boy and save the
now”, he said. sheep. They found
An old villager approached him nothing and the
and said, “People won’t believe liars boy just laughed
even when they tell the truth. We’ll looking at their
171

look for your sheep tomorrow angry faces.
morning. Let’s go home now”. “Don’t cry ‘wolf’
(Integration: ESP) when there’s no
Moral
wolf boy!”, they
Lying breaks trust. Nobody trusts a
said angrily and
liar, even when he is telling the truth.
left. The boy just
laughed at them.
Were the dialogues delivered
After a while,
properly?
he got bored and
Did you like the delivery? Why? Why
cried ‘wolf!’ again,
not?
fooling the
Did you understand the dialogue?
villagers a second
Why? Why not?
time. The angry
What could have been done to make
villagers warned
the delivery better?
the boy a second
What are the standards in reading to
time and left. The
observe accuracy, appropriate rate
boy continued
and expression? (Teacher writes
watching the flock.
responses of pupils)
After a while, he
Accuracy Rate Expression saw a real wolf
and cried loudly,
“Wolf! Please help!
The wolf is chasing
the sheep. Help!”
But this time,
no one turned up
Note: Standard for rate is 135 words to help. By
per min(Ref. EN6F-1h-1.13) evening, when the
boy didn’t return
home, the villagers
wondered what
happened to him
and went up the
hill. The boy sat on
the hill weeping.
“Why didn’t you
come when I
called out that
there was a wolf?”
he asked angrily.
“The flock is
scattered now”, he
said.
An old villager
approached him
and said, “People
won’t believe liars
172

even when they
tell the truth. We’ll
look for your sheep
tomorrow morning.
Let’s go home
now”.
Moral
Lying breaks trust.
Nobody trusts a
liar, even when he
is telling the truth.
C. Presenting We are going to read a dialogue. What are the

examples/instances of What are the standards in oral reading standards in oral
the new lesson that we must follow as we read ? reading that we
Read the dialogue on the activity card. must follow as we
Observe proper phrasing, accuracy read?
and expression. Teacher reads the
dialogue on the
How do we give proper expression to activity card, pupils
dialogues? follow after the
teacher.
What should we consider?
What did we do to
Yes No give proper
Was the dialogue read expression to the
with accuracy? dialogue?
Were the lines How did we read
delivered with proper the lines?
expression like with Did we read it with
rising and falling same tone?
intonation? intonation?
Find a partner. Take turn in reading the dialogue. While one
is reading, the other records. Cellphones may be used in
recording.
Record the rate, accuracy and the expression in the chart

provided. Just fill in the column for the First reading.
D. Discussing new
concepts and
practicing new skills Reading First Second
#1 Time Ended: Time Ended:
Time Started:___
___ ___
No. of words
mispronounced
No. of words read
per minute
173

Rising and falling
intonation
(Expression)
Find pairs to discuss your results with. Pairs take turn in
E. Discussing new reading and recording on the second column. Compare
concepts and results and tell what should be done to improve the reading
skill.
#2
(Think, Pair and Share Did the reader do the following?
Strategy)  Note the frequently mispronounced words
 Observance of punctuation/s in reading
 Able to read 135 words per minute?
Note: Teacher point out errors and commends good
readers. Can give bonus emoticons to readers with good
score.
Form groups of 6. Each group does Readers Theatre.
Observe proper rate, accuracy and expression.
While a group is performing, the other groups listening will
fill in the Rubrics. (see Evaluation)
Teacher may use flaglets to start and end the practice.
Green flaglet for start and Red flaglet to stop.
Elephant and Friends
One day an elephant wandered into a forest in search of

friends.
He saw a monkey on a tree.
“Will you be my friend?" asked the elephant.
Replied the monkey, “You are too big. You cannot swing
from trees like me."
Next, the elephant met a rabbit. He asked him to be his
F. Developing Mastery friends.
But the rabbit said, “You are too big to play in my burrow!"
Then the elephant met a frog.
“Will you be my friend? He asked.

“How can I?" asked the frog.
“You are too big to leap about like me."
The elephant was upset. He met a fox next.

“Will you be my friend?" he asked the fox.
The fox said, “Sorry, sir, you are too big."
The next day, the elephant saw all the animals in the forest
running for their lives.
The elephant asked them what the matter was.
The bear replied, “There is a tier in the forest. He’s trying to
gobble us all up!"
174

The animals all ran away to hide.
The elephant wondered what he could do to solve everyone
in the forest.
Meanwhile, the tiger kept eating up whoever he could find.
The elephant walked up to the tiger and said, “Please, Mr.
Tiger, do not eat up these poor animals."
“Mind your own business!" growled the tiger.
The elephant has a no choice but to give the tiger a hefty
kick.
The frightened tiger ran for his life.
The elephant ambled back into the forest to announce the
good news to everyone.
All the animals thanked the elephant.
They said, “You are just the right size to be our friend."
Source: http://www.english-for-students.com/Elephant-and-
Friends.html © english-for-students.com
application of Is it necessary to read with accuracy, proper rate/speed
concepts and skills in and expression? Why? Why not?
daily living
H. Making What should we always remember in reading with
generalizations and accuracy, proper rate/speed and expression?
abstractions about the
lesson
Scoring rubrics for Readers Theatre
Expectations 1 2 3 4 5
None 1-2 3 4-5 All
of the memb memb memb memb
group ers of ers of ers of ers of
the the the the
group group group group
Expression
Voices
portray
emotions
and feeling.
The rising
and falling
intonation is
heard.
Fluency
Sentences
are read with
proper
pacing and
accuracy.
Voices are
175

loud enough
to be heard
inside the
classroom.
for application or Form a group of
remediation ten members.
 Assignment/
Choose a story
Agreement
(______minutes). for a Readers
Fill-in below any of Theatre
the four purposes presentation.
 Reinforcing/
strengthening
the day’s lesson
 Enriching/
inspiring the
day’s lesson
 Enhancing/
improving the
day’s lesson
Preparing for the next
lesson
V. REMARKS
VI. REFLECTIONS
176

The Boy Who Cried Wolf
Once upon a time, there lived a shepherd boy who was bored watching his flock
of sheep on the hill. To amuse himself, he shouted, “Wolf! Wolf! The sheep are being
chased by the wolf!” The villagers came running to help the boy and save the sheep.
They found nothing and the boy just laughed looking at their angry faces.
“Don’t cry ‘wolf’ when there’s no wolf boy!”, they said angrily and left. The boy just
laughed at them.
After a while, he got bored and cried ‘wolf!’ again, fooling the villagers a second
time. The angry villagers warned the boy a second time and left. The boy continued
watching the flock. After a while, he saw a real wolf and cried loudly, “Wolf! Please
help! The wolf is chasing the sheep. Help!”
But this time, no one turned up to help. By evening, when the boy didn’t return
home, the villagers wondered what happened to him and went up the hill. The boy
sat on the hill weeping. “Why didn’t you come when I called out that there was a
wolf?” he asked angrily. “The flock is scattered now”, he said.
An old villager approached him and said, “People won’t believe liars even when
they tell the truth. We’ll look for your sheep tomorrow morning. Let’s go home now”.
Form groups of 6. Each group does Readers Theatre. Observe proper rate, accuracy
and expression.
While a group is performing, the other groups listening will fill in the Rubrics. (see
Evaluation)
Teacher may use flaglets to start and end the practice. Green flaglet for start and
Red flaglet to stop.
Elephant and Friends
One day an elephant wandered into a forest in search of friends.

He saw a monkey on a tree.
“Will you be my friend?" asked the elephant.
Replied the monkey, “You are too big. You cannot swing from trees like me."
Next, the elephant met a rabbit. He asked him to be his friends.
But the rabbit said, “You are too big to play in my burrow!"
Then the elephant met a frog.
“Will you be my friend? He asked.

“How can I?" asked the frog.
“You are too big to leap about like me."
The elephant was upset. He met a fox next.

“Will you be my friend?" he asked the fox.
The fox said, “Sorry, sir, you are too big."
177

The next day, the elephant saw all the animals in the forest running for their lives.
The elephant asked them what the matter was.
The bear replied, “There is a tier in the forest. He’s trying to gobble us all up!"
The animals all ran away to hide.
The elephant wondered what he could do to solve everyone in the forest.
Meanwhile, the tiger kept eating up whoever he could find.
The elephant walked up to the tiger and said, “Please, Mr. Tiger, do not eat up these
poor animals."
“Mind your own business!" growled the tiger.
The elephant has a no choice but to give the tiger a hefty kick.
The frightened tiger ran for his life.
The elephant ambled back into the forest to announce the good news to everyone.
All the animals thanked the elephant.
They said, “You are just the right size to be our friend."
178

Grade 6
I.OBJECTIVES
A. Content Standards Demonstrates command of the conventions of
standard English grammar and usage when
writing or speaking
B. Performance Standards Uses the correct function of nouns, pronouns,
verbs, adjectives and adverbs in general and
their functions in various discourse (oral and
written)
C. Learning Use a particular kind of sentence for specific
Competencies/Objectives purpose and audience--asserting
EN6SS-III-f-1.8.11
II. CONTENT Use particular kind of sentence in asserting
References
1. Teacher’s Guide Pages CG 6 English
3. Textbook Pages
the LR Portal
5. Other Learning Resources Laptop, projector, video clip, chart
IV. PROCEDURE Advance Average Slow
A. Reviewing the previous Review: What kind of sentence Review:
lesson or presenting the new do you use in expressing I think I have
lesson opinion? What expressions will to leave
you use to express opinion? earlier.
What kind of
Motivation: sentence is
(The teacher will give a this?
situation and ask pupils’
reaction) Ask: What
can you say
Say: Imagine you are standing about my
in line at the canteen and watch? Use
someone cuts in front of you. the
What would you say? (Solicit expressions
answers, then you may present in expressing
these possible answers.) opinion.
(Answer
Possible answers: vary)
 What makes you so - I think it is
important that you don’t genuine.
have to wait in line like - Well, for
the rest of us. me your
 Get lost. Go to the last watch is a
line. bit
 Fall in line. expensive
 Excuse me, there is .
actually a line here. It - I believe it
179

would be better if you is a gift
could wait for your turn. from your
husband.
Which of the following would
you say? Why?
Which expression is the best Motivation:
way to say it? You said your
view, yet you are still Let’s say
respectful? there is a
program in
our school.
And you are
selected to
do something
like to sing.
(Call pupil’s
name. ___
will you
accept it?
Why? Why
not?
(Listen to
pupils’
reasons.
Possible
answers:
-I will accept
it.
- No, I won’t
accept it.
Ask: What if
you have
talent but
you‘re too
shy to face
the
audience?
How would
you respond
to the
teacher’s
invitation?
Choose from
the given
answers the
best way to
say it.
a. Choose
another
student,
Ma’am.
b. Teacher, I
am not good
at singing,
180

maybe you
can select
other pupils.
c. I told you
many times I
am not good.
(answer is B.)
Can you say
your view
without being
rude?
B. Establishing a purpose for Today you will learn how to use a kind of
the lesson sentence in asserting your view.
Unlocking of Difficulties:
Assert-(verb) state a fact or belief confidently

and forcefully
C. Presenting Present the video clip.
examples/instances of the Watch the video and listen carefully how the
new lesson character assert her needs, wants and views.
Set the standards in watching a video.

https://www.youtube.com/watch?v=PIumypOgAfE
D. Discussing new concepts In the first scenario from the video you have
and practicing new skills #1 just watched, how did Fred respond to Sophie’s
invitation?
(he just accepted it, but deep inside he can’t
make it because he has sprained or sore
ankle.)
Did he say yes even it is against his will?
What form of communication is it?
(Introduce- Passive form of communication.
Passive communicator does not speak up for
yourself, either because you think your views
does not matter, or for a reason like trying to
please everyone or “keep the peace”)
Were you like Fred?
In which scenario did Fred express his view?

How did he express his view?
Did you notice his voice? How was it? (loud,
soft or modulated?)
Is the tone of the voice important in telling or
saying something? (Yes)
Was he firm in telling his side?
Was he respectful in citing his reasons/views?
(Introduce- this kind of communication is called
Assertiveness.
Assertiveness- is a form of communication in

which needs or wishes are stated clearly with
respect for oneself and other person in the
181

interaction.
- Expressing your point of view in a way
that is clear and direct while still
respecting others.
Why do you think Fred assert?

In what scene was Sophie got hurt? Why did
she say “harsh”? (When Fred angrily turned
down the invitation. He was so irritated when
citing his view.)
What form of communication is it?
Aggressive communication -is a form of

communication wherein the person violates the
rights of others when expressing their own
feelings and needs. They may be verbally
abusive to further their own interests.
Aggressive people attack or ignore others
opinion in favor of their own.
Which of the 3 forms of communication is the

best? (Assertiveness)
And that is the focus of our lesson today. You

are going to practice or learn how to assert
yourself without hurting another person.
E. Discussing new concepts Example: Give a situation.
You see your classmate keeps on putting
her crumpled paper under the chair every
time she commits error in writing. You know
that the teacher reminds all of you about
cleanliness in the classroom. How would
you tell her in an assertive way?
(The teacher writes the answer on the board
for analysis)
Possible answers:
-I don’t like seeing our room dirty, please pick

your crumpled paper and put it in the trash can.
-It is hard to clean so it would be nice if we

cooperate by not putting our trash under our
chair.
-Let’s not wait to be scolded by our teacher,

kindly pick the paper and throw it properly in
the trashcan.
Ask: When you assert your view, how would

you say it?
What expressions can you use in asserting?

Here are some expressions:
182

• Practice using "I" statements such as: "I'd
like..." "I prefer..." or "I feel…I am…I need ..I
want.. ."
What kind of sentence were used when you

assert your views, wishes or needs?
(declarative sentence)
What do you mean by Declarative Sentence?
Integration of Values:
What is the benefit /importance of asserting our
view while respecting others?
Assertiveness builds self-esteem because you
are able to say what you want to a person
clearly and directly.
-It can help minimize conflict.

-It controls anger to have your needs better met
*Integration
 The bible tells us that we are to be kind
to one another (Ephesians 4:32)We are
not to speak in an angry voice or say
mean things to each another. If
someone is unkind to you, the best way
to change the situation is to be nice to
that person. When you are nice, then it
is easier for others to be nice to you.
When you speak assertively, it shows you

believe in yourself. Building assertiveness is
one step to becoming your best self, the person
you want to be!
(https://kidshealth.org/en/teens/assertive.html
F. Developing mastery Activity 1. Say you, Say me
(Leads to Formative Say the following sentences.
Assessment 3) Say YES if the utterances are expressed in
an assertive way. Say NO if not.
___Give me your milk.
___May I have some of your milk.
___Thank you for not touching my things.
___You cannot have it.
___I am sorry but I cannot play with you today.
___Get out of my way.
___That is mine.
___That belongs to me but I would be glad to
share.
Activity 2. Let’s say it politely!

Give each group a situation and let them
assert their view.
Group 1. Your teacher showed a video in your

class. The pupils are so eager to watch it to the
point that they stayed in front and not letting
183

others see the video. What would you say to
your classmates who stayed in front?
Group 2. During recess time pupils eat and just

throw the biscuit wrappers anywhere on the
playground.
Group 3. You are the leader in your group

activity. During group activity two of your
members are not participating. They just loiter
around and chat.
G. Finding practical Do it yourself!
application of concepts and Read carefully the situation and choose the
skills in daily living correct answer.
1.Someone cuts in front of you in a line.

You:
A. Assume they didn't know you were in line;

gently explain that you’re waiting before
them.
B. Say nothing, but glare at them and
"accidentally" push them a little.
C. Say nothing and do nothing.
D. Tell them you don't appreciate their
behavior, that they need to return to their
place.
2. Someone at work is making inappropriate

jokes at your expense. You:
A. Say nothing. You don't want to make things
worse.
B. Report them to Human Resources and
demand they be punished.
C. Tell them you don't appreciate the jokes
and start making more neutral jokes
yourself to set a different tone.
D. Make inappropriate jokes at their
expense.
3. You are meeting someone for the first
time, and they show up 20 minutes late. You
say:
A. You really don't like being kept waiting and

you think their behavior is rude.
B. Say nothing. You don't like conflict.
C. Mention the time and ask if something
happened unexpectedly to make them late.
D. Say nothing. You went home after waiting
fifteen minutes and are no longer there.
184

4. You have a friend who is consistently 15
to 20 minutes late when meeting you.
Eventually, you:
A. Finally blow up at them one day, and then
stop making dates with this friend.
B. Just learn to deal with it so you don't risk
any conflict.
C. Tell them that you value their friendship but
are becoming increasingly frustrated.
D. Start telling them to meet you 20 minutes
early, so they end up "on time" without
knowing it.

5. You go to dinner out; after a very long

wait, it arrives cold. You:
A. Tell the waiter how incompetent you think

he is and demand that the food be free.
B. Tell the waiter that this is unacceptable and
ask what they can do to make things right.
C. Say nothing but leave a ridiculously small
tip.
D. Say nothing; you don't want to risk having
the waiter spit in your food!
H. Making generalizations of What did we discuss today? What do you mean

concepts and skills in daily by assertiveness? What kind of sentence did
living you use when you assert your views?
I. Evaluating learning Read the following situations, and use a

particular kind of sentence in asserting your
views.
1. Someone takes the seat you reserved at a
play you're excited to see. There are plenty
of empty seats around. What do you do?
2. You've been at the same company for a
few years and think you deserve a raise in
the salary. What do you do?
3. Someone interrupts you in a meeting. What
do you do?
4. A friend has been inexplicably cold towards
you all evening whilst out with a group of
friends. What do you do?
5. You've got a crush on someone. You think
they like you too, but it's clear they're too
shy to ever make a move. What do you do?
https://www.buzzfeed.com/natalyalobanova/how-
assertive-are-you
J. Additional activities for Assertiveness Quiz

application or remediation 1. Do you buy things you do not want because
you are afraid to say no to the salesperson?
Yes No
185

2. When you do not understand the meaning
of a word, do you ask about it?
Yes No
3. Do you feel responsible when things go
wrong, even if it is not your fault?
Yes No
4. Do you look directly at others when you talk
to them? Yes No
5. Do people often ask you to speak more
loudly in order to be heard?
Yes No
6. Do you feel intimidated by people in
authority?
Yes No
7. Do you generally have good posture?
Yes No
8. Do you often feel so angry you could
scream? Yes No
9. Do you know how to ask for help without
feeling dependent? Yes No
10. If someone cuts in front of you in a line, do
you usually tell them off? Yes No
V. REMARKS
VI. REFLECTION

80% on the formative assessment
C. Did the remedial lesson/s work?
No. of learners who have caught
up with the lesson
require remediation
worked well? Why did this work?

which my
head help me solve?
materials did I use/discover which
I wish to share with other
teachers?.
Other Sources Used:
186

1.Someone takes the seat you reserved at a play you're excited to see. There
are plenty of empty seats around. What do you do?
A. Ask them to politely move as this is your seat
B. Just go sit somewhere else
C. Passive-aggressively sit right next to them until they're so
uncomfortable that they move
2. You've been at the same company for a few years and think you deserve a
raise in the salary. What do you do?
A. Work even harder and take on more projects to impress my boss
B. Make a careful proposal as to why I deserve a raise, and take it directly to
my boss
C. Do the above, but if they say no, threaten to quit
D. Just continue working hard – you don't want to rock the boat too much by
demanding more
3. Someone interrupts you in a meeting. What do you do?

A. Let them finish talking, then continue saying what you were saying as if
you had never been interrupted
B. Interrupt them right back
C. I probably I wouldn't do anything in the moment, but I would later take
them aside and ask them not to do that wouldn't do anything
D. I probably wouldn't do anything.
4. A friend has been inexplicably cold towards you all evening whilst out with a
group of friends. What do you do?
A. Take them aside and ask them what's wrong before the evening is over
B.Text them later that evening and ask them what's up
C. Try and be really nice to them to make things better again
D. Ignore them until they get over whatever it is
5.You've got a crush on someone. You think they like you too, but it's clear
they're too shy to ever make a move. What do you do?
A. Go up to them and ask them if they'd like to go on a date
187

B. Message them online and ask them to do something together
C. Orchestrate a scenario in which you will both be present and likely drunk so
that hopefully you'll be a bit braver and just get together
D. Watch them from afar forever more
https://www.buzzfeed.com/natalyalobanova/how-assertive-are-you
https://www.youtube.com/watch?v=MMc8AP9KhEM&t=10s
youtube for assertiveness powtoon
188

Grade 6
I.OBJECTIVES
A. Content Standards Demonstrates understanding of library skills to
research a variety of topics
B. Performance Utilizes discrete technique (general or specific) and

Standards applies appropriately them to all or most fields of
study.
C. Learning :
Competencies/Objectiv Organize information from secondary sources in
es preparation for writing, reporting and similar
academic tasks in collaboration with others. (
EN6SS-IIIe-4)
II. CONTENT
Organize Information From Secondary Sources
III. LEARNING
RESOURCES
References
1. Teacher’s Guide 134
Pages
Pages
3. Textbook Pages
from the LR Portal
5. Other Learning Manila paper, reading material (secondary sources),
Resources pentelpen, cartolina powerpoint
IV. PROCEDURE
A. Reviewing the Present a picture.
previous lesson or Ask:
presenting the new 1. What do you see in the picture?(outdoor
lesson activities)
2. What can these outdoor activities do to our
body?
3. Where can we read about this topic?
(magazine, books, newspaper, encyclopedia)
4. What kind of source are books magazines
and newspaper? (secondary source)
5. What is secondary source?
6. When do you say that the information is
taken from a secondary source?
7. Where can we use secondary sources of
information? (research)
8. What are the steps in gathering information
from secondary source? ( read, copy important
details and organize details from the most important
to the least)
189

B. Establishing a Pre –Activity
purpose for the lesson Direction:
1. Read the given /phrases/words.
2. Is the idea presented well? Why?
3. What should we do in order to understand the
ideas well?
4. Arrange them in a way that we could
understand them better. (teacher presents
strips of paper and an outline.)
Read a book, swim,build a model, play
basketball,outdoor activities, ride a bike,bake
cookies, indoor activities,climb trees
(see attached ppt)
I. I.
A. A.
B. B.
C. C.
D. D.
5. How did you get the correct answer?
C. Presenting Advanced Average Slow
examples/instances of Classify the Classify the Classify the
the new lesson sentences given ideas given words
below and write as:
according an
to its topic. appropriate
heading.
See See
attachment: See Attachment:
(Worksheet Attachment: (Worksheet
C- (Worksheet C-
Presenting C- Presenting
Examples/ Presenting Examples/
Instances Examples/ Instances
of the new Instances of the new
Lesson.) of the new Lesson.)
Lesson.)
1. Let them read the sentences/
phrases/words and ask what
topics go together.
2. Let them organize the topics on
the board.
D. Discussing new 1. Present the activity in an outline form.

concepts and practicing Ask:
new skills #1 1.What is the main idea ?supporting details?
2. What did we make? (outline)
3. How do we make outline?
4. What symbols do we use in making an
outline?
5. Review outlining or introduce outlining if
still not taught.
190

V. Raise HOTS questions.
(Average group – example only)
a. Do you know what deforestation is? (
deforestation is the act of cutting down or
burning all the trees in the area)
b. Are trees important? Give its importance.
c. What happens when trees are gone in the
forests?
d. Why deforestation happens? (causes)
e. What are the effects of deforestation?
f. Who is responsible for this?
g. What can we do to prevent this from
from happening? (Science integration)
h. As a student how can we resolve this
problem? (plant trees)
i. Where can we start planting trees?
(school, community)
j. As a student how many trees can you
plant?
k. If each student can plant 3 seedlings of
narra tree how many trees will be planted
if you are 23 in class? Solve it on the
board. (Math integration)
E. Discussing new Let’s practice more.

concepts and practicing Direction:
new skills #2 1. Read the given sentences/phrases/words
from secondary sources.
2. Organize them in an outline form.
3. Use Roman numbers for big/main ideas and
capital letters for small ideas/supporting
details.
191

Organize Organize Organize
the given the given the given
sentences phrases in words in an
in an an outline outline
outline form form.
form.
See See See

attachment attachment. attachment
(see (see (see
Worksheet Worksheet Worksheet
E– E– E–
Discusing Discusing Discusing
new new new
concepts concepts concepts
and and and
practicing practicing practicing
new skills new skills new skills
#2) #2) #2)
(Leads to Formative GROUP ACTIVITY
Assessment 3) Direction:
Organize the given sentences/phrases/words
in an outline form.
1. Rules to be followed in doing the activity.
a. Listen to your group members.
b. Speak when you are given the time.
c. Read the group’s output.
d. Write your output in a manila paper.
e. View your output before reporting
Organize Organize Organize
the given the given the given
sentences phrases in words in an
in an an outline outline
outline form form.
form.
See See See

attachment attachment attachment
(see (see see
Worksheet Worksheet Worksheet
F- F- F-
Developing Developing Developing
mastery- mastery- mastery-
leads to leads to leads to
formative formative formative
assess- assess- assess-
ment ) ment ) ment )
G. Finding practical You were assigned as secretary. Your duty is to

application of concepts gather all the names of your classmates for easy
and skills in daily living checking. How will you do it?
192

H. Making How do we organize information from secondary
generalizations of sources?(gather related information, organize them
concepts and skills in from the most to the least important through an
daily living outline)
I. Evaluating learning Organize the information from secondary sources
using an outline.
Personal hygiene
Hygiene in our surroundings
Keep your home clean.
Always clean your body.
Wear clean clothes..
Use garbage cans.
https://www.slideshare.net/maisha/health-
hygiene-and-cleanliness
J. Additional activities Make a research about the causes/effects of having

for application or out of school youths.
remediation Organize the information you gathered in an outline
form.
VI. REMARKS
VII. REFLECTION

assessment
remediation
lesson
continue to require
remediation
did this work?

encounter which my
Other Sources Used:
193

Group No. _________________
Names of Group Members:
________________ _________________ _______________
________________ _________________ _______________
________________ _________________ _______________
Directions: Rate the group using the given numbers:
4 3 VERY 2 GOOD 1 NEEDS
OUSTANDIN GOOD IMPROVEME
G NT
1. All
members
participated in
the group
activity.
2. Group
members
were able to
follow the
given rules.
3. Group
members
were able to
present a
correct
output.
4. Group
members
were able to
present their
output on
time
194

WORKSHEET C- Presenting examples/instances of the new lesson.
ADVANCE GROUP
Direction: Classify the sentences from secondary sources below according to
its topic.
Filipino positive traits
Hospitality (very warm welcome)
Annoying attitudes of Filipinos we need to get rid of
Crab mentality (If I can’t have it, neither can you.)
Respect (saying po and opo)
Colonial mentality (a preference for all things foreign over our own)
Strong family ties (tend to keep the families intact through the generation)
Filipino time (minutes or hours behind the standard time)
Generosity and helpfulness (always share with those around)
Excessive partying (celebrating like there’s no tomorrow)
https://filipiknow.net/negative-traits-of-filipinos/
https://owlcation.com/social-sciences/Filipino-Traits-and-Characteristics
AVERAGE GROUP
Direction: Classify the given ideas from secondary sources below according to
its topic.
Causes of deforestation
Effects of deforestation
Expansion of urban areas
erosion
Forests are cleared for growing crops
Flooding and drought
Forests are cut down to create land for grazing cattle
Trees are used for fuels
Climate change
https://www.slideshare.net/cge2/forest-destructioninthephilippines-1
195

SLOW GROUP
Direction: Classify the given words from secondary sources below according
to its topic.
Biodegradable materials
Non-biodegradable materials
Green waste
Food waste
Paper waste
Human waste
Trash and storage bags
Plastic ware
Tapes
Plastic bottle
https://www.slideshare.net/PrashuAgrawal/biodegradables-and-non-biodegradables-
materials-hahahahhahha
IMAGE USED
https://www.shutterstock.com/image-vector/vector-illustration-happy-children-playing-
playground-1099688924
196

WORKSHEET E - Discussing new concepts and practicing new skills # 2
Direction: Organize the given sentences/phrases/words from secondary

sources in an outline form.
ADVANCE GROUP
Hawaii is filled with many wonders.
The pleasant climate is caused by the northeast tradewinds.
First there is climate.
Second there are the mountains.
The average temperature is 77 degrees.
The mountains are high forested with many materials.
The mountains are close to oceans.
The highest temperature ever recorded is 88 degrees.
AVERAGE GROUP
Why is English very important?

As a young generation we have to be able to speak English.
Learning English by listening and speaking.
How de we learn English?
English is an international language.
Learning English by reading and writing.
SLOW GROUP
Team sport
Water sport
Swimming
Basketball
Football
Diving
https://www.slideshare.net/ChimeeChiu/outlining-41613803
197

WORKSHEET F- Developing mastery- leads to formative assessment
GROUP ACTIVITY
Direction: Organize the given sentences/phrases/words from secondary sources in an

outline form. Group related ideas.
ADVANCE GROUP
Why do people litter?
Don’t care
What can we do to stop littering?
Reuse plastic containers,
Not aware they are littering
Recycle plastic, cans and bottles
Others will clean it
Lazy- dustbins too far
Try not to accept plastic bags.
Pick up litter if you can.
Stop friends from littering
https://www.slideshare.net/val3697/littering-kills-presentation
AVERAGE GROUP
Causes of poverty
Effect of poverty
hunger
Lack of education
Over population
Homelessness
violence
Unemployment
Environmental problems
https://www.slideshare.net/JoyceMorales/causes-of-poverty-26612326
https://www.slideshare.net/kkvyas39/poverty-15385567
198

SLOW GROUP
birds
cucumber
rice
cow
dog
plants
animals
broccoli
corn
199

POWERPOINT PRESENTATION
200

201

202

203

204

205

206

Detailed Daily Lesson Plan in English
Grade 6
I.OBJECTIVES
A. Content Standards  Demonstrate understanding of the research
 Demonstrate understanding of verbal and non-
back.
B. Performance  Uses a variety of research strategies to effectively
Standards write a variety of texts for various audiences and
purposes.
 Uses a variety of strategies to provide appropriate
feedback.
C. Learning  EN6SS-IIIg-4.Organize information from
Competencies/Objective secondary sources in preparation for writing,
s reporting and similar academic task in
collaboration with others. (Periodicals-Magazine/
Newspaper)
 EN6A-IIIg-17.Show tactfulness when
communicating with others.
II. CONTENT Organize and Paraphrase Information from
Secondary Sources (Periodicals)
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials Joy in Learning English 5 p. 220
Pages
3. Textbook Pages Essential English 6 p. 147 and 192
from the LR Portal
5. Other Learning  Paraphrasing basic steps www.youtube.com
Resources  https://libguides.uta.edu/researchprocess/paraphr
asing
 https://minds-in-bloom.com/teaching-kids-to-
paraphrase-step-by-step/
 https://trekeffect.com/blogs/travel/28-amazing-
places-to-visit-in-the-philippines-in-2019
 https://www.justonewayticket.com/2012/12/05/wh
y-you-should-travel-philippines/
IV. PROCEDURE Advanced Average
A. Reviewing the previous Study the given library Using pictures or
lesson or presenting the resources. Group them into actual samples of
new lesson primary and secondary sources. library materials,
Dictionary the pupils will try to
Diary identify secondary
Photos and Fine Arts sources from them.
Encyclopedia What do you mean
Letters by secondary
Newspaper sources?
207

Magazine *Secondary
Primary Sources Secondary Sources are written
Sources materials,
narratives and
memorabilia about
an event that was
What are your bases in captured or written
grouping these reference by someone who
materials? used primary
sources for their
information.
B. Establishing a purpose Our lesson today will focus on organizing information
for the lesson from secondary sources in preparation for writing,
reporting and other similar academic tasks. We will
organize information from magazines or newspaper
using some research strategies such as paraphrasing
and appropriate graphic organizers – tables or chart.
C. Presenting Aside from using graphic Aside from using
examples/instances of organizers, charts and tables, graphic organizers,
the new lesson another way of gathering or charts and tables,
organizing information from another way of
secondary sources is gathering or
paraphrasing. Study the organizing
paragraphs that follow. How are information from
they similar? How are they secondary sources
different? is paraphrasing.
Study the simple
A. Original Text: sentence that
follows. How are
At just 8.5 square they similar? How
miles, the Pacific island are they different?
country of Nauru is one of
the smallest countries in Base text:
the world. The island was I like sports
once rich in phosphate, but
most of the resource has Paraphrasing
been mined, leaving /using your own
damage to the environment words:
behind. Nauru has a I enjoy athletics.
population of about 10,000
people.
B. Paraphrased Text:
Nauru is a Pacific island

country that is only
8.5 square miles in area. It
is one of the
smallest countries on the
planet and only about
10,000 people live there.
Nauru has mined its once
plentiful supply of
phosphate. This has
208

damaged the environment
on the island.
https://minds-in-bloom.com/teaching-kids-to-
paraphrase-step-by-step/
W hat main idea do the
paragraphs have in
common? Do they have
the same details? How is
the paraphrased text
different from the original
text?
D. Discussing new concepts Paraphrase Together: Paraphrase

and practicing new skills The teacher will present a Together:
#1 sample paragraph to The teacher will
paraphrase and model it to the present a sample
class using different strategies paragraph to
that can be used such as the paraphrase and
Four R’s approach. model it to the
(The sample paragraph in page class using
220 of Joy in Learning English 5 different strategies
can be used as a guide) that can be used
such as the Four
 Reword – Replace R’s approach.
words and phrases with
synonyms whenever you Sentence level
can. change
 Rearrange – Rearrange
words within sentences New York City, an
to make new sentences. engaging city with
You can even rearrange a vibrant ambiance
the ideas presented and exhilarating
within the paragraph. pace, is one of the
 Realize that some words foremost tourist
and phrases cannot be destinations in the
changed – names, world.
dates, titles, etc. cannot
be replaced, but you can Suggested
present them differently paraphrased
in your paraphrase. sentence:
 Recheck – Make sure One of the most
that your paraphrase popular places in
conveys the same the world to visit is
meaning as the original New York. People
text. love to visit
because it is
Make sure that the exciting and
pupils know the difference interesting
between paraphrasing and
summarizing. Guide the pupils in
applying the Four
Paraphrasing is restating R’s approach in
or expressing someone’s paraphrasing:
209

ideas in your own words
without losing the original Make sure that
meaning. Note that, though the pupils know
the original has reworded, the difference
the paraphrased version between
still contains the same idea paraphrasing
and suggesting details. and
summarizing.
E. Discussing new concepts Group Task: Divide the class into five groups. Remind
and practicing new skills them to be tactful in communicating with others.
#2 Provide each group with a paragraph taken from
several travel magazines describing a particular travel
destination. Tell them to work collaboratively and
come up with a paraphrased paragraph out of the
given original text. (please refer to the attachment)
Present the rubrics for rating the group output.

(Please refer to the attachment)
To avoid plagiarizing someone else's words or

ideas, make sure you:
 Paraphrase the original text into your own

words. Be sure you are not just rearranging
phrases or replacing a couple of words.
 Use quotation marks around text that has
been taken directly from the original source.
 Cite every source of information you use to
write your paper unless it is common
knowledge or the results of your own
research. This includes facts, figures, and
statistics as well as opinions and arguments.
F. Developing mastery Pandora’s Box: Set me Free!

(Leads to Formative Set free the messages inside the box through
Assessment 3) paraphrasing. From the box, each group will pick a
sentence lifted from the main ideas in the paragraphs
of a certain magazine article. (Please refer to the
attachment). The paraphrased statement will be
written on a meta-card and will be posted on the
graphic organizer on the board for presentation.
 The teacher will guide the pupils during
checking and assessment of output.
G. Finding practical Collaborate with the group and organize the given
application of concepts information lifted from a secondary source (magazine)
and skills in daily living through paraphrasing. Present the group output using
appropriate graphic organizer.
BPA, a toxins resin found in most plastics,
can be detrimental to your health. The
International Health Organization has done many
studies that support this hypothesis. Many
210

scientists believe that the molecules, although in
small amounts, enter the body slowly over time.
After years of consuming foods and drinks
packaged in plastic, the amount of BPA can be
dangerous.
Note: In evaluating slow learners, the teacher can

provide synonyms of difficult words that will serve as
guide for paraphrasing. The teacher may also indicate
the words that need to be retained in the paraphrased
text.
H. Making How will you organize information from secondary
generalizations of sources such as newspaper and magazine? What are
concepts and skills in some of the strategies that can be used?
daily living What is paraphrasing? How can you do it?
I. Evaluating learning The output of the pupils in portion G of the DLP
serves as the evaluation. It will be rated using the
attached rubrics.
J. Additional activities Watch an evening news. Listen to the details of a
for application or chosen national or local news. Paraphrase the
remediation information by writing a paragraph.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
lesson
continue to require
remediation
Why did this work?

encounter which my
Attachment: (English Grade 6, Quarter 3 Week 7, Day 1)

Discussing new concepts and practicing new skills #1 (Paraphrase Together)
211

Joy in Learning English 5 p. 220
Discussing new concepts and practicing new skills #2 (Group Activity)
*For Advance Learners
Group 1:
Batanes
Batanes, one of the dream places to visit in the Philippines for local
travelers, is a surreal haven that promises to give you a slice of heaven of earth.
Famed for its sheer natural beauty and distinct landscapes, this remote
wonderland leaves its beholders in awe with its majestic lofty cliffs, rollin g hills,
boulder-lined shores and deep canyons. In addition, this paradisiacal place
flaunts a myriad of sturdy and historic stone houses.
Group 2:
El Nido, Palawan
Blessed with a wealth of pocket caves and eye -catching beaches, El

Nido is Mother Nature’s way of showing off her grand and supreme beauty. With
its sunning inlets, clear waters vibrant beaches, El Nido indeed has one of the
beautiful seascapes in the world. More than just a stereotypic beach destination,
El Nido is also admired for its verdant jungle and steep limestone cliffs, which
magnificently form a Karst backdrop that is similar to those found in Guilin, Krabi
and Ha Long Bay.
212

Group 3:
Boracay, Aklan
Boracay is, without a shadow of a doubt, the ultimate beach destination

and one of the top places to visit in the Philippines. Voted as one of the world’s
best islands in 2015 by the readers of Conde Nast Traveler, this world -famous
island lures travel junkies from all corners of the earth with its magnificent
sunsets, dazzling waters and soft white sands. Furthermore, it has a buzzing
nightlife scene that would give Ibiza – the world’s party capital – a run for its
money.
Group 4
Vigan
For the ultimate throwback adventure in the Philippines, visit Vigan – the
country’s first and only UNECO World Heritage city. A delight for culture vultures
and history junkies, Vigan is a unique and historic destination that rightfully
deserves a spot on your bucket list. A visit here will give you a wonderful
glimpse of the intriguing colonial past and culture of the country. From Spanish-
styled houses to a 17th century Augustinian cathedral, Vigan has an old -world
charm to give your fix for history and culture.
Group 5
Bohol:
The Chocolate Hills, one of the most iconic sights in the country, is a
series of hills that spread beautifully over the municipalities of Batuan,
Sagbayan and Carmen in Bohol. These natural wonders are called “Chocolate
Hills” because their layers of green grass turn super brown during the country’s
dry season, making these hills look like your favorite confections. Bohol, besides
these otherworldly hills, is also well-known for its eccentric wildlife (like the
Philippine tarsiers), centuries-old churches, rivers and world-class white-sand
beaches.
*For Average Learners:
Group 1-3
Mayon Volcano, Albay
Listed by CNN as one of the world’s most photogenic volcanoes, Mayon

Volcano boasts a perfectly-shaped cone that can surpass the allure of any
grand and celebrated volcano in the world.
213

Group 4-5
Banaue Rice Terraces, Ifugao
Deemed as the “Eight Wonder of the World”, this national treasure is

definitively one of the best places to visit in the Philippines for sightseeing and
nature trips. Likewise, a trip here will give you an opportunity to get in touch with
nature as well as meet the Ifugao tribes.
Source: https://trekeffect.com/blogs/travel/28-amazing-places-to-visit-in-the-
philippines-in-2019
 Developing mastery (Leads to Formative Assessment 3)
 Pandora’s Box: Set me Free! (Sentences Inside the Box)
REASONS WHY YOU SHOULD TRAVEL TO THE PHILIPPINES

*ADVANCE AND AVERAGE LEARNERS
* The hospitality of Filipinos is incomparable to the rest of the world.
* Get lost in one of the biggest shopping malls in the world.
*Philippines has one of the most diverse wildlife in the world.
214

*Filipinos love their food and there are a lot of things worth trying!
*To get a sense of the place from the local’s perspective and to see how people
interact, Jeepneys are a fantastic way to explore the country
*All the fruits in Philippines are simply mouth-watering, you can have them
everywhere fresh and cheap
*Slow Learners:
Filipinos are the most kind and friendly people, extremely welcoming and curious, but
also respectful
There are a lot of places to go and it all depends on what you intend to buy, and how
much is your budget.
Philippines is home of a diverse range of birds, plants, animals and sea creatures.
If you love fresh seafood, from lobster to crabs, tiger prawns, octopus, you will find it
all for very low prices.
Another thing you have to do in the Philippines is riding in or on a jeepney! Why?

Because it's fun! It's cheap and it's windy, no need of an air conditioner!
Source: https://www.justonewayticket.com/2012/12/05/why-you-should-travel-
philippines/
215

Evaluating learning (Rubrics)
Criteria Excellent (4) Highly Satisfactory Fair (1)

Satisfactory (2)
(3)
Organization The The The The
of Information/ paraphrased paraphrased paraphrased paraphrased
Content statements in statements in statements in statements in
the graphic the graphicthe graphic the graphic
organizer/table organizer/table organizer/table organizer/table
are precise, are precise but are 80-90% are inaccurate
complete and some required precise and and substantial
still contain the information are some required information are
original ideas missing. information are missing.
of the source. missing.
Collaboration/ All members of One member Two members Only the leader
Cooperation the group of the group of the group or of the group
participated did not more did not performs the
actively during participate participate activity
the activity
Presentation The report The overall
The report is The report is
flows well and presentation is
presented in presented in
reflects interesting. unorganized unorganized
intensive manner. It manner and
creativity. lacks contains
significant inadequate
information. information.
Timeliness The activity The activity The activity The activity
was was was was
accomplished accomplished accomplished accomplished
on time. 4-5 minutes 6-10 minutes 11 minutes
late. late. late.
216

Detailed Daily Lesson Plan in English
Grade 6
I.OBJECTIVES
A. Content  Demonstrate understanding of the research process
Standards to write a variety of texts.
 Demonstrate understanding of various verbal
elements in orally communicating information.
verbal elements of communication to respond back.
B. Performance  Uses a variety of research strategies to effectively
Standards write a variety of texts for various audiences and
purposes.
 Orally communicates information, opinions and
ideas effectively to different audiences for a variety
of purposes.
 Uses a variety of strategies to provide appropriate
feedback.
C. Learning  EN6SS-IIIg-4. Organize information from secondary
Competencies/O sources in preparation for writing, reporting and
bjectives similar academic tasks in collaboration with others.
(Periodicals- Newspaper)
 EN6OL-IIIg1.19. Present a coherent,
comprehensive report on differing viewpoints on an
issue.
 EN6A-IIIg-18. Show openness to criticism
II. CONTENT Organize Information from Secondary Sources
(Periodicals); Present coherent and comprehensive
report on different viewpoints
III. LEARNING
RESOURCES
References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Essential English 6 p. 206, 208-209, 223 and 242-243
Functional English 6 p. 262-263
4. Additional  https://www.learner.org/workshops/middlewriting/ima
Materials from ges/pdf/jb-cell%20phones.pdf
the LR Portal
5. Other Learning Broadsheet newspaper
Resources
IV. PROCEDURE Advanced Average
A. Reviewing the What is a newspaper? What kind of learning resource is
previous lesson or this? What are the different parts of a newspaper?
presenting the new Show a sample broadsheet newspaper. Let the pupils
lesson identify its parts.
Ask: What information can be acquired in each part?
Are you familiar with the editorial page? What
information are presented in this portion of the
217

newspaper?
B. Establishing a purpose In today’s lesson you will learn how to organize
for the lesson information from a secondary source particularly in the
editorial page of a newspaper using a graphic organizer.
At the end of the lesson your group will also present a
coherent, comprehensive report on differing viewpoints
on an issue.
C. Presenting An editorial is a document An editorial is a
examples/instances of that presents the newspaper’s document that presents
the new lesson opinion on an issue. Editorial the newspaper’s
writers establish an argument opinion on an issue.
and persuade readers to think Editorial writers can
the same way they do. If you also influence public
are about to write an editorial, opinion and sometimes
what opposing viewpoints can cause people to act on
you provide on the issue of an issue. Read the
using computers and following excerpt from
electronic gadgets? an opinion page and try
to examine the different
 Guide the pupils to viewpoints of the editor
present the advantages on the issue.
and disadvantages of (Present an excerpt
using computers and from the editorial page
other electronic gadgets and let the pupils fill in
using a Venn Diagram. the table- please refer
 Remind the pupils to to the attachment)
provide ideas and
opinions based on facts.
D. Discussing new Based on your brainstorming and analysis, what are
concepts and some of the important elements that must be reflected in
practicing new skills an editorial article?
#1 Possible answers:
 Present a topic that would interest a reader
 Presented several facts and information that support
the stand
 Give details on the issue
 Give opposing viewpoints
 Give a realistic solution
Ask: How can you organize or gather relevant
information from an editorial article?
Possible answer:
Using a graphic organizer, table or chart that can
present the differing viewpoints on an issue.
E. Discussing new Making a stand or providing differing viewpoints on an
concepts and issue requires a process.
practicing new skills Ask: What are your suggestions in expressing opinions
#2 and viewpoints?
Possible answers:
 It is important that one understands all facets of the
issue, along with its pros and cons.
 Not everyone agrees with your stand that is why
openness to criticism should be observed, the same
way we would critique other’s stand/ opinion about
the topic.
218

 Remember not to harbor ill feelings when someone
disagrees with you.
 Take into consideration other’s point of view.
F. Developing mastery Group Activity: Read the Group Activity: Read
(Leads to Formative following editorial written by a the following editorial
Assessment 3) pupil like you. Use the given written by a pupil like
outline as your guide to you. Fill out the given
evaluate if the editorial is outline to organize the
successful in persuading its acquired important
readers to specific point of information.
view.
(Editorial Article and
(Editorial Article and Outline: Outline: Please refer to
Please refer to the the attachment)
attachment)
G. Finding practical Through group collaboration, fill up the given
application of concepts table/organizer with information focusing on the differing
and skills in daily living viewpoints reflected in the given editorial. Present the
group output in class for critiquing based on the
attached rubric.
Title
Editorial Topic
Opposing/Differing
Viewpoints:
 Positive/Pros
 Negative/Cons
Realistic Solution to the
Issue
The group will present their output. Process the work of
each group. Use the rubric presented to evaluate
learning.
H. Making How will you organize information from secondary
generalizations of sources such as an editorial page of a newspaper?
concepts and skills in What are some of the strategies that can be used? How
daily living will you express opinion and viewpoints on a particular
issue?
I. Evaluating learning The revised output of the pupils which will be posted on
the gallery corner in portion G of the DLP serves as the
evaluation. It will be rated using the attached rubric.
J. Additional activities for Cut out an editorial article from a newspaper or acquire
application or a copy from a newspaper website. Read and analyze
remediation the content and organize the presented viewpoints on a
graphic organizer.
V. REMARKS
VI. REFLECTION

earned 80% on the
219

remediation
C. Did the remedial
up with the lesson
continue to require
remediation
Why did this work?

encounter which my
supervisor/principal/depar
tment head help me
solve?
to share with other
teachers?
220

Attachment: (English Grade 6, Quarter 3 Week 7, Day 2)
* Presenting examples/instances of the new lesson

Advance:
Venn Diagram
Average:
Essential English p. 243
Advantages of Computers Disadvantages of Computers
* Developing mastery (Leads to Formative Assessment 3)
Cellphones in our Schools

When you were a kid, did you ever have to call your mother, but the school
wouldn't let you? Kids today still have to call their mothers sometimes! But the
school won’t let them! Schools have become much stricter about the phones even
when it’s an emergency sometimes. So that’s why it would be a great thing if schools
would let us have cell phones in school.
Cellphones have been an issue in schools ever since they became a bug thing
amongst teenagers. Sixth grader Amber H. says, “There could be an emergency that
no one knows about and there might not be time to reach a phone!” In a lot of
schools, teachers take it too far. They take students cell phones even when they
aren't using them and they are turned off and hidden so that they don't disturb
anybody. Teachers shouldn't be allowed to take cellphones when they aren’t even
221

bothering anyone. Cellphones shouldn’t be put on silent or be hidden from other
classmates! Just two years ago in October, a girl took the case to the Supreme Court!
She had had her cellphone taken away. It was in her backpack, turned off, and not
disturbing anyone when the teacher saw it and took it away. She never had it
returned to her!
“I wasn’t even using it and the teacher saw it in my backpack and confiscated
it!” I tried to explain that I had to have it for later that day when my practice was
over but she wouldn’t listen!” So many students bring their cellphones to school for
reasons like that! Only to have their teacher confiscate it!
Imagine this….. You live in lower Manhattan and your child goes to school
nearby. It’s September 11th, 2001. You are working quietly and suddenly you hear a
loud bang and look out your window to see the North Tower of the twin towers in
flames! At your child's school they have been alerted. Suddenly the intercom comes,
and the principal’s voice blares over the speaker, “Students, get your cellphones out
and call your parents immediately!” They could use the school phones but not only is
there a long line of students, but the first person finds out the lines are dead. Sure,
they could use the cellphones that few students brought to school, but with so many
students using five or six cell phones, wouldn’t you think that the battery would die
out?! How would a child reach his parents to tell them that they are ok? They can’t!
In emergencies, it is very important to have a way for a child to reach the parents!
Sixth grader Mimi W. says, “We need them in school because if there was an
emergency and we couldn’t use the school phones for one reason or another we
could pull out our cellphones!
Anything can happen in our world today and having a cellphone with your child
always could save life! Cellphones should be allowed in schools, but they’re not!
They keep a child in touch with their parents and are easy to keep with! They can
even save lives! Please let cellphones be allowed in schools!
Source: https://www.learner.org/workshops/middlewriting/images/pdf/jb-cell%20phones.pdf
For Advance Learners:

Editorial Topic
Title:
Intended Audience:
Purpose:
Differing Viewpoints: (Facts/
Opinion/ Examples/ Statistics)
 Positive/ Affirmative
 Negative
Conclusion
Level of Persuasion
Suggestions to the writers
222

For Average Learners:
Title
Editorial Topic
Opposing/Differing Viewpoints:
 Positive/Pros
 Negative/Cons
Realistic Solution to the Issue
*Finding practical application of concepts and skills in daily living
Essential English p. 209
223

Evaluating learning (Rubric)
Criteria Excellent (4) Highly Satisfactory Fair (1)

Satisfactory (2)
(3)
Organization Content in the Content in the Content in the Content in the
of Information/ graphic graphic graphic graphic
Content organizer/table organizer/table organizer/table organizer/table
is precise and is precise and is 80-90% is inaccurate
complete some required precise and and substantial
information are some required information are
missing information are missing
missing
Collaboration/ All members of One member Two members Only the leader
Cooperation the group of the group of the group or of the group
participated did not more did not performs the
actively during participate participate activity
the activity
Presentation The group The group The report is The report is
presents a presents a presented in presented in
coherent, coherent, unorganized unorganized
comprehensive comprehensive manner. It manner and
report on report on lacks contains
differing differing significant inadequate
viewpoints on viewpoints on information. information.
an issue; the an issue; the
report flows overall
well and presentation is
reflects interesting.
intensive
creativity.
Timeliness The activity The activity The activity The activity
was was was was
accomplished accomplished accomplished accomplished
on time. 4-5 minutes 6-10 minutes 11 minutes
late. late. late.
224

Grade - 6
I.OBJECTIVES
A. Content The learner demonstrates
Standards  Understanding that words are composed of different
parts to know that their meaning changes depending
in context
 Understanding of library skills to research a variety of
topics
B. Performance The learner
Standards  Uses strategies to decode correctly the meaning of
words in isolation and in context
 Utilizes discrete techniques (general or specific) and
applies them appropriately to all or most field of
studies
C. Learning Organize information from secondary sources in preparation
Competencies/ for writing, reporting and similar academic tasks in
Objectives collaboration with others – Textbook (narrative text)
( EN6SS-IIIg-4)
Infer meaning of content specific terms using – context clues
(Mathematical terms)
(EN6V-IIIg12.3.3 EN6V- IIIg12.4.1.3 EN6V- IIIg 12.4.2.3)
II. CONTENT 1. Organize information from secondary sources in
preparation for writing, reporting and similar academic
tasks in collaboration with others – textbook (narrative
text)
2. Infer meaning of content specific terms using – context
clues (Mathematical terms)
III. LEARNING
RESOURCES
References
1. Teacher’s
Guide Pages
2. Learner’s
Materials Pages
3. Textbook Joy in Learning English 5 pp. 228-229
Pages Graphic Organizers for Teaching Narratives-Session 3 by
Denn Marc P. Alayon - PRIMALS for Grades 4-6
4. Additional
Materials from English 6 K to 12 Curriculum Guide 2016, p.135-136
the LR Portal
5. Other Learning textbook , manila paper, strips of cartolina /meta cards,
Resources pictures, chart, pentel pen, graphic organizers, power point
presentation, laptop
IV. PROCEDURE Advance learner Average learner Slow learner
A. Reviewing the In our previous lesson, we discussed the different sources of
previous lesson or information- the Primary and the Secondary Sources.
presenting the Ask:
new lesson - What are the examples of Primary Sources?
(photographs, speeches, interviews, works of art)
225

- What are the examples of Secondary sources?
(textbooks, encyclopedias, magazine, newspaper)
Show real textbooks then, ask:
- To what kind of sources do these references belong?
(secondary sources)
purpose for the Today, we will organize information from a textbook using a
lesson narrative text to prepare you in writing, in reporting, or in
other similar academic tasks.
C. Presenting Motivation:
examples/instance (may show a crown)
s of the new Ask:
lesson Have you dreamed of having a crown? Why? What does
the crown symbolize?
Unlocking of difficulties :
(use pictures or context clues)
Goldsmith, cheated, dense, lump, spilled
Present a motive Question:
- How did Archimedes help King Hieron?
Recall the standards in silent reading; then, let the students
read the story from a textbook.
(see attachments)
D. Discussing new Say:

concepts and The story we just read is a narrative text. To easily
practicing new understand the text, let us organize the information we got
skills #1 from this story using one of the graphic organizers used in
teaching narratives.
226

Please identify the information needed to complete the story
map using story grammar through the guide questions below:
1. What is the story about?
2. Where and when the story happened?
4. What is the problem about?
5. How was the problem solved?
(Process the answers and praise the pupils for giving nice
answers)
Say:
We use a graphic organizer appropriate for narratives to aid
understanding.
E. Discussing new The text we read gave us information regarding problem-
concepts and solving that are commonly presented in Mathematics. Now,
practicing new let us widen our vocabulary through inferring meaning of
skills #2 Mathematical terms without consulting a dictionary.
Read:
A theorem, a mathematical statement or proposition

of truth to be proved or which has been proved, may
be simple, complex, or truly mind-boggling.
1. What does theorem mean?

2. How did you know?
3. What punctuation mark is used to separate the phrase
that explains or describes it?
(Process the answers and praise the pupils for giving nice
answers)
Say:
The definition or description of an unfamiliar word in a text
serves as a clue to the meaning of that word.
F. Developing Group activity:
mastery (Leads to A. Infer the meaning of each underlined word using the
Formative clues in the sentence:
227

Assessment 3) 1. The ratio of 1. When two or 1. How do you find
pupils to the more the area of a
computer units in numbers are trapezoid, a
our school is two multiplied by quadrilateral of
is to one. Ratio themselves which two sides
is the relation of or by each are parallel?
other, the
size, degree, or
result is the
number between product, the
two similar answer in the
things. multiplication
2. In the numeral process or
243, what does operation.
the exponent 2. Our Math
mean? teacher gave
Remember that us an
the exponent is assignment
the number or on
symbol placed percentage,
as a superscript a part
considered in
to the right of a
its
quantity to quantitative
indicate power or relation to
how many times the whole
that quantity is expressed in
multiplied by hundredths.
itself.
B. With the same narrative text, organize the information
needed using the given graphic organizer:
(see attachment)
Note: Before presenting the activities recall first the standards
in working with the group and present the rubric to rate the
pupils’ performances.
G. Finding Ask:
practical Why is there a need to organize the narrative texts we read
application of from textbooks?
228

concepts and Why is using definition and descriptions in the context
skills in daily living important when reading?
H. Making What will help you organize varied information from a
generalizations of narrative text in writing, in reporting or in other similar
concepts and academic tasks?
skills in daily living In the absence of dictionary, how will you infer the meaning
of words?
I. Evaluating (see attachment)
learning
J. Additional A. Organize the information in the story Eureka! using the
activities for graphic organizer below:
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
this work?
F. What difficulties did

I encounter which my
solve?
wish to share with
other teachers?
229

EUREKA!
An adaptation
By Evelyn Angeles
(lifted from Joy in Learning English 5 pp. 228)
Archimedes was a scientist and inventor who lived in Greece more than
two thousand years ago. He was the favorite problem-solver of king Hieron of
Syracuse.
One day, the king had a new crown made for himself. But he thought the
goldsmith might have cheated him. So he went to Archimedes.
The crown was supposed to have been made of pure gold. But the king
thought that the goldsmith had used cheaper metal and coated it with gold. The king
asked Archimedes, “Without damaging this crown, can you tell me if it is gold all the
way through?”
Archimedes knew that no common metal is as dense as gold. Since tin,
copper, and even silver are lighter materials, it takes about twice as much of any of
those metals to weigh the same as a lump of gold. But without melting the crown,
how could he determine how much metal had been used to make it? Archimedes
thought about the problem every day.
One day, as he stepped into his bathtub, the water spilled over. That
flowing water gave him the idea he needed. Some say he was so excited he forgot to
put on his clothes as he ran through the streets shouting, “Eureka!” In Greek, the
word means, “I’ve found it!”
Archimedes weighed the crown. Then he lowered it into a pitcher full of
water and measured how much water spilled out.
Then, he did the same experiment with a lump of pure gold equal in
weight to the crown. If the crown was pure gold, the same amount of water would
spill out.
But it didn’t. Less water spilled out when the lump of gold was dipped
into the water than when the crown was dipped into the water. And that meant the
crown had some less dense metal in it.
The goldsmith had cheated!
Archimedes did not stop there. He went on to discover something even
more important. He tied a string to the lump of gold and weighed it underwater. It
weighed less than when it was out of water. And when he weighed the crown
underwater, it weighed a lot less than on the dry scale. Archimedes realized that an
object loses weight underwater and discovered that the amount of water lost is the
same as the weight of the water it pushes out of the way.
Archimedes’ discovery has been verified over and over. This is now
known as the Archimedes’ Principle.
Answering the motive question:

How did Archimedes help King Hieron?
Comprehension check-up:
1. Why did king Hieron of Syracuse approach Archimedes?

2. What incident helped Archimedes solve the problem?
3. What did Archimedes conclude about the King’s crown?
230

Story Frame Story Frame
Story Frame
Complete this Complete this
Complete this
Story Frame for Story Frame for
Story Frame for
EUREKA. Share EUREKA. Share
EUREKA. Share
and discuss with and discuss with
and discuss with
the group. the group.
the group.
The story takes

The story takes place in Syracuse
place in The story takes ______ years ago
place in
__________
__________ _________ is a
CHARACTER in the
_________ is a _________ is a story who was a
CHARACTER CHARACTER in the problem solver
in the story story who was a
who problem solver King Hieron is
__________ another character
_______ is another who had a new
_______ is character who had _______
another a new crown
character who A problem occurs
_________ when King Hieron
A problem occurs told Archimedes to
when ________ find out if the crown
A problem is pure gold without
occurs when damaging it
The problem is
________
solved when less
water spilled out The problem is
when the lump of solved when less
gold was dipped water spilled out
The problem is when the lump of
solved when into the water
gold was dipped
___________ into the water
The story ends with
a conclusion that The story ends with
The story ends a conclusion that
with a the crown is not
pure gold so, the the crown is not
conclusion pure gold so, the
goldsmith had
___________ goldsmith had
cheated
cheated
231

RECALL PLOT: Think about the plot of EUREKA. Then sequence the most
important things that happened in the story through filling out the black with the
appropriate phrase.
King Hieron of Syracuse told ____ to find out if his crown is pure gold without
damaging it.
One day, Archimedes spilled water in his bathtub, which gave him an idea.
First, he weighed the ____, lowered it into a pitcher of water and measured how
much water spilled out. Then, he did the same experiment with a lump of ____
_____ equal in weight to the crown.
Finally, Archimedes concluded that the crown isn’t pure gold when less ____
spilled out when the lump of gold was dipped than the crown.
RECALL PLOT: Think about the plot of EUREKA. Then sequence the five most
important things that happened in the story.
___ King Hieron of Syracuse told Archimedes to find out if his crown is pure gold
without damaging it.
___ First, he weighed the crown, lowered it into a pitcher of water and measured how
much water spilled out.
___ One day, Archimedes spilled water in his bathtub, which gave him an idea.
___ Finally, Archimedes concluded that the crown isn’t pure gold when less water
spilled out when the lump of gold was dipped than the crown.
___ Then, he did the same experiment with a lump of pure gold equal in weight to the
crown.
RECALL PLOT: Think about the plot of EUREKA. Then sequence the most
important things that happened in the story using time signals – First, Then, Finally.
King Hieron of Syracuse told Archimedes to find out if his crown is pure gold
without damaging it.
One day, Archimedes spilled water in his bathtub, which gave him an idea.
_____, he weighed the crown, lowered it into a pitcher of water and measured how
much water spilled out. _____, he did the same experiment with a lump of pure gold
equal in weight to the crown.
______, Archimedes concluded that the crown isn’t pure gold when less
water spilled out when the lump of gold was dipped than the crown.
232

Grade - 6
I.OBJECTIVES
A. Content The learner demonstrates
Standards  Understanding that words are composed of different
parts to know that their meaning changes depending in
context
 Understanding of library skills to research a variety of
topics
B. Performance The learner
Standards  Uses strategies to decode correctly the meaning of
words in isolation and in context
 Utilizes discrete techniques (general or specific) and
applies them appropriately to all or most field of studies
C. Learning Organize information from secondary sources in preparation
Competencies/Ob for writing, reporting and similar academic tasks in
jectives collaboration with others – dictionary and thesaurus
(EN6SS-IIIg-4)
Infer meaning of content specific terms using - affixes and
roots (Science and Health)
(EN6V-IIIg12.3.3 EN6V- IIIg 12.4.1.3 EN6V- IIIg
12.4.2.3)
II. CONTENT Organize information
Affixes and roots(Science and Health)
III. LEARNING
RESOURCES
References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages *English Expressways Reading 5 ( National Program Support
for Basic Education) p. 113
*Merriam Webster’s Collegiate Dictionary (10 th Edition)
*TORMONT Webster’s Universal Dictionary and Thesaurus
*Grolier New Webster’s Dictionary Vol. 1&2
* The New Book of Popular Science Volume 5 p. 195
4. Additional K to 12 Curriculum Guide in English 6 p.135
Materials from the * An Activity Booklet in English for Grade Five p. 5
LR Portal Published by the Philippines - Australia Project In Basic
Education (Probe) Regional Learning Materials Center VII
(RLMC VII)
5. Other Learning Dictionary/thesaurus, manila paper, strips of cartolina /meta
Resources cards, pictures, dictionary/thesaurus entries, chart, crayons,
pentel pen, colored paper, power point presentation, laptop
IV. PROCEDURE Advance learner Average learner Slow learner
A. Reviewing the In our previous lessons, we discussed about the different
previous lesson sources of information.
or presenting the What secondary source of information should we use when
new lesson information like narrative text is needed?
233

(textbooks)
*Show a dictionary and a thesaurus.
Ask:
To what kind of sources do these references belong?
(secondary sources)
Say:
Today, we will organize information from these secondary
sources to prepare you in writing, in reporting or in other
similar academic tasks.
Ask:
Have you experienced using these reference books?
How does it help you?
What information does the dictionary give you? the
thesaurus?
*Process their answers

B. Establishing a *Show a picture related to Science and Health
purpose for the
lesson
-What is the figure
about?
-What helped you
infer its meaning?
(picture lifted from The New Book of Popular Science Volume 5 p.

195)
*Process their answers

*Present some science and health terminologies to read
Myelitis, endocarditis, gastroenterology, cytology,
microbiology, adenoma, biology, metamorphosis,
tetanus, tumor
*Have the pupils try to tell/guess the meaning of the words
Ask:
What helped you infer the meaning?
Without a dictionary or thesaurus, how can we infer the
meaning of words?
234

*Give due credits to pupils’ opinion
Say:
In the absence of reference books, we can still infer the
meaning of words by looking for clues within the context.
These clues are the affixes and roots.
C. Presenting *Have them find the root word and affixes of the given health
examples/instanc terminologies and infer its meaning.
es of the new 1. myelitis
lesson
myel- (root) + -itis (suffix)
Myel- bone marrow/
spinal cord
-itis – inflammation
Gregg is suffering from myelitis.
2. endocarditis
endo- (prefix) + card (root) + itis (suffix)
endo – inside
cardio – heart
-itis – disease or
inflammation
My grandmother got a severe endocarditis.

3. gastroenterology
gastr(o) (root) + enter (o) (root) + logy (suffix)
gastr(o) – stomach
enter(o) – intestine
-logy – area of
knowledge/study;
science
Medical students find Gastroenterology a difficult subject
to deal with.
(Note: may use other science and health terminologies)
D. Discussing Ask:
new concepts 1. How are the health terminologies formed?
and practicing (formed with affixes and roots)
new skills #1 - What is an affix?
(a letter or a syllable added to the beginning or end of the
word to change its meaning)
- What are the types of affixes?
(Prefix and Suffix)
- Which is added to the beginning of a word?
(affixes)
- Which word is added to the end?
(suffixes)
- What is root?
(it is a basic word to which affixes are added)
2. What helped us infer the meaning of the given words?
235

(the meaning of the affixes and roots)
Say:
The affixes and roots are context clues. We can easily infer
the meaning of a word by knowing their meanings.
E. Discussing Say:
new concepts Our usual way of finding the meaning of words is using a
and practicing dictionary or a thesaurus.
new skills #2 Let us find out what each science term means using these
reference books.
*Have the pupils find information from dictionary/
thesaurus
WORD MEANING
Dictionary Thesaurus
Myelitis The middle muscular layer of -
the heart wall
Endocardi Inflammation of the lining of -
tis the heart and its valves
Gastroent A branch of medicine -
erology concerned with the structure,
functions, diseases, and
pathology of the stomach
and intestines
Ask:
1. What information do we get from the dictionary?
(meaning or definition of the words)
- What other information about words can we get from
a dictionary?
(spelling, syllabication, pronunciation, part of speech/usage)
Let’s remember this:
(lifted from An Activity Booklet in English for Grade Five Published

by the PHILIPPINES - AUSTRALIA PROJECT IN BASIC
EDUCATION (PROBE) REGIONAL LEARNING MATERIALS
CENTER VII (RLMC VII)
236

2. What information do we get from the thesaurus?
( synonyms and antonyms )
- What other information about words can we get from
a thesaurus? (spelling)
3. Why are health terminologies not found in the thesaurus?
(only words with synonyms/antonyms are listed)
Let’s remember this:
(taken from English Expressways Reading 5 p. 113)

Thesaurus is also known as dictionary of Synonyms and
Antonyms.
F. Developing Advance group: Average group: Slow group:
mastery (Leads Directions: Directions: Directions:
to Formative 1. Study the chart. 1. Study the 1. Look for the
Assessment 3) 2. Infer the Science chart. meaning of
term and its 2. Infer the the given
meaning using Science term Science
affixes/roots. and its term in the
3. Print the word meaning dictionary
inside the box. using entry.
4. Look for the affixes/roots 2. Print the
meaning from a 3. Print the word word in the
dictionary entry. inside the line provided
5. Organize a simple box. to complete
sentence using 4. Organize the the
the information information information
found from the found from found.
dictionary entry. the dictionary
entry by
completing
Meaning
Meaning
the given
Suffix
Root
simple
sentence.
SCIENCE
Study
Meaning
Meaning
-logy
TERM
Cyt
cell
(o)
Suffix
CYTOLO
Root
SCIENCE TERM GY
Study
_______________ Simple
-logy
Cyt
cell
(o)
sentence:
Meaning using
affix/root: SCIENCE TERM
_______________
______________
__________ is
237

Meaning using Meaning using the study of
dictionary: affix/root plant and animal
_______________ ______________ cells.
Simple sentence: Simple sentence:

_________________
The study of
plant and animal
_____ called
Cytology is an
interesting topic.
*Before presenting the activity, recall first the standards in
working with the group and have this rubric presented to rate
the pupils’ performances
*Have each group present the output

G. Finding Ask:
practical 1. What must you do if you encounter an unfamiliar word,
application of scientific in nature, in your readings?
concepts and 2. Why is learning to infer the meaning of affixes and root
skills in daily words important?
living 3. How can you apply your knowledge of affixes/root words
help you in daily life?
H. Making Ask:
generalizations of 1. What reference book will you use when information like
concepts and correct meaning of words, spelling, pronunciation and
skills in daily correct usage are needed in writing, in reporting or in
living other similar academic tasks?
2. In cases when no dictionary or thesaurus can be used,
how will you infer the meaning of words?
I. Evaluating Organize the Organize and Organize the
learning simple sentences complete the information you
below. Replace the simple sentences get from the
highlighted word below. Use the dictionary entry
with the information found about each given
238

information found from the dictionary word. Write the
in the dictionary entry about each number that
entry. highlighted word. matches your
Choose your answer.
Ex. Microbiology answers from the
is interesting. box. ___Adenoma
Answer: ___Biology
Tumor ___Metamorpho
The science that
studies extremely bacteria sis
study ___Tetanus
small forms of life
___Tumor
is interesting. change
tissue 1. the study
1. Adenoma that deals
scares people 1. Adenoma is a with living
of all ages benign _____ things
2. Biology is my of a glandular 2. a benign
favorite subject. structure. tumor of a
3. Butterflies 2. Biology is the glandular
undergo ____ that deals structure
metamorphosi with living 3. A major
s. things. change in
4. Tetanus is 3. A major ____ appearance
dangerous. in appearance of something
5. Having tumor of something is 4. A mass of
is indeed known as tissue found
alarming Metamorphosi in a body
s. that is made
4. Tetanus is a up of
dangerous abnormal
disease that is cells
caused by 5. a dangerous
________. disease that
5. A mass of is caused by
_____ found in bacteria
a body that is
made up of
abnormal cells
is called
Tumor.
J. Additional
activities for Create a mini dictionary of Science/Health terminologies
application or presented in your Science and Health subject.
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80% on
the formative
assessment
239

B. No. of learners
who require activities
for remediation
C. Did the remedial
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
this work?
F. What difficulties did

I encounter which my
supervisor/principal/d
epartment head help
me solve?
wish to share with
other teachers?
240

Grade 6
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of library skills
B. Performance Standards The learner utilizes discrete techniques (general or
specific) and applies appropriately them to all or most
fields of study
C. Learning  Organize information from secondary sources like
Competencies/Objectiv biographies in preparation for writing, reporting,
es and similar academic task in collaboration with
a. (Write the LC others.
code for each) EN6SS-IIIj-4
 Observe accuracy, appropriate rate and proper
expressions in dialogs.
EN6F-IIIj-3.5 EN6F-IIIj-3.2 EN6F-IIIj-3.6
II. CONTENT Organize information from biographies
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide p. 138-139
Pages
Pages
3. Textbook Pages
from the LR Portal
5. Other Learning Graphic organizers, pictures of known people
Resources
IV. PROCEDURE Slow Learners Average Advanced
Learners Learners
A. Reviewing the previous Getting to Telling Writing a line:
lesson or presenting the Know: Something: Write one
new lesson Look at the Choose accomplishment
pictures. Write someone you of each person
their names know from the from the picture.
using the pictures and
metacards. describe
him/her.
B. Establishing a purpose for
the lesson Present the objectives of the day.
Today, we are going to:
 Organize information from secondary sources in
preparation for writing, reporting, and similar
academic task in collaboration with others.
-Biographies
expressions in dialogues
241

Unlocking of Difficulties:
Arrange the jumbled letters to form a word that suits the
given meaning of the underlined word.
epremenomwt – He won the election so convincingly
that he believed he had been given a mandate for
change. (empowerment)
poccpurey – You need to stop obsessing and just
deal with the problem. (preoccupy)
sisccuvese – He became the mayor for 7
consecutive terms.(successive)
tearht – There was an atmosphere of menace in the
city.(threat)
bduren – Crime plagues the inner city.(burden)
Motive question:
What year did Pres. Rodrigo Duterte become the 16th
president of the Philippines?
C. Presenting Presentation of Biography
examples/instances of the (Biography of President Rodrigo Duterte)
new lesson
D. Discussing new concepts Ask: What year did Pres. Rodrigo Duterte become the
and practicing new skills #1 16th president of the Philippines?
Where is he from?
Can you give some of his accomplishments?
In what year did he become the Mayor in Davao City?
Vice-mayor? Congressman in the 1st District? Local
Chief Executive?
What is he against at?
Are you also against crime and drugs? Why?
Group Activity: (Arrange Me)

Divide the class into 5. Give each group flashcards with
the accomplishments of Pres. Rodrigo Duterte. Let
them paste the flashcards on the timeline.
He became the
He became the
He became the Vice- Congressman of the 1st
District
President of the
Mayor of Davao City
Philippines.
He was born in
Davao City. He became the He became the Local
Mayor of Davao City. Chief Executive.
1945 1986- 1988- 1992- 2013- 2016-

1988 1992 2001 2016 Present
E. Discussing new concepts Discuss:

and practicing new skills #2 Biography, or simply bio, is a detailed description
of a person's life. It involves more than just the basic
facts like education, work, relationships, and death; it
portrays a person's experience of these life events.
Unlike a profile or curriculum vitae (résumé), a
biography presents a subject's life story, highlighting
various aspects of his or her life, including intimate
242

details of experience, and may include an analysis of
the subject's personality.
Information from biographies can be organized using

graphic organizers, outline or paraphrasing,
F. Developing mastery (Leads The teacher will show another biography (Corazon C.
to Formative Assessment 3) Aquino)
Slow Learners (I can do this)
Fill-out the graphic organizer with the information from
the biography of Corazon Aquino.
Present it to the class with accuracy, appropriate rate
and proper facial expressions.
 She became the rallying point for the

democratic movement in Philippines and the
most important figure in People’s Power
Revolution, also known as Yellow Revolution.
 Corazon Aquino was just a homemaker, more
interested in caring for her family and
supporting her husband, Senator Benigno S.
Aquino Junior, in his political struggle.
 Even after her retirement, she led an active life
taking part in various political as well as social
issues.
 She became the President of the country and
started the process of democratization and
introduced many reforms.
 Benigno was assassinated at the Manila Airport
on his return from exile by Marcos’ men.
Average Learners (I can write this)

Complete the outline with the information presented in
the biography. Present it to the class with accuracy,
appropriate rate and proper facial expressions.
V. Before presidency
A. _________________________
B. _________________________
I. During presidency
A. _________________________
B. _________________________
II. After presidency
A. _________________________
B. _________________________
Advanced Learners (I can report this)
Mock TV Show
Choose an interviewer, and one who will act out as
Corazon Aquino. The interviewer will ask questions
243

regarding the information about Corazon Aquino.
Present it to the class with accuracy, appropriate rate
and proper facial expressions.
G. Finding practical application How can these biographies be useful /helpful in your
of concepts and skills in writing?
daily living
H. Making generalizations of What is a biography?
concepts and skills in daily What information can be found in a biography?
living How is a biography being organized?
I. Evaluating learning Let the pupils read a biography of Senator Manny
Pacquaio. Fill-out the graphic organizer with the
information from the biography. Choose from the box.
is a
accomplishment accomplishment accomplishment
J. Additional activities for Research a biography of a well-known Sorsoganon.

application or remediation Organize the information from the biography using an
outline.
V. REMARKS
VI. REFLECTION

assessment
lesson
continue to require
remediation
Why did this work?
encounter which my
share with other teachers?
244

Attachment A
Rodrigo Duterte is the current and the sixteenth President of the Philippines,
in office since June 2016. Born in into a politically active family on March 28, 1945,
he spent most of his life in Davao City. Subsequently, in1986-1988, he became the
OIC, Vice-Mayor of Davao. Then, he served as Mayor in 1988-1992. In 1992-2001,
he served as Congressman of the 1 st district in Davao City and became a Local
Chief Executive in 2013-2016.
In 2016, he won a huge mandate and became the President of Philippines.
His success lies in his ability to connect to the masses, a trick he learned while in
school. To his critics, he is a foul-mouthed adulterer, obsessed with killing criminals;
but millions of his countrymen favour him just because of that. They see in him the
Philippine leader, who would get the country free from crime and drugs, the two
menaces that have plagued their life for long.
Source: https://www.thefamouspeople.com/profiles/rodrigo-duterte-7713.php
Attachment B
Corazon Aquino was the 11th President of Philippines. Initially, she was just
a homemaker, more interested in caring for her family and supporting her husband,
Senator Benigno S. Aquino Junior, in his political struggle. However, when Benigno
was assassinated at the Manila Airport on his return from exile by Marcos’ men, she
could no longer sit still. Very soon she became the rallying point for the democratic
movement in Philippines and the most important figure in People’s Power
Revolution, also known as Yellow Revolution, which toppled the twenty year old
regime of President Ferdinand E. Marcos. Later, she became the President of the
country and started the process of democratization and introduced many reforms.
However, the period was full of struggle; but she served the people as much as the
situation allowed her to do so. When her term was over, she refused to seek
reelection, stating that the term of the President is not for life. Even after her
retirement she led an active life, taking part in various political as well as social
issues.
Source: https://www.thefamouspeople.com/profiles/corazon-aquino-6919.php
Attachment C
Emmanuel Dapidran Pacquiao, more popularly known as Pac-Man, is a
Filipino boxer, media celebrity, and politician. He is the first and the only eig ht-
division boxing champion in the world. Pacquiao has won 10 world titles in total and
is also the first boxer who won lineal championships in four separate categories. His
rise from poverty to world-wide fame is a remarkable story. Pacquiao is immensely
popular in the Philippines and stars in movies, advertisements, TV shows and even
has his image on a postage stamp. The ‘Ring’ magazine has named him the ‘Fighter
of the Year’ three times. Some of the biggest sporting news and boxing websites like
ESPN, Sports Illustrated, Sporting Life, Yahoo! Sports, BoxRec have rated him as
the best pound-for-pound boxer in the world. Pacquiao is also the head coach of the
basketball team ‘Mahindra Enforcers’. He landed in the 11th position in the first
round of the 2014 PBA draft, thus being the oldest rookie to be drafted in the
Philippine Basketball Association. He represented the province of Sarangani in the
15th and the 16th Congress of the Philippines and was elected to the House of
Representatives both times. Manny Pacquiao is now the second highest paid athlete
in the world.
Source: https://www.thefamouspeople.com/profiles/manny-pacquiao-7178.php
245

Grade 6
I.OBJECTIVES
A. Content The learners:

Standards  Demonstrate understanding of the research
process to write a variety of texts
 Demonstrate understanding of verbal and
respond back
B. Performance The learner:

Standards  Uses a variety of research strategies to
effectively write a variety of texts for various
 Uses a variety of strategies to provide
C. Learning  Organize information from secondary

Competencies/O sources in preparation for writing, reporting
bjectives and similar academic tasks in collaboration
with others
(EN6SS-IIIa-4)
 Show tactfulness when communicating with
others
(EN6A-IIIa-17)
II. CONTENT
ORGANIZE INFORMATION FROM AN ONLINE
ARTICLE/PRINTED MATERIAL
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Curriculum Guide in English
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
Joy in Learning English Textbook 5 p.159, 220-22
English Expressways Language 5 p.113-114
Campus Journ Legacy 2015 Edition p.38
News Writing Module Prepared by Jerry M.
Noveno(SPA,PSHS Bicol Region Campus)
4. Additional
Materials from https://www.slideshare.net/mobile/mmcdonald2/how-
the LR Portal to-write-a-newspaper-article-21931769
246

https://journal.com.ph/news/provincial/police-
probing-ice-tea-poisoning-50-students-cavite
https://journal.com.ph/news/provincial/vintage-bomb-
found-river
https://www.slideshare.net/mobile/gurugeri/a-basic-
module-for-news-writing
https://journal.com.ph/news/provincial/stude-hurt-
ecija-gun-attack
https://www.slideshare.net/mobile/33534894/new-
reporting-29838616
5. Other Learning
Resources PowerPoint Presentation of the lesson, Charts,
Strips of Cartolina, Activity Sheets

A. Reviewing the
previous lesson or Say: Before we proceed let me first present to you
presenting the new our lesson objectives:
lesson  Organize information from secondary
sources in preparation for writing, reporting
and similar academic tasks in collaboration
with others
 Show tactfulness when communicating with
others
B. Establishing a
purpose for the lesson Ask: Where can you find fresh news or current
events that are meaningful and relevant to the
readers?
C. Presenting
examples/instances of Say: Let me start our lesson by dividing the class
the new lesson into three groups.
(Set the standard in doing group activity)
The teacher will group the class into three. Each

group will read an article and will take note of
important facts which will be used for writing or
reporting.
Grade Six-Mabait goes to a Poultry Farm
The Grade Six-Mabait class trooped to the

Green Hedge Poultry Farm last Friday, August 8,
2010, at seven-thirty in the morning. The boys and
girls enjoyed the rugged road and the old wooden
bridge. The young owner, Mr. Carlos Reyes, toured
them around the farm where they saw a variety of
fowls – chickens, ducks, geese, and turkeys.
The class enjoyed the sight of fowls laying

eggs. The children were even happier to hear Mr.
Reyes’ pledge of fresh eggs that they could take
247

home.
Source: English Expressways Language 5 pp. 113-114
Ask: Did Raymond’s news report answer the 5Ws

and 1H questions?
Say: Class, this activity has something to do with

our lesson for today which is organizing information
from secondary sources in preparation for writing,
reporting and similar academic tasks in collaboration
with others.
D. Discussing new
concepts and The teacher will show the class how to get important
practicing new skills #1 points in writing a report.
San Jose receives the Model School Award
San Jose Elementary School received an

award for being chosen as the Model School in
Region IV, last Monday, December 3, 2010 at 8:30
in the morning.
The award was received by its School

Principal Mrs. Corazon Cruz from the Regional
Director, Mr. Emmanuel Santos in the Regional
Office All Purpose Hall. This event was attended by
all particular public schools in the region that sent
their school representative to the said occasion.
Source: English Expressways Language 5 p.113-

114
Say: The most important part of a news story is the

beginning. At the top is the headline. It gives the
heart of the story in one short phrase or clause. It is
usually made up of a noun and a verb.
Next is the lead or first paragraph. It

summarizes all the basic information.
Then, the body which gives additional and

more specific details about the story.
Remember the following pointers:

1. The headline tells the basic story.
2. The lead summarizes the whole event.
3. The questions who, what, when, where, why,
and how should be answered.
4. The information should be accurate.
5. Proper names must be spelled properly.
6. Clear, concise, and direct language must be
used.
248

E. Discussing new
concepts and Arrange the ff. sentences to form a report. Follow
practicing new skills #2 the format below.
1. A MAN who was attacked by an alligator

after fleeing police in Florida says he was in
a fight for his life.
2. Zuniga says he was nearly knocked
unconscious when the alligator’s mouth hit
his head. He fought back with both legs and
the arm not caught between the animal’s
jaws.
3. Bryan Zuniga, 20, told Tampa Bay’s Fox 13
News that he was swimming and trying to
hide when the alligator lunged at him.
4. “I thought I was going to die,” he told Fox 13
News.
5. “The moment the alligator’s mouth hit my
head, I almost got knocked out. But my will to
live kept me conscious and I fought back.”
6. He has been charged with fleeing police.
7. The Pinellas County Sheriff’s Office says
Zuniga ran away and into a water treatment
plant after being pulled over by deputies on
Thursday. He was later found at a hospital
being treated for puncture wounds to the
face and arm area.
Source:https://www.slideshare.net/mobile/mmcdonald2/h
ow-to-write-a-newspaper-article-21931769
Title: ______________________________
Introduction: _______________________
Main Points: ________________________
1._________________________________
2._________________________________
3._________________________________
4._____________________
5._____________________
(Leads to Formative Divide the class in to four Arrange the
Assessment 3) groups. Set the standards for
Conclusion sentences into a
the activity and present the news report.
following rubrics:1.__________________
POINTS INDICATORS
1. Recovered at
5
2._________________
Shows eagerness and the scene
participation actively, do
were eight
great help to the group empty slugs
cooperation to do the task, and two fired
good followers only bullets for
3 Participated but late, with
teacher’s supervision cal. 45.
249

2 Activity was done but does
not show eagerness to
2. The official
participate or cooperate said they are
1 No Interest in participating
the activities
looking at
personal
grudge due
Write a news story based on the to a frat war
following information. as possible
motive
 What: behind the
Brigada Eskwela in General shooting.
Santos City received P5
million worth of assistance 3. Castilla said
the student
 Who: was hit in the
Rep. Pedro B. Acharon Jr, arms,
Congressman of the First abdomen
District of South Cotabato and back part
of the body
 Where: and was
First Congressional District taken to the
Office of South Cotabato Good
Samaritan
 When: yesterday Hospital in
nearby
 Why: To support the Gapan City
initiatives related to the for
conduct of the week-long emergency
Brigada Eskwela 2013 that treatment
would open on Monday while the
suspects fled
 How: By providing needed towards
materials and other Cabiao town.
necessities for Brigada
Eskwela 4. He then went
outside to
 Other Details: hear the call,
City Councilor Margareth but after
Rose Santos, chair of the going out,
city council’s education two men on
committee, said the fund board an
assistance was earlier unidentified
committed by Rep. Pedro motorcycle
Acharon Jr. to help prepare suddenly
public elementary and appeared
secondary schools for the and fired at
formal opening of classes the victim
for the School Year 2013- several
2014 on June 3. times, using
a cal. 45
 Actual Statement of pistol.
Santos:
“The funds were specifically 5. Investigation
intended for initiatives showed the
related with the conduct of victim was
inside the
250

the week-long Brigada house
Eskwela 2013 that opened watching
on Monday.” television
when his
Leonorita Pineda, Brigada girlfriend
Eskwela 2013 chair, said suddenly
the activity is in full swing phoned him
with hundreds of volunteers at 8:50 p.m.
contributing their time,
efforts and available 6. Police Major
resources. Ranny
Castilla, town
 Actual Statement of police head,
Pineda: identified the
“Aside from parents and wounded
community stakeholders, victim as
volunteers from local groups Carlos
and institutions like the Joseph
Philippine National Police Talplacido, of
were also involved in the P. Carmen
initiative,” Pineda said. St., Bgy.
Poblacion.
Source: Campus Journ Legacy 2015
Edition p.38 7. SAN
ISIDRO,
Nueva Ecija
– A 19-year-
old Grade 12
student was
hurt after
being shot by
two
unidentified
motorcycle-
riding
suspects
inside his
house on
Tuesday
night.
Source:https://jour
nal.com.ph/news/
provincial/stude-
hurt-ecija-gun-
attack
G. Finding practical Organize and write the

Organize and
application of concepts sentences into a news story.write the
and skills in daily living sentences into a
 Some parents of Grade 6 news story.
sudents of St. Johns
Academy (SJA) in San  POLICE are
251

Pablo City, Laguna filed last investigating
week complaints at the Depd the case of
Division Office in Santa alleged food
Cruz. poisoning
that affected
 The complaints were about 50 high
SJA requiring the students to school
pay mandatory 100 pesos students in
for the Youth Council. Imus City,
Cavite.
 According to the parents, the
said fee was not part of the  On
list of fees they needed to Wednesday
pay during the enrolment. night, three
students from
the Institute
 After discussing the matter Science and
with the school board Technology
yesterday, Laguna Schools (IST) on
Division Superintendent Nueno St.,
Ibrahim Mendoza ordered Brgy.
that the students be given Poblacion
back their 100 pesos. 4D, Imus
City, were
 Mendoza said the fee was rushed to
not legal. Our Lady of
the Pillar
Medical
 Mendoza also added that Center after
the school should have complaining
consulted the parents of stomach
regarding the additional fee pain and
so as not to stir confusion vomiting
and protest among the
students and their parents  The following
as well. day, forty-
seven more
 SJA Academic Coordinator students
Charlie Montarde told the were brought
school board to return the to the
money to all 357 grade 6 hospital for
students. the same
complaint.
Note: Rate the pupils’ output
using these criteria:  The affected
students told
Organization 30% Dra. Ruth
Durano and
Coherence 20% Dr.
Grammar 20% Romancitel
Livelo that
Capitalization 10% they started
and Punctuation to feel
abdominal
252

pain and
began to
Source:https://www.slideshare.ne vomit a few
t/mobile/gurugeri/a-basic- hours after
module-for-news-writing consuming
beverage
from the
Garden Cafė
of the school.
 A mother of
one of the
victims said
her daughter
suffered
stomach pain
after
consuming
ice tea
bought from
the school
cafė.
 Classes were
suspended
until
yesterday.
 Police
gathered
samples of
food and
beverages
from the cafė
for laboratory
test.
 1st Vice
President for
Academic
Affairs Dr.
Loida Sta
Maria said
the school is
investigating
the incident.
Note: Rate the

pupils’ output
using these
criteria:
Organizatio 30
n %
253

Coherence 20
%
Grammar 20
%
Capitalizati 10
on and %
Punctuatio
n
https://journal.co
m.ph/news/provin
cial/police-
probing-ice-tea-
poisoning-50-
students-cavite
H. Making
generalizations of How do we organize information from secondary
concepts and skills in sources in writing reports?
daily living  Understanding the report
 Gathering and selecting information
 Organizing materials
 Analyzing your materials
https://www.slideshare.net/mobile/herneyaqilah/repo
rt-writing-14743361/qid=fb739ed6-2838-4845-80bf-
c353b1c28a1d&v=&b=&from_search=3
Organize the following Organize the
information into a news story in following
a paragraph form. information to
form a news
 Mr. Joseph Mantes and his report by
wife, Laura, were driving to numbering 1-6.
their home in Inarado,
Daraga, Albay yesterday ____Members of
afternoon, after shopping at the Police
JY in Daraga. The couple Explosive and
were in the front of their Ordinance
Toyota pick-up. Their three Division (EOD) at
children were seated at the the PNP regional
back-Paul,9; Rachel,7;and office in Camp
Miriam, 3. Gen. Simeon Ola
said the bomb
 Driving past the Napocor was old and rusty
substation in Peñafrancia, but is still armed
they met a truck travelling in and could still
the opposite direction. This explode.
was a semi-trailer belonging
to Pacific Earthmoving Inc. ____DARAGA,
carrying a 12-to bulldozer. Albay – A
The truck was driven by Mr. vintage bomb
Lino Austero, who is from over a meter in
Binitayan, Camalig, Albay. length and
254

The Toyota pick-up ran out weighing at least
of control and collided head- 1,000 pounds
on with the semi-trailer. was found buried
in Yawa River,
 Police and ambulance were Brgy. Binitayan
sent for Mr. and Mrs. Mantes here yesterday
and their two elder children morning.
died instantly. Miriam was
taken to hospital with serious ____Explosive
injuries and died later. The experts said the
pick-up was a total wreck. bomb was
The semi-trailer suffered possibly dropped
only minor damage. Mr. by American
Austero was also taken to planes during the
hospital and treated for liberation of
shock, but was later allowed Legazpi City from
home. the Japanese
troops in 1945,
 Police have interviewed Mr. but failed to
Auster. They say they are explode after
unlikely to change him with landing on the
any offense. Yawa River bank.
____A backhoe
Source: was used to lift
https://www.slideshare.net/mobil the vintage bomb
e/gurugeri/a-basic-module-for- before loading it
news-writing on a mobile car.
____The biggest
vintage bomb
was recovered at
the compound of
the Bicol
University in
Legazpi City
years ago that
weighed one ton,
and later
detonated by
police explosive
experts at the
hilly portion of
Bgy.
Bangquerohan, a
remote town in
Legazpi City.
____The EOD at
Camp Ola said
World War II
bombs were
commonly found
in construction
sites in Daraga
255

and Legazpi City,
where heavy
fighting between
American and
Japanese forces
were recorded in
1945.
https://journal.co
m.ph/news/provin
cial/vintage-
bomb-found-river
for application or Read news online. Write a brief report about what
remediation you read from the article.
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
up with the lesson
continue to require
remediation
Why did this work?

encounter which my
to share with other
teachers?
256

Other Sources Used:
https://www.slideshare.net/mobile/mmcdonald2/how-to-write-a-newspaper-
article-21931769
Stude hurt in Ecija gun attack

By Steve A. Gosuico
SAN ISIDRO, Nueva Ecija – A 19-year-old Grade 12 student was hurt after
being shot by two unidentified motorcycle-riding suspects inside his house on
Tuesday night.
Police Major Ranny Castilla, town police head, identified the wounded victim
as Carlos Joseph Talplacido, of P. Carmen St., Bgy. Poblacion.
Investigation showed the victim was inside the house watching television
when his girlfriend suddenly phoned him at 8:50 p.m.
He then went outside to hear the call, but after going out, two men on board
an unidentified motorcycle suddenly appeared and fired at the victim several
times, using a cal. 45 pistol.
Castilla said the student was hit in the arms, abdomen and back part of the
body and was taken to the Good Samaritan Hospital in nearby Gapan City for
emergency treatment while the suspects fled towards Cabiao town.
The official said they are looking at personal grudge due to a frat war as
possible motive behind the shooting.
Recovered at the scene were eight empty slugs and two fired bullets for cal.
45.
https://journal.com.ph/news/provincial/stude-hurt-ecija-gun-attack
257

Police probing ‘ice tea poisoning’ of 50 students in Cavite
By Celso C. Lidot
POLICE are investigating the case of alleged food poisoning that

affected 50 high school students in Imus City, Cavite.
On Wednesday night, three students from the Institute Science and

Technology (IST) on Nueno St., Bgy. Poblacion 4D, imus City, were
rushed to Our Lady of the Pillar Medical Center after complaining of
stomach pain and vomiting.
The following day, forty-seven more students were brought to the hospital for
the same complaint.
The affected students told Dra. Ruth Durano and Dr. Romancitel Livelo that
they started to feel abdominal pain and began to vomit a few hours after
consuming beverage from the Garden Cafė of the school.
A mother of one of the victims said her daughter suffered stomach pain after
consuming ice tea bought from the school cafė.
Police gathered samples of food and beverages from the cafė for laboratory
test.
Classes were suspended until yesterday.
IST vice president for academic affairs Dr. Loida Sta Maria said the school is
investigating the incident.
https://journal.com.ph/news/provincial/police-probing-ice-tea-
poisoning-50-students-cavite
258

Vintage bomb found in river
By Sonny Sales
DARAGA, Albay – A vintage bomb over a meter in length and weighing

at least 1,000 pounds was found buried in Yawa River, Brgy. Binitayan
here yesterday morning.
Members of the Police Explosive and Ordinance Division (EOD) at the PNP
regional office in Camp Gen. Simeon Ola said the bomb was old and rusty but
is still armed and could still explode.
Explosive experts said the bomb was possibly dropped by American planes
during the liberation of Legazpi City from the Japanese troops in 1945, but
failed to explode after landing on the Yawa River bank.
A backhoe was used to lift the vintage bomb before loading it on a mobile car.
The EOD at Camp Ola said World War II bombs were commonly found in
construction sites in Daraga and Legazpi City, where heavy fighting between
American and Japanese forces were recorded in 1945.
The biggest vintage bomb was recovered at the compound of the Bicol
University in Legazpi City years ago that weighed one ton, and later
detonated by police explosive experts at the hilly portion of Bgy.
Bangquerohan, a remote town in Legazpi City.
https://journal.com.ph/news/provincial/vintage-bomb-found-river
259

Grade 6
Quarter 3 Week 8, Day 2 and Day 3
I.OBJECTIVES

Standards  Demonstrate understanding of the research
 Demonstrate understanding of various non-
verbal elements in orally communicating
information.
back.

Standards  Uses a variety of research strategies to
audiences and purposes.
 Orally communicates information opinions, and
ideas effectively to different audiences for a
variety of purposes.
 Prepare for and participate effectively in arrange
of conversations and collaboration with diverse
partners, building on others’ ideas and
expressing their own clearly and persuasively
C. Learning  Organize information from secondary sources in

Competencies/Obje preparation for writing, reporting and similar
ctives academic tasks in collaboration with others.
(EN6SS-IIIh-4)
 Present a coherent, comprehensive report on
differing viewpoints on an issue. (EN6OL-IIIh-
1.19)
 Show openness to criticism. (EN6A-IVh-18)
II. CONTENT ORGANIZE INFORMATION IN REPORTING

VIEWPOINTS ON AN ISSUE
III. LEARNING
RESOURCES
References
1. Teacher’s Curriculum Guide in English
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English 5 p.89-91,159 and 220-221
Pages
260

4. Additional
Materials from http://hdgc.epp.edu/teachersguide/teachersguide.htm#l
the LR Portal esson
GLOBAL WARMING/CLIMATE CHANGE
https://www.123rf.com/photo_115015646_the-globe-is-
on-fire-global-warming-the-average-temperature-on-
earth-is-rising-the-concept-of-disast.html
https://wordville.com/ReadingComp/ED8GlobalWarmin
g.html
DLL in English 6 (Quarter 3: Week 9- Day 1)
5. Other Learning Short Film, Laptop, Projector, Screen, Activity sheets

Resources
IV. PROCEDURE
A. Reviewing the
previous lesson or The teacher shows a picture of how warm the world
presenting the new has become.
lesson Let the pupils interpret the picture base on how they
understand it.
https://www.123rf.com/photo_115015646_the-globe-is-
on-fire-global-warming-the-average-temperature-on-
earth-is-rising-the-concept-of-disast.html
Ask:
1. How do you feel when it’s very hot?
2. What could happen if the Earth gets very warm?
B. Establishing a
purpose for the Ask: Class how is our weather today?
lesson (answers may vary depending on the weather)
C. Presenting
examples/instances Say: Today we are going to watch a short film.
of the new lesson
Ask: What are the things you need to remember while
watching?
1. Watch eagerly.
2. Listen intently.
3. Behave properly.
4. Take note of the important
points/information.
Film showing about global warming.
(Please refer to YouTube link)

A Short film on Global Warming & Climate Change by
GEMI.mp4
261

Sources:
A Short film on Global Warming & Climate Change by GEMI
published on June 7, 2017
‘Global Warming’ Philippines Scenario-UNEP Manila
Philippines published on December 11, 2012
Greenhouse Effect & Global
Warming/Environmental/Science/Lets Tute published on
February 16,, 2018
Climate Change in the Philippines published on June 24,
2009
Causes and Effects of Climate Change/National Geographic
published on August 28, 2017
What is climate change? Published on November 3, 2017
Note: Teacher may use his/her own video clips.
Guide Questions:
1. What is featured in the film?
2. Can we do something about it?
3. Who are the great contributors of these
phenomena?
4. Why is it considered that global warming is a
real problem?
5. As a student, what can we do to stop global
warming?
D. Discussing new
concepts and Say: Let us now read the selection entitled Global
practicing new skills Warming. I will give you few minutes to read the
#1 selection silently and afterwards we are going to read
this by group.
(Set the standards for silent reading and for oral
reading)
Global Warming
Global warming refers to the increase of the earth’s

average temperature due to increasing amounts of
greenhouse gases in the atmosphere.
Scientists agree that the burning of fossil fuels like oil

and coal causes greenhouse gases such as carbon
dioxide to escape into the air and act likes a warm
blanket over the earth.
On the way to reduce greenhouse gases is to reduce

deforestation, the cutting down of trees. Trees soak up
carbon dioxide from the air, so having lots of trees
around is good for the atmosphere.
There are already some changes happening because

of global warming. Sea level is rising and some animals
are moving to new homes because their natural habitat
is disappearing. If the warming gets worse, as
scientists expect, there may be some kinds of plants
and animals that become extinct.
262

There may be more storms and floods. Due to melting
ice caps, sea levels may rise so much that people have
to move away from the coasts. Some areas may
become too dry for farming.
All humans contribute to global warming by burning

fossil fuels when they drive a car, fly in an airplane and
heat or cool their houses.
The best way to help slow down global warming is to

put less carbon into the air by using less fossil fuel.
Source:
https://wordville.com/ReadingComp/ED8GlobalWarmin
g.html
E. Discussing new Recall the activity on how to express

concepts and opinions/viewpoints.
practicing new skills (Please refer to YouTube link)
#2 How to express your opinion in English.mp4
Sources:
How to express your opinion in English published on
December 5, 2013
https://www.engvid.com/how-to-express-your-opinion-in-
english
Phrases for expressing an opinion published on April 9, 2018
Express Your Opinions (English Speaking) published on July

1, 2016
https://learningenglish-voanews-
com.cdn.ampproject.org/v/s/learningenglish.voanews.com/a
mp/4755937.html?amp_js_v=a2&amp_gsa=1&usqp=mq331
AQEKAFwAQ%3D%3D#referrer=https%3A%2F%2F%2Fww
w.google.com
How to Express your Opinion in English/Useful English

Phrases/Conversational English published on
September 8, 2018
Note: Teacher may use his/her own video clips.
Work by Pairs
Discuss with a partner your viewpoints about the
selection/issue read and use the phrases for
expressing your opinion.
Expressing your opinion
I think In my opinion,
I believe In my view,
I feel From my viewpoint,
From my point of view,
Be ready for a pair reporting afterwards.

(Have their written report ready.)
263

F. Developing
mastery (Leads to Ask some pairs of pupils to report their outputs while
Formative the others analyze and take note of the important
Assessment 3) points.
(To show openness to criticism conduct a

brainstorming strategy.)
application of Ask:
concepts and skills 1. What have you learned from the selection that
in daily living you have read?
2. Who are the most affected with these changes?
3. As a student, how can you contribute to lessen
the effect of these changes?
H. Making
generalizations of How will you give a viewpoint on a certain issue?
concepts and skills  Sentence 1 - State first viewpoint
in daily living  Sentence 2 – Discuss first viewpoint
 Sentence 3 – Reason why you agree or disagree
with viewpoint
 Sentence 4 – Example to support your viewpoint
Ask:
As you worked on your task, were you able to show
openness to criticism?
I. Evaluating
learning Read the issue silently and organize the information
you got from it by writing your opinion using the
phrases in expressing an opinion in a one whole sheet
of paper. Be guided with the question below.
Issue:
Currently, Sorsogon City is active in
implementing environmental waste management, but
only few barangays have given their full support.
Among the barangays that implement environmental
waste management are Tugos of West Ditrict, Bato and
Salvacion in Bacon District. These barangays have
implemented their Barangay Ordinance, Materials
Recovery Facility (MRF) can be built and there is a
mechanism that supports environmental waste
management.
Awareness of the preservation of nature in Bato
community has begun due to the variety of events in
the area. Part of these events is the issue of dirty
drinking water at Sitio Lumang Bato, not much attention
is paid to the environmental cleanliness and good
sanitation of people causing sickness such as diarrhea,
stomach ache and even quarrel with neighbors over
improper disposal and waste management. Also
located in the barangay is one of the dumpsites of
264

Sorsogon City which also requires that the City Local
Government gradually regulated by law.
Excerpt from Ecological Solid Waste Management
Guidebook
Ask:
How can your knowledge or awareness of this issue
influence you as part of your community?
(Rate the given opinions of each pupil using the rubric

below.)
RUBRICS
5 His/her opinion was clear, concise and relevant to
the topic
4 It may not be complete but it is related to the topic
3 Not all the opinions he/she expressed were

related to the topic
2 The opinions he/she expresses are not clear
1 Something has been written but nothing has been

stated on the topic
J. Additional
activities for Write three persuasive paragraphs to answer the
application or following questions:
remediation 1. In your opinion, is global warming an imminent
world threat? Why or why not?
2. Based on your opinion, what actions do you
believe should be taken to address the global
warming issue?
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
265

continue to require
remediation
Why did this work?

encounter which my
supervisor/principal/dep
artment head help me
solve?
teachers?
Other Sources Used:
266

Grade 6
Quarter 3 Week 8, Day 4 and 5
I. OBJECTIVES

Standards  Demonstrate understanding of library skills to
research a variety of topics

Standards  Utilizes discrete techniques (general or specific)
and applies appropriately them to all or most fields
of study
C. Learning  Organize information from secondary sources like

Competencies/O documentary films in preparation for writing,
bjectives reporting, and similar academic task in
(Write the LC collaboration with others.
code for each) EN6SS-IIIj-4
expressions in dialogs.
EN6F-IIIj-3.5, EN6F-IIIj-3.2, EN6F-IIIj-3.6
II. CONTENT ORGANIZE INFORMATION FORM DOCUMENTARY

FILM
III. LEARNING
RESOURCES
References
1. Teacher’s Curriculum Guide p. 138-139
Guide Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
the LR Portal
5. Other Learning Pictures of street children and non-street children,
Resources documentaries video clip
IV. PROCEDURE Slow Learners Average Advance
Learners d
Learners
DAY 3 Provide a set of Provide jumbled Ask:
pictures. letters. What is
A. Reviewing the Let the pupils check the Let the pupils your idea
previous lesson or pictures that show form about a
presenting the new street children. the word documen
lesson documentary out tary?
of it. Have you
Clue: It is a non- seen a
267

fictional motion documen
picture intended tary?
to document What is it
some aspect of all about?
reality.
Follow-up
Question
s:
Have you
watched
Jessica
Soho/Rat
ed K?
What
kind of
episodes
do they
show?
The teacher will process and write the responses of
each group.
B. Establishing a
purpose for the Present the objectives of the lesson.
lesson At the end of the lesson you will be able to:
 Organize information from secondary sources like
documentaries in preparation for writing, reporting,
and similar academic task in collaboration with
others.
expressions in dialogs
C. Presenting
examples/instances Say: Today, we are going to watch a documentary film
of the new lesson entitled “Anak ng Maynila”.
 Presentation of the Documentary film
Source:
https://www.youtube.com/watch?v=lbyrZkzeor4
D. Discussing new
concepts and Comprehension Questions:
practicing new skills 1. What is the documentary all about?
#1 2. What information did you get form the
documentary?
3. Who are the street children?
4. What are the two categories of street children?
5. Why do children wander off the streets?
6. How will you describe the lifestyle of street
children?
7. Do you want to be like them? Why?
8. How will you help them?
The teacher will place the answers of the pupils in the

graphic organizer.
268

E. Discussing new
concepts and Discuss:
practicing new skills A documentary film is a nonfictional motion picture
#2 intended to document some aspect of reality, primarily
for the purposes of instruction, education, or
maintaining a historical record.
Some types of Documentary are:

1. Poetic Documentary – Its main aim is to focus
on experience, images and shows people the
world from a different set of viewpoint.
2. Expository Documentary – It is the closest
relatable to the term “documentaries”. It is
contrasting to the poetic documentaries
intended to persuade or inform.
3. Observational Documentary – It focuses to
observe the world and surroundings.
4. Reflexive Documentary – It is similar to
participatory, however, they make no attempts
to explore an outside subject. Rather, they
focus solely on themselves and the act of them
making the film.
5. Performative Documentary – It is an
experimental combination of styles used to
stress subject experience and share an
emotional response to the world.
 There are other informative/educational videos but

not considered as a documentary.
The information from a particular documentary needs

to be organized using:
 graphic organizer
 outlining
 paraphrasing
Sources:
https://en.wikipedia.org/wiki/Documentary_film
https://www.sociologygroup.com/documentaries-types/
269

DAY 4
The teacher will show another documentary film.
F. Developing  1:10-7:15 Air pollution in Sta.Cruz,Manila.
mastery (Leads to Source:https://www.youtube.com/watch?v=HW0MWfK4M
Formative 7o
Assessment 3)
SLOW (I can do this)
Fill-out the graphic organizer with the information from
the documentary film. The pupils will choose their
answers from the box and present it to the class.
Causes Effects
Air
Pollutio
n
Vehicles burning fossil fuels asthma

Household and faming chemicals death
Respiratory system complication
Volcanic activity
AVERAGE (I can write this)

Complete the outline with the information from the
documentary.
I. There are many causes of Air Pollution.
A. _______________________________
B. _______________________________
II. There are ways to prevent Air Pollution.
A. _______________________________
B. _______________________________
ADVANCED (I can report this)

Mock-Up Documentary Film Interview
One will act as interviewer and the others will act as
street children.
Let the pupils observe the dialog between the

interviewer and interviewee.
 What should be the facial expression of the
interviewer? How about the interviewee?
 Discuss the proper rate and expression in a
dialog.
application of How can these documentaries be useful /helpful in your
concepts and skills studies?
in daily living
270

H. Making
generalizations of 1. What is a documentary?
concepts and skills 2. What are types of documentary?
in daily living 3. What information can be found in a
documentary?
4. How is documentary being organized?
I. Evaluating
learning The pupils will watch a documentary and fill-out the
graphic organizer with the details from the film.
 The Pasig River: Reviving a Dead Water in the
Philippines
Source:
https://www.youtube.com/watch?v=YZdl7BgIVsY-
Pasig River
Before After
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION

earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?
271

encounter which my
supervisor/principal/dep
artment head help me
solve?
teachers?
Other Sources Used:
272

Grade 6
I.OBJECTIVES
The learners:
A. Content Standards  Demonstrate understanding of
various non-verbal elements in
orally communicating information
The learner:
B. Performance Standards  Orally communicates information,
opinions and ideas effectively to
different audiences for a variety of
purposes
C. Learning 
Present a coherent, comprehensive
Competencies/Objectives report on differing viewpoints on an
issue EN6OL-IIIi-1.19
II. CONTENT VIEWPOINT OF AN ISSUE
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages K-12 Curriculum Guide Week 9, page 125
3. Textbook Pages Avenues in English 6 p. 291
the LR Portal
5. Other Learning Resources Editorial excerpts inquirer.net
News clips- by: Nelly J. Sanin
IV. PROCEDURE Advanced Average Slow
A. Reviewing the previous  What is a viewpoint?
lesson or presenting the new  What is meant by differing viewpoints?
lesson  How do you present a coherent report on
differing viewpoint?
B. Establishing a purpose for Show the picture of the boat which was
the lesson allegedly hit by the Chinese fishing vessel.
Solicit from pupils their prior knowledge or their
perception of what happened to the situation
conveyed by the picture.
https://filipinotimes.net/news/2019/06/14/china-says-sinking-filipino-
vessel-ordinary-maritime-incident/
273

 Who do you think are in the picture?
 What might have happened to the boat
and to the people as shown in the
picture?
 Have you heard the news about the
Filipino fishing boat being hit by the
Chinese maritime militia vessel?
 What was the name of the Filipino
fishing boat?
C. Presenting
examples/instances of the Unlock me Up!
new lesson Probe – a careful examination of something
Abandoned – left without needed protection,
care or support
Conflict – strong disagreement between
people, groups, etc. that results in often angry
argument
Rescued – to save (someone or something)
from danger or harm

and practicing new skills #1 Know Me!
A viewpoint is a way of looking at
something. It is also called “point of view”.
Everyone has a viewpoint different from others.
Learning the role of viewpoint and
understanding that each person has a unique
point of view is an important thinking skill. It is
not only important to become comfortable
sharing your own viewpoint, you must also be
willing to listen to and learn from the viewpoints
of others. Your view point is stronger when
there is evidence to support it.
How to Compose a Coherent Report on

Differing Viewpoints on an Issue
1. The report must have a single generalization
that serves as the focus of attention, that is, a
topic sentence.
2. A writer must control the content of every
other sentence in the report’s body such that
a) it contains more specific information than the
topic sentence and;
b) it maintains the same focus of attention as
the topic sentence.
Expressions Used for opinions
In my opinion…
I think….
Perhaps…
In my point of view…
Maybe…
Etc.
274

E. Discussing new concepts
and practicing new skills #2 Read the editorial article below. Analyze it and
give your viewpoint about the issue presented.
After agreeing to a joint probe, President

Rodrigo Duterte was reportedly willing to have
a third party conduct an investigation into the
sinking of a Filipino fishing boat after it was hit
by a Chinese vessel, which abandoned the
fishermen at sea of Recto Bank in the West
Philippine Sea on June 9.
Responding to media questions, Duterte
said an independent marine board of inquiry
could conduct the third party probe even as the
two countries carry out separate investigations
and try to reconcile conflicting details.
The Philippine government has finished a
preliminary probe of the incident, in which a
Chinese maritime militia vessel was believed
involved. Beijing has denied the 22 Filipino
fishermen’s story that their boat, the Gem-Ver,
was deliberately rammed by the Chinese.
Beijing is still investigating the Filipinos’
complaint that they were abandoned in the
water and rescued only four hours later by
Vietnamese fishing boat.
 What is your viewpoint about the issue?

 Is Duterte right in asking the third party
to conduct an investigation? Why?
 Do you agree or disagree to China
denying the claim of Filipino fishermen
that they were rammed by Chinese
vessel? Explain your viewpoint.
(Leads to Formative Present the provincial Executive Order No. 29-
Assessment 3) A-2019. Let pupils analyze and give their report
on differing viewpoints regarding the issue.
275

Guide Questions:
 What are the important issues the
picture depicts?
 What are the things you can do to help
solve the problem water pollution?
 Why do you think this problem is hard to
solve?
application of concepts and Let’s Work Together!
skills in daily living Form 3 groups. Let each group perform as
instructed.
Group 1
Read and understand the news report.
(Report written by Nelly J. Sanin)
Source: PIA
DOH spots, Dengue high in
Bicol
“Bicol Region has exceeded the dengue
alert threshold during the first half of this year,”
the Department of Health said citing the high
increase of dengue cases from 1,488 cases
recorded in 2018 to 2,660 dengue cases in the
first six months of 2019.
DOH Regional Director Dr. Ernie Vera
said in a press conference that this situation is
alarming, “since despite of our concerted
efforts with local health partners, there is still a
continuous rise of dengue cases across our
region.”
“We are expecting more cases to surface
with the prevailing rainy season,” he added.
The prevailing problem on dengue was
concluded to have become more serious and
needed greater awareness of the people. DOH
encouraged everyone to help fight dengue by
maintaining a clean environment and religiously
do its 4-S campaign, search and destroy the
breeding places of mosquito at any possible
time.
QUESTIONS
1. With the figures presented, what can you
infer about the dengue cases in Bicol?
2. How can you help lessen the spread of
dengue carrying mosquito?
3. What is your viewpoint about the issue?
Group 2
Study the picture. Give your viewpoint about
the message conveyed by the picture.
276

3
https://newsinfo.inquirer.net/1140084/doh-heightens-drive-to-
combat-dengue-in-bicol fogging
https://cnnphilippines.com/regional/2019/7/23/Dengue-death-toll-
Bicol-36-DOH.html biting mosquito
Group 3
Study the map. Brainstorm with your
groupmates and give your viewpoints regarding
the issue presented.
https://cnnphilippines.com/regional/2019/7/23/Dengue-death-toll-
Bicol-36-DOH.html
H. Making generalizations of
concepts and skills in daily  What is a differing viewpoint?
living  How can you have a more concrete
viewpoint?
 How will you give a viewpoint on a
certain issue?
Sentence 1 – State a viewpoint

Sentence 2 – Reason why you agree or
disagree with the viewpoint
Sentence 3 – Cite an example to support your
viewpoint
Read the article below. Answer the questions
following it.
“Fight Dengue”-DOH,Prov’l Gov’t
(Nelly J. Sanin)
With the alarming report of the Department
277

of Health on the increasing cases of dengue in
Bicol, the provincial government of Sorsogon
has directed all mayors, barangay officials and
all concerned to arrest the prevalence of
dengue by intensifying the 4-S campaign of the
DOH.
Gov. Francis Escudero, governor of
Sorsogon declared July 29 as “Kada
Sorsoganon Magdanon, Anti-Dengue Special
Working Day”. This is to encourage every
Sorsoganon to participate in the mosquito
elimination drive. The activities would like
everyone to search and destroy the mosquito
breeding areas in their houses and
surroundings.
DOH Regional Director Dr. Ernie Vera on
the other hand warned people about this viral
disease which he said has no known cure yet
or specific antibiotics to treat it.
He urged the public not to just rely on the
Health Department in curbing the rise in
dengue cases but to do their part in eradicating
the disease.
QUESTIONS
1. What is the first viewpoint expressed in
the news article?
2. How can you help eradicate the spread
of dengue carrying mosquito?
3. Reason why you agree or disagree on
the viewpoint
4. Cite examples to support your view.
.J. Additional activities for

application or remediation Read news or watch news on television. Give
your viewpoint about the news. Share to the
class your viewpoint about the news.
V. REMARKS
VI. REFLECTION

assessment
work? No. of learners who have
278

strategies worked well? Why did
this work?

encounter which my
head help me solve?
teachers?.
Other Sources Used:

Printable pictures
279

https://www.facebook.com/officialchizescudero/photos/a.10151075176090610/101571775
47980610/?type=3&theater
280

Grade 6
I. OBJECTIVES
A. Content Standards The learners:

Demonstrate understanding that words are
composed of different parts to know that their
meaning changes depending in context
B. Performance Standards The learner:

Uses strategies to decode correctly the
meaning of words in isolation and in context
C. Learning Competencies/ Infer meaning of content specific terms using

Objective context clues EN6-IIIi- 12.3.3
II. CONTENT CONTEXT CLUES
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide None
2. Learner’s material None
3. Textbook page English Express Ways Reading V p-44, 57,65
from LR portal
B. Other Learning
Resources
IV. Procedures Advanced Learner Average Learner
A. Reviewing previous
lesson or presenting the Ask: Ask:
new lesson What do you do to What do you use to find
find the meaning of the meaning of
unfamiliar words? unfamiliar words?
B. Establishing the purpose  Presentation of  Presentation of the
of the lesson the objective objective
C. Presenting Read the paragraph
examples/instances of the and infer the Read the paragraph
new lesson meaning of the and infer the meaning
underlined word. of the underlined word.
Identify the Identify the surrounding
surrounding word word that gives the clue
that gives the clue to to its meaning.
its meaning.
Princess Sofia lives in a
castle. The castle is
281

The village people protected by heavy
are crying for help guards and it is
because the surrounded by a moat,
conflagration is which is a water canal,
aided by wind, it to keep the enemies
was so destructive away.
that every house
was completely Ask:
burned to the  What is the
ground. meaning of moat?
 How did you find
Ask: the meaning of the
 What is the word?
meaning of the  What is the clue in
conflagration? finding the
 How did you meaning?
find the
meaning of the
word?

and practicing new skills Discuss: (use the same
#1 CONTEXT CLUES activity)
are hints that the
author gives to help
define/understand a
difficult word or
unusual word. The
clues may appear
within the sentence
or it may follow in
the next sentence.
Using context clues
means to figure out
what word means by
how they are used
in the sentence or
paragraph where
they appear.
Types of contextual
clues
a. Definition
clue- it
explain or
describe
Example:
Discount is the
amount subtracted
from the original
b. Appositive
clues- a word
282

or phrase
that identifies
the word it
follows.
Synonym and
antonym of word are
also used.
Example:
Using computer has
beneficial results.
One positive
outcome is making
our works easier
and faster.
(synonym)
I despise bitter
foods but I adore
sweets. (antonym)
Cassava has edible

leaves, it can be
eaten.(synonym)
E. Discussing new concept

and practicing new skill #2 Infer the meaning of Infer the meaning of
the underlined the underlined word.
words. Identify the Identify the surrounding
surrounding word word that gives clue to
that gives clue to its its meaning.
meaning
1. Biographers, or
1. Normal one who writes
precipitation about people’s
makes the lives is an
plants grow, example of
too much author.
flood the
area. 2. The student
was suffering
2. The winner from anxiety ,
was given a for example,
commendati when he first
on for his saw the test he
achievement. began to
tremble
3. The
presentation 3. We should not
was very entertain
long. I will fallacious
just get the argument, it will
gist of it. mislead you.
283

4. We should 4. The girl was
not entertain churles- rude,
fallacious sullen, and
argument, it absolutely ill-
will mislead manned.
you.
5. Speed tells us
5. I hate how fast the
loquacious object is
man. What I moving.
want is silent
type. Use context clues to
infer the meaning of the
F. Developing Mastery ( underlined words.
leads to formative Use context clues to Choose your answers
assessment) infer the meaning of from the box.
the underlined
words.  Middle
 Held in place
1. After seeing  Before lunch
the starving  Decreasing
children in  Oven
the slum
area, we all
felt 1. We ate our late
compassion breakfast at
or pity for forenoon.
their 2. .
suffering. 3. In the midst of
the night, she
2. I was woke up and
reluctant to started to cry.
go mountain
climbing but 4. Pots and jars
my brother are cooked in a
was eager. big improvised
oven called kiln.
3. The soldiers
attacked the 5. Roots are
fort, a anchored in the
military soil. They are
enclosure attached firmly
that served in the soil.
as the
headquarters 6. 4,3,2,1, is in
of the descending
enemies. order.
4. We had our
sewer in the
house fixed
by skilled
plumber.
This
284

underground
pipe had
leaked for a
couple of
days.
5. Mother had
hard time
ascending
the forest
path, which
was sloping
or leading
upward.
applications on concepts Infer the meaning of (Note: Use the same
and skills in daily living the underlined activity)
words.
 How did you
1. When not find the
used for meaning of the
decorations, unfamiliar
flowers words?
should not  What is a
be plucked context clues?
from
gardens.
2. A righteous
person sees
to it that he
or she
performs
good deeds
always.
3. Perspiration
rolled down
from the
farmer’s
head as he
plowed the
field under
the hot sun.
4. The wealthy
farmer
shared his
produce
generously
with the
people in the
village.
285

5. The
headlights of
the car were
gleaming
through the
rain when
the car
skidded.
H. Making generalization and

abstractions about the How did you find the
lesson meaning of the
unfamiliar words?
What are a context
clues?
I. Evaluating Learning
Infer the meaning of Infer the meaning of the
the underlined underlined words.
words. Choose your answers
inside the parenthesis.
1. The girl is
churlish - 1. The tiger lives in
rude, sullen, the jungle
and where other wild
absolutely ill- animals are and
mannered. where trees and
plants
2. The who abound.(forest,
used to be farm, sea)
vociferous –
doesn’t talk 2. Don Emilio
much wears the fine
anymore. clothes.
( old, dirty, high
3. His quality)
pertinacity or
stubbornnes 3. The river
s, is the descend from
cause of the mountain to
most of his the sea.( flow
trouble. slowly, falls
downward,
4. Because the zigzag left and
conflagration right)
is aided by
wind, it was 4. It’s a mercy that
so you were not
destructive injured in the
that every accident.
building was (blessing, curse,
completely tragedy)
burned to the
ground. 5. Just enough
precipitation
286

5. Archaeology makes the
is the plants grow fast.
scientific ( fertilizer,
study of pre- sunlight, rain)
historic
culture by
excavation of
their
remains.

application or remediation Make a mini
dictionary of the
words that you
know. Add a word
everyday
V. REMARKS
VI. REFLECTION
assessment
work? No. of learners who have
strategies worked well? Why did
this work?
287

Grade 6
I. OBJECTIVES
The learners:
A. Content Standards  Demonstrate understanding that English
language is stress timed to support
comprehension (F)
 Demonstrate understanding of verbal and
respond back (A)
The learner:
B. Performance Standards  Reads with sufficient accuracy and fluency
to support comprehension (F)
 Uses variety of strategies to provide
appropriate feedback (A)
C. Learning Competencies  Observe accuracy, appropriate rate and

(Write the LC code for proper expressions in dialogs. (EN6F-IIIi-
each) 3.5, EN6F-IIIi-3.2, EN6F-IIIi-3.6)
 Show openness to criticism. (EN6A-IIIi-18)
Specific objectives:
1. Identify the guidelines in delivering or
making a dialogue accurately.
2. Deliver a dialogue with accuracy,
3. Show openness to criticism.
II. CONTENT ACCURACY, RATE AND PROPER

EXPRESSIONS IN DIALOGS
III. LEARNING
RESOURCES
A. References Curriculum Guide in English, p. 139
1. Teachers Guide Pages
2. Learners Material Pages
3. Textbook Pages English for All times 6 (Language Textbook).1999.
pp. 209-210 and 220-221
LRMDS
B. Other Learning
Resources Youtube (video clips), chart, task cards, rubrics
IV. PROCEDURE
A. Reviewing previous Advanced Learners Average Learners
288

lesson or presenting the  What is your  What is your
new lesson favorite movie? favorite
 What can you say movie?
about the way the  What can you
actors and say about the
actresses do their way the actors
dialogues in it? and actresses
do their
dialogues in
it?
B. Establishing a purpose
for the lesson The teacher will present the objectives of the
lesson.
Today, we will learn how to:
C. Presenting examples/
instances of the new LET’S WATCH THIS!
lesson Show a video clip taken from the movie Frozen
Reference:
https://m.youtube.com/watch?v=uE_Hllevy2g
Published on July 15 2014, Accessed July 6, 2019
Comprehension questions:
1. Who are the characters in the

conversation/ dialogue?
2. Did you understand their conversation?
3. What are they talking about?
4. If you were Anna and Kristoff,would you
accept a strange creature like Olaf as a
friend? Why or why not?
Explain the following guidelines in
making/delivering a dialog:
Making a dialogue
1. Consider the characters and their
characteristics.How can you describe the
characters in the dialog based on the lines
they have delivered?
(Ex. Olaf was cheerful)
2. Focus on the topic/concept
What was the topic or cocept of the
conversation in the clip?
(The clip was about meeting a new
friend)
3. Construct the lines with proper grammar,
Did the lines in the dialog follow proper
grammar?
289

Delivering a dialogue
1. Deliver the dialog with accuracy and
believability of the roles.
Did the delivery of the dialog realistic and
consistently in character?
2. Recite the words clearly.
Did the characters in the clip delivered their
lines clearly? Are there some words not
pronounced clearly?
3. Match the facial expressions and loudness
of voice with the emotion of the words
spoken
What can you say about the facial
expressions of the characters in the clip as
they deliver their lines?
(Their facial expressions matched the
words they have spoken)
What emotions were seen in the clip? How
did these emotions reflected by the
loudness of the voice of the characters?
(Ex. Excitement-a bit loud voice)
4. Deliver the lines with appropriate speed
and intonation.
Did the characters delivered their lines with
appropriate speed and intonation?
and practicing new skills LET’S ACT IT OUT!
no.1 The teacher will present the rubric in delivering a
dialog and will discuss how to use it as a score
sheet.
Too Late
Situation: One cold afternoon, Ed went home and
saw Jim waiting for him outside his door.
ED: Jesus, you startled me! I wasn’t expecting you
here.
JIM: Where were you? I’ve been waiting here for

an hour. You didn’t leave a note or—
ED:I wasn’t planning on going anywhere—
JIM: I can see that. Where’s your coat?
ED: I left the house in a hurry. I… um… my

mother…
JIM: The hospital reached you? God, I’m sorry.

That’s why—
ED: The hospital?

JIM: They called me when they couldn’t get you.
ED: I don’t understand.
JIM: Your mother. You said —
290

ED: I ran out to buy some flowers for her. She’s
been so down.
JIM: For three hours you’ve been buying flowers?
ED: And then I drove around. I’ve had… a lot on

my mind. But I’m fine now. Fine.
JIM: You didn’t go by the hospital?
ED: No. Look, I’m freezing. Let’s go inside. Why

did the hospital call? Does the doctor need my
signature for more tests?
JIM: We have to go to the hospital.
ED: I’ve had a terrible—
JIM: We have to go to the hospital. Now. The rest

of your family is already there.
ED: Oh. Oh, God. Mom’s all right, isn’t she? Oh,
Christ, she isn’t. I’m being punished… she’s dead.
Advanced Learners Average Learners

The teacher will choose The teacher will choose
pupils to deliver the one pupil to be his/her
dialog while others are partner in delivering the
listening. dialog while others are
1. Who was in the listening.
hurry to reach the 1. Who was in the
hospital? hurry to reach the
2. Who were already hospital?
in the hospital 2. Who were already in
before he came? the hospital before
3. Who died in the he came?
hospital? 3. Who died in the
4. What can you say hospital?
about the dialog? 4. What can you say
How about the about the dialog?
delivery? How can it How about the
be improved? delivery?
The class will rate the
performance using a The class will rate the
rubric. (see attached performance using a
rubric) rubric. (see attached
rubric)
E. Discussing new concepts Advanced Learners Average Learners
and practicing new skills
no.2 The teacher will group The teacher will group
the class into six. The the class into six. The
first three groups will first three groups will
choose the two choose a part of the
291

representatives to dialogue to deliver in
deliver the dialog in class while the other
class while the other three will evaluate the
three will evaluate the delivery using the
delivery using the rubrics. (see attached
rubrics. (see attached rubric)
rubric)
Example: (Group I)
Example: ED: Jesus, you startled
The delivery of group I me! I wasn’t expecting
will be evaluated by you here.
group II, Group III will
be evaluated by group JIM: Where were you?
IV and group V will be I’ve been waiting here
evaluated by group VI. for an hour. You didn’t
leave a note or—
 How did you ED:I wasn’t planning on

find the activity? going anywhere—
 What elements
of dialog have JIM: I can see that.
you observed? Where’s your coat?
ED: I left the house in a

hurry. I… um… my
mother…
JIM:The hospital
reached you? God, I’m
sorry. That’s
why—
ED:The hospital?
JIM:They called me
when they couldn’t get
you.
ED: I don’t understand.
 How did you find

the activity?
 What elements
of dialog have
you observed?
(Leads to Formative LET’S DO IT BY GROUP!
Assessment 3). Teacher will post chart on the board and each of
the three groups (merged groups from the
previous activity) will be asked to read the story
with dialog observing the discussed guidelines.
Summer in Palawan
(from English for All Times 6, pp. 209-210)
LORNA: Where did you spend your summer
292

vacation?
TINA: I went to Palawan with my family. We stayed

at a hotel in Puerto Prinsesa. I really had a great
time there!
LORNA: What places have you visited there?

TINA: Well, we went island-hopping at the Snake
Island and Bat Island.
LORNA: How frightening could it be to visit an

island of snakes and bats!
TINA: You’re wrong there. The Snake Island was

named as such because of its shape when you
view it from above. About the Bat Island, I learned
it is really full of bats but I believe they are
harmless.
LORNA: Were you able to see the bats?
TINA: Unfortunately not, because we had to go to

the Underground River. But listen to this! It was in
the Underground river that I saw bats.
LORNA: Really? Come on, tell me about it!
TINA: We rode on a boat to the Underground

River. A guide was with us giving orientation about
the figures formed by stalactites and stalagmites. It
was so cold and dark inside the cave. I could hear
the trickle of water from above. Only the swish of
the paddle on the water and the echoing voice of
the guide could be heard. Once in a while, I could
hear the flapping of wings. Then I realized there
were bats flying around and above us. It was an
eerie atmosphere.
LORNA: Did you wish you would get out of the

cave first?
TINA: Never! I was resolved to finish the trip no

matter what and I sure did! It was really a great
experience. No wonder, Palawan is one of the
most famous tourist spot in our country.
application of concepts LET’S APPLY!
and skills in daily living The teacher will show a video clip showing a
dialog (Conversation between two friends about
games and sports) and will guide the pupils to do
their own judgments in accordance to accuracy,
appropriate rate and proper expressions. (use the
rubric)
293

Reference:
https://m.youtube.com/watch?v=7BXMrDKswz0
Published on August 25 2018, Accessed August 9,
2019
Will do the activity Will do the activity in
individually. pairs.
H. Making generalization
and abstraction about the  How can we observe accuracy, appropriate
lesson rate and proper expressions in dialogs?
We can observe accuracy, appropriate rate

and proper expressions in dialogs by considering
the proper use of the following: voice and verbal
expressions, facial expressions and gestures,
grammar and content.
I. Evaluating learning Advanced Learners Average Learners
The teacher will give a The teacher will give a

task card to each group task card to each
and ask them to make a group. Each group will
dialog for each given be asked to deliver the
situation. They will then given dialogs with
deliver their own dialogs accuracy, appropriate
in class with accuracy, rate and proper
appropriate rate and expressions. Their
proper expressions. performance will be
Their performance will be rated using the rubric.
rated using the rubrics. (see attached rubric)
(see attached rubrics)
 Group I
 Group I Jeda: Oh! What was
You were asked by your that noise? Do you
mother to prepare some know where it came
banana leaves for her from?
suman. You asked your
sister to go with you yet
she refused to walk on Andrea: I don’t know
grassy areas so you did which way it came
the task with a friend from.
who went along with you
willingly. Jeda: Let’s go and see
it. Just follow me and
 Group II you’ll be safe.
You were invited by your
friends to watch the Andrea: That is exactly
fiesta parade and other what I wanted to do.
events and you excitedly
agreed to join them. Jeda: Roofy! Don’t
ever do that again! You
 Group III scared me to death!
You and your sibling Oh! It’s only my pet
294

went on a perya and you dog, Roofy.
went inside the horror
train even if you’re  Group II
scared. Karen: Wake up, Sue!
You have to see the
 Group IV sunrise!
Suppose you have an
interview with President Susan: Don’t bother
Rodrigo Duterte about me. I want to sleep.
his accomplishments and
plans for the country. Karen: Ok, I just didn’t
want you to miss it.
Susan: I’m never really

awake until after
breakfast
Karen: I’ve been up for

an hour, painting the
clouds.
Susan: I can’t find

anything to do on this
vacation.
 Group III
Syrus: Papa, why are
you packing your
things? Where are you
going?
Father: I’m leaving

son. I’ll be working
abroad for us to have
enough money for your
education.
Syra: Papa, please

don’t leave, I think you
can also find a job
here.
Father: I’ll have bigger

salary if I work abroad,
I can buy you more
toys and I can send
you to a better school.
Syra: We’d rather live

a simple life with you
than to live a
comfortable life away
from you.
295

Syrus: I agree Papa; I’ll
always choose you
over toys and beautiful
school.
J. Additional activities for Write your own script/dialog. You may choose from
application and the following settings: home, classroom, market, or
remediation (Assignment) park.
Observe characterization, proper sequence of
events, proper grammar and the use of emotive
language.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation (scored
below 80%)
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lessons
continue to require
remediation
strategies worked
well? Why did this
work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/ discover
which I wish to share
with other teachers?
296

Sample Activity Sheet
Group I
Deliver the dialog below:
Source:English for All times 6 (Language Textbook).1999. pp.220-221
Rubric in Delivering a Dialog

Group _____
LEVEL/SCORE SCORE
CRITERIA
4 3 2 1 GAINED
The entire The delivery The delivery The delivery
Accuracy delivery of of the dialog of the dialog of the dialog
the dialog were usually were often were rarely
and
was always realistic and realistic and realistic and
believability realistic and in character in character in character
of the role consistently
in character
Speech is Speech is Speech is Speech is
Clarity of always clear usually clear often clear rarely clear
speech and easy to and easy to and easy to and easy to
understand understand understand understand
Always Usually Often Rarely
expresses expresses expresses expresses
Expression emotion emotion emotion emotion
and body through through through through
language voice, facial voice, facial voice, facial voice, facial
expression, expression, expression, expression,
and gestures and gestures and gestures and gestures
The lines are The lines are The lines are The lines are
consistently usually often rarely
delivered delivered delivered delivered
Speed and
with with with with
Intonation appropriate appropriate appropriate appropriate
speed and speed and speed and speed and
intonation intonation intonation intonation
TOTAL
297

Rubric in Making a Dialog
Group _____
LEVEL/SCORE SCORE
CRITERIA
4 3 2 1 GAINED
The The The The
characteristics characteristic characteristic characteristi
of the s of the s of the cs of the
characters were characters characters characters
Characters
consistently were usually were often were rarely
shown in every shown in shown in shown in
line in the dialog every line in every line in every line in
the dialog the dialog the dialog
The dialog is The dialog is The dialog is Ideas seem
very well fairly well a little hard to be
organized. Ideas organized. to follow. The randomly
are chronicled Ideas are transitions arranged
well and one chronicled are and
idea follows well and one sometimes improvemen
Chain of
another in idea may not clear and t is needed.
events
logical sequence seem out of seems out of
with clear place. Clear order
transitions transitions
are used, but
not often
enough.
Sentence Sentence Sentence Sentence
formation, formation, formation, formation,
direct speech, direct direct direct
and correct speech, and speech, and speech,
Grammar
tense are used correct tense correct tense correct
precisely are used are used tense, are
capably soundly used
limitedly
Emotive Emotive Emotive Emotive
language is used language is language is language is
Vocabulary
proficiently used used used
effectively satisfactorily limitedly
TOTAL
298

Grade 6
Quarter 3 Week 9, Day 4 and 5
I.OBJECTIVES
The learners:
A. Content Standards  Demonstrate understanding of library
skills to research a variety of topics
 Demonstrate understanding of the
research process to write a variety of
texts
The learner:
B. Performance Standards  Utilizes discrete techniques
( general or specific) and apply
appropriately them to all or most fields of
study
 Uses variety of research strategies to
effectively write a variety of texts for
various audiences and purposes
C. Learning Competencies  Organize information from secondary

sources in preparation for writing,
collaboration with others EN6SS-IIIi-4
 Show openness to criticism EN6A-IIIi-18
II.CONTENT Organize information from secondary sources in

preparation for writing, reporting and similar
academic tasks in collaboration with others
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide in English 6 page 136
pages
pages
3. Textbook pages
National Achievement Test (Grade Six)
Skill Builders for Efficient Reading page 35
Author: EVELYN S. SALAZAR
ACROSS BORDERS THROUGH READING
page 101
ENGLISH FOR ALL TIMES READING 3 page
68-69, 76-77
SKILL BUILDERS FOR EFFICIENT READING
Author: Nila B. Cay, Luz Dela
Concha,Wilhelmina G. Borjal, Vilma May A.
Fuentes, Evelyn S. Salazar pages 12-13, 69
ENHANCING READING SKILLS page112-113
Hand Outs in English
299

from Learning
Resource ( LR )
portal
B. Other Learning Laptop, Projector, Manila Paper, PowerPoint
Resources Presentation, Meta Cards, Copy of the Selection
IV. PROCEDURE
lesson or presenting Advanced Learners Average
the new lesson How will you observe Learners
accuracy, appropriate rate and How will you
proper expressions in dialog? observe
accuracy,
appropriate
rate and proper
expressions in
dialog?
B. Establishing a
purpose for the Motivation: Motivation:
lesson  Do you know how frogs  What insect
develop and grow? causes
 Would you like to know the dengue
stages in frog’s life? fever?
 What are the stages in the  What
development of the life should we
cycle of a frog? do not to be
 How many are they? a dengue
victim?
Unlocking of difficulties  Would you
Locate the meaning of the like to know
underlined words in the the stages
following sentences. in
mosquito’s
1. The tadpoles grow big and life?
swim about in the pond.  Find out
a. Larva of a frog how many
b. Larva of a mosquito stages a
c. Larva of an ant mosquito
2. A frog lays small round goes
eggs in the pond. through in
a. a body of water smaller its life
than a lake cycle.
b. a body of water bigger
than a lake Unlocking of
c. a large inland body of difficulties
standing water Locate the
3. The tailless tadpoles meaning of the
become an adult frog. underlined
a. without tail words in the
b. with long tail following
c. with big tail sentences.
 Tell the class that in this
lesson they will learn how 1. Let us keep
300

to organize information canals
from secondary sources in clean.
preparation for writing, Check all
reporting and similar bottles, cans
academic tasks in or vases
collaboration with others. with water.
Throw water
with
wrigglers
away.
a. larva of a
frog
b. larva of a
mosquito
c. larva of a
caterpillar
2. The third
stage in the
life cycle of
a mosquito
is pupa.
a. the
resting
stage in
the
complete
metamor
phosis of
insects.
b. a period
when the
insect
undergoe
s
incomplet
e change
inside a
cocoon or
case.
c. the active
stage in
the
developm
ent of a
moth.
3. Some
insects
undergo
different life
cycles
a. the series
of
changes
or growth
stages
301

that an
animal
undergoes
.
b. the length
of time an
animal
lives.
c. the series
of
changes
that a
growing
seed
undergoes
.
C. Presenting
examples/instance The teacher will present and The teacher will
s of the new lesson read the text. present and
( Presentation ) read the
The female frog lays eggs paragraph.
on a stone in a pond or on a
leaf near the pond. After a few Mosquitoes
days the eggs which look like lay their eggs in
bubbles turn into tiny black dark and dirty
creatures called tadpoles. places. After a
Then the tadpoles become few days, eggs
young frogs wherein their tails become
are gone. The tailless tadpoles wrigglers. Then
become adult frogs. these wrigglers
Reference: become pupa.
Enhancing Reading Skills The pupa
becomes adult
Comprehension Check: mosquitoes.
 What is the selection Reference:
about? Enhancing
 Where do frogs lay Reading Skills
their eggs?
 How do the eggs look Comprehensio
like? n Check:
 What happened to the  What is
eggs after a few days? the
 How many stages does paragraph
a frog undergo in its life about?
cycle?  W
 What is the third stage here do
in the life cycle of a mosquitoes
frog? breed?
 In what stage of a  W
frog’s life is the hat
tadpole? happened
 What happened to the to the eggs
tail as the frog grew? after a few
days?
302

Ask: What are the examples  H
of secondary sources do you ow many
know? stages
 Secondary sources does a
describe, discuss, mosquito
interpret, comment undergo in
upon, analyze, its life
evaluate, summarize, cycle?
and process primary  W
sources hat is the
third stage
 This text is taken from in the life
one of the examples of cycle of a
secondary sources mosquito?
which is textbooks.  I
Other examples of n what
secondary sources are: stage of a
 articles from magazine, mosquito’s
journals, and life is the
newspapers wriggler?
 bibliographies  When is
 reference books, the best
including dictionaries, time to get
encyclopedias, and rid of
atlases mosquitoe
 Indexes and abstracts s? Why?
 History books
Ask: What are
the examples
of secondary
sources do you
know?
 Second
ary sources
describe,
discuss,
interpret,
comment
upon,
analyze,
evaluate,
summarize,
and process
primary
sources.
 This text is
taken from
one of the
examples of
secondary
sources
which is
textbooks.
Other
303

examples of
secondary
sources are:
 articles from
magazine,
journals,
and
newspapers
 bibliographi
es
 reference
books,
including
dictionaries,
encyclopedi
as, and
atlases
 Indexes and
abstracts
 History
books
D. Discussing new
concepts and Present strips of meta cards Present the
practicing new skill containing statements taken concept
#1 (Modelling ) from the text read. organizer
containing
NOTE: The teacher should not sentences
post the meta cards in order. taken from the
paragraph
Direction: Organize the read.
information derived from the
text read. NOTE: The
teacher should
not post the
The tailless tadpole meta cards in
becomes an adult frog. order
Direction:
Organize the
The female frog lays
information
eggs on a stone in a derived from
pond or on a leaf near the text read.
the pond.
Life Cycle of a
Mosquito
Then the tadpoles
become young frogs
wherein their tails are The pupa
gone. become
adult
mosquitoes
.
304

Mosquitoes
After a few days the lay their
eggs which look like eggs in
bubbles turn into tiny dark and
black creatures called dirty places.
tadpoles.
Then these
wrigglers
become
Life Cycle of a Frog pupa
.
After a few
Ask: days, these
 What have you noticed eggs
with the ideas, events become
presented? wrigglers.
 Are they in proper order? Say: Now here

are the stages
 How are we going to in the life cycle
organize them to form a of a mosquito.
report?
 What can
Say: Organizing is the you say
arrangement of two or more about
things or events in the order in them?
which they happened.
 What have
A series of events is easier to you
understand if arranged in a noticed
chronological order. To identify with the
change from one event to details
another or given?
from one step to the next,
transitional words and  Are they in
expressions are used. These proper
transitional words may come in order?
several forms, like:
1. Numerals – one, two,  How are
three, etc.; or first, we going
second, third, etc. to
2. Pronouns – one, organize
some, others them to
3. Adverbs – next, then, form a
when, lastly report?
4. Compound words –
therefore, however  Do you
have an
Say: Now we can organize this idea?
information following the
format in writing a report such Say:
as title, introduction, main body Organizing is
and conclusion the
arrangement of
305

1. Title- the name given two or more
to your report to identify things or
or describe it. events in the
order in which
2. Introduction- gives the they happened.
readers a clear
overview of what they A series of
are about to read. events is easier
to understand if
3. Main Body- this is the arranged in a
most important part of chronological
the report. The body is order. To
where you will state all identify change
the information you from one event
have discovered from to another or
your research, and all from one step
the arguments you are to the next,
trying to prove in your transitional
report. words and
expressions
4. Conclusion- state the are used.
results of your report These
which will emphasize transitional
the relevance of what words may
you have just written. come in several
forms, like:
 Which one should be . 1.Numerals-
our title for the one, two, three,
selection? Introduction? etc.; or first,
Main body? second, third,
Conclusion? etc.
Say: 2. Pronouns-
 Going back to the list one, some,
above, how do we others
organize them to form a 3.Adverbs-
report? next, then,
 Let me show you how when, lastly
we could arrange the 4.Compound
sets and facts in proper words-
order to form a report. therefore,
however
Introduce the tips in writing
 Write neatly and Say: Now we

legibly. can organize
 Follow the correct this information
format in writing. following the
 Use capital letters and format in
punctuation marks writing a report
correctly. such as title,
 Indent the first word of introduction,
the paragraph. main body and
 Observe correct conclusion
margins on both sides
5. Title- the
306

of the paper. name given
to your
report to
Let’s Write identify or
describe it.
Life Cycle of a Frog 6. Introductio

n- gives the
The female frog lays readers a
eggs on a stone in a pond or clear
on a leaf near the pond. After a overview of
few days the eggs which look what they
like bubbles turn into tiny black are about to
creatures called tadpoles. read.
Then the tadpoles become
young frogs wherein their tails 7. Main Body-
are gone. The tailless tadpoles this is the
become adult frogs. most
important
part of the
report. The
body is
where you
will state all
the
information
you have
discovered
from your
research,
and all the
arguments
you are
trying to
prove in
your report.
8. Conclusion
- state the
results of
your report
which will
emphasize
the
relevance of
what you
have just
written.
 Which one
should be
our title for
the
selection?
Introduction
307

? Main
body?
Conclusion?
Say:
 Going back
to the list
above, how
do we
organize
them to
form a
report?
Let me show
you how we
could arrange
the sets and
facts in proper
order to form a
report.
Introduce the
tips in writing
 Write
neatly and
legibly.
 Follow the
correct
format in
writing.
 Use
capital
letters and
punctuatio
n marks
correctly.
 Indent the
first word
of the
paragraph.
 Observe
correct
margins
on both
sides of
the paper.
308

Let’s Write
Life Cycle of a
Mosquito
Mosquitoes lay
their eggs in
dark and dirty
places. After a
few days, these
eggs become
wrigglers. Then
these wrigglers
become pupa.
The pupa
become adult
mosquitoes.
E. Discussing new
concepts and Directions: In a whole sheet Directions: In
practicing new of paper organize the following a whole sheet
skills #2 ( Guided information in the proper order. of paper
Practice) Follow the format given. organize the
following
information in
the proper
order. Follow
People and animals the format
make houses of all below.
kinds.
Some of their houses They greet

are made of grass. each other
noisily.
Different Kinds of
Houses First Day in
School
Some are made of

beautiful silk. Then they
burst into
laughter.
Others are made of
paper and others are
made of wax and mud.
The boys slap
their friends
They make big houses on the back,
and small houses. while girls
gather in
309

cluster and
Animals also make whisper
houses of different loudly.
kinds.
Title
The school
Introduction __________ ground is
Main Body ___________ alive again
Conclusion __________ with children
talking and
Ask: laughing.
 Were you able to
organize the given
information correctly? Title
How?
Introduction
_________
Main Body
__________
Conclusion
_________
Ask:
 Were you
able to
organize the
given
information
correctly?
How?
F. Developing
mastery ( leads to Directions: Organize the Directions:
formative following sentences to form a Organize the
assessment 3 ) ( report. Follow the format following
Independent learned. Write it neatly and information in
Practice ) clearly in a one whole sheet of the proper
paper. order. Be sure
to follow the
format learned.
The streets are wet Write it neatly
and flooded. and clearly in a
one whole
sheet of paper.
Every day the rain falls
in drizzles or in heavy
torrents. I enjoyed my
vacation very
much.
Rainy days are here
again.
310

They wear wooden I also went to
shoes to walk through the market o
muddy or flooded sell the
streets. vegetables
and fruits.
People use their

raincoats and Every day I
umbrellas. helped him
pick
Rainy Days vegetables
and fruits.
Last
Christmas I
went to my
grandmother’
s farm for a
vacation.
G. finding practical
applications of Directions: Copy the list Directions:
concepts and skills below and write them in the Copy the list
in daily living ( proper order. Write it neatly below and write
Application ) and clearly. them in the
proper order.
(GROUP ACTIVITY) Write it neatly
and clearly.
 Set the norms that
should be followed (GROUP
during the activity ACTIVITY)
GROUP I  Set the

norms
that
Some are made if should
biodegradable be
material. followed
during
the
Plastic Problem activity
GROUP I
This can make people
sick.
Friends of the
Environment
If they are burned,
they give out toxic gas.
If they are thrown
311

carelessly, they clog
drainage system and Most
cause floods. important of
all, they avoid
practices that
Rainy Days harm the
environment.
GROUP II Eric and Rosa

are grade sic
pupils who
The kinds sold in the care for the
market are kalabaw, environment.
Indian, pico, pahutan,
due-due, binoboy and
señora. They know
how to
The Kinds of Mangoes recycle
things.
Of all the fruits grown

in the country, mango They willingly
is the most popular. and happily
joined their
barangay’s
The kalabaw is the Greening
most widely grown for Program.
the market.
GROUP II
It is called mangga,
pao, memepalana or
mempalang in different While mango
dialects. fruit is a fruit
for dessert, it
can be
GROUP III preserved
into jelly,
jam, and
Animals’ legs vary in marmalade.
number.
Products
from
Animals with six legs Mangoes
are called insects;
those with eight legs
are called spiders. Its young
leaves and
flowers can
Almost all animals be prepared
have legs but some as salads.
animals like fish and
earthworm have no
312

legs.
Green or
unripe
Some have six legs mangoes
and others have eight can be made
legs. into pickles.
Most animals have

four legs, like dogs, GROUP III
cats, pigs, cows, and
carabaos.
Fruit trees do
not only
These animals with provide food
two legs are like but also give
people and monkeys. shelter.
______________________
Title If many
produced
fruits will be
________________ sold in other
________________________ countries,
________________________ additional
________________________ dollars will go
________________________ to our
__. country.
What We Get
from Fruit
Trees
They improve
our
environment
and help
prevent
floods.
Fruits either
fresh or
canned are
sold in local
markets.
313

Title
____________
____
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________.
H. Making
generalizations  How do we organize information from
and abstractions secondary sources in preparation for
about the lesson writing, reporting and similar academic
tasks in collaboration with others?
 What are the important points to
remember?
I. Evaluating learning Directions: Organize Directions: Organize

the following the following
information to form a statements to form a
report in a one whole report in a one whole
sheet of paper. Be sure sheet of paper. Be
to follow the format in sure to follow the
writing a report. format in writing.
.
If paint is to be It will make him

used, choose enjoy the work and
one that is safe the fun at school,
even if the baby home and
licks it. elsewhere.
There should Why a Child Should

be no sharp eat Breakfast
edges.
A school child
Characteristics needs to eat a good
of Toys for breakfast before
Babies going to school.
Wood that It will give him

splinters should strength to run,
not be used jump, and play.
314

and neither
should
materials that
easily catch
fire.
A good breakfast
There must be makes a child
no small parts strong, active and
that could fall. healthy.
It will help him do

his school work
better and help him
play harder.
J. Additional
activities for Directions: Organize the following in proper
application or order. Follow the format in writing.
remediation  Liza and her brothers helped Mother
prepare the salad.
 Making a Fruit Salad
 They peeled and sliced the bananas and
mixed them with other fruits.
 They poured milk, cream, and sugar over
the fruits in the bowl.
 After freezing them in the refrigerator,
they ate a delicious fruit salad.
 They washed, peeled, and pared the
mangoes, apples, pears, and pineapples.
V. REMARKS
VI. REFLECTION
earned 80% on the
formative
assessment
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
315

E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized material/s
did I use/discover
which I wish to
share with other
teachers?
316

Keys of the selections
First Day in School
The school ground is alive with children talking and laughing. They greet each
other noisily. The boys slap their friends on the back, while the girls gather in
cluster and whisper loudly. Then, they burst into laughter.
Vacation on the Farm
Last Christmas I went to my grandmother’s farm for a vacation. Every day I helped
her pick vegetables and fruits. I also went to the market to sell the vegetables and
fruits. I enjoyed my vacation very much.
Friends of the Environment
Eric and Rosa are grade six pupils who care for the environment. They willingly
and happily joined their barangay’s Greening Program. They know how to recycle
things. Most important of all, they avoid practices that harm the environment.
Products from Mangoes
While mango is a fruit for dessert, it can be preserved into jelly, jam, and
marmalade. Green or unripe mangoes can be made into pickles. Its young leaves
and flowers can be prepared as salads.
What We Get from Fruit Trees
Fruit trees do not only provide food but also give shelter. They improve our
environment and help prevent floods and droughts. Fruits, either fresh or canned,
are sold in the local market. If many produced fruits will be sold to other countries,
additional dollars will go to our country.
Why a Child Should Eat Breakfast
A school child needs to eat a good breakfast before going to school. A good
breakfast makes a child strong, active and healthy. It will give him strength to run,
jump and play. It will help him do his schoolwork better and help him play harder. It
will make him enjoy the work and the fun at school, home and elsewhere.
317

Different Kinds of Houses
People and animals make houses of all kinds. They make big houses and small
houses. People’s houses may be made of bricks, wood, and stone, and grass, skin
of animals or cloth. Animals also make houses of different kinds. Some of their
houses are made of grass. Others are made of paper and others are made of mud
or wax. And some are made of beautiful silk.
Rainy Days
Rainy days are here again. Every day the rains fall in drizzles or in heavy torrents.
The streets are wet and flooded. People use their raincoats and umbrellas. They
wear wooden shoes to walk through muddy or flooded streets.
Plastic Problem
Plastic candy wrappers and plastic bags can be dangerous. Some are made of
non-biodegradable materials. If they are thrown carelessly, they clog the drainage
system and cause floods. If they are burned, they give out toxic gas. This can
make people sick.
Kinds of Mangoes
Of all the fruits grown in the country, mango is the most popular. It is called manga,
pao, mempalana, or menapalang in different dialects. The kinds sold in the market
are kalabaw, indian, pico, pahutan, due-due, binoboy, and senora. The kalabaw is
the most widely grown for the market.
Animals’ Legs Vary in Number
Almost all animals have legs but some animals like fish and earthworm have no
legs. These are animals with two legs like people and monkeys. Most animals
have four legs, like dogs, cats, pigs, cows, and carabaos. Some have six legs and
others have eight legs. Animals with six legs are called insects, those with eight
legs are called spiders.
Making Fruit Salad
Liza and her brothers helped Mother prepare the salad. They washed, peeled, and
pared the mangoes, apples, pears, and pineapples. They peeled and sliced the
bananas and mixed them with other fruits. They poured milk, cream, and sugar
over the fruits in the bowl. After freezing them in the refrigerator, they ate a
delicious fruit salad.
318

Grade 6
I. OBJECTIVES
The learners:
A. Content Standards  Demonstrate understanding of various non-
verbal elements in orally communicating
information
The learner:
B. Performance  Orally communicates information, opinions
Standards and ideas effectively to different audiences
for a variety of purposes
 Present a coherent, comprehensive report
on differing viewpoints on an issue EN6OL-
C. Learning IIIj-1.19
Competencies/Object
ives
II. CONTENT VIEWPOINTS ON AN ISSUE
III. LEARNING
RESOURCES
References
1. Teacher’s Guide K-12 Curriculum Guide Week 9, page 125

Pages
Pages
3. Textbook Pages Avenues in English 6 p. 291

from the LR Portal
5. Other Learning Editorial excerpts The Philippines Daily Inquirer

Resources
IV. PROCEDURE Advanced Average Slow
A. Reviewing the
previous lesson or
presenting the new A. Recall how a comprehensive report on
viewpoint is done.
lesson
a) The report must have a single generalization
that serves as the focus of attention, that is,
a topic sentence.
b) A writer must control the content of every
other sentence in the report’s body such that
319

❖ it contains more specific information than
the topic sentence and;
❖ it maintains the same focus of attention
❖ as the topic sentence.
B. Answer the assignment.
Today you will further your knowledge about
composing a comprehensive report on differing
viewpoints.
To activate your prior knowledge about the skill, let
us read the following selection and try to give your
viewpoint about it. Your first sentence should state
your viewpoint. The second sentence should give
reason why you agree or disagree with the
viewpoint. And finally, cite example/s of your
viewpoint if necessary.
D. Presenting Let’s Try This One...
examples/instances
of the new lesson
Shy Juan
By Nelly Janoba Sanin
10627 Juan seldom participates in the class

discussion. He is shy and manifests an aloof
behavior in his class. He does not come to
school regularly.
It calls the teacher’s attention and asks why?
Juan confides to his teacher that he is often
bullied by his classmates.
Juan belongs to a poor family. He often has
no food to eat during recess time. He has no art
materials and even a pad paper to write on. His
teacher gives him what he lacks. Juan has no
good clothes to wear unlike his classmates.
This is the reason why his classmates bully
him. He is weak and helpless.
Questions:
 If you were Juan, what would you do in that

same situation?
 What is your viewpoint about the situation?
Do you favour the reaction of Juan or not?
Defend your answer.
320

D. Discussing new Let’s Try More!
new skills #1 Allow the pupils to watch a short video clip entitled
“Dodong’s Lesson- a Footnote to Youth”. Let
pupils understand the story plot.
E. Discussing new How Well Did You Understand the Story?

new skills #2  What is the setting of the story?
 Who are the characters in the story?
 What message does it convey?
 Do you agree or disagree with the message
of the story? Why? Why not?
F. Developing mastery Present another video clip for group tasks.
(Leads to Formative https://youtu.be/mdSfg8qO8ts. (The Gift of Giving)
Assessment 3) Let pupils analyze and give their report on differing
viewpoints regarding the issue. Use Differentiated
Instructions in presenting their viewpoint.
G. Finding practical Let’s Work Together!

application of concepts
and skills in daily living Form 3 groups. Let each group perform as
instructed.
Group 1- Sing me a song!
Compose a song on your viewpoint
about the action of the old man and his nephew.
Adopt any of your favourite tune.
Group 2- Show Me What’s in Your Mind!

Make a poster of your viewpoint about
the message conveyed in the video clip.
Group 3- Send Me Your Thoughts!

Write a letter about your viewpoint about
the story. Start your letter with:
Dear Charo,
Group 4- The Buzz!

Have a sort of talk show where you interview the
boy in the film. How will you deliver your talk show?
H. Making Rate the performance using the following rubrics.
generalizations of (see attached rubrics)
daily living The teacher will use this rubric to evaluate each
group’s presentation. Students can look at this
321

rubric so they may understand what they are being
graded on.
 What is a differing viewpoint?

 How do you give a viewpoint on a certain
issue?
I. Evaluating learning Read the article below. Answer the questions that
follows:
The Nerd and the Brat

(Written by: Nelly J. Sanin)
There were once two childhood friends who
belong to different social classes. Tobby, a nerd,
belongs to a lower class family while Ricky an easy-
go-lucky guy belongs to a well-to-do family.
When they grew up to be a man, Tobby
continues his study with a very meager allowance.
He studies hard and uses his time improving
himself. In the night time, he reads books that can
help him how to use his money profitably and how
to gain more from them.
Ricky on the other hand, studies well, however,
he consumes much of his time hanging out with
friends, tossing and popping up bottles of liquor in
the night time until morning comes.
Ricky urged Tobby one time,” Come on Tobby,
let’s spend some time together. You can meet my
friends and have fun.”
“I’m sorry Ricky but I still need to finish my
school projects and research and run errands for
my family,” Tobby answered with deep honesty.
“Nerd!” Ricky uttered annoyingly, “Look at you,
you’re always like that, your life is meaningless.
You spend all your time struggling. All your stuff,
nah! Junks! You should try something new. Look at
322

me, my car, my stuff, all branded and costly.”
Tobby without any word just nod and bid
goodbye to his friend. He goes through his life the
way he used to live.
Until one day they crossed their roads again.
Ricky saw Tobby as he was going out from a
grocery store where he works, he almost can’t
recognize the man before him.
“Hey,Tobby , wow! Buddy is that you? Is that
your car? Wow, I can’t imagine how you were able
to buy that car, that’s too expensive. Well, what are
you doing here Buddy? Are going out for something
here?” Ricky successively and surprisingly asks.
Tobby answered,” Well, friend all these you see
now are the fruits of my continued excuses from
your invitations before. These are the results of my
hard labor and abstinence from personal brat. And
Ricky, this building, the restaurant you’re working
at. I already own them now.”
QUESTIONS
1. How do you think Ricky felt when he learned

the building where he works is owned by a
man he once bullied for not going to his
ways?
2. What lesson do you get from the story? Who
do you want to emulate?
3. Do you favour in the viewpoint of Ricky in
the story?
4. Reason why you agree or disagree on the
viewpoint.
5. Do you favor on the viewpoint of Tobby?
6. Reason why you agree or disagree on the
viewpoint.
.J. Additional activities Give your viewpoint on this slogan,
for application or
remediation “Your Planet Needs You - Unite to Combat Climate
Change”
V. REMARKS
VI. REFLECTION
earned 80% on the
323

remediation

lesson

continue to require
remediation
Why did this work?

encounter which my
to share with other
teachers?.
Other Sources Used:
324

Trait Criteria Point
s
1 2 3 4
Content Presentation Presentation Presentatio Presentatio
Does the contained had moments n had a n had an
presentation little to no where good exceptional
have a valuable valuable amount of amount of
valuable material materials material and valuable
material? was present benefited material and
but as a the class was
whole extremely
content was beneficial to
lacking the class
Collaboratio The The The The
n teammates teammates teammates teammates
Did everyone never worked sometimes worked from always
contribute to from others’ worked from others’ worked from
the ideas. It others’ ideas. ideas most others’
presentation? seems as However it of the time ideas. It was
Did everyone though only a seems as and it evident that
seem well few people though seems like all the group
versed about worked on certain every one members
the material? the people did did some contributed
presentation not do as work, but equally to
much work some the
as others people are presentation
carrying the
presentation
Organization The There were The The
Was the presentation minimal signs presentation presentation
presentation lacked of had was well
well organized organization organization organizing organized,
and easy to and had little or ideas but well
follow? evidence of preparation could have prepared
preparation been much and easy to
stronger follow
with better
preparation
Presentation Presenters Presenters Presenters Presenters
Did the were were not were were all
presenters unconfident consistent occasionally very
speak clearly? and with the level confident confident in
Did they demonstrate of with their delivery and
engage the d little confidence/ presentation they did n
audience? evidence of preparednes however the excellent job
Was it planning prior s they presentation in engaging
obvious that to showed but was not as the class.
the material presentation. had some engaging as Preparation
had been strong it could is very
rehearsed? moments have been evident.
for the class
325

Grade 6
I. OBJECTIVES

 Demonstrate understanding that words
are composed of different parts to know
that their meaning changes depending in
context

 Uses strategies to decode correctly the
meaning of words in isolation and in
context
C. Learning Competencies/
Objective Infer meaning of content specific terms using
affixes and roots EN6-IIIi- 12.4.1.3
I. CONTENT PREFIXES
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide None
2. Learner’s material None
3. Textbook page Skill Builder for Efficient Reading p-1-8
from LR portal
B. Other Learning
Resources
III. Procedures Advanced Average Slow
Learners Learners Learners
lesson or presenting Spelling: Spelling: Spelling:
the new lesson Prehistoric Midsummer Rewrite
Misinterpretation Irregularity Unreal
Inattentive Submarine Subway
Interscholastic Inattentive Illegal
Inadequate misspell superpowe
r
Review: Review:
Identify the root Identify the Review:
word and the root word and Identify the
affixes. the prefix root word
and the
prefix
B. Establishing the Present the Present the Present
purpose of the objective of the objective of the the
lesson lesson. lesson. objective of
the lesson.
326

C. Presenting Read the Read the Read the
examples/instances sentences and sentences and sentences
of the new lesson infer the meaning infer the and infer
of the underlined meaning of the the
words. underlined meaning of
words. the words.
1. We can buy
anything in a 1. That story 1. The
supermarket. about Supervi
fairies is sor’s
2. The doctor untrue. visit is
declared that unexpe
his patient has 2. The train cted.
incurable passed in
disease. the subway 2. The
station. unknow
Ask: n
How did you find Ask: soldier
the meaning of How did you is
the words? find the honour
meaning of the ed
What is prefix? word? every
year.
Discuss: What is prefix?
Re (again, back) Ask:
Ex (former) Discuss: What is
Over (too much) Re (again, root word?
Sub back)
(below,under)) Ex (former) If -un is
Semi (half) Over(too added
Bi (two) much) what
Tri (three) Sub(below, happens to
De (remove) under) the
Anti(against) Semi(half) meaning of
Pre (before) Bi(two) the word?
Post (after) Tri (three)
Fore(before time, De( remove) What is
ahead) Anti (against) prefix?
Mid (middle)
Discuss:
Re (again)
Un
(opposite
of, not)
Dis (not)
Mis (not)
Dis (not)
Over (too
much)
D. Discussing new Give the meaning Give the Give the
concepts and of the following meaning of the meaning of
practicing new skills words. following the
#1 words: following
Rebuild underlined
Midnight Retell words.
327

Semicircle Irregular 1. My
Overheat Overripe teacher
Substandard Premature retells
Superhero Anti-war the
Ex-president Decongest story to
Bicolored us.
2. I do not
like
overripe
d
guava.
3. My
friend
was
unhapp
y to
know
that she
failed in
the test.
E. Discussing new
concept and Form a word (Use the same activity)
practicing new skill using the clue
#2 words. Match column A with column
B
1. (appear).. to
vanish or to go Column A
out of sight 1. unpleasant
2. (build)...to make 2. forecast
or construct 3. endanger
again 4. misplace
3. (accurate).. not 5. bilingual
exact, not
correct Column B
4. (standard).. a. to tell ahead
lower in quality b. to expose to harm
5. (danger).. to c. two language
expose to harm d. put in a wrong place
e. not nice, not
agreeable
F. Developing Mastery Game: Game: Game:

( leads to formative
assessment) In this game, one In this game, In this
pupil will give a one pupil will game, one
word with a prefix give a word pupil will
and another pupil with a prefix give a
will guess the and another word with a
meaning of the pupil will guess prefix and
word. the meaning of another
the word. pupil will
guess the
meaning of
the word.
328

G. Finding practical Ask:
applications on Why is it important to know root words and
concepts and skills prefixes?
in daily living
H. Making
generalization and How do we infer the meaning of the word?
abstractions about What is a prefix?
the lesson
I. Evaluating Learning
Infer the meaning of the Infer the meaning
following underlined words. of the following
underlined words.
1. The pupils rewrite their
formal themes legibly. 1. Nobody likes
dishonest
2. The ex-president has pupils.
tangible projects.
2. The ex-mayor
3. The weather forecast supports
was heard over the cleanliness
radio. activities.
4. Bilingual like English and 3. The weather

Filipino is accepted in forecast was
the school. heard over the
radio.
5. Harsh words are
unpleasant to hear. 4. Bilingual like
English and
Filipino is
accepted in the
school.
5. Bad words are

unpleasant to
hear.
for application or
remediation
V. REMARKS
VI. REFLECTION
assessment
329

lesson
did this work?
330

Grade 6
I. OBJECTIVES

 Demonstrate understanding that
English language is stress timed to
support comprehension (F)
 Demonstrate understanding of verbal
and non-verbal elements of
communication to respond back (A)

 Reads with sufficient accuracy and
fluency to support comprehension (F)
 Uses variety of strategies to provide
appropriate feedback (A)
C. Learning Competencies  Observe accuracy, appropriate rate

(Write the LC code for each) and proper expressions in dialogs.
(EN6F-IIIj-3.5, EN6F-IIIj-3.2, EN6F-IIIj-
3.6)
 Show openness to criticism. (EN6A-IIIj-
18)
Specific objectives:
expressions.
II. CONTENT ACCURACY, RATE AND PROPER

EXPRESSIONS IN DIALOGS
III. LEARNING
RESOURCES
A. References Curriculum Guide in English, p. 139
1. Teachers Guide Pages
2. Learners Material Pages
3. Textbook Pages
English for All times 6 (Language
Textbook).1999. pp. 4-5, 130 and 191-192

LRMDS
B. Other Learning Resources
Video clips, task cards, rubrics, chart and/or
PowerPoint presentation
331

IV. PROCEDURE
A. R A. Reviewing Advanced Learners Average Learners

B. previous lesson
C. or presenting the Do you remember Do you remember
D. new lesson your lesson about your lesson about
delivering dialogs? delivering dialogs?
 What is a  What is a
dialog? dialog?
 What are the  What are the
guidelines in guidelines in
delivering a delivering a
dialog? dialog?
5. Deliver the dialog 1. Deliver the dialog

with accuracy and with accuracy and
believability of the believability of the
roles. roles.
6. Recite the words 2. Recite the words
clearly. clearly.
7. Match the facial 3. Match the facial
expressions and expressions and
loudness of voice loudness of voice
with the emotion with the emotion
of the words of the words
spoken. spoken.
8. Deliver the lines 4. Deliver the lines
with appropriate with appropriate
speed and speed and
intonation. intonation.
B. Establishing a
purpose for the The teacher will present the objectives of
lesson the lesson.
Today, we will learn on how to:
expressions.
C. Presenting
examples/ LET’S WATCH THIS!
instances of Say:
the new lesson Are you familiar with the story entitled The
Lazy Girl?
Today, we’re going to watch that short story
but before that, let us first discuss the content
of this rubric which you are going to use later
as a score sheet.
 For example, how can a delivery of the
dialog get a score of 4 in accuracy?
332

The entire delivery of the dialog must be
always realistic and consistently in character.
 How about clarity?
Speech must be always clear and easy to
understand.
Show a video clip of the story “The Lazy Girl”?
Reference:
https://m.youtube.com/watch?v=aYm1rvL2aP8
Published on October 9, 2018, Accessed August
11, 2019
Guide Questions:
2. Did you understand the concept of the
story?
3. What did you learn from it?
4. If you were asked to choose one
character from the story, who would
you choose? Why?
Now, let us rate the delivery of the dialogs

in the story using the rubrics discussed
previously.
Making a Dialogue
4. What score did you give under
characterization? Why did you give
such score? Can you recall some lines
in the story that may support this
score?
Example:
The Diligent Girl:
a. Diligent-“My father taught me to always
follow my duty. For as long as I worked
here, my duty is to obey you”.
b. Helpful-“You were in need and I had to
help you”.
The Lazy Girl:
a. Lazy-“Under that burning sun? I will not
dirty my clean hands and my pretty feet
for your dying roots”.
5. What score did you give under chain of

events (concept)? Why did you give
such score?
What was the topic or concept of the
conversations in the story?
(The story was about how diligence
reap good things in return rather than
laziness)
grammar and vocabulary? Why did you
give such score?
333

Delivering a Dialogue
accuracy? Why did you give such
score? Is the delivery of the dialog
realistic and consistent among the
characters?
2. What score did you give under clarity?
Why did you give such score?
Did the characters in the story deliver
their lines clearly?
expressions and body language? Why
did you give such score?
What can you say about the facial
expressions of the characters in the
story as they deliver their lines?
(Their facial expressions matched the
words they have spoken)
What emotions were seen in the clip?
How were these emotions reflected by
the loudness of the voice of the
characters?
Ex. Sadness-a bit soft voice)
“My sweet daughter! I am so sorry! I
can’t give you anything!”
Anger-a bit loud voice
“How dare you? Why don’t you send
your daughter instead?”
4. What score did you give under speed
and intonation? Why did you give such
score?
Did the characters deliver their lines
with appropriate speed and intonation?
D. Discussing
new concepts LET’S ACT IT OUT!
and practicing The teacher will present the rubric in delivering
new skills no.1 a dialog and will discuss how to use it as a
score sheet.
The Lion and The Hare
Once in a forest there lived a lion who

was very proud of his strength. He would kill
any animal which came in his way just for fun.
All the animals in the forest were worried
about their survival.
BEAR: If the lion keeps this up, none of us will
be left in the forest.
HARE: He kills much more than he really
needs to.
MONKEY: We have to come up with
something to stop this massacre, let us all join
334

together and meet the lion.
OTHER ANIMALS: O king of the forest, we
have come to make a small request.
LION: Now what would that be?
OTHER ANIMALS: You are the king of the
forest, but soon there will be no animals to rule
over. So we beg you to stop this unreasonable
killing and we promise that one of us will come
to you everyday for your food.
So from that day, the animals drew lots

to decide on who was to go to the lion as his
prey.
It’s time for the hare to be the lion’s prey and
he came late.
LION: You little thing, how dare you come so
late? How dare they send such a small
animal? I will kill them all!
HARE: It is not my fault, O mighty lion. There
were three other hares with me. But on the
way here, another lion attacked us. I just
managed to escape. The other three hares
were eaten by that lion.
LION: What? Another lion in my jungle? Take
me to him immediately.
The hare took the lion to the well and
pointed it out to him from a distance. There
inside the well he could see another lion
glaring at him. He jumped in and landed inside
with a loud splash.
Reference:
http://www.english-for-students.com/the-lion-
and-the-hare.html
The teacher will The teacher will

choose pupils to choose pupils to deliver
deliver the dialog the dialog while others
while others will will listen.
listen.
1. Who were the
5. Who were the characters in the
characters in the story?
story?
6. Can you 2. Can you describe
describe each of each of the
the characters? characters?
7. How did you
come up with 3. How did you come
these up with these
descriptions? descriptions?
335

8. What can you The class will rate the
say about the performance using a
dialog? How rubric. (see attached
about the rubric)
delivery? How
can it be
improved?
The class will rate
the performance
using a rubric. (see
attached rubric)
E. Discussing Advanced Learners Average Learners

new concepts
and practicing The teacher will The teacher will group
new skills no.2 group the class into the class into five.
five. Each group will Each group will deliver
deliver the entire the entire dialog/story
dialog/story while a while the other groups
designated group will give their scores
will rate their based on the rubric
performance using given.
the rubric given.
Note: Note:
 The performance
of each group  The performance of
will be evaluated each group will be
by assigned evaluated by
groups. assigned groups.
(Example: Group (Example: Group 1
1 will be will be evaluated by
evaluated by Group 2; Group 2
Group 2; Group will be evaluated by
2 will be Group 3, and so
evaluated by on.)
Group 3, and so
on.)
 The scores of  The scores of each

each presentation/perfor
presentation/perf mance while be
ormance while presented and will
be presented be explained by
and will be each of the
explained by assigned groups.
each of the
assigned groups.
336

Ask: Ask:
 How did you  How did you
find the find the activity?
activity?  What elements
 What of dialog have
elements of you observed?
dialog have
you
observed?
F. Developing mastery (Leads to
Formative Assessment 3). LET’S DO IT BY GROUP!
The teacher will post a chart on the board and
each of the five groups will be asked to read
the story observing the discussed guidelines.
On the New Library (from textbook, pp. 4-5)

ELENA: Liza, how did you find the story of
Carmen?
LIZA: It was great. I can imagine how she felt

up in the air while she was on the plane.
ELENA: Look there! Guess who’s coming?

FRANCIS: How are you, Elena? Liza? Where
are you going?
LIZA: We’re fine. We are visiting the new

library. How about joining us?
FRANCIS: I have been there.
ELENA: How is the new library?
FRANCIS: It’s more spacious and well-

ventilated. It has a lot of new books and
reading materials. There are also computers.
LIZA: We heard that we have a new librarian.

Who could he or she be?
FRANCIS: You’re right. She’s Mrs. Roda.
ELENA: Where is Mrs. Bautista now? Why did

she leave her library work?
FRANCIS: Don’t you know that Mrs. Bautista

is now our new guidance counselor?
LIZA: Oh! I am so happy for her.
ELENA: Come. I’m so excited about our new

library. I can’t wait to see it.
FRANCIS: Ok, I’ll join you.
337

G. Finding practical application
of concepts and skills in daily LET’S APPLY!
living The teacher will show a video clip showing a
dialog (Parent-adolescent dialog on the
importance of reading) and will guide the
pupils to do their own judgments in
accordance to accuracy, appropriate rate and
proper expressions. (use the rubric)
Reference:
https://m.youtube.com/watch?v=56qph4SjOB8
Published on September 14, 2016,
Accessed August 11, 2019
Advanced Average Learners

Learners
Will perform the activity in

Will perform pairs.
the activity
individually.
H. Making generalization and

abstraction about the lesson  How can we observe accuracy,
expressions in dialogs?
We can observe accuracy, appropriate

rate and proper expressions in dialogs by
considering the proper use of the following:
voice and verbal expressions, facial
expressions and gestures, grammar and
content.
I. Evaluating learning Advanced Learners Average Learners
The teacher will The teacher will assign

assign each group each group with a task.
with a task wherein (Groups 1, 2, and 3 will
they will make a be assigned to make
dialog. Each group their own dialog;
will deliver their groups 4 and 5 will
performance deliver their prepared
observing accuracy, dialog). Their
appropriate rate and performances will be
proper expressions. rated by different sets
Their performance of rubric. (see attached
will be rated using a rubrics)
rubric. (see attached
rubrics)
338

Group I Group I
You were watching a NICOLE: Hi Sherlyn! I
horror movie with heard you went to
your friends when a Banawe last summer.
sudden brownout With whom did you go?
happened and you
saw a white lady-like SHERLYN: I went with
image inside the my mom and dad and
room. my brother Adrian.
Group II NICOLE: What places

Your father who’s did you visit there?
working abroad
called you to say SHERLYN: We visited
that he’s coming the Rice Terraces, the
home soon and he hanging coffins and the
has a gift for you. village called
“Bangaan”.
Group III
Assume that your NICOLE: Where did
group is composed you see the hanging
of school coffins?
organization officers
and you are asked SHERLYN: Actually we
to plan a short went to Sagada to see
program for the hanging coffins.
Valentine’s Day.
NICOLE: How did you
Group IV feel when you saw
You are having a them?
debate on what’s
more important, SHERLYN: I didn’t feel
intelligence or afraid at all. They were
wealth. so far and high to be
reached.
Group V
Discuss with your NICOLE: When did you
group about the come from vacation?
advantages and
disadvantages of SHERLYN: Last
social media like Saturday. By the way,
Facebook, Youtube, here is my
etc. “pasalubong” for you, a
native necklace.
NICOLE: Thanks a lot

Sherlyn!
Group II
ABEL: Letty’s puppy is
a real pest. It sleeps on
my bed.
339

CHONA: It chews my
dresses and bites my
shoes and slippers.
ABEL: We must give it

away.
CHONA: Uncle Fred

wants it.
LETTY: You can’t give

my puppy away!
MOTHER: If it does
anything good today,
we won’t give it up.
-Oops! My precious
cup fell!
CHONA: It isn’t broken

mother, puppy saved
your cup. It fell on its
soft body.
LETTY: I know my
puppy will do
something good today.
Group III
Deliver the dialog
below:
CHONA: Nicole! You’re

here, it’s been a long
time since we’ve seen
each other. How are
you?
NICOLE: I’m fine! How

about you? You look so
pretty!
CHONA: Just like you!

You look prettier than
you were before.
Where do you study
now?
NICOLE: I’m studying

in Manila, I’m just
having a short vacation
here.
CHONA: Oh really?
Nice to see you here.
340

Enjoy your vacation.
NICOLE: Thanks! See

you around.
Group IV
You and your siblings
are planning a surprise
for your mother on her
birthday.
Group V
You are watching TV
the whole day so your
mother asked you to
turn it off and do the
house chores instead.
You asked for one
more show yet your
mother did not agree
so you decided to do
what she asked you to
do.

application and remediation Recall a most unforgettable moment in your
(Assignment) life and write a script of it.
Observe characterization, proper sequence of
events, proper grammar and the use of
emotive language.
V. REMARKS
VI. REFLECTION
80% in the evaluation
additional activities for
remediation (scored below
80%)
C. Did the remedial lessons
lessons
did this work?
341

encounter which my principal
or supervisor can help me
solve?
materials did I use/ discover
other teachers?
Rubric in Delivering a Dialog

Group _____
LEVEL/SCORE SCORE
CRITERIA
4 3 2 1 GAINED
The entire The The The
delivery of delivery of delivery of delivery of
Accuracy the dialog the dialog the dialog the dialog
and was always were were often were rarely
believability realistic usually realistic realistic
of the role and realistic and in and in
consistently and in character character
in character character
Speech is Speech is Speech is Speech is
always usually often clear rarely clear
Clarity of
clear and clear and and easy to and easy to
speech
easy to easy to understand understand
understand understand
Always Usually Often Rarely
expresses expresses expresses expresses
emotion emotion emotion emotion
Expression
through through through through
and body
voice, facial voice, facial voice, facial voice, facial
language
expression, expression, expression, expression,
and and and and
gestures gestures gestures gestures
The lines The lines The lines The lines
are are usually are often are rarely
consistently delivered delivered delivered
Speed and delivered with with with
Intonation with appropriate appropriate appropriate
appropriate speed and speed and speed and
speed and intonation intonation intonation
intonation
TOTAL
342

Rubric in Making a Dialog
Group _____
LEVEL/SCORE SCORE
CRITERIA
4 3 2 1 GAINED
The The The The
characteristics characteristi characteristi characterist
of the cs of the cs of the ics of the
characters characters characters characters
Character
were were usually were often were rarely
s
consistently shown in shown in shown in
shown in every every line in every line in every line
line in the the dialog the dialog in the
dialog dialog
The dialog is The dialog is The dialog is Ideas seem
very well fairly well a little hard to be
organized. organized. to follow. randomly
Ideas are Ideas are The arranged
chronicled well chronicled transitions and
and one idea well and one are improveme
Chain of
follows another idea may sometimes nt is
events
in logical seem out of not clear needed.
sequence with place. Clear and seems
clear transitions out of order
transitions are used,
but not often
enough.
Sentence Sentence Sentence Sentence
formation, formation, formation, formation,
direct speech, direct direct direct
and correct speech, and speech, and speech,
Grammar
tense are used correct correct correct
precisely tense are tense are tense, are
used used used
capably soundly limitedly
Emotive Emotive Emotive Emotive
Vocabula language is language is language is language is
ry used used used used
proficiently effectively satisfactorily limitedly
TOTAL
343

Grade 6
Quarter 3 Week 10 Day 4 and 5
I. OBJECTIVES
A. CONTENT STANDARD
The Learners:
 Demonstrate understanding of library skills
 Demonstrate understanding of the research
process to write a variety of texts
B. PERFORMANCE
STANDARD The learner:
 Utilizes discrete techniques ( general or
specific) and applies appropriately them to
all or most fields of study
 Uses variety of research strategies to
C. LEARNING
COMPETENCIES  Organize information from secondary
sources in preparation for writing, reporting
and similar academic tasks in collaboration
with others EN6SS-IIIj-4
 Show openness to criticism EN6A-IIIj-18
II. CONTENT ORGANIZE INFORMATION FROM SECONDARY

SOURCES IN PREPARATION FOR WRITING,
REPORTING AND SIMILAR ACADEMIC TASKS
IN COLLABORATION WITH OTHERS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide in English 6 page 136
2. Learner’s Materials pages
3. Textbook pages
Reading Realm 6
Author: Rizalina R. Santos
The Phoenix World of Reading page 188, 224- 226
Author: Valerie C. Bacasmas
Victoria L. Magbag
Rachel B. Santos
Across Borders Through Reading 6 page164-165
Author: Lourdes M. Ribo
English For All Times Reading and Language TM
page 149
Fun in English Reading 5 page 226-227

Learning Resource ( LR )
portal
B. Other Learning Laptop, projector, manila paper, power point
344

Resources presentation, newspaper
IV. PROCEDURE
A. Reviewing previous Advanced Learners Average Learners
new lesson
B. Establishing a purpose Motivation: Motivation:
for the lesson Do you have newspaper at Do you have
home? If you do, do you newspaper at home?
read it? How helpful is a If you do, do you read
newspaper to a young it? How helpful is a
student like you? newspaper to a young
student like you?
C. Presenting
examples/instances of The teacher will present The teacher will
the new lesson an article and let pupils present an article and
( Presentation ) read and take note of the let pupils read and
important facts which will take note of the
be used for writing or important facts which
reporting. will be used for writing
or reporting.
Say:
In the article, there are Say:
important details that you In the article, there are
need to keep in mind to important details that
understand it better. The you need to keep in
following are the questions mind to understand it
that you need to better. The following
remember. are the questions that
you need to
Who? ( person) remember.
When? ( time)
Where? (place) Who? ( person)
What? ( objects/ things/ When? ( time)
events) Where? (place)
Why? ( the reason) What? ( objects/
How? ( the process) things/ events)
Why? ( the reason)
Say: How? ( the process)
Class this activity has
something to do with our Say: Class this activity
lesson for today which is has something to do
organizing information with our lesson for
from secondary sources in today which is
preparation for writing, organizing information
reporting, and similar from secondary
academic tasks in sources in preparation
collaboration with others. for writing, reporting,
and similar academic
Ask: tasks in collaboration
What are the examples of with others.
secondary sources?
 Secondary sources Ask:
345

describe, discuss, What are the
interpret, comment examples of
upon, analyze, secondary sources?
evaluate,  Secondary
summarize, and sources
process primary describe,
sources. discuss,
 This article is taken interpret,
from one of the comment upon,
examples of analyze,
secondary sources evaluate,
which is summarize, and
newspapers. process primary
sources
 This article is
taken from one of
the examples of
secondary
sources which is
newspapers.
D. Discussing new
concepts and practicing To recall easily the details To recall easily the
new skill #1 (Modelling ) of an informational article details of an
read, it is best to write informational article
them down in outline form. read, it is best to write
There are many ways to them down in outline
make an outline. form. There are many
ways to make an
Study the outline of the outline.
article given:
Study the outline of
(See attached table, the article given:
Outline No. 1)
(See attached table,
Ask: Outline No. 2)
 What is the first
main topic of the Ask:
outline? Second  What is the
main topic? first main topic
 What are its of the outline?
subtopics? Second main
 What details topic?
support the  What are its
subtopics? subtopics?
 How are the main  What details
topics listed? support the
 How many subtopics?
subtopics are listed  How are the
under each topic? main topics
listed?
The outline you have just  How many
studied is called a topic subtopics are
outline. If you use listed under
346

sentences instead of each topic?
topics, you have a
sentence outline. The outline you have
- Making an outline just studied is called a
is one of the best topic outline. If you
ways to organize use sentences instead
information and of topics, you have a
details about a sentence outline.
particular topic. - Making an
This skill is outline is one
important to of the best
organize details in ways to
outlining organize
- Now organizing information
ideas is a and details
technique for about a
grouping related particular topic.
details. This skill is
- The main important to
headings are the organize
most important details in
details, while the outlining.
subheadings are - Now
the details organizing
supporting the ideas is a
heading. technique for
Subheadings grouping
should always be related details.
related to the main - The main
heading. headings are
the most
GUIDELINES IN MAKING important
AN OUTLINE details, while
 An outline is a the
framework for subheadings
presenting the are the details
content of a supporting the
selection. The heading.
main topics are Subheadings
listed next to should always
Roman numerals. be related to
Under a main the main
topic, each heading.
subtopic is listed
next to a capital GUIDELINES
letter. Details IN MAKING
under each AN OUTLINE
subtopic are listed  An outline is a
after Arabic framework for
numerals. presenting the
 Before you outline content of a
something, read selection. The
the selection main topics are
quickly to get a listed next to
Roman
347

sense of it. Identify numerals.
first the main topic Under a main
of the selection, topic, each
the subtopics subtopic is
within the topic, listed next to a
and the supporting capital letter.
details within the Details under
subtopics. each subtopic
Afterward proceed are listed after
to the next main Arabic
topic following the numerals.
same procedure.  Before you
 Always keep in outline
mind that you are something,
looking for the read the
important ideas selection
and the quickly to get a
relationship of the sense of it.
major ideas to the Identify first the
other details of the main topic of
selection. the selection,
 You can write the the subtopics
outline in within the
sentences or in topic, and the
words or phrases. supporting
 Remember, you details within
should not copy the subtopics.
the text word for Afterward
word but should be proceed to the
as brief as next main topic
possible. following the
same
procedure.
 Always keep in
mind that you
are looking for
the important
ideas and the
relationship of
the major
ideas to the
other details of
the selection.
 You can write
the outline in
sentences or in
words or
phrases.
 Remember,
you should not
copy the text
word for word
but should be
as brief as
348

possible.
E. Discussing new Direction: Read the main Direction: Identify the
concepts and practicing heading and subheading headings of the
new skills #2 ( Guided below. Complete the following subheadings
Practice) outline that follows by and details. Choose
writing the appropriate your answer from the
word in the blanks box.
provided. Choose correct
ideas in the box to  True Friends
complete your outline.  Experiences
 Tuna at the Beach
 Shellfish of the  Dogs as
Sea Pets
 shrimp
I. _________
I. Fish of the Sea A. Dogs are man’s
A. sword fish best friends.
B. mackerel B. Dogs guard the
C. ________ house.
C. They are fun to
be with.
II. ____________ D. They can be
A. Crab trained.
B. _________
C. lobster II. _________
A. Friends are
always there
when you need
them.
B. They cry with you
when you are
sad.
C. Friends are
happy if they see
you happy.
D. They are a
shoulder to lean
on.
F. Developing mastery (
leads to formative Directions: Read the list Directions: Read the
assessment 3 ) ( of subheadings and write list of subheadings
Independent Practice ) a detail in the blank below and write a detail in
the main heading to which the blank below the
it is related. Choose your main heading to which
answers from the box. it is related. Choose
your answers from the
Eating too much fatty foods box.
dialysis
Taking drugs and medicines Eating too much fatty foods
Kidney transplant dialysis
Taking drugs and medicines
Kidney transplant
Uraemia, the Dreaded
349

Diseases
Uraemia, the Dreaded
Diseases
I. There are several
causes of the disease.
These are I. There are several
A. causes of the disease.
B. These are:
II. The treatment for the A.

disease is painful and B.
expensive. Some of these II. The treatment for
are: the disease is painful
and expensive. Some
A. of these are:
B.
A.
B.
A. Make an outline of the
article that follows.
A. Make an outline of
Mammals of the Sea the article that
follows.
There are many mammals
that lives in the sea. Mammals of the Sea
Whales are the largest of
the sea- dwelling There are many
mammals. Perhaps the mammals that live in
most intelligent sea the sea. Whales are
mammal is the dolphin. the largest of the sea-
Sea lions are at home in dwelling mammals.
and out of the water. Perhaps the most
intelligent sea
Ask: mammal is the
Were you able to organize dolphin. Sea lions are
the given information at home in and out of
correctly? How? the water.
Ask:
Were you able to
organize the given
information correctly?
How?
applications of concepts Directions: Prepare a Directions: Prepare a
and skills in daily living topic outline of the topic outline of the
( Application ) following topics taken from following topics taken
different secondary from different
sources; present the secondary sources;
organized details and present the organized
ideas in paragraph form. details and ideas in
Write it in a one whole paragraph form. Write
sheet of paper. it in a one whole sheet
of paper.
350

GROUP ACTIVITY
Set the norms that should GROUP ACTIVITY
be followed during the Set the norms that
activity should be followed
during the activity
GROUP I .
The Gift I Would Like to GROUP I
Have How to Overcome My
Fear
________________
_____________________ _________________
_____________________ __________________
_____________________ __________________
_____________________ __________________
____________. __________________
__________________
______.
GROUP II
What To Do With My
Talent GROUP II
What is a Friend
________________
_____________________
_____________________ ______________
_____________________ __________________
_____________________ __________________
___________. __________________
__________________
__________________
__________________
GROUP III ____________.
How I Can Protect My
Environment
GROUP III
God Answers
_______________ Prayers
_____________________
______
_____________________ _________________
_____________________ __________________
_____________________ ______
_________. __________________
______
__________________
______
__________________
__________________
___________.
H. Making generalizations Ask:

and abstractions about  How do we organize information from
the lesson secondary sources in preparation for writing,
351

collaboration with others?
 What should you keep in mind when you
organize information, ideas, or events?
Discuss:
 When organizing information, events,
make sure that you read and understand the
selection well. You identify which is the first
event, the second, third, and so on.
 When you arrange events, you may also
use the signal words and expressions
before, first, after, one, some, others,
next, then, when, lastly, therefore,
however, and others.
 Use story grammar to make your
sequencing orderly. A story grammar
consists of story parts, such as the setting,
the characters, the problem, the action,
the resolution and the end. It is also
important to understand the selection’s
theme.
 Keep in mind that the events should be in
logical order.
I. Evaluating learning . .
Directions: Write Direction: Write a short
a short paragraph paragraph on any of the
on any of the following topics listed below.
following topics
listed below.
1.Market Day
2.A Barrio Fiesta
1. Market Day 3.How I Can Earn
2. A Barrio Fiesta Money to Help My
3. How I Can Family
Earn Money to 4.How to Make Friends
Help My 5.How to Take Care of
Family My Pets
4. How to Make 6.Helping Myself
Friends 7.Keep on Trying
5. How to Take 8.My Best Friend
Care of My 9.The Happiest
Pets Moment of My Life
6. Helping Myself
7. Keep on
Trying
8. My Best Friend
9. The Happiest
Moment of My
Life

application or Read a newspaper.
remediation Write a brief report about what you read from the
352

article.
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
C. Did the remedial lessons
lesson.
continue to require
remediation.
Why did these work?
encounter which my
principal or supervisor can
help me solve?
localized material/s did I
to share with other
teachers?
353

Water Pollution
Sources
A. Household Waste
1. Garbage
2. Water used for bathing and for washing clothes, dishes, and food
B. Industrial Waste
1. Toxic chemicals discharged directly into the water system
2. Heated water from cooling equipment which, when discharged into the
water system, and makes the water hot
C. Agricultural Waste
1. Run-off water carrying excess fertilizers and pesticides
2. Run-off animal wastes
Effects
A. Causes illness and Death
1. From disease-carrying germs
2. From chemicals and metals
Prevents Water Recreation
1. Because of unpleasant odor
2. Because of floating debris
Control
A. Using proper pre-treatment processes
1. To remove the harmful chemicals
2. To recover and reuse polluting chemicals
354

Outline No. 2
Water Pollution
Sources
A. Household Waste
1. Sewage
2. Garbage
3. Water used for bathing and for washing clothes, dishes, and food
B. Industrial Waste
1. Toxic chemicals discharged directly into the water system
2. Heated water from cooling equipment which, when discharged into the
water system, and makes the water hot
C. Agricultural Waste
1. Run-off water carrying excess fertilizers and pesticides
2. Run-off animal wastes
Effects
A. Causes illness and Death
1. From disease-carrying germs
2. From chemicals and metals
Prevents Water Recreation
1. Because of unpleasant odor
2. Because of floating debris
Control
A. Using proper pre-treatment processes
1. To remove the harmful chemicals
2. To recover and reuse polluting chemicals
355

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DETAILED

Region V/Daily Lesson Plan/2019-2020

Quarter 3 Weeks 5 and 6

Quarter 3 Weeks 7 and 8

Quarter 3 Weeks 9 and 10

Region V/Daily Lesson Plan/2019-2020

ENGLISH 6 QUARTER 3 DETAILED LESSON PLAN

Week 1 Day 1 ---------------------------------------------------------------------------- 1

Week 2 Day 1 ----------------------------------------------------------------------------44

Week 3 Day 1 ----------------------------------------------------------------------------84

Week 4 Day 1 ----------------------------------------------------------------------------114

Week 5 Day 1 ----------------------------------------------------------------------------141

Region V/Daily Lesson Plan/2019-2020

Week 7 Day 1 ----------------------------------------------------------------------------207

Week 8 Day 1 ---------------------------------------------------------------------------- 246

Week 9 Day 1 ---------------------------------------------------------------------------- 273

Week 10 Day 1 ---------------------------------------------------------------------------- 319

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

What does it symbolize?

1. The barrio chieftain called for an assembly in

4. The beautiful maiden promised to love and remain

5. The young man gave a garland of flowers to the

How does the name of sampaguita flower came to be?

C. Presenting (The teacher will read the selection twice. In the

The Flower of Love

Once there lived a chieftain who had a beautiful

Region V/Daily Lesson Plan/2019-2020

Noting details is a comprehension sub skill in which

Characters – are the ones who portray roles in the

Setting – is the time and place the story happened.

Events – are the things that happen or take place in

Two of the most common reference materials are the

Region V/Daily Lesson Plan/2019-2020

(Average & Fast)

B Listen to the story that the teacher will read then, be

Characters Setting Events

G. Finding practical (Easy)

Region V/Daily Lesson Plan/2019-2020

B. Listen to the story, BITTEN BUT NOT SHY. Then,

(Fast) GROUP ACTIVITY

J. Additional Choose 1 from the stories you`ve heard today. Then,

A. No. of Learners who

Region V/Daily Lesson Plan/2019-2020

F. What difficulties did I

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Looking around his land he wondered to himself what it is to be powerful.

6. Who is the main character in the story?

Region V/Daily Lesson Plan/2019-2020

The learner demonstrates understanding of the oral

The learner demonstrates that English language is

The learner uses knowledge of text types to

The learner orally communicates information,

The learner reads with sufficient accuracy and

1. Distinguish text- types according to purpose

Text-types According to Purpose and Language

Science and Health 6, Juanita M. Cruz, 2001, Diwa

Integrated English for Effective Communication 6,

Region V/Daily Lesson Plan/2019-2020

Home Economics and Livelihood Education 6,