Lesson Exemplar in English VI

3rd Quarter, Week 2, Day 3

Content Standard: The learner demonstrates understanding of the oral standards of English in
order to participate in various oral communication demands (situation, purpose and audience.)

Performance Standard: 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.

I. Objectives:
1. Use a particular kind of sentence for a specific purpose and audience- asking
permission. (EN6SS-IIIa-1.8.1)
2. Observe politeness at all times. (EN6A-IIIa-16)
3. Participate actively in the different activities.

II. Content:
Using a Particular Kind of Sentence for a Specific Purpose and
Audience Asking Permission
III. Learning Resources:
References:
CG in English 6, 3rd Quarter, page 136
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_12051422222109.pdf

Materials: Power point presentation, conversations

IV. Procedure:
A. Preparation
1. Drill: Read the tongue twister properly.
A big black bug bit a big black dog on his big black nose!
2. Review:
What is a fable? What is the purpose of writing a fable?
3. Motivation:
Have you asked permission from your parents about something you
want to do or somewhere you want to go?
How did you ask them? Give examples.
Did they allow you after asking permission?
B. Presentation:
Asking permission to do something takes many different forms. Perhaps
you need to get permission to do something at work, or perhaps you need to ask
a friend for permission to use one of her/his possessions, or perhaps you need to
ask the teacher if you can leave the room for a moment or two. Remember to use
polite forms when asking for permission to do something or use an object as you
you are asking a favor of that person.

Lets try to read and understand the different forms of conversations.

 Conversation 1:
John and Sandra are a couple on holiday in Paris and John goes up to a
stranger.
John: Excuse me, sorry to bother you, would you mind taking our picture?
Stranger: No, not at all. Where would you like to stand?
Sandra: Heres fine. In front of the Eifel Tower.
Stanger: Great, Say cheese.

Conversation 2:
Paul needs to ask his boss for permission to leave work early the next day:
Paul: Mr. Clark.
Mr. Clark: Hi Paul, is everything ok?
Paul: Yes, thanks. Its just, do you mind if I leave early tomorrow? I need to
take my sister to the airport.
Mr. Clark: No, of course not. Thats fine.
Paul: Thanks.

Conversation 3:
Harry needs to make a call but his phone battery is flat. Hes with his friend
Bill.
Harry: Oh no, my pones dead. Is it OK if I use yours? To phone Carol.
Bill: Yeah sure. Go ahead. How are you and Carol getting on?
Harry: Cheers. Not bad, not bad at all.

Conversation 4:
Pat and Anne are classmates. Pats pen runs out.
Pat: My pens run out. Could I borrow one of yours?
Anne: Sure. Here you are.
Pat: Thanks.

Ask: In conversation 1, how did John ask permission from the stranger? Did he say
say it politely?, in conversation 2, 3, 4?

C. Discussion:
These are a few ways to ask permission or make a request. (Actual Questions)
1. Would you mind taking out picture?
2. Do you mind if I leave early tomorrow?
3. Is it Ok if I use your phone?
4. Could I borrow one of yours?

Each different structure depends on the relationship between the people

involved and the nature of the request. 1 and 2 are more formal than 3 and 4.
Would you mind/Do you mind are used in more formal ways. Would you
mind is seen as more formal than Do you mind.
Would you mind taking our picture? is slightly more formal than Do you
mind taking out picture? but the structure is very similar.

Other Languages for Asking Permissions:

Can I borrow your pencil?
Could she take the day off tomorrow?
 May I have a piece of cake, please?
Would it be alright if they have one of your sandwiches?

Some languages for accepting permissions:

Sure.
Yes, certainly.
No, go ahead.
By all means.
Not at all.

Some languages for refusing permissions:

Sorry but
Im afraid
Id rather you didnt

D. Fixing Skills:
Decide which of these is the correct question in asking permission.
1. Two strangers in a train.
a. Its quite hot in here. Do you mind if I open the window?
b. Its quite hot in here. Can you open the window?
2. Two colleagues at work.
a. I forgot my pen today. Can I use yours for the day?
b. I forgot my pen today. Give me one of yours for the day.
3. At a restaurant: Excuse me but do you mind if I take this chair?
A. Yes, sure.
B. No, not at all.
4. A man to his neighbor:
a. Sorry to bother you but its almost midnight and I have to get up
early. Do you mind keeping the music down?
b. Sorry Mike but your music is a little too loud. Could you keep it
down please? Its late and I have to get up early tomorrow.
5. A tourist in a city:
a. Excuse me. Could you tell me how to get to the city centre?
b. Excuse me. How do I get to the city centre.

E. Application:
Find a partner and use these suggestions to practice asking forpermission
as well as giving and denying permission as shown in the examples. Make
use to vary the language use when practicing rather than using the same
phrase over and over again.

ASK PERMISSION TO:

skip school for a day.
use someone's car for the day
use someone's cell or smart phone
use someones computer

G. Generalization:
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 OK if, Is it
 alright if, Do you mind.
Remember to ask permission politely.

H. Evaluation:
Choose the best option to complete each dialogue. Write the letter of the
correct answer.
1. A: Excuse me. ___________________________________.
B: No, I dont.
a. Are you here by yourself?
b. Do you mind if I sit down here?\
c. Have you been sitting here long?
d. Do the librarians know you?
2. A: May I borrow your bike, please?
B: __________. But dont forget to return it to me.
a. Just a minute.
b. No, nothing.
c. Certainly.
d. Yes, I wouldnt mind.
3. A: Do you mind if I come with you?
B: ___________. Get in.
a. No, of course not.
b. No, I would.
c. I dont need your help.
d. Yes, I dont mind.
4. Situation: You are at a friends house and you want to use her phone.
What do you say?
You: ___________________________________.
Your friend: Go right ahead.
a. Will you help me with this?
b. Would you mind if I use your telephone please?
c. Can I lend you my phone?
d. I want to use your phone, ok?
5. A: Could I use your pen for a minute, pleas?
B: ________________________________.
a. Sure, Im sorry. Im using it at the moment.
b. Of course.
c. Well, please do.
d. Thanks very much.

V. Assignment:

Write a conversation about asking to do something. Write it in sheet of

paper.
 Lesson Exemplar in English VI
3rd Quarter, Week 2, Day 4

Content Standard: The learner demonstrates understanding of the research process to write a
variety of text.

Performance Standard: Uses a variety of research studies to effectively write a variety of texts
for various audiences and purposes.

I. Objectives:
1. Organize information from secondary sources in preparation for writing,
reporting and similar academic tasks in collaboration with others. (EN6SS-IIIa-4)
2. Show openness to criticism. (EN6A-IIIa-18)
3. Participate actively in the discussion.

II. Content:
Organizing Information from Secondary Resources

III. Learning Resources:

References:
CG in English 6, 3rd Quarter, page 136
http://www.commoncoresheets.com/Social%20Studies/Primary%20&%20Secondar
y%20Sources/Identifying%20Sources/English/3.p
https://www.proprofs.com/quiz-school/story.php?title=primary-and-secondary-
sources

Materials: power point presentation, pictures

IV. Procedure:
A. Setting the Stage:
1. Drill: Spell the words
Encyclopedia, journal, interview, information, narrative
2. Review: How do you ask permission for something you want to do?
3. Motivation:
Show some pictures of interviews, letters, textbooks, encyclopedia,
journals, etc.
B. Presentation:
We use sources of information to be able to present reports and other
academic tasks. We would 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.
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.

C. Modeling:
Here are some examples of information from primary and secondary sources.
Primary Sources:
1. Anne Franks diary describing her life during the World War 2.
2. An interview with Alexander Graham Bell about how he invented the
telephone.
3. An autobiography about the Philippine President, Rodrigo R. Duterte.

Secondary Sources:
1. A cartoon showing how Pocahontas met John Smith.
2. A famous artists painting of what cowboy life was probably like.
3. A You Tube video describing how the pyramids were built.

D. Guided Practice:
Read the following scenarios. Which of the following information are from
secondary resources?
1. I was watching a sports channel and one of the reporters said he had heard
good reviews about a new sports movie. When he talks about the movie,
what is he?
2. My cousin and I found an old wedding dress in our attic. Dad said it belongs
to my mother. What is the dress?
3. My Aunt has CDs of my great grandparents telling stories about when they
were kids. We love to listen to these at family reunions. What are we
listening to?
4. My sister has modified Moms mango float recipe. Last Saturday, both my
Mom and my sister prepared the dessert and asked for the familys verdict .
It was fun! What is my sisters modified recipe?
5. Adelle likes to read magazine. She looks forward to articles written by others
about K-Pop stars. What is Adelle reading?

E. Independent Practice:
Write P if the information is a primary resource and S if it is a secondary
resource.
_____1. A movie showing the life of Dr. Jose Rizal.
_____2. A reporter describing his time in Iraq.
_____3. A History Channel explaining how life was for a slave.
_____4. The movie Titanic.
_____5. A blog written by an employee describing what it is like working at
Apple.
 F. Closure:

Primary Sources Secondary Sources

Oral Photos, films, textbooks reports

histories, clothing tools
interviews,
music

Statistics, Encyclopedia,
letters, journals,
lectures, texts

V. Evaluation:
Read the selection then choose the letter of the best answer.
1. Which of the following is a secondary resource?
a. Birth certificate
b. History textbook
c. Student report card
d. Audio recording of Grandma talking about her life.
2. Which information in the given choices is a secondary source?
a. A textbook chapter on World War II and its famous battles.
b. Martin Luther Kings I Have A Dream speech.
c. A photograph of an immigrant family arriving at Palawan.
d. A journal kept by a soldier during the EDSA Revolution.
3. What is a secondary source?
a. A source which is someones second choice to use for research.
b. A source created after an event has happened by someone not present at the event.
c. A second piece of information written about an event.
d. A source created at the time of an event.
4. The following is an example of a secondary source except one.
a. Research studies
b. Website
c. Letter
d. Encyclopedia
5. Arthur has a report about life during the Japanese Regime in the Philippines.. Which
secondary source could help him gather some information?
a. History books
b. Graphs
c. Film
d. Maps

VI. Assignment
List down other information you can get from secondary resources.
 Lesson Exemplar in English VI
3rd Quarter, Week 2, Day 2

Content Standard: The learner demonstrates understanding of various linguistic nodes to

comprehend various texts.
Performance Standard: Uses linguistic cues to appropriately construct meaning from a variety
of texts for a variety of purposes.
I. Objectives:
1. Distinguish text type according to purpose and language features through
enumeration. (EN6RC-IIIa-3.2.8)
2. Show tactfulness when communicating with others. (EN6A-IIIa-17)
3. Act out the purpose of a story.
II. Content:
Distinguishing Text-Type According to Purpose and Language Features
Through Enumeration
III. Learning Resources:
References: CG English 6, Quarter 3, page 136
Lesson Guides in Elementary English 6, pages 155-158
Story The Fox in the Well
Materials: laptop, projector, power point presentation
IV. Procedure:
A. Setting the Stage:

1. Drill: Read the tongue twister properly.

A big black bug bit a big black dog on his big black nose!
2. Review: Have them recall the summary of the story read yesterday.
What moral lesson did you get from the story?
3. Motivation:
Recall an instance in your life when you did a certain thing without
thinking of the consequences.
What do you think will happen if you did a certain thing without
thinking of the consequences?
(Have the pupils relate their experiences)

B. Presentation:
1. Enhance vocabulary words through body language then show pictures to
have a clear description of the words.
Hind legs Forelegs Leap

2. Ask: Have you seen a fox?

What are the qualities of a fox in some common stories?
Let us find out if the fox is still the fox we have known before.

C. Modeling:
Read the story The Fox in The Well
 The Fox in the Well

A fox once fell into the well. He tried to jump out but each time he did,
he fell back down. By and by a goat passed by. Looking into the well, he saw
the fox. Hello, he called. What are you doing down there? Drinking
some water of course! replied the fox. Is it good? asked the goat.
Good? It is the best water I ever tasted in my whole life, answered the
fox, drinking a gulp of water. Without a second thought, the goat jumped in.
After drinking some water, he looked about for a way to get out of the well.
How do we get out of here? he asked the fox? I know what we can do, said
the fox. Looking at the goat from the corner of his eye. Stand on your hind legs.
Plant your fore legs firmly against the side of the well. Ill climb on your back, and
Ill step on your horns. Then I can get out. When Im out, Ill help you get out
too.
Thats a good idea! said the goat happily as he did what the fox told him to do.
The fox climbed on the goats back and horns. Then he jumped out of the well
and started on his way.
Hey! shouted the goat. Help me out of here. You promised to help
me. You silly goat, said the fox. You should have thought of that before you
jumped in. Next time, look before you leap.

Answer the comprehension check.

1. Where did the story happen?
2. Who fell into the well?
3. Who jumped into the well?
4. Why do think the goat believed the fox? Explain.
5. How did the fox get out of the well?
6. Why did the goat decided to jump into the well?
7. If you were the goat, will you do the same? Why?
8. If you were the fox, will you do the same?
9. What is the moral lesson of the story?

Enumerate the story grammar of the selection read.

- Characters: The Fox and The Goat
- Setting: At the Well
- Plot: The goat saw the fox drinking at the well so the goat did the same
Without a second thought. In the end, the goat was left in the well
All by himself.
- What was the author want us to feel?
- What do you think is the purpose of the author in writing the story?
- What kind of story is The Fox in The Well?
- What is a fable?
-
D. Guided Practice:
Enumerate the part of the story that shows its purpose by acting it
out.
Group I and III To entertain
Group II and IV To Inform

(Use the rubrics for checking the role play)

 Criteria: Rating:
Speech was clear with appropriate volume and inflection. 54321
Role was played in a convincing, consistent manner. 54321
Arguments and viewpoints expressed fit role played. 54321
Role-play was well prepared and organized. 54321
Role-play captured and maintained audience interest. 54321

E. Independent Practice
Game: (Teacher reads statements) Identify whether it is a fact of a bluff.
(FACT OR BLUFF CARDS)
1. The animals can think.
2. The goat is a friend to the fox.
3. The fox belongs to the dog family.
4. The goat is a hog.
5. The fable is fictional.
6. Animals have their own ways of communicating with one another.
7. All fables give a lesson in life.
8. Talking animals like humans is true.
9. A fox is smarter than a goat.
10. In the story, the fox is representing the smart people.

F. Closure:
Concept Formation:
Fable is a fictional story that has a purpose of entertaining and informing the
readers. It is peopled by animals that are capable of talking and expressing
feelings as humans.

V. Evaluation:
Read the selection then, identify its purpose whether to inform or to entertain.
1. Ultra was lying down on the back porch when suddenly his friend Kitten went to
him and she invited him to visit their friend Sky at the pen.
2. The Frog went out for she hate himself for being useless. He couldnt croak and
jump. After he fell into a deep well and was about to face his death, he was able
to bring his best and did even better. He is certain that no one could help us
except our own self.
3. The Free Bird cried, My Darling sing the song of the woodlands.
The caged bird said, Sit by my side; Ill teach you the speech of the learned.
4. There was a turtle that couldnt stop talking and the geese made a challenge to
bring her to the nice place if she could promise not to talk because she will be
carrying a stick on her mouth. The turtle agreed and so they flew to the place.
They heard people saying something about them and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so wise ate all the bananas and went down without
noticing the thorns planted by his friend turtle. His selfishness ruined him.
VI. Assignment:
Read another fable and fill up the SWBS Chart meeting the details in the story.

SWBS: Plot Chart AUTHOR_______________________

____________________
TITLE: __________________ PURPOSE ____________________

S-Somebody

W- Wanted

B- But

S- So
 Lesson Exemplar in English VI
3rd Quarter, Week 2, Day 1

Content Standard: The learners demonstrates understanding that words are composed of
different parts to know that their meaning changes depending in context.

Performance Standard: The learner uses strategies to decode correctly the meaning of words
in isolation and in context.

I. Objectives:
1. Clarify meaning of words using dictionaries, thesaurus.(EN6V-IIIa-8.1, 8.2)
2. Show politeness at all times. (EN6A-IIIa-16)
3. Self- correct when reading. (EN6F-IIIa-2.9)

II. Content:
Subject Matter: Clarify Meaning of Words Using the Dictionary

III. Learning Resources:

References: CG English 6, page 136
http://lrmds.depedldn.com/DOWNLOAD/37_INTERPRETING_WORDS_WITH_MULT.
PDF

IV. Procedure:
A. Setting the Stage:
1. Drill: Pronounce the following words correctly.
Yon yonder yore you young youngster yucca Yule
2. Review: What is a dictionary?
What can you find in the dictionary?
3. Motivation:
Show a neckerchief.
Ask: What am I holding?
What are the uses of this? (Children enumerates the uses of the
neckerchief).
Like the neckerchief, words also have many uses/ meanings.
Where can we find the meaning or synonyms of words?

B. Presentation:
This is a dictionary entry taken from Merriam Webster Collegiate Dictionary.
font \ fnt \ n. 1. a receptacle for holy water 2. source, fountain 2
font \ fnt \ n. an assortment or set of type all of one size and style.

Answer the following questions using the dictionary entry font. Write your
answers in your notebook.
1. Write the way the word should be pronounced.
2. What is its part of speech?
3. Does it have one or more than one meaning?
4. Write the meaning conveyed in the following sentences:
a. Our teacher is a constant font of information
b. We have to set the word with a 14-point font
 C. Modeling:
The Dictionary
Most libraries have a large dictionary that sits on a stand in the reference
section. They actually contain more than half a million words and have long
complete definitions. Smaller dictionaries contain less. Whatever its size, a
dictionary is one of your most valuable resource materials.
In a dictionary, each entry word is followed by a definition that explains
what the word means. If a word has only one meaning, only one definition is
given. For words that have more than one meaning, a numbered definition is
given for each meaning. Some meanings are followed by sample sentences,
which show how each definition is used.

Example of a dictionary entry:

steal (stl) v. stole (stl), stolen (stln), stealing, steals. vt.
1. To take without right or permission, generally in a sur-reptitious way. 2. To get
or effect secretly or artfully. 3. To move, carry, or place surreptitiously 4.
Baseball, To gain (a base) without the aid of a hit, error, or wild pitch. Used of
a base runner. vt.
1. to commit theft. 2. To move, happen, or elapse stealthly or unobtrusively. 3.
Baseball, To steal a base. See Synonyms at rob. n.
1. The act of stealing, = theft. 2. Baseball. The act of stealing a base. 3. Slang A
bargain. stealer n.

Using the dictionary entry above, write the number of the definition that matches the use of
the word. Write the answers on the blank.
______1. Do you think the runner on first will try to steal second base?
______2. You bought that dress for P200? It was a steal!
______3. The rock star hoping that no one would recognize him, stole out the store
through a side exit.

D.Guided Practice:
Write the number that gives the same meaning conveyed in each sentence.

a. follow \ f l \ v.
1. go or come after
2. keep the eyes on
_____ My mother doesnt want my dog to follow me to school.
_____ Danilo watched the kite go higher until he could follow it no longer.

b. care \ ker \ v.
1. feel interest
2. wish like
_____ Mario does not care if he wins or not.
_____ Would you care for something hot or cold?

c. cool \ kl \ adj.
1. somewhat cold
2. excited
_____ No one in the burning apartment lost his head. Everybody kept cool and go
out without being hurt.
_____ I wish for a cool refreshing breeze these hot summer nights.

e. led \ led \ v.
1. showed the way by going in front
 2. was first
_____ The tourist guide led the sightseers in viewing the exhibit.
_____ She always led her class.

E. Independent practice:
Read the phrases in the box. Decide which meaning best fits each sentence in the group.
Write the letter of your choices.

a.stain

\spt\ b. place
spot

c. mark

1. In this road there was a spot considered

dangerous.

a.lower
end

\ft\ n. b. end part

foot of legs

c. unit of
measure

2. After hours of running on the rough ground, the great horse died at the foot
of the mountain.

a.The rear end of

the body of an
animal
\ta()l\ b. The blank space
tail n.,v. at the bottom of
the page
c. To follow

3. Secretariat, the famous horse, flicked its light golden tail.

 F.Closure:

A dictionary is a book that gives the spellings, pronunciations and meanings of

words. The word in a dictionary is listed in alphabetical order. To alphabetize
words, you arrange them from letter A to Z. the words are alphabetized by their
first letter. A word may have more than one meaning. Many words have more
than one meaning. The specific meaning of a word depends on how the word is
used in the sentence.

V. Evaluation:

Read the phrases in the box. Decide which meaning best fits each sentence in the
group. Write the letter of your choice.

a.a (written)
symbol to indicate
a music note

b. an element
revealing mood,
c. a memorandum quality or emotion
Note
\ nt \
n.

d. a written promise e. a short informal

to pay a debt letter

1. I wrote a promissory note because I will not be able to pay my tuition fee.
2. Her songs always have a note of sadness.
3. The singer can hold her voice on a high note for a minute.
4. My sister received a perfumed note inviting her to the gala concert.
5. The supervisors note reminded the principals to submit their report within the week.

VI. Assignment:
Using a dictionary/thesaurus, look for word with multiple meaning. Write all the meaning
and the parts of speech. Then, use the word in sentences with the corresponding meaning in
the dictionary.
 Lesson Exemplar in English VI
3rd Quarter, Week 1, Day 1

Content Standard: The learner demonstrates understanding of text types to listen for different
purposes from a variety of texts.

Performance Standard: The learner analyzes text types to effectively understand information/
message(s).

I. Objectives:
1. Note significant details in selections/stories heard. (EN6LC-IIIa-2.2)
2. Observe politeness at all times. (EN6A)-IIIa-16)
3. Provide evidence to support opinions. (EN6OL-IIIa-1.27)

II. Content:
Noting Significant Details in Selections/stories Heard.

III. Learning Resources:

References: CG English 6, page 136
Elementary English 6, page 303-307

Materials: A copy of the story The Boastful Shrimp, a tablespoon, LCD projector
laptop, power presentation

IV. Procedure
A. Setting the Stage
1. Drill: Read the tongue twister properly.
The big black bug bit a big black dog on his big black nose!
2. Review:
What are the two types of conjunctions? What does a coordinating
conjunction connect? A subordinating conjunction?
3. Motivation:
The teacher shows a spoon
-It is used for eating. Aside from it is used as eating utensil, it can be used in
several ways. Give some of its uses.
Examples: ice cream scooper, taking in medicines, can opener, as a pestle
etc.

B. Presentation:
Do you have a pet? Share a heroic deed it has done for you or for others.

Unlocking of Difficulties: Synonym hunt through multiple choice. Encircle the

letter of the correct answer
1. The sharp protrusion of a shrimp is used to fight against its enemies.
a. a part of the body that is pointed
b. a part of the body that is hidden.
c. a part of the that is plain.
d. a part of the body that is dull.
2.Nothing can pierce an iron shield even an iron sword.
a. to rip of b. to crush c. to spin d. to go through
3.The beautiful white pearl is glistening under the rays of the sun.
a. shine b. flash c. bright d. all the above
4.The boastful man shows off his knowledge about martial arts.
a. humble c. naughty c. overly confident d. shy
 5.His colorful lantern has scorche because of the constant raining.
a. dried b. dyed c. worn d. a and b

Motive Question: Motive Question: Why is that the story titled the Boastful
Shrimp?

C. Modeling:
The teacher uses the popcorn reading strategy while the other pupils listen
very carefully The Boastful Shrimp
Once there was a shrimp who thought he was the most handsome shrimp in
the world. In fact, he believed that he was more handsome than any other
creatures on earth.
Just look at my sword, he proudly told the other young shrimps, pointing to
the sharp pointed protrusion at the end of his nose. Of course, as far as shrimps
were concerned, the end of the nose was the most natural place for the sword
to be.
And look at my thick, smooth shield, Like other shrimps he carried his shield,
he would continue. Nothing can pierce the shield, like other shrimps he
carried his shield on his head. All he needed to do to show off his head was to
hold his head high.
You are indeed a handsome shrimp, said an old experienced shrimp. But you
are just reaching adulthood and have had no experience of the world. Do not
display yourself too much or else one of those humans might grab you, said
the old shrimp pointing with one of his many legs to a young man swimming
nearby.
Grab me? Who? That soft- skinned two legged creature? scoffed the
young shrimp. He does not even have a proper shell. He has those funny
little bits of shell on the ends of his fingers and toes, which do not protect him at
all, as far as I can tell. All I need to do is stab him with my sharp sword, and
that will be end of him. Someday, he and other two- legged humans will look
at me and admire me! said the young shrimp.
Well if you wont listen to my advice, said the old shrimp, you will have to
learn your lessons the hard way.
The young shrimp soon forget about the old shrimps advice. He continued his
habit of looking for groups of other young shrimps his age and showing off
before them. He would engage in shrimp gymnastics, bending his body this way
and that, to let them see how strong his muscles inside his beautifully glistenin
white shell, which hardly had any dark dots or lines on them, unlike the other
shrimps around him.
One day, a fishing boat passed by, with fisherman on board looking for a good
catch. The boastful shrimp saw his chance to display his athletic form before
them. He swam to the surface of the water. The fisherman saw him.
They cast their net and in a few minutes, the boastful young shrimp was caugh
In the net, along with other shrimps and fish.
That day, at lunch time, the boastful shrimp was seen on the end of a barbeque
stick, his shell now in beautiful colors of pink, red and brown with som
scores spots from the coals over which he was roasted. What a fine, fat
shrimp!
explained the persons around the dining table.
Its the best shrimp Ive ever tasted! said the person who picked up the
barbeque stick and cut up the shrimp, after putting a little portion in his mouth.
The boastful, young shrimp got his wish at last to be admired by humans.
 Answer the Comprehension Check- up.
1. Describe the Shrimp based on his outer and inner appearance.
2. Why did the old shrimp advised the boastful shrimp not to display the
latters shell too much?
3. Did the boastful shrimp listen to his advice? Why?
4. What happened to him?
5. What lesson did you learn from the selection?
-Explain answers by giving ones opinion and supporting idea.

D. Guided Practice:
Group the pupils into four. Each group will be given a task to do about the story
The Boastful Shrimp.

Group I: Look for the Characters in the story.

Group 2: Look for the Setting.
Group 3: Look for the Plot by sequencing the events in the story in five sentences.
Group 4: Look for the Theme of the story.

-Write each output in Manila Paper and each group will assign a presentor in
front of the class.
-The teacher gives the final correction/ clarification after each presentor.

E. Idependent Practice:
-Enumerate the characters in the story.
-What line in the story tells about the characteristics of the shrimp?
-What part of the story you liked best? Why?

F. Closure:
Ask: How do we get the significant details in the story read?

Concept Formation:
Noting the significant detail is reading between the lines to get the main idea of
the story, how it started, developed and ended with the help of the characters
and other elements of the story.

V. Evaluation:
Number each statement according on how the story happened.

The old shrimp advised the handsome shrimp not to show off too much.
When one day a fisherman was looking for a good catch.
The handsome Shrimp starts to brag about his handsomeness and athletic
figure.
He was caught by fishing net of the fisherman.
The boastful shrimp was cooked and eaten at lunch.

VI. Assignment:

Read a short story or dialogue. Write the plot in 5 sentences.

-Be ready to share it in class.