ENGLISH VI Date: ____________ I. Objective:  Give possible cause and effect to the situation heard.

Value: Save our planet from destruction

II. Subject Matter: Giving possible Cause and Effect to the Situation Heard References: Materials: PELC 5 English for Grade VI, pp. 37-38 Growing in English Reading, pp. 183-185 chart, flashcards, strips of cartolina

III. Learning Activities: A. Preparatory Activities: 1. Pronunciation Drill /d/ and /dh/ sounds /d/ /dh/ day they den then die thy 1. They traveled during the day. 2. Those passenger might doze during the trip. 2. Unlocking Difficulties: Match each word to each meaning. A 1. atmosphere 2. pollutants 3. endanger 4. destruction 5. deforestation 6. tremendous

B the act of clearing the forest. the act of destroying or state of being destroyed. to expose to danger. any various harmful chemical which impair the purify of water, soil or atmosphere e. the mass or body of gases that surrounds the earth or any heavenly bodies f. dangerous; terrible a. b. c. d.

3. Motivation: Class, I have here a real egg and a fork. I am going to strike the egg with fork, what happened to the egg? B. Presentation 1. Have the pupils listen as the teacher reads the selection. “Save the Earth” 2. Comprehension Check-up: 1. What day-to-day activities do you think contributes to the endangering of our planet earth? 2. What are the sources of air pollutants? 3. What is the effect of this greater heating of the earth?

3. Analysis and Discussion: In the situation you have listened to, what possible causes and effects can you give? 4. Fixing Skills: Write the four causes of the earth's danger on Column A and the effect on Column B. select from the list below. 1. Increased heating of the earth 2. Indiscriminate cutting of trees 3. Exhaust pipes of running vehicles 4. Destruction of ozone layer 5. Spraying of plants with chemicals (Causes) A (Effects) B

5. Generalization: What is cause? What is effect? What would you do to give possible cause/effect to the situation heard? 6. Practice Exercises: a. Guided Practice: Listen to these situations and be able to give the possible cause and effect. 1. Mario was very delighted over his high score in Science. 2. Your neighbor's three-year old daughter is crying. b. Independent Practice: Divide the class into groups of four. Each group will give the cause/effect of the following situations. 1. The door bangs as Albert leaves the room. 2. The pupils suddenly keep quiet. 7. Valuing: Why is it important to save our planet from destruction? IV. Evaluation: Listen to each situation and answer the questions that follow by selecting the letter of the correct answer. Kevin smelled smoke in the air. He looked down the street and saw a fire blazing in old garage. "I have to do something fast," he said to himself. Kevin knew that he could not fight the fire himself, so he ran to the nearest phone. He reported the fire. Soon a fire truck was on the day to the garage. By nine-thirty, fire fighters from 5 action Five had put out the fire. 1. Kevin smelled smoke to the air. What was the effect? a. He checked and saw fire b. He started to feel funny c. He bought someone was smoking. He reported the fire. V. Assignment: Give three possible causes and three possible effects to this situation: The street are flooded every time it rains.

ENGLISH VI Date: ____________ I. Objective:  Use the verb that agrees with the singular indefinite pronouns Value: Being respectful

II. Subject Matter: Using the Verb that Agrees with Indefinite Pronouns References: Materials: PELC 1.5.3.1 Building English Skills (Language) pp. 47-49 Growing in English (Language) pp. 99-101 chart, flashcards

III. Learning Activities: A. Preparatory Activities: 1. Drill: Sentence Drill Somebody gives me a surprise. Everybody works hard. I think someone is playing a joke on me. 2. Review: What kind of pronouns are the words? What is a pronoun? What kinds of pronoun do you know? 3. Motivation: Read the story. a. Who are the characters in the story? b. What can you say about them? B. Presentation: 1. Read the dialogue. 2. Comprehension Check-up: a. What made Lita laugh? b. What did Aurora say to Lita? c. Was Aurora right? Why? 3. Analysis and Discussion: What are the indefinite pronouns used in sentence 1 and 2? What do the words everybody and everyone mean? 4. Generalization: What are indefinite pronouns? What form of the verb is used with singular indefinite pronoun? 5. Practice Exercises: a. Guided Practice: Choose the correct form of verb inside the parenthesis for each indefinite pronoun. 1. Everyone (is, are) a unique person, with or without defect.

2. Everyone at the Science Fair (is, are) curious. b. Independent Practice: Complete each sentence with a verb in the present tense. 1. A few of the contestants ____________. 2. Either of the subjects _____________. 6. Valuing: How will you show respect to people with defects? IV. Evaluation: Read the paragraph below. Copy the verb that agrees with each indefinite pronoun. Everyone in my class (has, have) a pen pal. Several write to more than one person. Nobody (forget, forgets) to send letters every week. Everybody (is, are) always eager to check the mail. Something usually (arrive, arrives) in the mail for me. Each of my pen pals (is, are) special. Both of my pen pals live in America. Some of us read the letter about the class. Many hope to visit their pen pals someday. All enjoy communicating with new friends. V. Assignment: Use each of the following singular, indefinite pronouns in a sentence. 1. anybody 2. someone 3. everybody 4. none 5. anyone

ENGLISH VI Date: ____________ I. Objective:  Use the verb that agrees with the plural indefinite pronouns II. Subject Matter: Using the Verb that Agrees with the Plural Indefinite Pronouns References: Materials: BEC-PELC 7.1 p. 24 Growing in English Language, pp.97-100 chart, pictures

III. Learning Activities: A. Preparatory Activities: 1. Drill: Gave the plural form of the noun in the parentheses Fishing is fun. (Man), (woman) and (child) love it both as an occupation and as a part of sport. It does not necessarily mean catching different (species) of fish, like (tuna), (milkfish), (salmon) or mackerel. 2. Review: What are the indefinite pronouns? Can you give examples of singular/plural indefinite pronouns? 3. Motivation: Show pictures of life in the past and in the 215t century. Compare the two pictures. Talk about to which picture do they want to live with. B. Presentation: 1. Read the paragraph. 2. Comprehension Check-up: What was everyone striving for ever since the world begun? Why is electricity considered to be the necessity in the homes? 3. Analysis and Discussion: Let the pupils read sentences in sentence -strips. Many think life is better now than before. Some say it is much better to live today. Few believe it is happier and more peaceful to live this time. 4. Fixing Skills: Complete each sentence with the appropriate verb inside the parenthesis. 1. Many of the pupils (is, are) proud of their projects. 2. All of the 'students (love, loves) their projects. 3. Few (has, have) started on their science projects. 5. Generalization: What kind of verbs do the plural indefinite pronouns take? 6. Practice Exercises:

1. 2. 3.

a. Guided Practice: Complete each sentence with the correct form of the verb in the parenthesis. (feel) 1. All pupils __ excited in their field trip. (be) 2. Most of the entries __ very creative. (be) 3. Few pupils __ witling to join the competition. b. Independent Practice: Group the pupils. Provide each group with a list of plural indefinite pronouns. Have them write a sentence using each word. The answers must be written in the newsprint. IV. Evaluation: Choose the correct verb form from the parentheses. 1. Few pupils (work, works) hard for the next fair. 2. Both boys and girls (neglect, neglects) responsibilities. 3. All the boys (do, does) their best today. V. Assignment: Construct your own sentences using the plural indefinite pronouns. 1. Few ________________________________. 2. Both ________________________________. 3. Several ______________________________. 4. Many _______________________________. 5. All _________________________________.

ENGLISH VI Date: ____________ I. Objective:  Use possible causes and effects to news stories heard. Value: Righteousness

II. Subject Matter: Giving Possible Causes and Effects to News Stories Heard. References: Materials: BEC-PELC 6 p. 24 Growing in English Reading p. 186 Recorded news broadcast, charts, newspapers

III. Learning Activities: A. Preparatory Activities: 1. Drill: Match each cause and its effect. A 1. When the generator is turned on. 2. If we strike a match 3. because the air is not moving 4. because the lights are off 5. because brakes are applied

a. b. c. d. e.

B A car stops The building is dark electricity flows out of it the friction produces some heat there is no wind

2. Review: How can you distinguish cause from given effect? 3. Motivation: What news report did you hear this morning? B. Presentation: 1. Listening to the taped news report. 2. Comprehension Check-up: Who was the policeman's daughter? What did the two women offer her? How much was the original price of the ring? Why did they sell it for only P450.00? 3. Valuing: If you were the daughter of the policeman, would you also do the same? Why? 4. Discussion/Analysis: Studying the sentence taken from the news broadcast: Two women were detained because they were peddling fake jewelry.  What is the reason why the two women are detained?  Which is the cause/effect? 5. Generalization: How can you give possible cause to a given effect?

6. Practice Exercises: a. Guided Practice: Work by pairs. (Think pair share) Pupil A will write a cause from the controversial issue in the newspaper then pupil B will write the possible effect. b. Independent Practice: Listening to another news broadcast then identify cause-effect relationship. Cause __________________________ Effect __________________________ IV. Evaluation: Listen to the recorded news broadcast then fill up the table below. Cause Effect

1. A total of 3780 students enrolled this school year at Manila High School. It is four percent lower than 3933 figure last school year. This is due to change of residence and unemployment. 2. Most failures and inability of students to hurdle the College Entrance Test are due to poor reading ability and comprehension and deficient mathematical ability. V. Assignment: Read news stories in the news paper. Then list down 5 possible effects to a given cause and vice versa.

ENGLISH VI Date: ____________ I. Objective:  Give other events that could happen next Value: awareness about the possible consequences of our actions

II. Subject Matter: Giving other Events that Could Happen Next References: Materials: PELC 5, 3, 2 Building English Skill (Reading) p. 49 charts, strips of paper, flashcards

III. Learning Activities: A. Preparatory Activities: 1. Review: Give the possible outcomes to the given situations. 1. Marie study hard before the periodical exams, therefore she would surely. 2. There are dark clouds in the sky, after a while thunder and lightning followed, most probably ... 2. Motivation: Have the children sit quietly and listen to the sounds around them. What sounds have you heard? What sounds have you enjoyed hearing? Which sound did you not like? Why? 3. Unlocking Difficulties: Using flashcards, pick out the word that will complete each sentence. rattle screech clutter moan murmur 1. The _________ of rain is heard on the roof. 2. The _________ of the wind is like a prowling cat. 4. Raising of Motive Question: What will you do if you heard some noise? B. Presentation: 1. Let the pupils read the selection “Noise”. 2. Comprehension Check-up: a. Answering the motive questions. b. Answering guide questions. 1. What did the writer of the poem says about noise? Does she like noise? 2. If you heard a boom of thunder, what would you do? 3. What would you expect a person to do if she heard a moaning wind? 3. Analysis and Discussion: Eloisa was eating her snacks in the canteen. When she looked around, she saw a black purse lying on the table nearby. She got it and brought it to the lost-and-found center of the school. What do you think would probably happen? Why do you say so?

4. Fixing Skills: Read the following and choose the sentence that tells probably happen next. 1. In the early days, most things are made at home. Other things were made in shops. The people did much of this work with their hands. a. It was easy to do work. b. Men earned much money from their work. c. Work was done slowly. 5. Generalization: What would you do to be able to give the events of what could happen next? 6. Practice Exercises: a. Guided Practice: Write your own ideas to complete each sentence. 1. If I fix my blanket and pillow after waking up, _________. 2. If I eat good breakfast before going to school, ______________. b. Independent Practice: Divide the class into groups of 4. ask each leader of the group to pick a piece of paper having a situation. Then, on a piece of cartolina, each group will write the events that could probably happen next. IV. Evaluation: Read the situations. Then, select from the given choices the events that will happen next. 1. A band is playing in the plaza one early morning. Many people are there. All of them are well dressed. They are standing around the flagpole. Two of them are holding the string of the big flag. a. The flag will be raised. b. The flag will be changed. c. The flag will be lowered. 2. Mildred is putting on a beautiful long gown. Her mother is helping her. There is a crown on a table. There are decorated candles, too. Downstairs Mildred's father and brothers are decorating an arch. What do you think is going to happen? a. Mildred is going to a wedding. b. Mildred is going to have her picture taking. c. Mildred is going to join a Santa Cruzan. V. Assignment: Write the appropriate event that will happen next to each of the following situations. 1. Mina had a very beautiful voice. She joined the singing contest in school. She practices very well for the contest. 2. Nick planted some santan cuttings/ but he forgot to water them. What do you think will happen to the plants?

ENGLISH VI Date: ____________ I. Objective:  Draw pictures of incidents that are possible to happen Value: Being cautions

II. Subject Matter: Drawing Pictures of Incidents that are Possible to Happen. “The Birthday Gift” References: Materials: Exercises 17-18, Reading Comprehension Exercises in English VI pictures, charts

III. Learning Activities: A. Preparatory Activities: 1. Pronunciation Drill / oo / book poor look fool good food 2. Motivation: What special gift to you want to receive on your birthday? Why? 3. Unlocking of Difficulties: Choose the meaning of the underlined words from the word box. a. I embraced Mother tightly after she forgave me for breaking her favorite jar. b. Hanz longed to see his father who had been abroad since he was born. wished edge care bang hugged left 4. Motive Question: What birthday gift did the girl in the story received? B. Presentation: 1. Silent reading of the selection written on chart. 2. Discussion/Analysis: a. Answering the motive question. The girl received a motorbike on her birthday. b. Comprehension Questions:  Why was the father unhappy with the birthday gift?  How did Theresa learn to ride a motorbike? c. Valuing: Why do you think did Therese meet an accident? 3. Skill Development: Present a picture from the selection read. Have the pupils arrange them according to how they happened in the story. 4. Fixing Skills: Group Work.

After reading the selection, have the groups draw the incidents that are possible to happen. 5. Independent Practice: Have the pupils read the selections that follow, then draw the incidents that are possible to happen. The Foolish Chicken One day a chicken stood near a pond watching the ducks swim fast. It longed to swim like them. But its mother had warned it not to go near the pond, as it could fall into the water and drown. IV. Evaluation: Draw the incidents that may happen in this story. A fox saw a crow upon a tree with a morsel in. its beak. It wanted that bit of food very badly. So it flattered the crow and asked her to sing. V. Assignment: Draw the incidents that may happen to your favorite tele-series.

ENGLISH VI Date: ____________ I. Objective:  Analyze ideas as to cause and effect from discussions Value: Preservation of artworks, Love for nature

II. Subject Matter: Analyzing Ideas as to Cause and Effect References: Materials: BEC 6 Reading pp. 80-86; pp. 88-89 chart, pictures, strips of cartolina

III. Learning Activities: A. Preparatory Activities: 1. Pronunciation Drill ed/t marched sketched discussed reached asked surprised 2. Review: Read each sentence. Find the error and encircle it. a. Animals are producers in this world. b. The sun provides water to the living things. 3. Unlocking Difficulties: Pick out a leaf and match to its appropriate meaning. monastery chapel museums model ______ a building where monks live. ______ pictures ______ person who poses for an artist 4. Motivation: Have you heard about the so called "Four Famous Paintings"? Why do you think they are so famous? B. Presentation: 1. Let the pupils read the story "Four Famous Paintings", BE56 Reading, pp. 80-85. 2. Comprehension Check-up: a. What makes “Mona Lisa” famous? b. Who painted it? c. Why did the Italian merchant choose that painter to paint – portrait of his wife? 3. Analysis and Discussion: Read carefully the underlined sentences. Answer the questions that follow. 1. People look at "Mona Lisa" with delight because of her mysterious smile. a. What is the effect of knowing how to paint solid and like-like? b. Why do people look at "Mona Lisa" with delight?

portrait

4. Fixing Skills: In each pair of sentences, which is the cause and which is the effect? 1. People need to plant more trees. Trees prevent floods. 2. Pablo found a two-peso coin. He planned to buy a yoyo. 5. Generalization: What is cause? What is effect? What connectives are used to introduce a cause or effect? 6. Practice Exercises: a. Guided Practice: Write under each column where the sentence should be written. Effect Connective Cause I

1. The people cheered loudly for Gen. Emilio Aguinaldo because he had announced his plan to proclaim Philippine Independence on June 12, 1898. b. Independent Practice: Do as instructed 1. List down all possible causes to flash floods in different places. 2. List down all the possible effects to big families. IV. Evaluation: Analyze the given ideas as to cause and effect. Complete the following sentences. 1. The pedestrian broke a traffic role so __________. 2. He studies hard, that's why __________. 3. We experience flash floods because ___________. 4. She finished her assignment in order to __________. V. Assignment: Write 5 sentences showing – cause and effect.

ENGLISH VI Date: ____________ I. Objective:  Use the present perfect tense of the verb. Value: Independence

II. Subject Matter: Using the Present Perfect Tense of the Verb. References: PELC 8.1.1, p. 24 (spelling) Growing in English 6 – Language pp. 163-170

III. Learning Activities: A. Preparatory Activities: 1. Drill: Give the past participle form of the following verbs. Break write throw

bring

fight

2. Motivation: How did you feel doing a job alone? Were you able to do it alone? B. Presentation: 1. Read the story. What do you think happen to Sir John Trevanion? How did cryptography help him escape prison? 2. Analysis and Discussion: Go ever the underlined verbs. a. Cryptography has grown in recent years. b. This form of communication has been known for centuries. c. Many have seen its usefulness. 3. Fixing Skills: Here are sentences. Which sentences are in the present perfect tense? a. His mood grew gloomier. b. He saw no way to escape. c. Many people have used it. 4. Generalization: When do we present perfect tense? How do we form the present perfect tense of verbs? 5. Practice Exercises: a. Guided Practice: Use the following present perfect tense in sentences. 1. has/have been 2. has/have felt 3. has/have looked

b. Independent Practice: Form the present perfect tense of the following using has/have. Use it in meaningful sentence. 1. are 2. break 3. choose IV. Evaluation: Choose the correct verb in each sentence. 1. Thess (bas forgotten, have forgotten) her books on the table. 2. My scoutmaster has (taught, teached) me raised the flag since I was a Grade Four scout. 3. My teacher (has choosen, bas chosen) our group to perform the dance tomorrow. V. Assignment: Give the missing forms of the verbs in the chart below. Use each present perfect tense in sentence.

Ex. 1. 2. 3. 4. 5.

Verbs begin hide blow draw freeze sink

Past Form begun hid ______ drew froze ______

Present Perfect Tense (has/have) begun (has/have _______) (has/have) blown (has/have _______) (has/have _______) (has/have) sunk

ENGLISH VI Date: ____________ I. Objective:  Draw pictures of characters reaction that is possible to happen. Value: Concern to others

II. Subject Matter: Drawing pictures of Incidents/Characters that is Possible to Happen References: Selections: Materials: Growing in English (Reading) pp. 120-133 Delia Learns a Lesson From the Teeth and the Tongue chart, show me cards, pictures and strips of cartolina

III. Learning Activities: A. Preparatory Activities: 1. Drill: Pick out a (turn upside down) strip of cartolina and act out the message a. writhing in pain b. winning the declamation contest c. offered a helping hand to the old woman 2. Review: What do you expect when: a. there is a continuous rain? b. you review for the test? c. you did not make your assignment? 3. Unlocking difficulties: Clap your hands 3 times if the meaning is correct and stamp your feet twice is not. a. When you're broke, do you mean you have money? b. If a daughter is the parent's apple of the eye, is she well liked? 4. Motivation: How many of you are easy to deal with? Are you friendly? Do you like to be with your cousins? B. Presentation: 1. Ask children to read orally the story. 2. Comprehension Check-up: a. Who were the main characters? Describe each. b. What did Delia do with the money given by her father? c. What did Delia’s father command her to give to Auring? 3. Analysis and Discussion: How will you figure out the main characters in the story? 4. Fixing Skills: a. How would you act-out Delia while asking for money? b. Dramatize the situation when Delia’s mother introduced her to her aunt and cousin.

5. Generalization: In figuring out characters, what do you need to have? 6. Practice Exercises: Using your imagination, draw the characters in the situation below. A flash flood is about to reach Don Jose's village. There are children playing outside the house. IV. Evaluation: Listen and draw from your imagination any character found in the dialogue. V. Assignment: Draw using your imagination our school 10 years from now.

ENGLISH VI Date: ____________ I. Objective:  Write and ending to a given situation Value: Safety precautions against accidents; Helpfulness

II. Subject Matter: Writing an Ending to a Given Situation References: Materials: PELC 7 Writing, p. 24 Growing in English 6 TM, pp. 190-191 Growing in Language 6 Language pp. 244-245 BES LP pp. 350-351 strips of cartolina, boxes, picture of a rickshaw in a Chinese neighborhood, a story, pocket chart, manila paper

III. Learning Activities: A. Preparatory Activities: 1. Pronunciation Drill /s/ vs. /sh/ Pronounce the /s/ and /sh/ sounds correctly. a. Word Drill /s/ /sh/ see she sore shore same shame b. Phrase Drill shake the bottle on the shore wish for the moon push the button shame on you wash the dishes

2. Review: Review on Cause and Effect 1. You saw a snake under an old bench. 2. The milk gets spoiled 3. He slipped and fell down 3. Motivation: Look at the picture. What neighboring country reminds you of a rickshaw? The kind of dress that the person wear? Does China and other countries like Singapore, still have rickshaw on their streets? Further ask the pupils to describe the scene they see in the picture on page 244. B. Presentation: 1. Ask the pupils to listen to an incident which happened 50 years ago in China. 2. Comprehension Check-up: a. Who is the main character in the story? b. What did the rickshaw man do? c. How did Lu Hsun react to the situation?

3. Discussion Question: How do you think the story ended? Welcome some endings. Then invite the pupils to open their textbooks on page 244. Listen well, and choose the most likely ending. 4. Fixing Skills: Try to create a story similar to the story you have listened to. Instead of a rickshaw man, make a bus driver or a taxi driver as the main character. Be sure that everyone participates. 5. Generalization: How do you give an appropriate ending to a situation? Based on known facts and familiar events, you can draw up the logical consequences of an action or event. 6. Application: Analyze and write the appropriate ending below the given situation. 1. The maid left a pot of mongo beans to boil on the stove. She did some laundering outside the house. In less than an hour ... 2. A gate with a sign, "Beware of Dogs," had been left open. A boy of 12 was passing by, suddenly ... 7. Valuing: In what ways safety precautions help? Cite examples. IV. Evaluation: Write an appropriate ending for each situation. 1. A pedestrian hurried to cross the street. He had not reached the other side when the traffic light switched from yellow to green. Wheels of waiting vehicles rushed impatiently on. In an instant... 2. Nico and his playmates wandered by a construction site. A painter working high up on a scaffolding, accidentally dropped his can of paint. Directly below was Nico picking up a scrap of wood. Luckily, an alert foreman had heard the painter's shout, and just in time ... V. Assignment: Read the situation and write the ending in your English notebook. One Saturday afternoon, Jerry and Tony climb on a tree to pick some guavas. Tony saw a big, ripe guava, he tried to reach it op but the branch is too small for him ...

ENGLISH VI Date: ____________ I. Objective:  Analyze ideas as cause and effect to news heard Value: Love for our National Language.

II. Subject Matter: Analyzing Ideas as Cause and Effect to News Heard References: Materials: PELC Listening 6, p. 24 Philippine Star charts, strips of cartolina, manila paper

III. Learning Activities: A. Preparatory Activities: 1. Review: Match the following causes on Column A to 'the suitable effects on Column B .(Write it on strips of cartolina) A B 1. missing breakfast a. failed test 2. strong typhoon b. feeling hungry 3. forget to study c. roofless houses 4. drunk driving d. late to work 5. faulty sleep e. car accident 2. Unlocking Difficulties: Arrange the jumbled letters to get the hidden words based on the given clues. a. n g s t e r you - young fellow b. d a n gee n red - exposed to danger c. s i v e v ape r - spreading all over, passing through without causing disruption. 3. Motivation: Do you know Manuel L. Quezon? What was his greatest contribution to our country? Do you think it is important to have our own language? What does it symbolizes? B. Presentation: 1. Have the pupils listen as the teacher reads the news, "Cherokee Tribe Tries to Save Dying Language" 2. Comprehension Check-up: a. What is happening to the Cherokee language? b. What is the reason why Cherokee language is dying? c. How was the Cherokee language saved are revived? 3. Analysis and Discussion: Write the pupils answer to Question A on Comprehension check-up and analyze it. Ask: What part of the sentence is the cause? How did you identify it? What part of the sentence is the effect? How did you identify it?

4. Fixing Skills: In the following sentences taken from the news, identify which is the cause and which is the effect. 1. A classroom was offered in Lost City School to teach Cherokee language because of the plea of the tribe leader. 2. Some were being punished because of speaking the Cherokee language. 5. Generalization: What is cause? What is effect? What connectives are used to introduce a cause or an effect? 6. Infusion Values:

How can we show that we are proud of our national language?
IV. Evaluation: Analyze the ideas I the following news. Then, underline the causes and box the effects. A strong typhoon hit the town of Many Kardo so their place was flooded for almost three days. Because of the heavy rain, the drops were submerged in the water. The crops was getting ready for harvest time but the typhoon swept the rice field in no time. Some had gathered whatever they could save from their field even if it was drenched and smelling……. V. Assignment: Write a short paragraph showing the cause and effect on the topic "Urban Gardening.

ENGLISH VI Date: ____________ I. Objective:  Use verb in the active voice Value: Appreciation of God’s creations

II. Subject Matter: Using Active Voice References: Materials: PELC Speaking 8.1, p. 24 Growing in English (Language) 6 pp. 177-178 Open Roads to Reading 6, pp.202-203 chart

III. Learning Activities: A. Preparatory Activities: 1. Drill/Review: Dictate the following sentences. Then ask the pupils to underline the subject and box the predicate. a. The pupils are happily dancing to the tune of spaghetti dance. b. Plants need water and sunlight to grow. c. Mrs. Sambrano teaches us how to recite the poem. 2. Motivation: Show a picture of nighttime with many stars. Ask the pupils what do they usually do during this kind of night. Aside from the stars, what other heavenly bodies do they see in the sky at night? 3. Motive Question: What heavenly body does Kauro wants to see? B. Presentation: 1. Have the pupils listen as the teacher reads the selection. 2. Comprehension Check-up: a. How does he see stars that could not be seen by naked eyes? b. What other things he saw in the sky? c. What did he do with his observations? 3. Analysis and Discussion: Study the following sentences taken from the selection. a. Kauro peer eagerly through the telescope. b. He saw the stars. c. He sketches it. 4. Fixing Skills: Let the pupils answer the remaining three sentences on Analysis and Discussion. 5. Generalization: What is an active voice of the verb? How do we identify the active voice? What pattern can we use in writing sentences in the active voice?

6. Practice Exercises: a. Guided Practice: Study the following sentences. Write A on the blank if the sentence is in the Active voice and X if not. _____ 1. The teacher gave clear instructions. _____ 2. Their teachers admire conscientious students. b. Independent Practice: Write these sentences highlighting the doer not the action of the doer. 1. the reflecting telescope, Isaac Newton, invented, in 1668 2. invented, 1709, somebody, the piano IV. Evaluation: Complete the following sentences by supplying the verb and direct object. 1. The pretty girl ______________________. 2. Our class ______________________. 3. The man ______________________. 4. The workers ______________________. 5. A strong typhoon ______________________. V. Assignment: Write a paragraph about the topic cleanliness in the school. Use the active voice of verb in your sentences.

ENGLISH VI Date: ____________ I. Objective:  Use verb in the passive voice Value: Listening politely

II. Subject Matter: Using Verb in the Passive Voice References: Materials: PELC 8.1 Speaking, p. 24 BES 6, TM, p. 129 BES 6 LP, pp. 370-372 pocket chart, card with words written.

III. Learning Activities: A. Preparatory Activities: 1. Pronunciation Drill a. Word Drill: /a/ /t/ called cooked scrubbed passed b. Phrase Drill: named for me scrubbed the floor

/ed/ attracted landed walked to the stage needed money

c. Sentence Drill: The flower looked very pretty. The dancers walked to the stage. The food victims needed money. 2. Review: Complete the sentence by choosing the .correct form of the verb below. Write only the letter of the correct answer. 1. Peter _____ to the movie by this mother. a. take c. was taken b. taken d. has taken 2. A strong typhoon ______ the school building. a. destiny c. destroyed b. have destroyed d. was destroyed 3. Motivation: Ask: "Did you see a shooting star last night? Did you make a wish? B. Presentation: 1. Direct pupils to read the sentences in letter B, text p. 160. Here are some facts about shooting stars. 1. Shooting stars are not really stars, but masses of rack. They are called meteorites. 2. Meteorites move through outer space. They are attracted by the force of gravity of the earth.

2. Analysis and Discussion: The above statements tell about general truths. They are in the simple present tense. Read the underlined words in sentences 1, 2, and 3. What do you noticed about the composition of the verbs? 4. Fixing Skills: Rewrite the following sentences in the passive voice. 1. The members of the club planned some activities. 2. The girls collected pictures of heavenly bodies. 3. The boys prepared some albums. 5. Generalization: How do we write sentences in the passive voice? 6. Valuing: How did you listen to the teacher during class discussion? 7. Practice Exercises: Pupils will be grouped into 6. Each group will choose its leader. Then on the board are pasted drawings of different science concepts. 1. shooting stars 2. a solar eclipse 3. lunar eclipse IV. Evaluation: Read the following sentences. Then write the passive form of each sentence without a by-phrase. The beginning of each passive sentence is given. 1. Our club holds monthly meetings in the school library. Our monthly meetings ___________. 2. The president asks us to attend1he meetings. We ____________________. V. Assignment: Go through the headlines and news reports in newspapers. Underline sentences with passive constructions. And on a piece of paper, list down at least five of them. If the passives are abbreviated in headlines, expand them into sentences. Examples: a. Fort Santiago renovated by NGO. b. Fort Santiago was renovated by a Non Government Organization.

ENGLISH VI Date: ____________ I. Objective:  Use the verb that agrees with the singular indefinite pronouns Value: Honesty

II. Subject Matter: Writing About One’s Feelings/Reactions Using the Correct Form of the Verb. References: Materials: Growing in English 6 pp. 139-145 word cards, sentence strips, pocket chart

III. Learning Activities: A. Preparatory Activities: 1. Drill: Spelling ed and ing words picnicked visiting applauded accompanying apologized engaging 2. Review: Encircle all the verbs in these group of words. beautiful paining dent special playful sun 3. Motivation: Have you ever written your life story? What make up one’s life story or autobiography? Form small groups. Tell each other some of your unforgettable experiences when you were little children. B. Presentation: 1. Turn to page 139 LISTEN WELL. Do you remember the girl in the picture? She's Melissa Mauricio. Listen to her life story. Have a picture of a girl as someone in class reads the life story. 2. Comprehension Check-up: a. When and where was Melissa born? How old is she now? b. Who are her parents? What are their occupations? c. How does she spend her weekends? 3. Analysis and Discussion: Study the sentences about Melissa’s autobiography. a. Melissa's father is a school principal. b. Her parents come from Tarlac. c. She helps her mother in the store every weekend. 4. Generalization: What tense do all the sentences express? What does the simple present tense show?

5. Practice Exercises: Used the correct form of the verbs in the simple present tense. Example: How often do farmers harvest their crops? They harvest two to three times a year. 1. What part of the country do your parents come from? 2. How many member nations does the ASEAN have? IV. Evaluation: Write a short paragraph using the sentences below. Use the correct for of the verb in each blank. 1. It _____ Clean-up Day at Taal, Bocaue, Bulacan. 2. The people _____ early in the morning. 3. The men ______ the canals and the dirty places. V. Assignment: Write the paragraph about what you feel when you are in school.

ENGLISH VI Date: ____________ I. Objective:  Infer the general mood of the selection/poem read. Value: Self confidence

II. Subject Matter: Inferring the general Mood of the Selection References: Materials: PELC III 8-1, p. 24 Growing in English (Reading) pp. 197-198 Mastering Communication Skills pp. 188-189 chart, sentence/phrase strips, pocket chart

III. Learning Activities: A. Preparatory Activities: 1. Pronunciation Drill Read the following phrases with correct pronunciation. On top of the hill In the valley By the side of the rill

Can’t be a tree
2. Review: The sun is behind the mountains. The flowers are all in bloom. Birds are chirping. The children are laughing. What word best describes the mood of the passage? a. funny b. romantic c. gay

3. Motivation:  Have you done your best before? How did you feel?  The poem in today’s lesson challenges you to be your best in anything. B. Presentation: 1. Read the poem with expressions by the teacher while the pupils listen. 2. Comprehension Check-up:  Do your best when given a task?  How does it feel to dot he best and be the best?  How can you be best in anything? 3. Generalization: What is meant by mood? How would you determine the mood of the selection? 4. Practice Exercises: a. Guided Practice: Identify the mood expressed in each .stanza below and write the correct answer. 1. Lord, let the rain water the plain! Lord, let the sun ripen the grain! a. forgiving c. envying

b. pleading d. exciting b. Independent Practice: Infer the mood of the following passages. 1. These past several weeks when you had not written, I realized how much you mean to me. 2. “What a beautiful picturesque! It deserved a price,” cried Zeny. IV. Evaluation: Choose the answer the best express the mood in the paragraph. 1. Robert was driving along the highway when his front tire went flat. He walked to the nearest telephone and called mechanic for help. They were very busy at the garage. Nearly an hour went by before help arrived. a. hopelessness b. restlessness c. tiredness V. Assignment: Read again the poem "Be the Best of Whatever You Are" Write the general mood on your notebook.

ENGLISH VI Date: ____________ I. Objective:  Use the expressions about the future plans, hope-can and wish could, would Value: Attentive listening, openness in writing one’s hopes and wishes

II. Subject Matter: Using Hope-Can, Wish-Could, Would Expressing Hopes and Wishes References: Materials: PELC Growing in English Language TM, pp. 152-154, Txt, pp. 196-203 word cards, cassette, song “When You Wish Upon a Star”

III. Learning Activities: A. Preparatory Activities: 1. Word Study: Study the spelling and meaning of each word. Astronaut Pilot Architect Engineer Astronomer Analyst 2. Motivation: Have you ever seen a star shoot across the sky one starry night? What did you do? B. Presentation: 1. Listening Activity  What does the song tell about making a wish?  What does the line “Makes no difference who you are” mean?  Do you believe in wishing upon a star. 2. Discussion: a. Who among Loren’s well wishers tell what is/are likely to happen? Go over their statement.  What expression of desire or want is used in these sentence?  What form of the verb follows the expression hope? 3. Fixing Skills: Read the following sentences. Choose wish sentences tell about (a) thins that are likely to happen (b) things that are not likely to happen. Write a or b for each sentence. 1. I wish I were the President of the Philippines 2. Father hopes Natalie can make the best decision for herself. 4. Generalization: When is hope used? When is wish used? 6. Practice Exercises: Read this dairy entry written by David. Be able to point out his hopes and wishes. Be able to point out his hopes and wishes.

I often dream of flying to mass with my friends. I wish a large spaceship could take all of us here. I also wish that the spaceship were fast enough to bring us back and forth to the earth. I hope I can find evidences showing that life is possible there. I hope I can do it as soon as possible so that some people on earth can migrate there. The population on earth has increased very much. Mother earth is already suffering from destruction. I wish I council do this to save her.  What does David wish?  What are is hopes? IV. Evaluation: Write your own dictionary entry telling about your own hopes and wishes. V. Assignment: Interview five classmates about their hopes and wishes. Chart the information you will gather. Name Hopes Wishes 1. Ex. Aminah Can finish her studies and can She were a strong tree work 2. 3. 4. 5.

ENGLISH VI Date: ____________ I. Objective:  Tell how the story would turn out if some episodes were changed Value: Greedy people will not be rewarded

II. Subject Matter: Inferring How the Story Would Turn Out if Some Episodes were Changed. “Defining a Poor Man” References: PELC 8.2 (Reading) p. 24 Growing in English - Reading TX pp. 204-212, TM pp. 193-195 Materials: charts III. Learning Activities: A. Preparatory Activities: 1. Drill: /j/ Pronounce the /j/ in the following words: gypsy apologize janos

majesty

just

2. Motivation: "Lawyers defend anyone who is treated unjustly. Anyone can play "lawyer" to anybody as the need arises. In the story, find out how a gypsy acted as a "lawyer" to save a poor man from a big trouble." 3. Motive Question: "How did the gypsy save' Janos from the big trouble of losing all his money to a greedy innkeeper?" B. Presentation: 1. Silent reading of the story. “Defending a Poor Man” 2. Discussion/Analysis: a. Answering the motive question The gypsy compared the impossibility of increasing the number of boiled corn to that of the hard-boiled eggs being hatched into chicks. b. Comprehension Check What did the poor Hungarian owe the innkeeper? How much did the innkeeper want the poor man to pay? Who defended the poor man? How? c. Skill Development: Tell how the story would turn out if some episodes in the story were changed.  What would have happened if the gypsy had not appeared in court?  What would have happened if the innkeeper had gotten all the money from Janos? 3. Practice Exercises: Read the following stories, then fill the blanks with possible endings.

  

a. There was once a tired bird that was very thirsty. It saw a jar with very little water. It tried to reach the water but could not do it. "Aha, I know what I shall do. I shall put stones in the water." After putting stones, the water level rose and the thirsty bird's thirst was quenched. If the bird wasn’t witty and patient, ______________________________. IV. Evaluation: Read the story then complete the sentences that follow. A. One day, Ruth planted a bean seed. She watered the seed daily. After three day, she saw a little plant growing. There were two little leaves coming out. The next day, the little plant grew taller. But she went to visit her grandmother in the city for three days. When she returned, she saw that the little plant died. 1f Ruth had not watered the seed daily, _______________________________________________________________________. V. Assignment: Change an incident in your favorite tele-series. Then write what could have happened had the character took the action which you've written.

ENGLISH VI Date: ____________ I. Objective:  Use the expressions if-were-would and if-am-will shall Value: Having an ambition

II. Subject Matter: Using If-Were-Would and If-Shall or Will References: Materials: Poems: Growing in English – Language TM, pp. 159 – 162; TXT, pp. 206-213 wordcards charts, cassette tape, “If I were, I would, if I am, I will,” “If”

III. Learning Activities: A. Preparatory Activities: 1. Review: Review on using hope-can and wish-could, would  Supposing the Philippine launches a worldwide fight against all kinds of pollution, what do you hope and wish to do to help carry it out? 2. Motivation: What do you hope to be when you grow up? B. Presentation: 1. Listening Activity:  What are the animals mentioned in the song?  Which words are presented several times in the song? 2. Discussion:  Go over the sentences that answer the questions about he poem. a. If I were a daily newspaper, I would hold in truth the over. b. If I were a bubble, I could fly about the sky. c. If I learn to fly, I will capture the earth and space. 3. Fixing Skills: Complete the following expressions. Which express things that are likely to happen? Which don't? a. If I were a butterfly, ________________. b. If Father comes home early, _________________. c. If Mother were here today, __________________. 4. Generalization:  When is If (I) (present tense of verb) used? What form of the verb follows it?  When is If (I) were used? What verb follows it? IV. Evaluation: Write an interesting answer to each of the following questions. (complete sentences) a. What would you do if ………………..

1. you were born deaf and mute? 2. you were the richest person in the country? 3. you were a scientist? b. How will you react if …………. 4. you top the final examination in mathematics. 5. you meet the president of the Philippines? V. Assignment: Memorize the song “El Condor Pasa.”

ENGLISH VI Date: ____________ I. Objective:  Infer alternative action taken by characters Value: Respect Children’s Rights

II. Subject Matter: Inferring Alternative Action Taken by Characters References: Materials: PELC 8 (Reading) p. 24 Growing in English Reading 6, pp. 204-206; 211 charts

III. Learning Activities: A. Preparatory Activities: 1. Review: Listen to the following paragraphs. Give the possible effects to the given situations. a. Allan always comes to school late. b. Jobert listens attentively to every discussion of his subject teachers. c. The Grade 6-C of Bambang Elementary School joins the cleanliness drive of their community. 2. Motivation: At your house, what are the usual household chores that you do? Are you forced to do it or do you do it on your own free will? Why? 3. Motive Question: Why did the girl wanted to be with her grandmother in paradise? B. Presentation: 1. Have the pupils listen as the teacher reads the selection, “The Little Match Girl” 2. Comprehension Check-up: 1. Answering of the motive question. 2. Who is the most important character in the story? 3. What kind of a person is the main character? Describe her in three words. 3. Analysis and Discussion: What will happen in the story if some action of the characters or events in the story were altered or change? 4. Fixing Skills: Tell what would happen in the story if some action of the characters were changed. 1. What would happen if instead of living with his father, the girl lives with her mother? 2. What would happen if the stepmother sells the matchsticks? 5. Generalization: How do we tell what would happen next in a story if we changed some actions taken by the characters?

6. Infusion Value: What are the rights of the children? What will you do if your rights as a child is violated by other people? 7. Practice Exercises: Based on the story "Defending a Poor Man" (Growing in English Reading 6, pp. 204206) tell what would happen to the following situation if some actions were changed: a. The gypsy did not appear in the court. b. The innkeeper got all the money from Janos. c. The king decided in favor of the innkeeper. IV. Evaluation: Read the story below. "The Ant and the Grasshopper" then answer the questions that follow. 1. What would happen if the ant listened to the grasshopper to relax and enjoy the sunshine just like what he is doing? 2. What would happen if the grasshopper joined the ant in collecting and saving food for the winter? 3. What would happen if the ant shared her food to the hungry grasshopper? V. Assignment: Watch your favorite telenovela this evening. Then write your answer what would happen if the main character exchange role with the villain.

ENGLISH VI Date: ____________ I. Objective:  Use descriptive words Value: Appreciation

II. Subject Matter: Using Descriptive Word References: Materials: PELC II 9.1 PELC 6 p. 24 English for Grade 6 p.90 Adventure in English p. 182 pictures, charts, sentence strips real Sampaguita

III. Learning Activities: A. Preparatory Activities: 1. Pronunciation Drill: I remember the black wharves and the ships, and the sea-tides tossing free; And Spanish Sailors with bearded lips, and the beauty and the mystery of the ships, and the magic of the sea. 2. Review Guessing Game using pictures: Divide the class into groups a. It's bigger than a dog. It can bite. I can't fly. b. It's fatter than a seal. It can swim. It can't run c. It's thinner than a sheep. It can't run. It can climb trees 3. Motivation:  What is your favorite flower?  How does it look like?  Do you know our national flower?  Show a real sampaguita to class. Talk about it B. Presentation: 1. Reading of the paragraph by the teacher. 2. Analysis and Discussion:  What word in the paragraph describes the sampaguita? Read them.  Examine the following words. SWEET MAY WHITE GOOD-LOVING  What do you call these words? 3. Fixing Skills: Show pictures of other animals, people, places, and events for pupils to describe using adjectives? 4. Generalization:  What do you call words that describe nouns?

 What are adjectives? 5. Practice Exercises: Encircle the descriptive word in each of the following sentences. Then spell the words. 1. Typhoons are disastrous to a country. 2. He has been branded as a fervid orator. 3. the cat was chary of meeting its paws 4. The mayor is noted for being sweet-tempered. 5. A soldier must play scrupulous attention to orders. IV. Evaluation: Select the correct adjective in the parenthesis that will finish each sentence. 1. Some modern rock bands play ________ tunes (angelic, metallic, patriotic) 2. The audience was ___________ when the announcer announced the start of the contest. (astounded, puzzle, sleep) 3. A _________, knife cut things easily. (sharp, pointed, stainless) V. Assignment: Use adjective to describe the following nouns. Eyes Perfume Bus Melody Sleep Carabao

Avocado

ENGLISH VI Date: ____________ I. Objective:  Use descriptive phrases Value: Appreciation of Artworks

II. Subject Matter: Using Descriptive Phrases References: Materials: PELC 9.1 p. 24 BEC (L) pp. 79-81, 84 chart, flashcards

III. Learning Activities: A. Preparatory Activities: 1. Drill: Give the opposite of the following adjectives afraid rich slow old 2. Review: Give the synonyms of the following adjectives. big clean fine rare

strong

high

fierce

wide

3. Motivation: Do you know some famous art woks? Name some paintings, sculpture, songs plays, etch. Describe them. B. Presentation: 1. Present the paragraph below. Michaelangelo was a famous Italian sculptor, but he also did some paintings. He painted the ceiling of the Sistine Chapel in Rome which took four and a half years to finish. The ceiling was very high and curved………….. 2. Analysis and Discussion: a. The expressions too high to paint means that it was very hard for Michaelangelo to paint the ceiling of the Sistine Chapel because of its height. What does too wide to fill with pictures means? b. What words follow too? What do you call these words? What words follow to? What kind of words are they? 3. Fixing Skills: Form a sentence using the expressions learned for each of the following situations. 1. Jose is only five years old. He wants to ride a horse, but he simply cannot do it. What does his father tell him? 4. Generalization: What word order/expression is used to describe persons, places of things? 5. Valuing: Do you appreciate artworks? How do you show your appreciation?

6. Practice Exercises: a. Guided Practice: Form a sentence from' the given pairs using too + adjective + to + simple form of the verb. 1. Cora is young. She could not join the field trip. 2. At first Sonia was shy. She could not talk to anybody in school. b. Independent Practice: Read the following pairs of sentences. Complete the second sentence with the appropriate expressions. 1. A symphony is long. It cannot be composed in just a day. A symphony is __________ in just a day. 2. Grandfather is old. He cannot do heavy work. Grandfather is __________ heavy work. IV. Evaluation: Form a sentence from the following pair of sentences. 1. Lita was tired. She could not join the choir practice. 2. The stage is small. It cannot accommodate all the singers. 3. Ana is sick. She cannot attend her art class. 4. My son is stout. He cannot run fast. 5. My baby is small. She cannot be left alone. V. Assignment: Study the following expressions carefully. Use them in meaningful sentences. Too wonderful to believe Too difficult to catch Too abstract to recognize Too tiny to see Too high to paint

ENGLISH VI Date: ____________ I. Objective:  Use degrees of comparison of irregular adjectives Value: Concern for the environment

II. Subject Matter: Comparing Irregular Adjectives References: Materials: PELC Growing in English, Language pp. 228-233 chart, pictures

III. Learning Activities: A. Preparatory Activities: 1. Drill: Add – er or - est to each adjective and write the new word on your paper. 1. funny + er 2. dry + est 3. large + est 2. Motivation: Have pupils look at the picture of three birds having different appearance and sizes. Ask: What can, you say about the birds in the picture? What do you think are the birds trying to say to each other? B. Presentation: 1. Have pupils listen carefully as the teacher reads the dialogue of birds in the picture. Then, have them infer the mood of the selection through the characters' intonation and utterances. 2. Comprehension Check-up: 1. What is the dialogue of the three birds about? 2. What is the concern of Ernest Eagle? 3. Which of these phrases describes the mood of the selection? What did the character to prove it? a. sad and gloomy c. concerned and pathetic e. informative and educational b. furious and scornful d. fearful and excited 3. Fixing Skills: Give the comparative and the superlative degrees of the following irregular adjectives. Comparative Superlative 1. ill ___________________ ___________________ 2. bad ___________________ ___________________ 3. many ___________________ ___________________ 4. Generalization: How are the comparative and superlative degrees of irregular adjectives formed? 5. Practice Exercises: Write the correct form of the adjective in the parenthesis. Write your answer on the blank provided for.

1. If you like sun, the Sahara is the (good)_______place to go. 2. Is the rattle snake the (bad) ______ snake? 3. Desert have (many) ______ poisonous snake or scorpions. IV. Evaluation: Use the following phrases in meaningful sentence. Use the three degrees of comparison of adjectives. 1. bad day 2. many horns 3. ill feelings 4. much rain 5. good performance V. Assignment: Use the following phrases in sensible sentence using the three degrees of comparison of adjectives. 1. little rainfall 2. many fruits 3. good trait

ENGLISH VI Date: ____________ I. Objective:  Use two-word adjectives Value: Politeness, concern for others

II. Subject Matter: Using Two-Word Adjectives References: Materials: PELC Speaking 9.2 p. 25 Growing in English TM - pp. 185-187; T.B. pp. 235 - 243 (Language) Building English Skills (Language) pp. 16-19 chart, pictures of Great Pyramid of Egypt, pictures for “Which Game”.

III. Learning Activities: A. Preparatory Activities: 1. Drill: By means of pictures, conduct the "Which Game" which is: a. larger, elephant or carabao? b. Deeper, stream or ocean? c. Stronger, man or machine? 2. Review: Identify the adjectives in the sentences: a. The fruit vendor threw away ten red apples. b. The old sick beggar lay on his rough bamboo bed. 3. Motivation: Say: Look at this picture. What does it show? Do you know how the Great Pyramid of Egypt was built? Why do you think it is called the Great Pyramid? B. Presentation: 1. Listening Text: 2. Comprehension Check-up: a. What do you think is the general mood of the story? b. What trait or attitude did the workers or workmen show to their King? To their work? 3. Analysis and Discussion: Study the following adjectives Fairylike century-old

lovely

delicately-chiseled

beautiful

4. Fixing Skills: Make the following descriptions into two-word adjectives a. travel done in two hours. b. a letter made up of these pages c. a house with three bedrooms. 5. Generalization: What are compound adjectives? How are they formed? How are adjectives formed out of other words, such as nouns and verbs?

6. Valuing: What can you say about the attitude of the workmen in the selection? How will you compare yourself to them? 7. Practice Exercises: a. Guided Practice: Copy the following sentences and write an appropriate two-word adjective in the blank. a. We bought a _________ticket for the show. b. Ramon lives in a ______ apartment. c.The class recited a ______poem about the elephant. b. Independent Practice: Think of 10 two-word adjectives and use them in a sentence. IV. Evaluation: Change the underline phrases to tow-word adjectives. 1 The mother has delivered a baby of ten pounds. 2. The class wrote a story of three paragraphs? 3. He watched the show of two hours. 4. The chairman reds a report having ten pages? 5. The pet is a kitten of three colors V. Assignment: Change the following into phrases containing two-word adjectives. a. a cake with three layers. b. a cell phone measuring three inches long c. a library having thirty- five rooms.

ENGLISH VI Date: ____________ I. Objective:  Use adjectives in a series Value: Expressing Pleasures

II. Subject Matter: Using adjectives in a Series. References: Materials: PELC 9.4 p. 25 GIE (L) pp. 246-251 chart, flashcards

III. Learning Activities: A. Preparatory Activities: 1. Drill: Identify the adjectives in each phrases. Tell weather the adjective describes color, number, length, texture, size age, kind. Long circus Stormy weather three glasses Orange blossoms young fellow cold night 2. Review: Divide the class into four groups. Have them read the nouns below. Assign one noun to each group. Think of adjectives to describe them, then indicate whether they describe color, number, length, texture, size, age, kind. (Use a graphic organizer for your answer) 1. woman 3. creature 2. experience 4. flowers 3. Motivation: Have you been to other places? What experiences did you have? Can you share them to us? B. Presentation: 1. Sometimes you use two or more adjectives in one sentence. In what order should they be placed? Note the underlined words. 2. Comprehension Check-up: a. What did Melissa have for the first time? b. How did she feel? 3. Analysis and Discussion: Notice that more than one adjective was used to describe a noun. Take a close look at the series of adjectives arranged? 1. I saw two long narrow rivers which looked like thousand white threads. 2. Several huge, majestic purple (numeral - size - quality mountains fascinated me. 4. Fixing Skills: (Form 4 groups. The first to finish will win.) How would you put these series of adjectives in order?

1. a red huge old ---- truck 2. two oversized black well-trained --- dogs 3. large white one brand new --- bungalow 5. Generalization: 6. Valuing: After visiting a panoramic view, how do· you feel? In what ways can you express your feelings? 6. Practice Exercises: Rearrange the following groups of words such that the adjectives are in correct order. 1. that book interesting red 2. boys five healthy young 3. large one dozen yellow flowers IV. Evaluation: Rewrite the following sentences on a piece of paper. Rearrange the order of adjectives properly. 1. He brought with him (rectangular, a, black, disposal) camera. 2. With it, he took, (thirty, interesting, good) pictures of the tourist places he went to. 3. There in Singapore, he rode in (blue, several, new, mini) taxes. V. Assignment: Copy the adjectives. Write them in the correct order. 1. The (summer, dry) heat bothered the children. 2. The (orange, big, bright) sun begun to set. 3. The sun peered through (white, billowing) clouds. 4. (Morning, a few, early) showers will nurse the withering plants back to life. 5. (Monson, heavy, the) rains flood the street of Manila.

ENGLISH VI Date: ____________ I. Objective:  Make a heading/sub heading for paragraph in a selection. Value: Importance of Crops to Our Country

II. Subject Matter: Making Headings/Sub Heading for Paragraphs in a Selection. References: Materials: PELC 9.1 P. 24; GIE (R) pp. 139-144; pp. 160-161 chart, flashcards

III. Learning Activities: A. Preparatory Activities: 1. Review: Read each paragraph carefully. Then, choose the right main idea. 1. Books are important to man. You get a lot of information from the. They tell stories of all sorts - from sad to funny, to exciting, to scary. Some books tell time stories and facts. Others are fictional. Books can be our best friends, a. Books are important to man. b. Books are fun. c. Books are our best friends. d. Books are enjoyable. 2. Motivation: Have you been to a farm? Describe it by mentioning the things that you can see there. 3. Motive Question: What is the Philippines' most important food? B. Presentation: 1. Read the numbered paragraphs on p. 140 GIE (R) 2. Answering the motive question. 3. Comprehension Questions: a. What is the second most important food of the Filipinos? b. Describe the corn. c. What did the farmer do to have the best corns? d. What are the needs of corn? 3. Skill Development: Each group will be assigned a heading. This time choose any graphic organizer and make a subheading for the headings you have made. Group 1 - What is Corn? Group 2 - How to Grow Corn? Group 3 - Growing Corn in the Philippines Group 4 - Corn Cropping Season Group 5 - Importance of Corn to Man

4. Generalization: What must we remember in making heading/subheading for paragraphs in a selection? 5. Practice Exercises: a. Guided Practice: Select the best heading in the paragraph. 1. For many years; educators have engaged in a controversy over the best method of teaching deaf children to communicate. For a long time, only one spoken language was encouraged. Sign language was dismissed as something to be used only as a last resort. But recently, people have begun to accept a new idea. It is called total communication. Total communication, means the use of sign language along with oral language. a. Language for the Deaf b. Sing Language for the Deaf c. Oral Language for the Deaf d. The Deaf b. Independent Practice: You now have the heading for each paragraph, this time make subheadings for each. IV. Evaluation: Read the paragraphs below. Then complete the outline by arranging the given subheadings and headings. “Producing and Marketing Bananas” pah. 164 V. Assignment: Read the selection "Where Will Our Forest Go?" GIE (R) pp. 154-156. Complete the outline for the selection by writing the details for the given headings.

ENGLISH VI Date: ____________ I. Objective:  Identify the key concept/sentence that make up a story. Value: Patience

II. Subject Matter: Identify the Key Concept That Make Up a Story. References: Materials: PELC Growing in English, Reading pp. 146-153 chart, manila paper

III. Learning Activities: A. Preparatory Activities: 1. Drill: t and o keywords TREE – THREE tie – thigh mat-math team - theme tin – thin bat - bath torn - thorn 2. Unlocking Difficulties: Look for the words that will match the following meanings. The first letter serves as clue. 1. l _ _ _ (jump) 2. p _ _ _ _ _ _ _ (large leopards) 3. r _ _ _ _ _ (plants with small greenish flower that grow in wet places) 3. Motivation: What does blessing mean to you? What blessing do you receive each day? Do you think even old and ugly things could be blessings? Why? 4. Motive Question: Why does the coal became happy and thankful in spite of its appearance? B. Presentation: 1. Have the pupils read the story. “I am a Piece of Coal,” on p. 146 of growing in English 6 (Reading) 2. Comprehension Check-up: a. Answering the motive question. b. 1. What does the story about? 2. Who was the main character in the story? 3. Why did the coal unhappy? 4. Which part of the story did you like best? Why? 3. Discussion: Have pupils give the main idea of the story they have read. Have them tell the key concept sentence that make up tile story, "I am a Piece of Coal".

4. Fixing Skills: Have pupils tell a simple story about the picture.

5. Generalization: What are the key concepts? How do you identify the key concepts/key ideas that make up the story? 6. Practice Exercises: Using the chain figure, arrange the concepts below to show the wholeness of the story "A Reason for Everything." 1. Don't lose hope. 2. Typhoons are destructive to crops. 3. God has a reason for everything. 4. Gather what you can after a disaster. 5. There are reasons for calamities.

IV. Evaluation: Choose the key concepts/ideas that make up the story. "I am a Piece of CoaL" 1. All old things are useful 2. The older things are useful 3. One should not give up 4. Patience pays 5. Good appearance is needed to be useful V. Assignment: Choose a story. Identify/write the key concepts/sentence that make up the story.

ENGLISH VI Date: ____________ I. Objective:  Identify the details, heading for an outline Value: Love for Nature

II. Subject Matter: Identify the Details, Heading for an Outline References: Materials: PELC Reading 9.3 p. 25; Growing in English (Reading) pp. 154-161 chart, pictures, radio cassette

III. Learning Activities: A. Preparatory Activities: 1. Drill: Spelling a. authorities b. stagnant

c. dinoflagellates d. appreciate

2. Review: Listen to a story about a barangay in the province of Nueva Ecija. This was worst hit by a deadly disease called dengue H-fever. Note details and be able to answer the questions. “Emergency” TM p. 146 a. What was the problem of the barangay? b. How was it solved? c. What did the barangay captain do? 3. Motivation: What can you say about our forest now? B. Presentation: 1. Have the pupils read silently the article “Where Will Our Forests Go?” pp. 155-156 2. Comprehension Check-up:  What happened to our forest?  What should we do about it? 3. Analysis and Discussion: What important facts should we remember in the selection? How can we easily remember facts? 4. Valuing: What is your learning about what is presently happening now to our nature? 6. Practice Exercises: Read the report below. Identify and write the proper details that belong to the heading. The details are found below.

Different Kinds of Volcanoes I. Dead Volcanoes A. ____________________ B. ____________________ C. ____________________ D. ____________________ II. Sleeping Volcanoes A. ____________________ B. ____________________ C. ____________________ III. Active Volcanoes A. ____________________ B. ____________________ IV. Evaluation: Read the paragraph below. Then, complete the outline by arranging the given details and headings. Planting Growing Bananas food markets distributing loading on ships Selling throughout tropical lowlands cultivating V. Assignment: Do you have a province to go home to once in a while? If you don't choose an province you want to adopt as your own. Find out the main product (preferably fruit) of that province. Discover how the product is produced and marketed. Make an outline of the information you have gathered.

ENGLISH VI Date: ____________ I. Objective:  Make a tree-point outline of an expository text read. Value: Conservation of plants

II. Subject Matter: Making a Three-Point Outline of an Expository Text Read References: Selection: Materials: PELC 9.A (Reading) Building English Skills 6 Reading pp. 99-101 “How Seeds of Plants are Scattered” pictures, charts

III. Learning Activities: A. Preparatory Activities: 1. Unlocking Difficulties: droppings - waste matter dropped by birds used on fields. Hitch hikers seeds that are unintentionally scattered by people and animals 2. Motivation: Showing of pictures. "What do you think the birds are doing?" 3. Motive Question: How are the seeds of plants scattered? B. Presentation: 1. a. Recall the standards of silent reading b. Reading of the selection “How Seeds of Plants are Scattered” 2. Comprehension Check-up: Answering the motive question  What seeds are scattered by the wind?  What plants scattered their own seeds?  What plants are called self-planters? 3. Generalization:  What is an outline?  What are the steps in writing an outline? 4. Practice Exercises: Read the selection. Make a three point outline. Pearl” pp.170 Pearl I. ______________________ A. ____________________ B. ____________________ C. ____________________ II. _______________________ A. ____________________

B. ____________________ IV. Evaluation: Read the paragraph. Make a three point outline by supplying the subtopics to the main topic………..see pp. 171 I. Clara Burton Clara Burton as a child A. ____________________ B. ____________________ C. ____________________

II. Clara Burton as a young woman A. ____________________ B. ____________________ C. ____________________ III. Clara Burton during the civil war A. ____________________ B. ____________________ C. ____________________ V. Assignment: Read and make the outline on a short bond paper….pp. 171 Different Kinds of Volcanoes I. Dead Volcanoes A. ____________________ B. ____________________ C. ____________________ D. ____________________

II. Sleeping Volcanoes A. ____________________ B. ____________________ C. ____________________ III. Active Volcanoes A. ____________________ B. ____________________

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