School: FNMES Grade Level: VI

GRADE 6 MARY CHRISTINE L.

COT Teacher: FUENTES Learning Area: English
Teaching Dates and
Time: Week 6 Quarter: 1st QUARTER
I. OBJECTIVES
A. Content Standard 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
Standard The learner will be able to write personal experiences based on the story being viewed or read.
C. Most Essential
Make connections between information viewed and personal experiences
Learning
EN6VC-IVd-1.4
Competencies
II. CONTENT Make connections between information viewed and personal experiences

III. LEARNING RESOURCES

A. References
1. Teacher’s
Guide
2. Learner’s
guide
3. Textbooks
4. Additional
Materials Powerpoint, laptop and projector
B. Other Learning
Resources English 6 Module 3: Connecting Lives
IV. PROCEDURES ANNOTATIONS
A. Reviewing previous Presenting New Lesson: Let’s Try. Guess the word
lesson or presenting
the New Lesson CONNECTION
In this area,
==It is a relationship in which a person, thing, or idea is linked or associated with indicator #2 was
something else. observed, “Used a
range of teaching
Watch the video strategies that
“The Homework” enhance learner
achievement in
From the video we watch, share your experiences related to the video with the literacy and
following guiding questions: numeracy skills.”
1. Do you have a good relationship with your father?
2. Do you think he is giving importance to you the way he treated you? (Reading and
3. Have you tried to reached out to your father if he/she abandoned you? understanding the
4. How will you show to your father that you love him despite of everything he content of the
had done wrong to you, if there’s any? If none, then, how will you maintain story)
your good connection even you are far with each other?
In this area,
Read the story indicator #4 was
observed.
Short story. The ring “Displayed
A girl wanted a ring. But the boy gave a teddy bear instead. In anger, the girl proficient use of
threw the teddy bear on the road. The boy went to take it but unfortunately Mother Tongue,
was hit by a truck and died on the spot. At his funeral, the girl hugged the Filipino and
bear and the machine in it spoke, “Will you marry me?” Guess what she English to
found? A ring inside it. facilitate teaching
and learning.”
After reading the story what are the emotions you feel?
(Ask the pupils what they feel about the story) Also, in this area,
*maybe get mad to the girl? Because she did not accept the gift? indicator #8 was
*maybe sad, because the boy died observed “
Adapted and used
FYI, according to google: culturally
Do Muslims wear wedding rings? appropriate
There is a rule as to how a wedding ring must be worn in Islam. The women teaching strategies
may wear on any finger they choose but the men are NOT allowed to do so. to address the
Muslim men must not wear the ring on their index or middle finger, as per the needs of learners
hadith. The Messenger of Allah told Ali that he should not wear the ring on from indigenous
 specific fingers groups.”
https://www.google.com/search?q=culture+of+muslim+marriage&oq=culture+of+muslim&aqs=chrome.3.69i57j0i512l5j0i22i30l4.9724j0j7&sourceid=chrome&ie=UTF-8

And so, whatever emotion is that, the important thing is you feel that emotion
towards what you are reading, meaning you have a connection into it.

B. Establishing a
purpose for the
lesson And so, let me ask you? Have you experience the following?

Crying when reading a book

Laughing when reading a book
Scared when reading a book
Amaze when reading a book?

How these emotions happen while we are reading?

By making connection!

C. Presenting In this area,

examples / What is making connections? indicator #6
instances of the new
lesson It is a strategy that can assist you in extracting the meaning from the text or something
was observed.
you see on TV; it is about how the information you are reading connects to other “Maintained
familiar text and to how the world works that goes far beyond your: learning
environments
- past experience that promote
- Emotion
- Knowledge
fairness,
respect and
Are the keys for you to be engaged and hooked in reading. How? By using y care to
our own experiences and prior knowledge, you can easily connect and relate encourage
yourself. learning.”
With this, it would be easy for you to understand and enjoy reading.

There are three (3) ways in connecting yourself in the information or text that you
viewed or read. In this area,
 Text to self indicator #5 was
 Text to text observed. “.
 Text to world Established safe
and secure
A. TEXT TO TEXT - a connection between texts. Sometimes when reading, learning
readers are reminded of other things that they have read, other books by the environments to
same author, stories from a similar genre, or perhaps on the same topic. enhance learning
Readers gain insight during reading by thinking about how the information through the
they are reading connects to other familiar text. consistent
implementation of
policies, guidelines
Remember these questions in making connections through Text to Text and procedures.”
a. What does this remind me of in another book I’ve read?
b. How is this text similar / different to other things / books I’ve read?
c. Have I read about something like this before?

This story is similar with the one I read about Dr. Jose P. Rizal.
(The story he is reading ( present)
And connected to Dr. Jose P. Rizal (past)

B. TEXT TO SELF - -making connections are highly personal connections that a Integration:
reader makes between a piece of reading material and the reader’s own
AP-Life
experiences or life.
experience

Question to connect Through Text to Self

 Does it remind you of something in your life?
 Does it affect your feeling?
 How is this different /similar from your experience?
In this area,
  Can you relate it to your life? indicator #1
was observed
An example of a text-to-self connection might be, "This story reminds me of a
vacation we took to my grandfather’s farm.
“Applied
knowledge of
content within
*This is an example of a text-to-self because there is connection between the and across
text and to your own experience. curriculum
teaching
(same experience happened to the reader and to the character of the story he
is reading.) areas.”

C. TEXT TO WORLD - are the larger connections that a reader brings to a

reading situation. We all have ideas about how the world works that goes far
beyond our own personal experiences. We learn about things through
television, movies, magazines, and newspapers. Often it is the text-to-world
connections that teachers are trying to enhance when they teach lessons in
science, social studies, and literature.

An example of a text-to-world connection would be when a reader says, "I

saw a program on television that talked about things described in this article.

Current issue or something related in the situation that is happening around

her.

Question to connect Text to World

 How did that part relate to the world around you?
 Does it remind you of something in the real world?
 Does it have similarity/ difference to things that happen in the real
world?

Importance of making connections to the information viewed or read:

1. It helps readers understand how the characters feel.
2. It helps readers have a clearer picture in their mind and engage in
reading.
3. It sets a purpose for
reading and keeps the
reader focused.

Example:

How can we connect this

infographic about Dos and
Don’ts of wearing
facemasks?

1. Text to Text
“According to a known
doctor, through his page,
it is not advisable to
reuse the surgical
facesmask.”

(The reader has prior

knowledge because of
the article he read about
this)

2. Text to self
“it’s a good thing that I will do the same practice because it’s so scary
to be infected with the virus.” (the reader has personal experience based
on the article.

3. Text to world
“According to the news, since there is a big demand for surgical mask
 because of pandemic, some people hoard this product and sell it for a
bigger price. This is against Republic Act 7581 or the Price Act, and RA
7394 of the Consumer Act.”

(The reader connects to current issue)

D. Discussing new Group Activity: In this area,

concepts and indicator #3 is
practicing new observed “Applied
skills #1 Make a short paragraph how will you connect to the following pictures: a range of teaching
strategies to
develop critical
and creative
thinking, as well as
Connect to TEXT TO TEXT other higher-order
“According to RA 10627 or the Anti- thinking skills.
Bullying Act aims to protect children
enrolled in kindergarten, elementary, and
secondary schools.”

Connect to TEXT TO SELF

Being poor is not a hindrance that you will
become successful. You just learn to value hard
work and education. You can be a working
student just like me to achieve your dreams.

Connect to TEXT TO WORLD

According to the news, many people are dying
through COVID-19, so better yet just stay at
home or protect yourself by wearing shield and
facemask whenever going out from the house and
do some safety precautions.

E. Discussing new
concepts and Individual Activity: In this area,
practicing new indicator #9 was
skills #2 observed. “Used
Try this one! Make connections with the information in the picture from your
strategies for
own personal experience. If you can recall anything as you view write I connect, providing timely,
but if you cannot recall anything write I cannot connect accurate and
constructive
feedback to
improve learner
performance.”
Thyphoon Yolanda
 COVID 19

Beat up by teacher

Failed exam

Bullied by classmates

F. Developing mastery Class Activity:

leads to formative
Assessment #3 In this area,
Material indicator #3 is
 A ball of yarn or string observed “Applied
a range of teaching
Instructions: strategies to
1. Have the group stand in a circle. develop critical
2. Give the ball of yarn to one person. and creative
3. Have that person hold the end of the yarn and share something about thinking, as well as
themselves. other higher-order
 4. Then, have that person pass the ball of yarn to someone else in the circle. thinking skills.
5. The person who receives the ball of yarn holds it and shares something about
themselves. Also, In this area,
6. Continue passing the ball of yarn around the circle until everyone has had a indicator #5 was
chance to share. observed. “.
Established safe
As the ball of yarn is passed around the circle, it will create a web that connects and secure
everyone in the group. This activity is a great way to help students see how they are all learning
connected, even in small ways. environments to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedures.”

G. Finding practical Here are some practical applications

applications of In this area,
concepts and skills  Be an active listener. When you are talking to someone, really listen indicator #6 was
in daily living to what they have to say. Don't interrupt, and pay attention to their observed.
facial expressions and body language. This will help you to “Maintained
understand them better and to build a stronger connection. learning
 Be open-minded and respectful of others. Everyone has different environments that
experiences and perspectives. Be open to learning from others and to promote fairness,
seeing the world from their point of view. Be respectful of their respect and care to
differences, and avoid making assumptions about them. encourage
 Be empathetic. Try to put yourself in other people's shoes and to learning.”
understand their feelings. This will help you to connect with them on
a deeper level.
 Be kind and compassionate. Be willing to help others and to make a
difference in the world. This will help you to feel connected to others
and to make the world a better place.

H. Making
Generalizations and Let us process what you have learned.
abstractions about
the lesson
There are strategies in making connections namely:
______________ - is a connection between texts. Sometimes when
reading, readers are reminded of other things that they have read, other
books by the same author, stories from a similar genre, or perhaps on the
same topic.
_______________ - connections are the larger connections that a reader
brings to a reading situation. We all have ideas about how the world works
that goes far beyond our own personal experiences. We learn about things
through television, movies, magazines, and newspapers.
______________ - connections are highly personal connections that a
reader makes between a piece of reading material and the reader’s own
experiences or life

I. Evaluating learning Evaluation:

Make Connections by identifying if the lines from the different short stories In this area,
and clips from the news is text-to-self, text-to-text or text-to-world. indicator #9 was
1. The couple had a son named Bayabas whose task was to take good care of observed “Used
their three fat carabaos. strategies for
2. Once there was a boy who was so lazy, and his name was Juan Tamad. providing timely,
3. ILOILO took its name from Irong-Irong, the old name of the city of Iloilo, a accurate and
tongue of land that sticks out like a nose on the south of Iloilo River. constructive
4. The world was confronted with several pandemics before. This is the first feedback to
caused by a coronavirus. improve learner
5. Barangay officials strictly prohibit residents to go out from their homes performance.”
during Enhanced Community Quarantine.

Answers:
 1. Text to text
2. Text to self
3. Text to world
4. Text to world
5. Text to world

J. Additional
Activities for Assignment: Also, in this area,
application and indicator #7 was
remediation Write a personal essay about a time when you felt connected to someone else. This observed.
could be a friend, family member, stranger, or even a fictional character. What was it “Established a
about this experience that made you feel connected? What did you learn about yourself learner-centered
and about others? culture by using
teaching strategies
that respond to
their linguistic,
cultural, socio-
economic and
religious
backgrounds.”
V. REMARKS

VI. REFLECTION "No man is an island, entire of itself; every man is a piece of the continent, a part of the
main." - John Donne
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? Number of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation/s or
localized materials did I
used/ discover which I
wish to share with other
teachers?

Prepared by: Noted by:

MARY CHRISTINE L. FUENTES ZENAIDA G. SAMPAG

EdD
Teacher III Principal II