Grade 6 English weekly lesson plan

School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: Week 1 Quarter: 1ST QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Relate an experience appropriate to Demonstrates Compose clear and Demonstrates an
the occasion. understanding of various coherent sentences using understanding of the
linguistics nodes to appropriate grammatical elements of literary and
comprehend various texts structures: Pluralization of informational texts for
regular nouns comprehension
B.Performance Standards Infer meaning of idiomatic Analyzes text types to Recalls details and shares
expressions using context clues. effectively understand ideas on texts listened to
information/message(s)
C. Learning Competencies Listening Speaking Reading Speaking Recognize the sound devices
Analyze sound devices Derive meaning of common idioms Analyze sound devices Compose clear and to describe people and
(onomatopoeia, alliteration, through text. (onomatopoeia, alliteration, coherent sentences using events
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of Derive meaning of sound
text heard regular nouns devices through context
Write the LC code for each EN6LC-Ia-2.3.1 – EN6V-Ia-12.3.1 ENGRC –IA 2.3.1 ENGG-1A-2.3.1 EN6LC-Ia-2.3.7
EN6LC-Ia-2.3.8 En6v-Ia-2.3.1 ENGRC –IA 2.3.1
II. CONTENT Analyzing sound devices Inferring meaning of idiomatic Analyzing sound devices Composing clear and Sound Devices
(Subject Matter) (onomatopoeia, alliteration, expression using context clues. (onomatopoeia, alliteration, coherent sentences using
assonance, personification, assonance, consonance) appropriate grammatical
irony and hyperbole) in a structures: Pluralization of
text heard regular nouns
III. Learning Resources
A.References
1.Teacher’s Guide Pages Curriculum Guide PELC III 3.3 Curriculum Guide
EN6LC-Ia-2.3.1 – EN6LC-Ia-2.3.7 –
EN6LC-Ia-2.3.8 EN6LC-Ia-2.3.8
2.Learner’s Materials Pages English for All Times 6 Growing in English 6 (Reading), pages English for all times English For You and Me English for All Times 6
(Reading) pp.144-147 228-229 (Reading), pages 144-146 (Reading) pp. 46-48 (Reading) pp.144-147
3.Textbook Pages English For You and Me English For You and Me
(Reading) pp. 51- 52 (Reading) pp. 51- 52
4. Additional Materials from Learning Using Figurative Speech, Using Figurative Speech, lrmds
Resources (LR) Portal) lrmds
B.Other Learning Resources Copy of poem, pictures, charts/paragraph, pictures Pictures, charts
videos
IV.PROCEDURES
A.Review Previous Lessons Tell the figure of speech used in each What do you see in the Read the following Review:
1. Spelling drill # 1
2. Say: Do you love to read expression as simile, personification, picture? sentences written on a Some words have multiple
poems? hyperbole, or onomatopoeia. Can you imitate the sounds piece of paper to be given meanings but how can we
1. The moon rose from its of it? by your group. The identify the meaning of
sleep. teacher will ask the class words?
2. The princess is as lovely as a to read the underlined
rose. words.Say: class these are
3. The wings flapped and regular nouns.
flapped.
4. I could kill you for tickling
me.
5. You’re an angel sent from
heaven.
B. Establishing purpose for the Lesson What makes a poem The purpose of the lesson is for the Explaining the pupils what Say;Class our lesson for Ask: Have read a poem?
different from other literary pupils to relate an expression to the to do today is composing clean Did you understand the
piece? occasion and infer meaning of and coherent sentences meaning of the poem? Why?
idiomatic expressions using context using appropriate
clues. grammatical structures; Original File Submitted and
pluralization of regular Formatted by DepEd Club
nouns. Member - depedclub.com
C. Presenting examples /instances of the new Let the students listen to Children, listen how I speak to you! Class our lesson for today is The woman was crying. Present the poem
lessons the poem Clouds (The teacher speaks with a very loud about the sound devices “Spider Webs”
voice saying: Children, listen to me! using onomatopoeia,
Then, in a gentle manner, say again alliteration and assonance The spiders were busy last
the same words) Which way do you night,
like me to speak? Why? From every fence and tree
Let us say it in two ways. Which way They hung their lacy webs
do you like it to say? Why? For all the world to see.
The mist was busy too;

In the stillness of the night
It strung the spider webs
with pearls
To catch the morning light.
One spider wove a web

Like frost on a window pane;
Another one spun a single
thread
That looks like jeweled chain.
Motionless hang the webs,

By the quiet sunbeam kissed;
A fairy world was made last
night
By the spiders and the mist.
D. Discussing new concepts and practicing Answer the questions after Unlocking Difficulties What is alliteration? 1. What is the regular Comprehension Check
new skills #1. the poem. “Hidden Words” nouns used in the first Ask questions based from the
Find the word described by the Alliteration happens when example?2.In the second poem listened to
phrases from the row of letters at words that start with the example,what is the
the left. Encircle the word you find same sound are used close regular noun used?
within. together in a phrase or
sentence. The sound is
a. raharshlmo- irritating; usually consonant and the
offensive words don’t have to be
b. daccentson- a modulation always right next to one
of the voice another.
c. caremaingep- to remember;
to stay
d. msgrievetlos- fail; cause of
pain; sadness
e. thecare- wornte- harassed
with troubles or worries
f. meatdepartment- to leave;
to go away
g. reneternityork- endless or
limitless time
h. armarke- to inflict serious
bodily harm on; destroy
E. Discussing new concepts & practicing and Identify the sound devices Presentation What is an Onomatopoeia? Say.Example in #1 is Group Activities
concern to new skills #2 used in the poem Read the poem altogether. pluralization of regular Group 1: Complete Me
Onomatopoeia is when a nouns.
SPEAK GENTLY word’s pronunciation Group 2: Dear Diary
-David Bates imitates it’s sound.
Group 3: If you were
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh word mar
The good we may do here.
Speak gently to the little child;

It’s love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.
Speak gently to the aged one;

Grieve not the care- worn heart,
Whose sands of life are nearly run;
Let such in peace depart.
Speak gently; it’s a little thing

Dropped in the heart’s deep well;
The good the joy that it may bring
Eternity shall tell.
F.Developing Mastery (Leads to Formative The teacher will give more Analysis and Discussion The teacher will give more Have a draw lots on who Group Presentation
Assesment 3 examples of texts using the sample of sound devices are going to present their
different sound devices a. What is the poem all about? (onomatopoeia, alliteration, answer first. Group
b. What do the following assonance.) 1.Complete each
phrases mean? sentences using the
- ‘Tis a little thing dropped in Which example / sentence regular nouns. (etc.)
the heart’s deep well. imitates it’s sound?
- Rule by love; rule by fear
- It’s love be sure to gain Which sentence start with
- Teach in accents soft and the same sound are used
mild closed close together in a
- Care- worn heart phrase or sentence?
- Sands of life are nearly run
- Let such in peace depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn the
meaning of each phrase?
What help us understand it?
d. We learn the meaning of
phrases through the context
of the poem. These are
called idioms.
e. What are the importance of
idioms?
G. Finding Practical Applications of concepts The teacher will present Read and analyze the sentences. The teacher will present Pandora’s Box Pick one How do you appreciate
and skills in daily living sentences using different Underline the idioms used in each. new sentences to analyze strip of paper and choose sound devices and other
sound devices and the a. The foreigner can easily get the sounds devices. the correct noun to be literacy composition?
students will identify the along with the native. used. (Use different
figure of speech used b. The sampaguita in your car colored papers)
gives off a sweet smell.
c. Eden has a very attractive
getup.
d. My mother looks forward to
the coming of my sister
from Hawaii.
e. We have to look up to our
parents.
H. Making Generalizations & Abstractions What an onomatopoeia? What are idioms? Idioms are words/ What is onomatopoeia? How do we form the plural We learned the different
about the lessons Alliteration? Assonance? phrases used in a way that is Alliteration? Assonance? forms of regular nouns? sound devices, then why do
Personification? Irony? different from the usual dictionary we need to use it?
Hyperbole? meaning of each word that make it
up. Idioms can liven up your writing.
To figure out the meaning of idioms,
use context clues and individual
word meanings.
I.Evaluating Learning Tell what figure of speech is Choose the right idiom below to Read and analyze the sound Write 5 sentences using Identify the sound devices
used in each of the complete the sentences. devices used in the plural form of regular used. Choose the letter of
following sentences. sentences (onomatopoeia, nouns. the correct answer.
1. Lina is very happy. She must have alliteration, assonance)
_________. 1. The guest of honor’s
2. Ading is a very bright boy. In fact, 1. The early bird catches the message was a mile long.
he belongs to the ______ in his worm. a. personification
school. 2. The squeaky wheel gets b. hyperbole
3. Mother Theresa was ine lady the grease. c. irony
_________. 3. Go and mow the lawn. 2. The moonbeams smiled
4. Even if it is raining, the class will 4. The cows in the pasture sweetly.
______ with their exposure trip. mooed loudly. a. onomatopoeia
5. Mother will go to the market, so 5. The doors in the old b. alliteration
I’ll stay to ______ my baby sister. house creaked as the wind c. personification
6. It takes one with an _____ to blew through the broken 3. All I could hear was the
accept other’s opinions calmly. windows. drip, drip, drip of the faulty
7. Litowill ______ his right to play in faucet.
the basketball team. a. assonance
8. A famous basketball player was b. alliteration
invited to _____ on the opening day c. onomatopoeia
of the sportsfest. 4. She sells sea-shells down
9. When the victim ______, the by the sea-shore.
police was able to identify the a. alliteration
suspects. b. assonance
10. If you want to _______ in the c. personification
class, you have to study hard. 5. My dear, you are ugly...but
tomorrow I shall be sober.
look after stand up for a. personification
awakened on the right side of the b. assonance
bed c. irony
start the ball rolling
opened up be a star
with a golden heart
push through open mind
cream of the crop
J. Additional activities for application or For those pupils who got Give the meaning of the idioms in List down sentences with Give examples of Identify the sound devices
remediation 74% and below, the teacher each sentence and use it in a sound devices sentences using used. Choose the letter of
has prepared activity that sentence. (onomatopoeia, alliteration, pluralization of regular the correct answer.
will make the pupils 1. The fatal blow of Kid Kidlat assonance) nouns.
understand the concept of killed his opponent. 1. The guest of honor’s
the lesson 2. The cold war between the message was a mile long.
girls was reported by the a. personification
boys to their teacher. b. hyperbole
3. Our teacher put an end to c. irony
the negative relationship of 2. The moonbeams smiled
the girls. sweetly.
4. Her beauty made her stand a. onomatopoeia
out in the crowd. b. alliteration
5. My allowance was cut down c. personification
by my mother because I 3. All I could hear was the
overspent my pocket drip, drip, drip of the faulty
money. faucet.
a. assonance
b. alliteration
c. onomatopoeia
4. She sells sea-shells down
by the sea-shore.
a. alliteration
b. assonance
c. personification
5. My dear, you are ugly...but
tomorrow I shall be sober.
a. personification
b. assonance
c. irony
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?
Time: Week 2 Quarter: 1st Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all times
(personification ) expressions using affixes sentences using appropriate conventions of film and moving
In a text heard grammatical structures: pictures
Pluralization of irregular nouns (blocking)
B. Performance
Standards
C. Learning ENG. LC-Ib-2-3-6 ENG. 6V-Ib-12.4.2.1 EN6G-Ib-2.3.2 EN6VC-Ib-5.1.2 ENG. 6-Ib-5.1.2

Competencies) Analyze sound devices Infer meaning of idiomatic Compose clear and coherent Describe different forms and Observe politeness at all times
(personification ) expressions using affixes sentences using appropriate conventions of film and moving
In a text heard grammatical structures: pictures
II. Content Analyzing sound devices Inferring meaning of idiomatic Composing clear and coherent Describing different forms and Observing politeness at all times
(personification) in a text expressions using affixes sentences using appropriate conventions of film and moving
heard grammatical structures: pictures
III. (Learning Resources)

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages ELC Study Zone: Irregular Plural of www.brightubeducation.
Nouns com
3. Textbook Pages Fun in Eng. Reading p. 158 READING p.212 Fun in Eng. Lang. p.112 Fun in English Reading pp.215-
218
4. Additional Materials from
Learning Resources (LR) Portal
B.Other Learning Resources
IV.Procedures
A.Review Previous Lessons Introduced the lesson with Some idiomatic expressions Pluralization of Regular Nouns Different forms and conventions Review: Observing politeness at
identifying Onomatopic www.english grammar/idiomatic of film and moving pictures all time
sounds p. 158 expression (lights) 6 minutes video Character
Fun in Eng. Reading Builders
B. Establishing purpose for the Let pupils identify the figure 1. Discuss the title of the story. . Listening to a poem Ask a question: Have you ever Have the pupils give their
Lesson of speech use in a text 2. Allow children to ask questions. THE PLURAL POEM wondered how a film is made? reactions about the video
www.ereadingfigurative Internet search Who are the people behind the
language scenes?
C. Presenting examples Show examples of figurative Read the story John’s Keys to Choose the correct form of plural Read the story:
/instances of the new lessons language Success for each noun Movie in the Making Video Presentation: Be Polite at
www.ereadingfigurative esl.com advance reading John’s ELC Study Zone pp. 214-216 all Times
language Keys to Success Fun in Eng. Reading internet search
Personification
D. Discussing new concepts Allow pupils to read the list of Ask pupils to give some idioms and Allow pupils to answer activity 2 Answer the question orally
and practicing new skills #1. figurative language write them on the board. A p. 112 Fun in Eng. Lang “After You Read” p. 216 Fun in Role- Playing : have the pupils
Personification Eng. Reading role played a different scenarios
that shows politeness
www. brightubeducation
E. Discussing new concepts & Give a list of Figurative Let them give the meaning of Pronunciation: 1. Ask pupils to What is blocking? Ask the pupils to tell what they
practicing new skills #2 language Personification idiomatic expression read the poem orally by group. Internet search www.elements already knew about using polite
www.ereadingfigurative THE PLURAL POEM of cinema( blocking) words.
language Answer Activity 1 p. 217 Fun in Original File Submitted and
Eng. Reading Formatted by DepEd Club
Member - visit depedclub.com
for more
F. Leads to Formative Let them analyze sound Answer Exercise 1 pp. 212-213 Fun Ask pupils to use the plural of Ask the pupils: What is the
Assessment 3) devices using personification in Eng. Reading irregular nouns in a clear and importance of blockings in a Let the pupil’s answer 1-5
in a text heard coherent sentences film? Scenario on what are they going
www.ereadingfigurative to do on the ff. scenes.
language Internet search
www. brightubeducation
G. Finding Practical What benefits can you get John’s Keys to Success What you have learned about Film Making Tips What is the importance of being
Applications of concepts and from this lesson? What values have you learned “PLURAL POEM” (blockings) polite at all times?
skills in daily living from the story? Internet search
H. Making Generalizations & A. Let them read and analyzed Work on Exercise 2 on p. 213 Fun What benefits can we get from Lesson about movie blocking
Abstractions about the lessons sound devices using in Eng. Reading the PLURAL POEM Videos Why is being polite at all times
personification in a text heard Internet search important?
www.ereadingfigurative
language
I. Evaluating Learning Answer p. 52 English For You Pen Power: Have the pupils write Spell It Right, Role-Playing about Movie Read some of pupils answer on
And Me Reading some idiomatic expressions and ELC Study Zone Blockings the given scenario.
give its meaning Internet search
J. Additional activities for Let pupils understand the use of Answer ELC Study Zone 330 Write a Movie Review about List down all the polite
application or remediation affixes in an idiomatic expression grammar your favorite film expression you have known.
V.Remarks
VI. Reflection
A .No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons work?

No.of learners who caught up with
the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?)
F. What difficulties did I encounter

which my principal/supervisor can
help me solve?
G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?


I. OBJECTIVES
The learner... The learner... The learner... The learner... The learner...
Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding
various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to of various linguistics nodes to
comprehend various texts. comprehend various texts. comprehend various texts. comprehend various texts. comprehend various texts.
Demonstrates understanding to Demonstrates understanding to Demonstrates understanding to Demonstrates understanding to Demonstrates understanding
A. Content Standards text types to listen for different text types to listen for different text types to listen for different text types to listen for different to text types to listen for
purposes from a variety of texts. purposes from a variety of texts. purposes from a variety of texts. purposes from a variety of texts. different purposes from a
variety of texts.
Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
text types in order to construct text types in order to construct text types in order to construct text types in order to construct Demonstrates understanding
feedback. feedback. feedback. feedback. of text types in order to
construct feedback.
The learner... The learner... The learner... The learner... The learner...
B. Performance Standards
Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to
understand understand understand information/message understand information/message effectively understand
information/message (s) information/message (s) (s) (s) information/message (s)
Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to
construct meaning from a construct meaning from a construct meaning from a variety construct meaning from a variety effectively construct meaning
variety of text for a variety of variety of text for a variety of of text for a variety of purposes. of text for a variety of purposes. from a variety of text for a
purposes. purposes. variety of purposes.
Uses literal information from text Uses literal information from text
Uses literal information from Uses literal information from heard to construct an appropriate heard to construct an appropriate Uses literal information from
text heard to construct an text heard to construct an feedback. feedback. text heard to construct an
appropriate feedback. appropriate feedback. appropriate feedback.
Analyze sound devices (irony Infer meaning of idiomatic Determine tone, mood, and Compose clear and coherent Compose clear and coherent
and hyperbole) in a text heard expressions using- roots purpose of the author sentences using appropriate sentences using appropriate
structures: tenses of verbs structures: tenses of verbs
EN6LC-Ic-2.3.8 EN6V-Ic-12.4.1.1 EN6RC-Ic-6.5 EN6G-Ic-3.2 EN6G-Ic-3.2
EN6LC-Ic-2.3.7 EN6RC-Ic-6.6
Relate an experience EN6RC-Ic-6.7 Describe different forms and Describe different forms and
Observe politeness at all times appropriate to the occasion conventions of film and moving conventions of film and
C. Learning Competencies/
Read aloud grade level pictures (direction) moving pictures (direction)
Objectives Write the LC code for
EN6LC-Ic-16 EN6OL-Ic-17 appropriate text with an accuracy
each
rate of 95-100% EN6VC-Ic-5.1.3 EN6VC-Ic-5.1.3
Show openness to criticism
EN6F-Ic-1.6 Show tactfulness when
EN6A-Ic-18 communicating with others
EN6GA-Ic-17
Figurative Language Idiomatic Expressions Determine the Purpose of the Tenses of Verb Tenses of Verb
II. CONTENT
(Irony and Hyperbole) (Using Roots) Authors
III. LEARNING RESOURCES

A. References
Lesson Guide in Elementary Lesson Guide in Elementary Sample Lesson Plan in English pp.
1. Teacher’s Guide pages English pp. 222-224 English pp. 146-148 156-160
English for All Times TM p. 102
2. Learner’s Material pages
English for All Times Reading p. Growing in English Reading pp. English for All Times Reading pp.
3. Textbook pages
145 228-229 127-130
MISOSA MISOSA English 6 Determining the MISOSA Using the Simple Present MISOSA Using the Simple
4. Additional Materials for Purpose of the Author Form of the Verb that Agrees with Present Form of the Verb that
Learning Resource Portal BEAM English 6 DLP Module 12 the Subject in Number Agrees with the Subject in
Determining the Purpose of the Original File Submitted and Number
Author Formatted by DepEd Club
Member - visit depedclub.com for
more
pocket chart, activity cards, CD, chart, activity sheets, poem passage (tarpapel), paragraph activity cards, pocket chart tarpapel, activity sheets
B. Other Learning Resources
CD Player
IV. PROCEDURES
Write S in the blank if the figure Pick out a rolled paper in the Choose the right idiom from the Read the following paragraph and Say: As I flash the card, tell
of speech is a Simile, M if box. Read and tell whether if it is list to complete each sentence. pick out the action word in every whether if it is in the present,
Metaphor. Then, write the two irony or hyperbole. -with a golden heart sentence. past or future tense.
things being compared. -awakened on the right side of Peter and Paul help their
A. Her hair looks like the sun’s the bed parents at home. Every morning sits will sing
rays. -opened up they feed the ducks and chickens.
1. -start the ball rolling Paul washes the dishes after
walked spoke
2. _____ and ______ -be a star breakfast. On Saturday they clean
B. The river is like a big crawling the house. Paul scrubs the floor.
snake. 1. If you want to _______in the Peter dusts the tables and chairs. is
A. Reviewing previous lesson or 3. class, you have to study hard. On Sundays, they go to church. In
reading
presenting the new lesson 4. _____ and ______ 2. A famous basketball player was the afternoon, Peter usually goes
C. The room was a beehive of invited to _______ on the opening with nis friends to play basketball.
busy boys and girls. day of the sports fest.
5. 3. It takes one with an ______ to
6. _____ and ______ accept other’s opinions calmly.
4. Mother will go to the market, so
I’ll stay to ________ my baby
sister.
5. Mother Teresa was one lady
_______.
Arrange the jumbled words to Say to the learners: Picture showing a girl who is Catch the fish using a fishing rod.
form a sentence. Children, listen how I speak to reading. Find the fish with a verb printed
1. mountain is a Mother dishes you. on its body. Then, place it in the
of washing. Children, listen to me! (2x) Say: Tell something about the pocket chart.
2. brain size a He pea of has. (speak in a loud voice and the picture.
3. me over You the feather other speaks in a gentle voice). reads boy
B. Establishing a purpose for the
knocked. Let us say it together in 2 ways.
lesson
Marie nobody is kind so be Which way do you like to say it? bag
writes
friends her that. Why?
go sings
cat cooked
Listening to a radio broad Read the poem (on chart) Read the passage 1 and 2 Read the following sentences. Read the story and pay
casting. “Speak Gently” (written on tarpapel) 1. Her parents come from Tarlac. attention to the underlined
C. Presenting examples/
1. A bicycle is your best means of 2. They visit our village monthly. words.
instances of the new lesson
Ask: What is the message of the transportation in China. There are 3. I cried bitterly when my dog
poem? so many people in the cities that died three years ago. Do you know about the
can create enormous traffic jams. 4. Mother brought me to my little frog that lived near a
Bikes on the other hand, are Aunt’s house a year after. pond? He never smiled. He
smaller and easier to manoeuvre. 5. In June, Melissa will be in High never laughed. He snapped at
And of course, you save gasoline. School. everyone. A little puppy with
You absolutely must get a bike. 6. We shall visit in an agricultural a friendly smile stopped by.
2. Have you ever tried eating with collage four years from now. He wagged his tail. He
chopsticks? As far as I’m flapped his ears. But the little
concerned, people who use these frog snapped at him. A cricket
are magicians. I am not a with a friendly smile passed
magician. I’m somebody who can’t by. He rubbed his wings. He
get this soup to stay in my wished a song. But the little
chopsticks. frog frowned and snapped at
him.
Group the class into four. Give Ask: What do the following Ask: In no. 1, what is the author’s Say: From the sentences given, Group the class into three.
them activity card. Let them phrases mean? (power point) purpose? pick out the action words/verbs. Use activity sheets. (Role
answer and compare their work. - Is a little dropped in the heart’s In no 2, what is his purpose? Group them into three playing about the tenses of
D. Discussing new concepts and
deep well What is the author’s device to tenses. the verb based on the story
practicing new skills #1
-rule by love; rule by fear bring out his message? read.
-it’s love be sure to gain
-teach in accents soft and mild
Say: Listen attentively. As I read Do the activity by group. Group yourself into 4. Give them Read each of the following
the sentence, tell whether if its Group 1 activity sheets. sentences and write present, past
irony o hyperbole. 2 or future on the line.
3 Read the following paragraphs.
Have them answer and report it Determine the purpose of the 1. Betsy saw a black snake.
in the class. author in writing each paragraph _______
whether to entertain to inform, or 2. Gwen will go to school.
to persuade. _______
1. You’ll never get me up in one of 3. Mike eats ice cream. _______
those things; said Mandy, eying 4. Cindy will play basketball.
the huge hot-air balloon. Then she _______
took another picture. 5. Ashley feeds her three cats.
E. Discussing new concepts and 2. How to make pork curry: heat _______
practicing new skills #2 oil and sauté pork with garlic,
onion, pork broth cube and curry.
Add eggplant and red pepper.
Pour evaporated milk and season
chili sauce.
3. Unfortunately, many species of
bats are endangered or already
extinct. It is vital that we join
forces to protect the bats that
remain. Bats feed on harmful
insect pests. They are also
responsible for up to 95% of the
residing of the tropical rain
forests. Without those forests our
delicate balance of oxygen and
moisture could be destroyed.
4. Our day a hungry fox runt

searching for food. Soon he saw
some ripe grape at the top of a
vine that grew up along a high
wall.
5. Water from this river will
overflow if there are no trees to
stop it. And if this will happen. Our
plants and animals will die and
people will be very much affected.
Let’s do thru-planting activities.
Let us all unite our efforts so that
we will all survive in this world
Listening through CD and CD Read and analyze the sentences. Read each paragraph. Think about Choose the correct letter of the Encircle the correct verb form
player. Underline the idioms. the authors’ purpose in writing verb to match the tenses in the in the parenthesis.
Pupils will listen carefully. Then, 1. The foreigner can easily get them. Write E if the purpose is to parenthesis 1. We (wake, woke, will wake)
answer the given questions. along with the native. entertain, I if to inform, P if to 1. Marion ________ at Jacob to up early to catch the first trip
2. The sampaguita in your car persuade. stop running. (past tense) to Baguio City.
gives off a sweet smell. 1. The earth is made up of three a. yelled b. yells c. will yell 2. Mother (will prepare,
3. Eden has a very attractive get layers: the crust, the mantle and 2. Cathy ______cookies every prepare, prepared) breakfast
up. the core. week. (present tense) with different fruits.
4. We have to look up to our The outer layer, called the crust, is a. baked b. bakes c. will bake 3. My sister (works, will work,
parents. between 16 and 40 kilometers 3. Charles _____ the ball to worked) eight hours a day in
5. My mother looks forward to thick. It floats on a thicker layer Claudia. (future tense) the office.
coming of my sister from Hawaii. known as the mantle, which is 4. Glen _____ a picture of a dog. 4. Father (scolded, scolds, will
2,895 kilometers thick. The core, (past tense) scold) the children for coming
F. Developing mastery
which is 3,475 kilometres thick, is a. painted b. paints home late.
(Leads to Formative
surrounded by the mantle. c. will paint 5. We (rushes, rushed, will
Assessment 3)
The innermost part is solid (the 5. Make _______ the baby to the rush) the production of
inner core) while the outer part is car. (future) school paper for submission.
liquid (the outer core). a. carried b. carries
2. An old man suffering from a c. will carry
nagging back ache went to see his
doctor. The doctor wrote the
prescription and told the man to
apply it on his back.
After a week, he came back still
complaining about the pain. The
doctor asked him if he followed
the directions.
The man turned and on his back
was the prescription firmly posted.
3. At no time in history have
humans produced so much waste.
Ours is a throw-away society. No
matter which area is examined, it
is found that for health, safety,
advertising, or other reasons, we
produce more waste. We have to
implement ways to make use of
people’s waste to prevent further
damage to humanity.
4. The year is 2020. Global warfare
is raging. Not one country against
another. This is all-out war-
humans against computers. Back
in 2018 – what seems ages ago –
the Athan Computer Group
perfected a revolutionary new
chip that enabled computers to
learn. And learn they did – at a
rate incomprehensible to humans.
5. Residents of a small village in
Nueva Vizcaya can now look
forward to a continuous supply of
clean and safe water with the
completion of a water system
project. The new water system in
Barangay Bangaan here, which
was funded by the
Church of Jesus Christ of the
Latter-Day Saints, was formally
inaugurated last week.
Cite examples of irony and Think of common idioms that Read the paragraphs. Determine Write a sentence using an action Write a short paragraph
hyperbole. you can use to relate your own the purpose of the author in verb in the correct tense. about your favourite
experience on the last occasion writing each paragraph. 1.past tense _________ teleserye using the tenses of
G. Finding practical application happened in your life. 1. Once upon a time in a far away 2.present tense________ the verb.
of concepts and skills in daily village there lived a beautiful 3. future tense_________
living maiden named Ursula. All the men 4. past tense__________
in the village wanted to win her 5. present tense_______
heart. But Ursula only loves one
man and he is Artemio.
2. Our city is getting dirty, people
do not show concern anymore. Yet
people are the ones largely
responsible for all the dirt and
mess in the city. Let us work
together hand in hand in making
this place beautiful once more,
you can do it. Together we can
make something out of it.
3. Preparing salad is very easy.
First gather all your ingredients.
Next dice the ingredients in the
size desired then pour the cream
and mix thoroughly. Refrigerate.
What is irony and hyperbole? Complete the fish bone map to Ask: What are the purposes of the Complete the chart below. Complete the chart below.
remember idioms. author in writing a
paragraph/passage. Simple Use Simple Use
Tense Tense
1. Present To express: 1. Present To express:
H. Making generaliz and
abstractions about the lesson
2. Past To express: 2. Past To express:
3. Future To express: 3. Future To express:
Draw a triangle ( ) in the blank if Put your “heart” in the right Read the passages, on the blank Choose the correct tenses of the Match Column A with Column
the sentence is irony and square place. before the number write author’s verb that best complete each B. Choose the correct verb to
( ) if it is hyperbole. T wears his heart on his purpose. sentence below. complete each sentence.
1. I really enjoy her company but sleeve 1. I’m sorry I was not able to 1. Sam sits down and _______ Column A
I can’t go with her anymore. R heart to heart attend your birthday party. My (write, writes) in his notebook. ___1. He _______ television
2. He’s so hungry that he could E have hearts of stone mother was rushed to the hospital 2. The energetic puppy ______ only on weekends.
eat a house. H to lose heart because she was complaining of (is, was) happy yesterday. ___2. The post man _____ us
3. Mother is washing a mountain A by heart having a chest pain. I hope to visit 3. Mrs. Smith ______ (sang, will our letters every day.
of dishes. you this coming summer vacation. sing) a song in the talent show ___3. Jenny ______ his class
I. Evaluating learning 4. Marilou is so kind that nobody 1. When you try and fail, it is 2. Fossils are usually formed on next month. because of the heavy traffic
befriends her. easy ________. hard rocks. Prints on rocks are not 4. They _______ (talk, talked) this morning.
5. He’s such a poor fellow he 2. They must _______ to say no easily destroyed or washed away. three hours last night. ___4. After an hour, ______
could eat dish. to the kitten’s cries. Plants, insects and bodies of 5. My baby sister ________ jogging to eat breakfast.
3. Good actors know their lines animals are sometimes buried in (speaks, speak) the first time ___5. Agriculturists _______
_________ so their acting is layers of sedimentary rocks. yesterday. in the cultivation of fields.
good. Because of heat and pressure,
4. Mom and I had a _______ talk they become parts of the Column B
about the problems. hardened rocks. a. brings
5. Ted cares so much for Jill that 3. Kites come in many shapes and b. will miss
he __________. sizes. They can be constructed c. stopped
from a large variety of materials, d. watches
from the simplest, such as paper e. engage
or cloth, to the most advanced,
such as carbon fibre and tear-
proof sail sheet.
4. A thesaurus is a dictionary of
synonyms and antonyms. It is a
special dictionary that given a
listing of words with words that
are similar and opposite in
meaning. This book is important to
everyone who wishes to
communicate his ideas precisely
and vividly by using different
words.
5. What is El Niño? It is a Spanish
word which means little boy or
child Jesus. Peruvian Anchovy
fisherman used the term
traditionally to describe the
appearance of warm ocean
current following the South
American Coast. El Niño is a large
oceanic fisherman that developed
in the Pacific Ocean and which is
associated with extreme climate
variability.
Read the poem “The Child in Complete the sentences with Write 4-5 sentences following the Study the sentences in the Use the following verbs in a
Me”. Pick out the figurative the appropriate idiom in the box concept of the purpose required. paragraph. Correct the wrong sentence.
languages that are found in the TOPIC: The services offered by verb forms. 1. will buy
poem. raining cats and dogs your barangay in promoting the 2. speak
call in cleared the air
rubbed elbows health and safety of the people. It is Clean-up Day at 3. talked
well-to-do family PURPOSE: To inform Poblacion, Marbel. The people 4. will dance
come to light started early in the morning. The 5. travels
men cleared the canals and the
J. Additional activities for
1. The truth will always ____. dirty places. Young boys and girls
application or remediation
2. The streets are flooded, it’s sweep the streets. As usual, the
__________. little children played as they
3. She was born to a ______. amuse the tired folks.
4. My sister will _______ me for
a visit.
5. The president __________
between Mar Roxas and Jojo
Binay.
V. REMARKS
___ out of ___ pupils did not ___ out of ___ pupils did not ___ out of ___ pupils did not ___ out of ___ pupils did not ___ out of ___ pupils did not
reach the ML reach the ML reach the ML reach the ML reach the ML
VI. REFLECTION
A. No. of Learners who earned
80% in the evaluation
B. No. of Learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of Learners who have
caught up with the lessons
D, No. of Learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encountered which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
teachers?

I. OBJECTIVES
The learner demonstrates understanding ...

• of various verbal elements in orally communicating information
• of various non-verbal elements in orally communicating information
• that English language is stress timed to support comprehension
• of text types to listen for different purposes from a variety of texts
A. Content Standards
• of figurative language, word relationships and nuances in word meanings to develop word consciousness
• of various linguistics nodes to comprehend various texts
• of writing styles to comprehend the author’s message
• of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
The learner…
• orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
• reads with sufficient accuracy and fluency to support comprehension
• uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
• uses literal information from texts heard to construct an appropriate feedback
B. Performance Standards • uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
• uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written) speaks and
writes using good command of the conventions of standard English
• applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
• applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving
texts
EN6LC-Id-2.11.1 EN6OL-Id-1.17 Relate an EN6F-Id-1.6 EN6G-Id-3.3 Compose clear EN6VC-Id-5.1.4
EN6LC-Id-2.11.2 experience appropriate to the Read aloud grade level and coherent sentences Describe different forms and
EN6LC-Id-2.11.3 occasion appropriate text with an using appropriate conventions of film and moving
Infer the speaker’s tone, accuracy rate of 95-100% grammatical structures: - pictures (characterization)
mood and purpose EN6RC-Id-6.8 aspects of verbs
C. Learning Competencies/Objectives EN6RC-Id-6.9 EN6G-Id-3.3
Write the LC code for each. EN6V-Id-12.3.2 Analyze figures of speech Compose clear and coherent
EN6V-Id-12.4.1.2 (simile, metaphor) sentences using appropriate
EN6V-Id-12.4.2.2 grammatical structures:
Infer meaning of figurative -aspects of verbs
language using -context EN6A-Id-16
clues Observe politeness at all
-affixes and roots times
-other strategies EN6A-Id-17
Show tactfulness when
EN6A-Id-16 communicating with others
Observe politeness at all EN6A-Id-18
times Show openness to criticism
EN6A-Id-17
communicating with others
EN6A-Id-18
Speaker’s Tone and Mood Story: “Why Mosquitoes Buzz Aspects of Verbs: Past Perfect Aspects of Verbs: Present Different Forms and
Meaning of Figurative in People’s Ears” by Verna Perfect and Future Perfect Conventions of Film and
Language; Idioms Aardema Original File Submitted and Moving Pictures
II. CONTENT
Story: “Why Mosquitoes Figures of Speech: Simile and Formatted by DepEd Club (characterization)
Buzz in People’s Ears” by Metaphor Member - visit depedclub.com
Verna Aardema for more
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6
Learning Resource (LR) portal (Quarter 1:Week 4-Day1) (Quarter 1:Week 4-Day 2) (Quarter 1:Week 4-Day 3) (Quarter 1:Week 4-Day 4) (Quarter 1:Week 4-Day 5)
IV. PROCEDURES
A. Reviewing previous lesson or Let’s Practice Fluency p. 1 Let’s

Let’s Recall pp. 1-2 Let’s Recall pp. 1-2 Let’s Recall pp. 1-2 Let’s Recall pp. 1-2
presenting the new lesson Recall p. 2
B. Establishing a purpose for the lesson Let’s Try This (A) pp. 2-3
C. Presenting examples/instances of the

Let’s Try This (B, C & D) p. 3 Let’s Try This p. 2 Let’s Try This pp. 2-3 Let’s Try This p. 2 Let’s Try This p. 2
new lesson

Let’s Study This pp. 4-5 Let’s Study This pp 2-3 Let’s Study This pp. 3-5 Let’s Study This pp. 2-4 Let’s Study This pp. 3-4
E. Discussing new concepts and

Let’s Do This pp. 5-6 Let’s Do This pp. 3-4 Let’s Do This p. 5 Let’s Do This p. 4 Let’s Do This pp. 4-5
F. Developing mastery (leads to
Let’s Do More pp. 6-7 Let’s Do More pp. 4-5 Let’s Do More p. 6 Let’s Do More p. 5 Lets’Do More pp. 5-6
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
Let’s Remember p. 7 Let’s Remember p. 5 Let’s Remember pp. 6-7 Let’s Remember p. 6 Let’s Remember p. 6
I. Evaluating learning
Let’s Test Ourselves pp. 7-8 Let’s Test Ourselves pp. 5-6 Let’s Test Ourselves pp. 6-7 Lets’ Test Ourselves p. 6 Let’s Test Ourselves p. 7
J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
remediation
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
worked well? Why did these work?
which my principal or supervisor
can help me solve?
materials did I use/discover which I
wish to share with other teachers?
Time: (WEEK 5) Quarter: 1ST QUARTER
I. OBJECTIVES
The learner demonstrates understanding ...

• of various verbal elements in orally communicating information
• of various non-verbal elements in orally communicating information
• of text types to listen for different purposes from a variety of texts
• of figurative language, word relationships and nuances in word meanings to develop word consciousness
• of various linguistics nodes to comprehend various texts
• of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
The learner ...
• orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
• uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
• uses literal information from texts heard to construct an appropriate feedback
• uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written) speaks and
writes using good command of the conventions of standard English
texts
EN6LC-Ie-2.11.1 EN6RC-Ie-6.10 EN6F-Ie-1.8.1 EN6F-Ie-1.8.1 EN6VC-Ie-5.1.5
EN6LC-Ie-2.11.2 EN6RC-Ie-6.11 Read with automaticity grade Read with automaticity grade Describe different forms and
EN6LC-Ie-2.11.3 Analyze figures of speech level frequently occurring level frequently occurring conventions of film and
Infer the speaker’s tone, (hyperbole, irony) content area words content area moving pictures (acting)
mood and purpose words Original File Submitted and
EN6F-Ie-1.8.1 EN6G-Ie-3.6 Formatted by DepEd Club
C. Learning Competencies/Objectives
EN6V-Ie-12.3.2 Read with automaticity grade Compose clear and coherent EN6G-Ie-3.6 Compose clear Member - visit depedclub.com
Write the LC code for each.
EN6V-Ie-12.4.1.2 level frequently occurring sentences using appropriate and coherent sentences for more
EN6V-Ie-12.4.2.2 content area words grammatical structures: using appropriate
Infer meaning of figurative -modals grammatical structures:
language using -context -modals
clues
-affixes and roots
-other strategies
EN6A-Ie-16
Observe politeness at all
times
EN6A-Ie-17
EN6A-Ie-18
Speaker’s Tone, Mood and Figures of Speech: Hyperbole Modals: Can, Could, May, Might Modals: Must, Should Different Forms and
Purpose and Irony Conventions of Film and
Meaning of Figurative Moving Pictures (acting)
II. CONTENT Language; Idioms
Story: “Cloudy With a
Chance of Meatball” by Judy
Barret

A. References
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
Learning Resource (LR) portal (Quarter 1 Week 5-Day 1) (Quarter 1 Week 5-Day 2) (Quarter 1 Week 5-Day 3) (Quarter 1 Week 5-Day 4) (Quarter 1 Week 5-Day 5)
IV. PROCEDURES
A. Reviewing previous lesson or Let’s Practice p. 1 Let’s Let’s Practice p. 1 Let’s Let’s Practice p. 1 Let’s
Let’s Recall pp. 1-2 Let’s Recall p. 1
presenting the new lesson Recall p. 2 Recall p. 2 Recall p. 2
B. Establishing a purpose for the
Let’s Try This (A) p. 2
lesson
C. Presenting examples/instances
Let’s Try This (B, C & D) p. 3 Let’s Try This p. 3 Let’s Try This pp. 2-3 Let’s Try This p. 2 Let’s Try This pp. 1-2
of the new lesson
Let’s Study This pp. 3-4 Let’s Study This pp. 4-5 Let’s Study This pp. 3-4 Let’s Study This p. 3 Let’s Study This pp. 2-4
E. Discussing new concepts and
Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 4 Let’s Do This pp. 4-5
F. Developing mastery (leads to
Let’s Do More p. 6 Let’s Do More pp. 6-7 Let’s Do More pp. 5-6 Let’s Do More p. 4 Let’s Do More pp. 5-6
concepts and skills in daily
living
H. Making generalizations and
Let’s Remember pp. 6-7 Let’s Remember p. 7 Let’s Remember p. 6 Let’s Remember p. 5 Let’s Remember p. 6
I. Evaluating learning
Let’s Test Ourselves p.7 Let’s Test Ourselves pp. 7-8 Let’s Test Ourselves p. 6 Lets’ Test Ourselves p. 5 Let’s Test Ourselves pp. 6-7
V. REMARKS
VI. REFLECTION

the evaluation
additional activities for remediation
with the lesson

require remediation
can help me solve?
materials did I use/discover which
I wish to share with other
teachers?
I. OBJECTIVES
The learner demonstrates understanding…
A. Content Standards • various verbal elements in orally communicating information
• command of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts of non-verbal communication to communicate with
others
The learner…
B. Performance • orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
Standards • uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
texts
C. Learning Competencies/ EN6LC-If2.11.1 EN6LCIf2.11.2 EN6RC-If- 6.12 Analyze EN6G-If4.4.1 EN6G-If4.4.1 EN6VC-If5.1.6 Describe
Objectives EN6LC-If2.11.3 Infer the figures of speech (culture- EN6G-If4.4.3 EN6G-If4.4.3 different forms and
Write the LC code for each speaker’s tone, based EN6G-If4.4.2 Compose clear EN6G-If4.4.2 Compose clear and conventions of film and
mood and purpose euphemism) and coherent sentences using coherent sentences using moving pictures
appropriate grammatical appropriate grammatical structures: (dialog)
EN6A-If-16 EN6F-If-1.8.1 structures: Pronoun-reference Pronoun-reference agreement
Observe politeness at all times Read with automaticity grade agreement (number, (number, EN6A-If-16
level frequently occurring case, gender) case, gender) Observe politeness at
content area all times
words
EN6A-If-17 EN6A-If-16 EN6A-If-16 EN6A-If-16 EN6A-If-17 Show tactfulness

Show tactfulness when Observe politeness at Observe politeness at all times Observe politeness at when communicating with
communicating with all times all times others
others EN6A-If-17
EN6A-If-17 Show tactfulness when EN6A-If-17 EN6A-If-18
EN6A-If-18 Show tactfulness when communicating with Show tactfulness when Show openness to
Show openness to communicating with others communicating with criticism
criticism others others Original File Submitted and
EN6A-If-18 Formatted by DepEd Club
EN6A-If-18 Show openness to EN6A-If-18 Member - visit depedclub.com
Show openness to criticism Show openness to for more
criticism criticism
Author’s tone, mood, and Euphemism Pronoun-reference Pronoun-reference agreement Different forms and
II. CONTENT purpose Frequently occurring content agreement (number, case, (number, case, gender) conventions of film and
area words gender) moving pictures (dialog)
A. References
3. Textbook pages
Learning Resource (LR)
portal
B. Other Learning Resources Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6 Activity Sheet In English 6
(Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6) (Quarter 1: Week 6)
LittleFoxKids. "Little Women 23: LittleFoxKids. "Little Women LittleFoxKids. "Little Women 23: LittleFoxKids. "Little Women 23: LittleFoxKids. "Little
Helping the Helpless | Level 7 23: Helping the Helpless | Level 7 | Helping the Helpless | Level 7 |By Women 23:
| Helping the Helpless | Level By Little Fox." YouTube. Little Fox." YouTube. December 29, Helping the Helpless |
By Little Fox." YouTube. 7| December 29, 2016. Accessed May 13, Level 7 |
December 29, 2016. Accessed By Little Fox." YouTube. 2016. Accessed May 13, 2017.https://www.youtube.c By Little Fox." YouTube.
May 13, 2017. December 29, 2016. Accessed 2017.https://www.youtube.co om/watch?v=iQIBscQDWu0 December 29, 2016. Accessed
May 13, 2017. m/watch?v=iQIBscQDWu0 May 13, 2017.
https://www.youtube.com/wat https://www.youtube.com/w Writer’s Choice Gramma and https://www.youtube.com/

ch?v=iQIBscQDWu0. atch?v=iQIBscQDWu0 Composition. Ohio: watch?v=iQIBscQDWu0
McGraw-Hill, 1994. Pp454455
IV. PROCEDURES
A. Reviewing previous lesson Read “To the Learner” Answer “To the Learner” Read “To the Learner” Activity Do “To the Learner” Do “To the Learner”
or presenting the new Activity Sheets in English 6 Activity Sheets in English 6 Sheets in English (Quarter 1: Activity Sheets in English 6 Activity Sheets in English
lesson (Quarter 1: Week 6-Day1, p.1) (Quarter 1: Week 6-Day2, Week 6-Day3, p.1) (Quarter 1: Week 6-Day 4, p.1) 6 (Quarter 1: Week 6-Day
p.1) 5, p.1)
B. Establishing a purpose for the Read “Let’s Learn This” Read “Let’s Try This” Activity Answer “Let’s Try This” Activity Talk about “Let’s Try This” Activity Talk about “Let’s Try This”
lesson Activity Sheets in English 6 Sheets in English 6 (Quarter Sheets in English 6 Sheets in English 6 for (Quarter 1: Activity Sheets in English
(Quarter 1: Week 6-Day1, p.1) 1: Week 6-Day2, p.1) (Quarter 1: Week 6-Day3, p.1) Week 6-Day 4, p.1) 6 (Quarter 1: Week 6-Day
5, p.1)
C. Presenting Play the video from Discuss “Let’s Study This” Discuss “Let’s Study This” Discuss “Let’s Study This” Discuss “Let’s Study This”
examples/instances of https://www.youtube.com/wat Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 (Quarter Activity Sheets in English
the new lesson ch?v=iQIBscQDWu0 (Quarter 1: Week 6-Day2, f(Quarter 1: Week 6-Day3, pp.1- 1: Week 6-Day 4, pp.1-3) 6 (Quarter 1: Week 6-Day
p.2) 2) 5, pp.1-2)
Answer “Let’s Try This”
Activity Sheets in English 6
(Quarter 1: Week 6-Day1,
pp.1-2)
D. Discussing new concepts Discuss “Let’s Study This” Answer “Let’s Do This” Answer “Let’s Do This” Activity Answer “Let’s Do This” Activity
and practicing new skills Activity Sheets in English 6 Activity Sheets in English 6 Sheets in English 6 (Quarter 1: Sheets in English 6 for (Quarter 1:
#1 (Quarter 1: Week 6-Day1, pp. (Quarter 1: Week 6-Day2, Week 6-Day3, pp.2-3) Week 6-Day 4, p.3)
2-4) p.2)
E. Discussing new concepts and Answer “Let’s Do This” Answer “Let’s Do More” Answer “Let’s Do More” Answer “Let’s Do More”
practicing new skills #2 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 for Activity Sheets in English 6 (Quarter
(Quarter 1: Week 6-Day1, p.4) (Quarter 1: Week 6-Day 2, p.3) (Quarter 1: Week 6-Day3, p.3) 1: Week 6-Day 4, pp.3-4)
F. Developing mastery Answer “Let’s Do More” Answer “Let’s Enrich Answer “Let’s Enrich Answer “Let’s Enrich Ourselves” Watch the video “The Little
(leads to Formative Activity Sheets in English 6 Ourselves” Activity Sheets in Ourselves” Activity Sheets in Activity Sheets in English 6 (Quarter Women” from
Assessment 3) (Quarter 1: Week 6-Day1, English 6 (Quarter 1: Week 6- English 6 (Quarter 1: Week 1: Week 6-Day 4, p. 4) https://www.youtube.com/
p. 5) Day2, p.4) 6Day3, p.3) watch?v=iQIBscQDWu0
Answer “Let’s Do More ”

Activity Sheets in English
6 (Quarter 1: Week 6-Day
5, pp.2-3)
G. Finding practical applications Answer “Let’s Enrich Answer “Let’s Enrich

of concepts and skills in Ourselves” Activity Sheets in Ourselves” Activity Sheets in
daily living English 6 (Quarter 1: Week English 6 (Quarter 1: Week 6-
6Day1, p.6) Day 5, pp. 3-5)
H. Making generalizations and Why is it important that you When do you use pronouns in
abstractions about the can infer speaker’s tone, mood, masculine, feminine, and neuter
lesson and purpose? gender?
I. Evaluating learning Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Answer “Let’s Test Ourselves”
Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 Activity Sheets in English 6 (Quarter Activity Sheets in English 6
(Quarter 1: Week 6-Day1, p.6) (Quarter 1: Week 6-Day2, p.4) (Quarter 1: Week 6-Day3, p.4) 1: Week 6-Day 4, p.4) (Quarter 1: Week 6-Day 5, p.
5)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the
evaluation

additional
activities for remediation
No. of learners who have
caught up with the lesson
D. No. of learners who

continue to require
remediation

worked
well? Why did these work?

encounter which my
principal or supervisor can
help me solve?
which I wish to share with
other teachers?

I. OBJECTIVES
The learner demonstrates understanding…

A. Content Standards ● of texts elements to comprehend various texts
● that English language is stressed time to support comprehension
● of the forms and conventions of print, non print, and digital materials to understand various viewing texts
● of non – verbal communication to communicate with others
● Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
The learner …
B. Performance ● Uses knowledge of texts types to correctly distinguish literary from informational texts. ● Reads with sufficient accuracy and fluency to support
Standards comprehension.
● Uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse.
● Evaluate effectively the message constructed and conveyed in various viewing texts.
● Applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message.
C. Learning EN6RC-Ig-2.24.1 EN6G-Ig-4.4.1 EN6G-Ig-4.4.1 EN6VC-Ig-5.1.7 Describe EN6VC-Ig-5.1.7

Competencies/Objectiv es EN6RC-Ig-2.24.2 Evaluate narratives EN6G-Ig-4.4.3 EN6G-Ig-4.4.3 different forms and Describe different forms
Write the LC code for each based on how the author developed EN6G-Ig-4.4.2 Compose clear EN6G-Ig-4.4.2 Compose conventions of films and and conventions of films
the elements: and coherent sentences clear and coherent moving pictures. ( setting ) and moving pictures. (
-setting using appropriate sentences using appropriate setting )
-characters grammatical structures: grammatical structures: EN6A-Ig-16
EN6A-Ig-16 Pronoun- Pronoun- Observe politeness at all
Observe politeness at all times EN6A- Reference agreement Reference agreement times
Ig-17 (number, case, gender ) (number, case, gender ) EN6A-Ig-17
EN6A-Ig-18
communicating with EN6F-Ig-1.8.1 Read with Show openness to criticism.

others auto automaticity grade
EN6A-Ig-18 level frequently occurring
Show openness to content area words.
criticism
Elements of the Story Pronoun Antecedent Pronoun Antecedent Different Forms and Different Forms and
II. CONTENT Convention of Films Convention of Films (
( Setting ) Setting )
A. References
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 1: Week 7, pp
Learning Resource (LR) portal 1-10)
B. Other Learning Resources www.sjsu.edu/writing Actor Varun Pruthi.

“Honesty of orphan little
girl trying to sell pens on
street will leave you
Speechless” June12,2015.
Accessed April
15,2017.http://youtube.
www.moe.gov.sg/teach.you
tube
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
IV. PROCEDURES
A. Reviewing previous lesson or Answer “Let’s Recall” Answer “Let’s Recall” Answer “Let’s Recall” Answer “Let’s Try This” Answer “Let’s Try This”
presenting the new lesson Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.1) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.1) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.1) p.1) p.1)
B. Establishing a purpose for the Do “Let’s Try This“ Read “Let’s Read” Read “To The Learner” Read “To the Learner” Read “ To The Learner”
lesson Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 1: Week 7Day1, p.1) p.1)
P.2)
C. Presenting examples/instances Read “Let’s Read“ Read “Let’s Read” Do “Let’s Do This” Answer “Let’s Do This”
of the new lesson Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.1) (Quarter 1: Week 7-Day5,
D. Discussing new concepts and Do “Let’s Do This“ Read “Let’s Study” Answer “Let’s Study Answer “Let’s Study Answer “Let’s Study This”
practicing new skills #1 Activity Sheet in English Activity Sheet in English 6 This” This” Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.2- Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.2) 3) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.2) p.2)
p.2-3)
E. Discussing new concepts and Read “Let’s Study This“ Answer “Let’s Try This” Answer “Let’s Try This” Answer “Let’s Try This” Answer “Let’s Try This”
practicing new skills #2 Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
F. Developing mastery Answer “Let’s Enrich Do “Let’s Do More” Answer “Let’s Do More” Answer “Let’s Do This”
(leads to Formative Ourselves“ Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
Assessment 3) Activity Sheet in English (Quarter 1: Week 7Day2, p.4) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.4)
6 p.3)
(Quarter 1: Week 7Day1, p.4)
G. Finding practical applications Do “Let’s Do This“ Answer “Let’s Do This” Answer “Let’s Do This” Answer “Let’s Do More” Answer “Let’s Do More”
of concepts and skills in Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
daily living 6 (Quarter 1: Week 7Day2, p.4) (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.4) (Quarter 1: Week 7-Day5,
H. Making generalizations and Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember”
abstractions about the lesson Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 (Quarter 1: Week 7Day2, p.4- (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.5) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1, p.5) 5) p.4) p.4)
I. Evaluating learning Do “Let’s Do This“ Do “Let’s Test Do “Let’s Test Ourselves” Answer “Let’s Do This” Answer “Let’s Do This”
Activity Sheet in English Ourselves” Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
6 Activity Sheet in English 6 (Quarter 1: Week 7Day3, (Quarter 1: Week 7Day4, p.5) (Quarter 1: Week 7-Day5,
(Quarter 1: Week 7Day1,p5) (Quarter 1: Week 7Day2, p.5) p.4) p.4)
J. Additional activities for Do “Let’s Enrich

application or Ourselves”
remediation Activity Sheet in English 6
(Quarter 1: Week 7Day3,
p.5)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%

in the
evaluation

additional

No. of learners who have

continue to require
remediation
worked well? Why did these
work?
can help me solve?

teachers?

I. OBJECTIVES
The learner demonstrates understanding...
A. Content Standards • various linguistics nodes to comprehend various texts
• of text elements to comprehend various texts
• that reading a wide range of texts provides pleasure and avenue for self-expression and personal development that English language is stress timed to
support comprehension
• that a change in stress entails a change of meaning to evaluate the speaker’s/ author’s purpose and meaning
• command of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials
• of the various forms and conventions of print, non-print and digital media materials
• of the various forms and convention materials to critically analyze the meaning constructed in print, non-print, and digital materials construction,
deconstruction, and reconstruction of print, non-print and digital materials
The learner...
• uses knowledge of texts types to correctly distinguish literary from informational texts
• uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view.
• uses literal information from texts to aptly infer and predict outcomes
• reads with sufficient accuracy and fluency too support comprehension
• uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
• speaks and writes using good command of the conventions of standard English
• applies knowledge of the various forms and conventions of print, non-print and digital materials to appropriately comprehend print, non-print, film and moving
texts
• applies different views of the real world to effectively interpret (deconstruct) constructed meaning in print, non-print and digital materials
• applies understanding of forms and conventions of viewing texts to appropriately create and recreate meaning/ messages
C. Learning Competencies/ EN6RC-Ih-2.24.3 EN6RC-Ih-2.24.3 Evaluate EN6G-Ih-3.9 EN6V-Ih-16
Objectives Evaluate narratives based on narratives based on how the Compose clear and coherent sentences using Describe the different forms and
Write the LC code for each how the author developed the author developed the appropriate grammatical structures: SubjectVerb Agreement conventions of film and moving
elements: elements: -Plot (chronological- pictures (set-up)
-Plot (chronological- sequential, sequential, en medias res, EN6A-Ih-17
en medias res, flashback) flashback) Show tactfulness when communicating with others
EN6A-Ih-16 EN6F-Ih-1.13 EN6A-Ih-18 Original File Submitted and

Observe politeness at all times Read grade level text with 135 Show openness to criticism Formatted by DepEd Club Member -
words correct per minute visit depedclub.com for more
II. CONTENT Elements of Narratives: Plot (chronological-sequential, en medias Subject Verb Agreement Set-Up
res, flashback)

A. References
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6 (Quarter 1: Week 8)
Learning Resource (LR) portal
B. Other Learning Resources Aesop. "Androcles and the Lion." Storynory. Accessed May 15, "Inside Out- Dream
2017. http://www.storynory.com/2007/04/29/androclesand- Productions." May 31, 2016.
the-lion/. Accessed May 17, 2017.
https://www.youtube.com/w
atch?v=YSVRQfHfTHs.
IV. PROCEDURES
A. Reviewing previous lesson or Ask the pupils to identify the Do Task 4: “Graph Me Do Task 1: “Rumble Jumble” Do “Let’s Try This” Task 1:
presenting the new lesson characters in the previous Up!" Look Back!
week’s story “Eleven” by Activity Sheet in English 6 (Quarter 1: Week 8Day 3&4 p. 1)
Sandra Cisnero. Activity Sheet in English Activity Sheet in English 6
6 (Quarter 1: Week 8- (Quarter 1: Week 8-Day 5 p. 1)
Read “To the Learner” and Day 1&2 p.3)
“Let’s
Learn This” Activity Sheet in
English 6 (Quarter 1: Week 8-
Day
1&2 p. 1)
B. Establishing a purpose for the Do “Let’s Try This” Task 1: Do Task 5: Oral Reading Read “Let’s Learn This” Read “Let’s Learn This”
lesson Picture Fluency Practice
Analysis Activity Sheet in English 6 (Quarter 1-Week 8 Day 3&4 p. 1) Activity Sheet in English 6
Activity Sheet in English (Quarter 1: Week 8-Day 5 p. 1)
Activity Sheet in English 6 6 (Quarter 1: Week 8-
(Quarter 1: Week 8-Day 1&2 p. Day 1&2 p.3)
1)
C. Presenting examples/instances of Do Task 2 A: “Charades” Do Task 2: “Pick-A-Boo” Have the learners recall a recent
the new lesson Answer Key in English 6(Quarter 1- Week 8 Day 3&4 p.2) show, movie or cartoon that they
Use the following words: have
moaning watched recently and ask them if it
groaning is shot on location or inside a studio.
roaring
Have the volunteer learner act
out the words and let the class
guess the correct word.
D. Discussing new concepts and Do Task 2B: “Match Maker” Discuss “Let’s Study Discuss “Let’s Study This” Discuss “Let’s Study This”
practicing new skills #1 This”
Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 1-Week 8 Day 3&4 pp. 2- Activity Sheet in English 6
(Quarter 1: Week 8-Day 1&2 p. Activity Sheet in English 3) (Quarter 1: Week 8-Day 5 p. 1)
2) 6 (Quarter 1: Week 8-
Day 1&2 p. 4)
E. Discussing new concepts and Do Task 3. Have them close the

practicing new skills #2 Activity sheet. Let them listen
to the story first.
Play the audio again then let

the learners read on the
passage from the Activity Sheet
in English 6 (Quarter 1: Week 8-
Day 1&2 p. 2)
F. Developing mastery (leads to Do “Let’s Do This” Do “Let’s Do This” Task 3 Choosy Me! Do “Let’s Do This”
Activity Sheet in English Activity Sheet in English 6 (Quarter 1-Week 8 Answer the comprehension
6 (Quarter 1: Week 8- Day 3&4 p. 4) questions 1-4 on Activity Sheet in
Day 1&2 p. 4) English 6 (Quarter
1: Week 8-Day 5 p. 2)
Ask: If you are Androcles, would Do “Let’s Do More” Do “Let’s Do More” Task 4 On Our Own Do “Let’s Do More” Task 3
concepts and skills in daily living
you do the same thing to the Ready, Set, Graph Picture Picture
lion even if you are afraid of a Activity Sheet in English 6 (Quarter 1- Week 8 Activity Sheet in English 6
lion? Activity Sheet in English Day 3&4 p. 4) (Quarter 1: Week 8-Day 5 pp. 3-5)
6 (Quarter 1: Week 8-
Day 1&2 p. 5)
H. Making generalizations and Ask: What character trait do Read “Let’s Remember Read “Let’s Remember This” Read “Let’s Remember
abstractions about the lesson you think Androcles shows in This” This!”
the story? Activity Sheet in English 6 (Quarter 1- Week 8
Activity Sheet in English Day 3&4 p. 5) Activity Sheet in English 6
6 (Quarter 1: Week 8- (Quarter 1: Week 8-Day 5 p. 6)
Day 1&2 p. 5)
I. Evaluating learning Answer the Task 3 questions 1- Do “Let’s Test Do “Let’s Test Ourselves” Testing...1, 2, 3! Do “Let’s Test Ourselves” Testing
4 on Activity Sheet in English 6 Ourselves” Testing … 1, 2, 3! 1,2,3!
(Quarter 1: Week 8-Day 1&2 p. Activity Sheet in English 6 (Quarter 1- Week 8 Day 3&4 p. 5)
3) Activity Sheet in English Answer Activity Sheet in
English 6 (Quarter 1: Week
6 (Quarter 1: Week 8- 8-Day 5 p. 6-11)
Day 1&2 pp. 5-6)
J. Additional activities for Using the elements of the Compose a narrative about a recent movie, cartoon or This weekend, take time to watch
application or remediation narratives that they’ve learned television show that you’ve watched. Make a 2 paragraph some TV shows, film clip,
these past few days, ask the composition and make sure to follow the subject-verb commercial or movie. List down at
pupils to prepare a short agreement that you have learned. least 5 titles and identify if the set-
narrative about their recent up is on location or structured in a
adventure or any memorable studio
activity they did with a friend
or their family.
V. REMARKS
VI. REFLECTION

the evaluation
remediation
No. of learners who have caught
up with the lesson

require remediation
work?
can help me solve?
teachers?


I.LAYUNIN
A. Grade Level Standard The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning needs
in meeting a wide range of life’s purpose
B. Content Standards
C. Performance Standards
D. Learning Competencies/ Reading Comprehension Viewing Grammar Oral Reading Fluency Attitude
Objectives Evaluate narratives based on how
the author develop the elements: Analyze the characters/setting Compose clear and coherent a. Read grade level text a. Observe politeness at
-theme used in print, non-print and digital sentences using appropriate with 135 words correct all times
-point of view materials (Age and gender, race grammatical structures: per minute b. Show tactfulness when
and nationality, attitude and Subject-verb agreement b. Show openness to communicating with
behavior) criticism others.
Write the LC code for each (EN6RC-Ii-2.24.4, EN6RC-Ii- (EN6VC-Ii-3.3.1, EN6VC-Ii-3.3.3) (EN6G-Ii-3.9) (EN6F-Ii-1.13, ENGA-Ii-18) (ENGA-Ii-16, ENGA-Ii-17)
2.24.5)
II. CONTENT Evaluating Narratives based on Analyzing the Characters/Setting Composing Sentences using Reading Grade Level Text with 1. Observing Politeness at
how the Author develop the used in Print, Non-print and Digital Appropriate Grammatical 135 words correct per minute All Times
Elements (theme, point of view) materials Structures: Subject-verb 2. Showing Tactfulness
Agreement when Communicating
with Others
LEARNING RESOURCES
A. References
1. Teacher’s Guides Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary Lesson Guide in Elementary
English 6 English 6 English 6 English 6 English 6
2. Learner’s Material
pages
3. Textbook Pages English for All Times 6 (Reading) English for All Times 6 (Reading) Across Boarders Through Across Boarders Through
pages 48-55 pages 48-55 Language 6, pages 179-186 Language 6, pages 179-186
4. Additional Reference Animated stories from the
from Learning Video Clips Video clips, reading materials Charts, sentence strips reading materials internet (youtube.,com)
Resource (Aesop’s fable)
B. Other Learning Pictures, real object Printed pictures of famous fairy pictures charts pictures
Resources tale characters
III. PROCEDURES
A. Reviewing previous Review of the different elements Read the selections below and Direction: Encircle the subject Drill: Reading downloaded Basic Let us review the characters we
lesson or presenting the of a story using local stories identify the central theme of it: and underline the predicate in Sight Words had in our two featured stories
new lesson (History of a local town hero) (English for All Times-Reading the following sentences: of the week:
pages 54-55) 1. The woman shouted 1. The Tale of the White
with joy upon seeing Squash (wife, husband,
the baby. baby)
2. The white squash is a 2. Protecting our Wildlife
magical fruit. (George, Dianne)
3. The couple was
childless for a long
time.
4. Both couple became
greedy when they saw
the gold.
5. The gold disappears
together with the
baby.
B. Establishing a purpose ASK: If you were given a chance Look for the pictures of some Motive Question: What are the things that we need ASK: How must we treat people
for the lesson to have a magical wish come famous fairy tale characters then 1. What is the status of to remember in oral reading? who are older than us?
true, what is that thing that will in your own words describe each wildlife now? Silent reading?
make you happy? one of them. 2. In what way do people
endanger wildlife?
3. How is wildlife
protected?
1. Elsa 2. Pinocchio Original File Submitted and

for more
3. Rapunzel 4. Sleeping beauty
C. Presenting examples/ Using the table each character Presenting a short story: Presenting a selection Presenting the downloaded
instances of the new Reading of a short story “The Tale in the story “The Tale of a White Protecting Our Wildlife “Protecting Our Wildlife” animated story featuring
lesson of the White Squash (pages 48- Squash” will be described and “Do you see those 1. Class reading “politeness”
55) analyzed. pictures?” asked George. 2. Group reading “Let’s Respect Everyone”
Chara Of course! They are the 3. Individual reading
bab
cteris wife husband green turtle, the Philippine
y
tics tamaraw, and the Palawan
age deer,” replied Diane.
gend “Maybe there will come a
er time when we can only see
race them in pictures. They have
Natio now decreased in number
nality because of irresponsible
hunting,” explained George.
attitu
“Yes, the wildlife population
de
is in dangerous levels,” agreed
Diane. “Many people have
been destructive. They destroy
forests which are habitats of
plants and animals. They also
collect and destroy wildlife
species,” Diane added.
“The wildlife management
must do something about this,”
said George.
“Our wildlife is protected by
laws. We hope to see more
wildlife species in the future,”
said Diane.
“That’s good,” answered
George smiling. “We look
forward to seeing more
national parks and game
sanctuaries for our wildlife.”
D. Discussing new concepts Comprehension Check-up: Discussion and Analysis: 1. Answering the motive Group Activity: Analysis and Discussion:
and practicing new skill Analysis and Discussion 1. “Squash is the only food questions. Group will be given a short 1. How can you describe
#1 1. Who were the main that the couple eats every 2. Study the following story (a fable). Then they will Benny? Clara?
characters in the story? day.” From this sentences. The words monitor each of their member’s 2. Why did people love
2. What is so special about statement, tell the setting highlighted in yellow reading ability. Benny than Clara?
the white squash? of the story and the are the subjects and 3. How did Clara felt
3. Did the couple source of income of the the words highlighted about it?
appreciate the people. in blue are verbs: 4. How did the dwarves
opportunity given to 2. What negative trait does a. An alligator looks like reward Benny? Clara?
them? the couple possessed? a crocodile. 5. What must we
4. Explain: “Money is the 3. If we are to analyze the b. It is a ferocious remember when
root of all evils”, was couple’s characters, they animal. dealing with other
this saying shown in the were not as greedy as c. Pangolins live in the people?
story? they were when they are forests of Palawan.
5. If you were the wife, still poor, what do you d. They eat ants and
would you do the same? think have changed their other insects.
Why? behavior? e. They are endangered
4. What do you think will animals.
happen if the couple
became contented with
what they had?
5. What lesson did the story
taught us?
E. Discussing new concepts Study Skill Development Group Activity: Verbs in the present tense end To compute for the Speed Politeness is a behavior that is
and practicing new skill Elicitation using graphic Watch the short story “Too Many in –s when the subject of the Level use the formula below: considerate and respectful of
#2 organizer: Bananas” (Bookbox.com) then sentence is singular except other people.
1. What is the central idea analyze the following: when the subject is You and I. no. of words in the passage Give instances in the story
or message that the 1. The setting of the story Verbs in the present tense use /reading time (seconds) X 60 where the characters show
author wants to convey? 2. Fill up the details of the the simple form when the politeness.
2. How did the author characters: subject of the sentence is example: Tactfulness- A tactful person is
develop the theme of a. Age plural and when the subject is 131/80 seconds(60) =98 word per appropriate and sensitive, never
the story? b. Gender You and I. Intervening words minute rude or careless.
3. If you will be the main c. Race or expressions do not affect How did the dwarves
character of the story d. Nationality the subject. rewarded Benny’s tactfulness?
how would you narrate e. attitude
it? the narrator? The Direction: Underline the
author? subject in each sentence.
4. Did the author give Circle the verb in the
justice in making you as parentheses that agrees with
readers interested in the the subject.
story? 1. Dry leaves (fall, falls)
on the ground.
2. A strong wind (blows,
blow) them away.
3. The fallen trees
(blocks, block) the
roads.
4. The clouds (look,
looks) like dark
mountains.
5. The sun still (shine,
shines) through the
clouds.
F. Developing mastery Group Activity: Direction: Read the story below Group Activity: Partnership Activity: Pupils will Group Activity:
(Leads to Formative Watch the video of a story then fill up the information Direction: Write 5 sentences be given a story to read. Make a 5-minute skit showing
Assessment) entitled “The elves and the needed below: showing ways on how you can Then each of the politeness and tactfulness.
shoemaker” (BookBox.com). take care of our wildlife. Apply partners will monitor
A friend in need is a friend
Then accomplish the following: the subject-verb agreement in his/her partner’s reading
indeed.
1. Identify the theme of each sentence. speed.
the story. Once upon a time there lived a
2. Retell the story as: lion in a forest. One day after a
a. Peter Schumaker heavy meal. It was sleeping under
b. The narrator a tree. After a while, there came a
c. The author mouse and it started to play on
the lion. Suddenly the lion got up
with anger and looked for those
who disturbed its nice sleep. Then
it saw a small mouse standing
trembling with fear. The lion
jumped on it and started to kill it.
The mouse requested the lion to
forgive it. The lion felt pity and left
it. The mouse ran away.
On another day, the lion was
caught in a net by a hunter. The
mouse came there and cut the
net. Thus it escaped. Thereafter,
the mouse and the lion became
friends. They lived happily in the
forest afterwards.
a. Where is the setting of
the story?
b. Compare the lion’s
characteristics with that
of the mouse’s
characteristics.
G. Finding practical How can we have better If you ever you meet a new friend, Why is it important for us to How can we improve our When must we practice
applications of concepts judgment of a story? Why is it how will you get to know the learn the proper subject-verb reading speed? politeness and tactfulness?
and skills in daily living important to have a better view person well? agreement? How must we take criticisms if
of a story told to us? we are not that good in reading?
H. Making generalizations Theme refers to the central Characters refer to the people Verbs agree with the noun of What must be considered to What can we get if we are polite
and abstractions about idea or message that the author involved in the story. They are pronoun subject of a sentence compute for the reading level? and tactful at all times?
the lesson wants to convey to the readers. categorized as major and minor both in tense and in number.
Point of view is the angle of characters. We can get to know This is called subject-verb
vision from which a story is told, more of them if we analyzed them agreement.
the perspective or vantage point through their age, gender, race, Thus, if a subject is singular,
from which a writer views reality nationality, behavior and attitude. its verb must also be singular;
or conveys action or information. Setting includes two major parts, if a subject is plural,
There are four basic points of namely time and place. It gives the its verb must also be plural.
view which fall into two readers background about the
categories (first person and third story.
person):
I. Evaluating learning Read the short story below then Direction: Watch the story, “The Direction: Underline the Direction: Read the selection Direction: Put a check if the
answer the questions that lazy Brahmin” (youtube.com). correct verb form for each below. Compute for your own following situations show
follows: Then analyze the following sentence. reading level. politeness and cross if not.
characters: 1. The owl usually (hunt, “The Lion and the Hare” ___1. Shiela is always using
A Town Mouse and A Country
1. Brahmin hunts) its food at “Please” in asking for help.
Mouse
2. Hermit night. ___2. Alex never considers the
A Town Mouse and a Country 3. Wife 2. Owls (is, are) helpful feeling of his classmates in
Mouse were friends. The Country 4. Demon to mankind. giving opinions.
Mouse one day invited his friend 3. They (eat, eats)_ ___3. Gina always wants to be
to come and see him at his home harmful rodents that treated as the leader of her
in the fields. The Town Mouse roam in our gardens. friends.
came and they sat down to a 4. That is why the owl ___4. Cindy speaks in low tone
dinner of barleycorns and roots (has, have) been every time she speaks with her
the latter of which had a called the night parents.
distinctly earthy flavour. watchman of gardens. ____5. Candy always interrupts
The flavor was not much to 5. Scientists (has, have) her talking grandmother to
the taste of the guest and identified 145 species insert her reasons.
presently he broke out with “My of owls.
poor dear friend, you live here no
better than the ants. Now, you
should just see how I fare! My
larder is a regular horn of plenty.
You must come and stay with me
and I promise you shall live on
the fat of the land."
So when he returned to town
he took the Country Mouse with
him and showed him into a larder
containing flour and oatmeal and
figs and honey and dates.
The Country Mouse had never
seen anything like it and sat
down to enjoy the luxuries his
friend provided. But before they
had well begun, the door of the
larder opened and someone
came in. The two Mice
scampered off and hid
themselves in a narrow and
exceedingly uncomfortable hole.
Presently, when all was quiet,
they ventured out again. But
someone else came in, and off
they scuttled again. This was too
much for the visitor. "Good bye,"
said he, "I'm off. You live in the
lap of luxury, I can see, but you
are surrounded by dangers
whereas at home I can enjoy my
simple dinner of roots and corn in
peace."
1. What is the theme of

the story?
2. Narrate the story in the
town mouse’s point of
view.
J. Additional activities for Choose a fable to read and Direction: Watch your favorite Direction: Write the correct Practice reading at home. Have a In a paragraph write how do you
application or using your own point of view, telenovela tonight, after that in a verb form for each sentence. family member monitor your practice politeness at home.
remediation retell the story. paragraph or two describe the (need) 1. Like all animals, all reading speed.
main character of the story. kinds of fish ____ rest.
(have) 2. Many kinds ____
periods of what might be called
as sleep.
(remain)3. Others simply ____
inactive for short periods.
(continue) 4. But even at rest,
many fish ______ to move
their fins to keep their position
in the water.
(sleep)_ 5. Some fish ____ at
the bottom of the sea resting
on their belly or side.
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
work? No. of learners
who have caught up
with the lesson
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

I. Objective
E. Content Standards
F. Performance Standards
G. Learning Competencies/ Oral Reading Fluency Grammar Viewing Viewing Attitude
Objectives
Read grade level text with 135 Compose clear and coherent Analyze the setting used in non- Analyze the setting used in non- Observe politeness at all times
words correct per minute sentences using appropriate print ( urban or rural; affluent or print ( urban or rural; affluent or
grammatical structures: Subject- poor) poor)
Verb-Agreement
H. Write the LC EN6F-Ij-1.13 EN6G-Ij-3.9 EN6VC-Ij-3.3.4 EN6VC-Ij-3.3.4 EN6A-Ij-16

code for each
II. CONTENT Reading grade level text with Composing Clear And Coherent Analyzing The Setting Used In Analyzing The Setting Used In Observing Politeness At All Times
135 words correct per minute Sentences Using Appropriate Non- Print ( Urban or Rural; Non- Print ( Urban or Rural;
Grammatical Structures: Subject- Affluent or Poor) Affluent or Poor)
Verb-Agreement

C. References
5. Teacher’s Guides
6. Learner’s Material Growing in English 6 Across Borders in Reading 6 Across Borders in Reading 6
pages
7. Textbook Pages pp. 139-145 p. 80-86 p. 80-86
8. Additional Reference
from Learning Resource
D. Other Learning Resources http://www.softschools.com/lan https://www.youtube.com/watc https://www.youtube.com/watc https://sites.google.com/site/thi
guage_arts/reading_comprehen h?v=7JLf-GkrF3M h?v=7JLf-GkrF3M ngsmyanmar/fairy-tales/the-
sion/6th_grade_reading_compre polite-little-girl
hension/why_do_dogs_bury_the
ir_bones/
III. PROCEDURES
K. Reviewing previous lesson Call for at least three students to Underline the correct verb to be Do the SUBJECT-VERB Do the SUBJECT-VERB
or presenting the new perform the tongue twister used in each sentence. Explain AGREEMENT Quiz AGREEMENT Quiz Inside each petal, write a word
lesson why you chose that verb. that best describes the Lilliput (
1.Julian and Joseph ( is, are) http://grammar.ccc.commnet.ed http://grammar.ccc.commnet.ed Gulliver’s Travel)
absent today. u/grammar/quizzes/svagr2.htm u/grammar/quizzes/svagr2.htm
2.The tongs ( is, are) on the table
.
3.Some of the boys usually (
help, helps) me.
4.Butter ( melt, melts) fast on
Dick had a dog, warm days.
the dog dug, 5. No one (say, says) the play is
the dog dug deep, good. Lillipu
t
how deep did Dick's dog dig?
Dick had a duck,
the duck dived,
the duck dived deep,
how deep did Dick's duck
dive?
Dick's duck dived as deep as
Dick's dog dug!
L. Establishing a purpose for Let the students do the concept Have you ever written your life Imagine you were a shipwrecked Imagine you were a shipwrecked Let the stuednts watch the 6-
the lesson web story? What make up one’s life and washed ashore on a strange and washed ashore on a strange miute video about politeness
( group activity) story or autobiography? island. The people there look island. The people there look
different from you and speak different from you and speak https://www.youtube.com/watc
Form small groups. Tell each different language. How would different language. How would h?v=THo8Q3VjNjw
other some of your you feel? What would you do? you feel? What would you do?
Why Do Dogs
Bury Their
unforgettable experiences when Original File Submitted and
Bones?
you were little children. Formatted by DepEd Club
for more
M. Presenting Present a picture of a dog Show the picture and ask: Do Present this picture and let the Present this picture and let the Give an acronym for the word
examples/instances of the burying a bone. you remember the girl in the students tell you their thoughts students tell you their thoughts POLITE
new lesson picture? She's Melissa Mauricio. about it. about it.
Listen to her life story. Have a P-
picture of a girl as someone in O-
class reads the life story. L-
I-
T-
E-
N. Discussing new concepts Use the link: Answer the following questions. Give each student the copy of
and practicing new skill #1 http://www.softschools.com/lan a. When and where was Melissa Let the students watch the Let the students watch the the story entitled: THE POLITE
guage_arts/reading_comprehen born? How old is she now? movie entitled: Gulliver’s Travel. movie entitled: Gulliver’s Travel. LITTLE GIRL and let them read it
sion/6th_grade_reading_compre b. Who are her parents? What You can use the link : You can use the link : silently.
hension/why_do_dogs_bury_the are their occupations? https://www.youtube.com/watc https://www.youtube.com/watc
ir_bones/ c. How does she spend her h?v=7JLf-GkrF3M h?v=7JLf-GkrF3M
weekends?
O. Discussing new concepts Use the link: Study the sentences about Group Work:: Group Work:: Group activity: Role playing
and practicing new skill #2 http://www.softschools.com/lan Melissa’s autobiography.
guage_arts/reading_comprehen 1.How did Gulliver reach Lilliput? 1.How did Gulliver reach Lilliput?
sion/6th_grade_reading_compre a.Melissa's father is a school 2. Describe Lilliput and its 2. Describe Lilliput and its
hension/why_do_dogs_bury_the principal. people. people.
ir_bones/ b. Her parents come from Tarlac. 3. How was Gulliver treated by 3. How was Gulliver treated by
c. She helps her mother in the the Lilliput emperor and his the Lilliput emperor and his
store every weekend people? Cite details people? Cite details
4. How did Gulliver conquer the 4. How did Gulliver conquer the
enemy? enemy?
P. Developing mastery Group Activity: Answer the following questions.
(Leads to Formative Apply the S-V-A Rules for clear Make an illustration of two Make an illustration of two
Assessment) >Give each group a copy of the and coherent sentences. differnt settings shown in the differnt settings shown in the
text entitled: Why Do Dogs Bury 1. What part of the country do movie. movie.
Their Bones?; let each group your parents come from? using T-Chart, differentiate the
choose two representatives to 2. How many member nations two girls mentioned in the story.
read it in front. does the ASEAN have?
>The teacher will be one set the 3. Who are your favorite Girl 1 Girl 2
timer and record the miscues. newscasters?
4. What are the clubs or
organizations in your school?
5. How does your hobby help
you physically and mentally?
Q. Finding practical What characteristics of a dog Do you think it was fair and wise Do you think it was fair and wise Lesson of the story: if any bird or
applications of concepts mentioned in the text that are decision when someone refused decision when someone refused animal or tree says it will grant
and skills in daily living the same to a man? to cooperate with the person to cooperate with the person your wishes, be sure not to seem
who treated him kindly? who treated him kindly? greedy.
R. Making generalizations Enumerate the reasons why did Are the verbs used to the Why is it important to be polite
and abstractions about dogs bury their bones. following sentences agreed to Enumerate the settings shown in Enumerate the settings shown in at all times?
the lesson their subjects? the movie the movie
S. Evaluating learning Pair work: Write a short paragraph using Have you ever done a polite
the sentences below. Use the Choose two different settings Choose two different settings action towards your classmate or
>Have each student a copy of correct form of the verb in each shown in the movie and do this shown in the movie and do this friend? If so, make a narration of
text. blank. t-chart to show your analyzation. t-chart to show your analyzation. it.
>Each student has to monitor
the number of words that his/ 1. It _____ Clean-up Day at Taal, Setting 1 Setting 2 Setting 1 Setting 2
her partner read per minute. Bocaue, Bulacan.
2.The people _____ early in the
morning.
3.The men ______ the canals
and the dirty places.
T. Additional activities for Practice reading the next Write a paragraph about your Explain: the decisons you make Explain: the decisons you make Search for a story that shows
application or selection at home feelings when you are in school. have consequences have consequences politeness
remediation
IV. REMARKS
V. REFLECTION
H. No. of learners who
earned 80% on the
I. No. of learners who
require additional
J. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
use/discover which I wish
to share with other
teachers?

Time: Week 1 Quarter: 2ND QUARTER
I. OBJECTIVES
A .Content Standard demonstrates an understanding of English grammar and usage in speaking or writing
demonstrates an understanding of verbal cues for clear expression of ideas
demonstrates an understanding of verbal and nonverbal elements of communication to respond back
B .Performance Standard uses the classes of words aptly in oral and written discourse
actively creates and participates in oral theme-based activities
uses paralanguage and nonverbal cues to respond appropriately
C.Learning Competency/Objectives EN6OL-IIa-3.7 EN6V-IIa-12.3.3 EN6G-IIa-5.5 EN6WC-IIa-3.7
Write the LC code for each. Employ an appropriate EN6V-IIa-12.4.1.3 EN6G-IIa-5.2 Fill-out forms
style of speaking, adjusting EN6V-IIa-12.4.2.3 Compose clear and coherent accurately and
language, gestures, rate, Infer meaning of borrowed words sentences efficiently
and volume according to and content specific terms using using appropriate grammatical (biodata,
audience and purpose context clues structures: application
EN6F-IIa-2.9 affixes and roots -Order and forms, etc.)
Self-correct -other strategies degrees of
when reading (Math) regular
EN6SS-IIa-1.3 adjectives
EN6SS-IIa-1.4
Gather relevant
information
from various
sources
-glossary & indices
II. CONTENT
III.LEARNING RESOURCES
A. References
2. Learner’s Materials pages p. 135 ( Week 1)
3. Textbook pages Mathletics Book (Glossary)
Learning Resource (LR)portal
B. Other Learning Resource Pictures of a hospital and a Jumbled letters Tarpapel for concepts Bio-data sheets
doctor
IV.PROCEDURES
A. Reviewing previous lesson or Review: Have a glimpse of What are the standards in Give some mathematical What are the different degrees of
presenting the new lesson the discussion last Friday. speaking well? concept and their meaning. adjectives?
B. Establishing a purpose for the Show a picture of a Arrange Me! Let the pupils read the following Have pupils tell to class the steps
lesson hospital. Let the pupils Let pupils be in groups. Let them sentences: they know in applying for a job.
enumerate the persons or arrange the jumbled letters 1. Rina is beautiful.
things they can find in about mathematical concepts 2. Zenia is more beautiful than
there. and ideas. The group who will Rina.
score the most will win. 3. Audrey is the most beautiful
girl among them.
C. Presenting examples/Instances of Let the pupils tell Ask the pupils to define the terms Let the pupils differ the previous Distribute biodata sheets for each
the new lesson something about a doctor. on the arranged jumbled letters. instances. group. Let them say what they see
Elicit information possible. inside it.
D. Discussing new concepts and The teacher will read the Show some sentences with the Show the tarpapel and discuss Tell to class what a biodata is.
practicing new skills # 1 selection “Think Before You mathematical concepts. Let them the degrees of comparison of
Judge” on p. 135 of the LM. define the words using context adjectives.
The pupils will read after. clues.
Then, let them answer
“Check it Out”
E. Discussing new concepts and The teacher will guide the Present sentences with Group Activity Have the parts of a biodata be
practicing new skills # 2 students on how to employ mathematical concepts. Then, let Give an adjective to each group discussed.
appropriate the pupils consult a glossary to and let them make a sentence
style of speaking, adjusting define the meaning. for each degree.
language, gestures, rate,
and volume according to
audience and purpose
F. Developing mastery Group Activity Let the pupils complete the Let the pupils complete the Ask questions about the parts of a
(leads to Formative Assessment ) The pupils will proceed into sentences by underlining the sentences by writing the biodata.
their groupings. Then, they correct answer from the choices. appropriate form of the Original File Submitted and
will be asked to prepare a adjective on the blank. Formatted by DepEd Club Member
reaction or a synopsis of - visit depedclub.com for more
the selection read. The
output will be read with the
group. After that, the group
will check for errors. After
the time, the group have a
reporter to relay their
insights.
G. Finding practical application of What benefit can we get Why do we need to understand What is the relevance of using Why do we need a biodata?
concepts and skills in daily living from knowing how to speak mathematical concepts? the correct adjective?
well?
H. Making generalizations and What are the standards of Give some mathematical concept What are the different degrees How do we fill up a biodata?
abstractions about the lesson speaking well? and their meaning. of adjectives?
I. Evaluating learning The reporting will be Let the pupils complete the Let the pupils complete the Have the pupils fill up a biodata. A
graded using a teacher – sentences by underlining the sentences by writing the rubric for filling up a biodata will
made rubric for speaking. correct answer from the choices. appropriate form of the be used to grade the pupils.
adjective on the blank.
J. Additional activities for application Think of 5 mathematical concept Let pupils pick an adjective write
or remediation and use each in a sentence. the different degree of
comparison and use it in a
sentence.
V.REMARKS
VI.REFLECTION
the evaluation
who scored below 80%
with the lesson
require remediation
can help me solve?
materials did I use/discover which I


I. OBJECTIVES
A. Content Standards The learner demonstrates…
 understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
 understanding that English language is stress timed to support comprehension
 understanding of text types to listen for different purposes from a variety of texts
 understanding that words are composed of different parts to know that their meaning changes depending in context
 understanding that reading a wide range of texts provides
 understanding of different formats to write for a variety of audiences and purposes
 command of the conventions of standard English grammar and usage when writing or speaking
 understanding of library skills to research a variety of topics
 demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital
materials
B. Performance Standards The learner…
 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 persuasivel
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
 uses literal information from texts heard to construct an appropriate feedback
 uses strategies to decode correctly the meaning of words in isolation and in context
 uses knowledge of text types to correctly distinguish literary from informational texts
 drafts texts using appropriate text types for a variety of audiences and purposes
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
 utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
 evaluates effectively the message constructed and conveyed in various viewing texts
C. Learning Competencies/ Objectives EN6LC-IIb- 3.2 EN6OL-IIb- 3.7 EN6RC-IIb- 5.5 EN6WC-IIb-1.1.6.1 EN6VC-Ibc- 3.7
Write the LC code for each Distinguish various types of Employ an appropriate style Respond appropriately to the Plan a composition using an Infer the target audience
informational/factual text of speaking, adjusting messages of the different outline/other graphic
EN6V-IIb- 12.3.3 language, gestures, rate, and authentic texts organizers
EN6V-IIb- 12.4.1.3 volume according to audience EN6SS-IIb- 1.4 EN6G-IIb-6.6
EN6V-IIb- 12.4.2.3 and purpose EN6SS-IIb- 1.4.1 Compose clear and coherent
Infer meaning of borrowed EN6F-IIb-1.6 Gather relevant information sentences using appropriate
words and content specific EN6F-IIb-1.3 from various sources - grammatical structures:
terms using -context clues – EN6F-IIb-1.7 -Dictionary -Order and degrees of
affixes and roots -other Read grade level text with -Thesaurus irregular adjectives
strategies (Science) accuracy, appropriate rate EN6A-IIb-17
EN6A-IIb-16 and proper expression Show tactfulness when
Observe politeness at all EN6A-IIb-18 communicating with others
time Show openness to criticism
II. CONTENT Various Types of Appropriate style of speaking, Responding appropriately to Outline/Graphic Organizers, Target Audience
Informational texts adjusting language, gestures, the messages of the different Order of Adjectives
Inferring meaning of rate, and volume according to authentic texts Degrees of Irregular
borrowed words and audience and purpose Using Dictionary and Adjectives
content specific terms in Reading grade level text with Thesaurus in gathering
Science-based texts using - accuracy,appropriate rate, relevant information
context clues -affixes and and proper expression
roots –other strategies
THEME:
A. References
2. Learning Materials pages
3. Textbook Pages
4. Additional Materials from Learning Activity Sheet in English 6
Resource (LR) portal (Quarter 2: Week 2)
IV. PROCEDURE
A. Reviewing previous lesson or Recall previous lesson. Call volunteers to recite the Recall previous lesson. Ask: What have you
presenting the new lesson Read “Let’s Learn This” poem studied in the previous Original File Submitted and learned about order of
Activity Sheet in English 6 Ask: What are the different lesson. Formatted by DepEd Club adjectives? degrees of
(Quarter 2: Week 2-Day 1, type of informational texts? Member - visit depedclub.com irregular adjectives?
p. 1) for more
B. Establishing a purpose for the lesson Do “Let’s Try This” Do “Let’s Try This” Do “Let’s Try This” Do “Let’s Try This” Do “Let’s Try This”
Task 1 & 2 Activity Sheet in English 6 Activity Sheet in English 6 Task 1 & 2 Task 1
Activity Sheet in English 6 (Quarter 2: Week 2-Day 2, (Quarter 2: Week 2-Day 3, Activity Sheet in English 6 Activity Sheet in English 6
p. 1)
(Quarter 2: Week 2-Day 1, p. 1) (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
pp. 1-3) p. 1) p.1
C. Presenting examples/instances of Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This”
the new lesson Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 2-Day 1, (Quarter 1: Week 2-Day 2, (Quarter 2: Week 2-Day 3, (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
pp. 3-4) pp. 1-2) pp. 1-2) pp. 2-4) p.1)
D. Discussing new concepts and Answer “Let’s Do This” Do “Let’s Do This” Answer “Let’s Do This” Do “Let’s Do This” Do “Let’s Do This”
practicing new skills Task 3 Task 1 Task 1 Task 3 Task 2
(Leads to formative assessment No. 10) Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 2-Day 1, (Quarter 2: Week 2-Day 2, (Quarter 2: Week 2-Day 3, (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
p. 4) p. 3) p. 2) p. 4) p. 2)
E. Discussing new concepts and Answer “Let’s Do More” Do “Let’s Do This” Do “Let’s Do This” Answer “Let’s Do More” Do “Let’s Do This”
practicing new skills Task 4 Task 2 Task 2 Task 4 Task 2
(Leads to formative assessment No. 2) Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
Group Activity (Quarter 2: Week 2-Day 1, (Quarter 2: Week 2-Day 2, (Quarter 2: Week 2-Day 2, (Quarter 2: Week 2-Day 4, (Quarter 2: Week 2-Day 5,
pp. 5-6) p. 3) p. 3) pp. 4-5) p. 2)
Remind the learners to Remind the learners to show Remind the learners to show
observe politeness at all time. openness to criticism. openness to criticism.
F. Developing Mastery Do “Let’s Do More” Do “Let’s Do More”Task 4 Answer “Let’s Do More”
(Leads to formative assessment No. 3) Task 3 Activity Sheet in English 6 Task 5
Individual Activity Activity Sheet in English 6 (Quarter 2: Week 2-Day 3,p. Activity Sheet in English 6
(Quarter 2: Week 2-Day 2, 4) (Quarter 2: Week 2-Day 4,
(pp. 3-4) Remind the learners to show p. 5)
tactfulness when
communicating with others.
G. Finding practical applications of Ask: How can you apply Ask: Why should we use Ask: Why is responding Ask: Is using outline/graphic Ask: Why do you think it is
concepts and skills in daily living your knowledge in various appropriate speaking style, appropriately to the organizers helpful? Why? important to know your
(Reflective Approach) informational texts in real rate, volume and pitch in messages of the different What is the importance of target audience when you
life situations? reading and speaking? authentic texts important? learning the order and write or speak?
Is learning word strategies How can you apply this in What is the importance of degrees of irregular adjectives
in inferring the meaning of daily life? using dictionary/thesaurus in in daily life?
borrowed words and content real life situations?
specific terms in Science-
based texts important? Why?
H. Making generalization and What are the various types Ask: How should we employ Ask: What are the uses of Ask: What are the uses of Ask: What is an audience?
abstractions about the lesson. of informational text? proper volume, rate, pitch, dictionary? thesaurus? dictionary? thesaurus? What is target audience?
gesture and style in speaking
according to purpose?
according to audience?
Read “Let’s Remember This”
Activity Sheet in English 6
(Quarter 2: Week 2-Day 2,p.
6)
I. Evaluating Learning Answer “Let’s Do More” Do “Let’s Test Ourselves” Do “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Do “Let’s EnrichOurselves”
Task 5 Task 4 Task 5 Task 6 & 7 Task 3
Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 2-Day 1,p. (Quarter 2: Week 2-Day 2,p. 5 (Quarter 1: Week 2-Day 3,p. (Quarter 2:Week 2-Day 4, (Quarter 2: Week 2-Day 5,p. 2)
6) 5) pp.5-6)
J. Additional activities for application or Do “Let’s Enrich Ourselves” Do “Let’s Enrich Ourselves” Answer “Let’s Do “Let’s Enrich Ourselves”
remediation. Task 6 Task 5 EnrichOurselves” Task 8
Activity Sheet in English 6 Activity Sheet in English 6 Task 6 Activity Sheet in English 6
(Quarter 2: Week 3-Day 1,p. (Quarter 2: Week 2-Day 2,p. Activity Sheet in English 6 (Quarter 2: Week 2-Day 4,p.
7) 6) (Quarter 1: Week 2-Day 3,(p. 7)
6)
V.REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
evaluation.
additional activities for remediation.
of learners who have caught up with
the lesson
require remediation.
E. Which of my teaching strategies Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work well:
worked well? Why did these work? well: well: well: well: ___ Group collaboration ___
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration Games
___ Games ___ Games ___ Games ___ Games ___ Power PointPresentation
___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary activities/exercises
activities/exercises activities/exercises activities/exercises activities/exercises ___ Discussion ___
___ Discussion ___ Discussion ___ Discussion ___ Discussion Case Method
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Rereading of
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of Paragraphs/Poems/Stories
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama ___
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Discovery Method ___
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method Why?
Why? Why? Why? Why? ___ Complete Ims
___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in doing their tasks
Cooperation in doing their Cooperation in doing their Cooperation in doing their Cooperation in doing their
tasks tasks tasks tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer __ Science/ Computer __ Science/ Computer __ Science/ Computer __ Science/ Computer Internet
Internet Lab Internet Lab Internet Lab Internet Lab Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Lack
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional used as Instructional used as Instructional used as Instructional used as Instructional Materials
Materials Materials Materials Materials __ local poetical composition
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __Flashcards
__Flashcards __Flashcards __Flashcards __Flashcards

I. OBJECTIVES
The learner demonstrates…
 understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience
 understanding that English language is stress timed to support comprehension
A. Content Standards  understanding that reading a wide range of texts provides
 demonstrates understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital
materials
The learner…
 own clearly and persuasively
 uses knowledge of text types to correctly distinguish literary from informational texts
 utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
evaluates effectively the message constructed and conveyed in various viewing texts
EN6V-IIc-12.3.3 EN6SS-IIc-1.4.2 EN6G-IIc-6.6
EN6V-IIc-12.4.1.3 EN6SS-IIc-1.4.3 Compose clear and coherent
HOLIDAY EN6V-IIc-12.4.2.3 Gather relevant information sentences using appropriate HOLIDAY
Infer meaning of borrowed words from various sources grammatical structures:
Learning Competencies and content specific terms using - - Adverbs of intensity
-context clues -Almanac
-affixes and roots -Encyclopedia
-other strategies
(Health)
borrowed words and content Information from various Adverbs of intensity
specific terms sources
II. CONTENT -
-Almanac
-Encyclopedia
CG English 6 CG English 6 CG English 6
A. References www.google .com www.google .com www.google .com
Pictures, Chart Pictures, Flash Cards Pictures
B. Materials
IV. PROCEDURES
A. Review/Presenting New Pinoy Henyo Write down 5 health What is Almanac and Encyclopedia?
Lesson Guess the mathematical terminologies that we studied What are the use of the two?
terminologies yesterday.
B. Presenting of the new What do you think these logos are Create a dialog using the given
lesson all about? Look at the following sources picture. Use different adverbs
of information. Can you name
them?
__ __ ___ ___ ___ __
C. Developing mastery Read the following and identify Create sentences using the given
Find the root word and affixes of if it can be seen in Almanac or pictures. Your classmates will
the given health terminologies. Encyclopedia. identify the adverb of intensity that
Write AL or EN you use.
1. myocardium Original File Submitted and
answer= myo- (prefix) + card(ium) _______1.Sea games medalist Formatted by DepEd Club Member -
(root) _______2. Microscope visit depedclub.com for more
2. endocarditis _______3.Best basketball
answer= endo- (prefix) + card (root) player
+ -itis (suffix) _______4.Microorganism
3. cytology _______5.Presidents of
answer= cyt(o) (root) + -logy (suffix) America
4. gastroenterology _______6.Ballroom dancer
answer= gastr(o) (root) + enter(o) _______7. Earth’s crust
(root) + -logy (suffix) _______8.Astronaut
5. adenoma _______9.Farmer’s planting
answer= aden(o) (root) + oma date
(suffix) _______10. Skeletal System
D. Finding practical Why do we need to know or be What is the importance of using What is the importance of learning the
application of concepts familiar with different health almanac and encyclopedia in real life order and degrees of adverbs
and skills in daily living terminologies? situations?
E. Making generalizations What are the most commonly used Differentiate almanac and There is a difference between “very”
prefixes and suffixes in health encyclopedia?. and” too” - Very signifies a fact/
terminologies? reality and too signifies excess.
How do we form health

terminologies using prefixes or
suffixes?
F. Evaluation Encircle the correct prefixes of Read the definition identify if itFill in the blanks with appropriate
the given health terminologies. is Almanac or Encyclopedia. adverbs of degree.
1. Today
An ______ is a wide-ranging is ____________________ colder
1. diabetes
collection of information that than yesterday. (very, much,
2. diagnosis can either cover subjects much or very much)
3. eczema across many disciplines or 2. She finished the day
4. exophthalmos focus on a specific field. ____________________
5. endemic An _______ is an annual exhausted. ( a bit / totally )
6. hyperthyroidism compilation of information 3. It was a ____________________
7. metamorphosis concerning socio-historical, simple invention. ( quite /
geographical, astronomical, remarkably )
8. hypoglycemia
economic, and environmental 4. Gerard lives a
9. paranoia development occurring in a ____________________ stressful
10. embryo specific year. life. ( quite / very )
The _____ has the most 5. Ecuador is a
extensive collection ____________________ great
of information of all reference country. ( really / very )
materials 6. My boyfriend
An _____, usually arranged in a is ____________________ older
set of volumes than me. (very, much)
An _____ entry always 7. The Serrano Towers in Valencia
considers four key elements: are ____________________ high.
the scope, the method of ( absolutely / pretty )
organization, production, and – 8. The situation
most importantly – the subject is____________________ seriou
matter. s. ( very, much, very much)
_____ discusses a subject only 9. Taylor Swift isn't a good singer.
within the context of a He’s ____________________
particular year. fantastic. ( absolutely / very )
______ are commonly 10. The concert was
produced in reference to ____________________
specific countries. wonderful. ( absolutely /
extremely )
11. Maria is a
____________________ skilled
computer technician. (
completely / highly )
12. That boy of yours is
____________________ lazy. (
absolutely / extremely )
13. It was ____________________
freezing this morning. ( a bit /
absolutely )
14. Victor, in my opinion, is
____________________ mad. (
completely / highly )
15. Rodin's sculptures are
____________________ well-
known. ( absolutely / very)
G. Assignments Give examples of health Give an example of Use the appropriate adverb of
terminologies with the following Encyclopedia.(book title) degree to fill in the blanks:
prefixes: 1. Christie Jones looked …………….
an- handsome at the award
ana ceremony.(rather,quite,very
anti
2. 2. Melissa is an………………………..
cata
meta fabulous cook. ( absolutely /
extremely )
3. 3. Picasso’s paintings
are…………………. well known. (
very, fairly, absolutely)
4. 4. The death of Robin Williams
has…………………shocked the
world. ( highly, really, rather)
5. 5. In my opinion, that boy
is……………………. mad.( very,
completely, highly)
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in
evaluation.
remediation.
work? No. of learners who have
D. No. of learners who continue
to require remediation.
E. Which of my teaching Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work
strategies worked well? Why did well: ___ Group collaboration ___ well: ___ Group collaboration ___ well:
these work? ___ Group collaboration Games ___ Group collaboration ___ Games ___ Group collaboration
___ Games ___ Power PointPresentation ___ Games ___ Power PointPresentation ___ ___ Games
___ Power PointPresentation Answering preliminary ___ Power PointPresentation Answering preliminary ___ Power PointPresentation
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary
activities/exercises ___ Discussion ___ activities/exercises ___ Discussion ___ Case activities/exercises
___ Discussion Case Method ___ Discussion ___ Method ___ Discussion
___ Case Method ___ Think-Pair-Share (TPS) ___ Case Method ___ Think-Pair-Share (TPS) ___ ___ Case Method
___ Think-Pair-Share (TPS) Rereading of ___ Think-Pair-Share (TPS) Rereading of ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of
Paragraphs/Poems/Stories ___ Differentiated Instruction Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Paragraphs/Poems/Stories
___ Differentiated ___ Role Playing/Drama ___ ___ Differentiated Instruction Role Playing/Drama ___ ___ Differentiated Instruction
Instruction ___ Role Discovery Method ___ Lecture ___ Role Playing/Drama ___ Discovery Method ___ Lecture ___ Role Playing/Drama
Playing/Drama ___ Method Discovery Method ___ Method ___ Discovery Method
Discovery Method ___ Why? Lecture Method Why? ___ Lecture Method
Lecture Method ___ Complete Ims Why? ___ Complete Ims Why?
Why? ___ Availability of Materials ___ ___ Complete Ims ___ Availability of Materials ___ ___ Complete Ims
___ Complete Ims Pupils’ eagerness to learn ___ ___ Availability of Materials Pupils’ eagerness to learn ___ ___ Availability of Materials
___ Availability of Materials Group member’s Cooperation in ___ Pupils’ eagerness to learn Group member’s Cooperation in ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to doing their tasks ___ Group member’s doing their tasks ___ Group member’s
learn ___ Group member’s Cooperation in doing their Cooperation in doing their
Cooperation in doing their tasks tasks
tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Science/ Computer __ Science/ Computer Internet Lab __ Science/ Computer Internet __ Science/ Computer Internet Lab __ Science/ Computer
Internet Lab __ Additional Clerical works Lab __ Additional Clerical works Internet Lab
__ Additional Clerical works __Reading Readiness __Lack of __ Additional Clerical works __Reading Readiness __Lack of __ Additional Clerical works
__Reading Readiness Interest of pupils __Reading Readiness Interest of pupils __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making use big books __ Making use big books from __ Making use big books from __ Making use big books from views __ Making use big books from
teachers? from views of the locality views of the locality views of the locality of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
used as Instructional as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional
Materials __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical __Flashcards __Flashcards __Flashcards __ local poetical composition
composition __Flashcards
__Flashcards
Time: Week 4 Quarter: 2ND QUARTER)

I. OBJECTIVES
 Demonstrate understanding of text types to listen for different purposes from a variety of texts.
 Demonstrates understanding that reading a wide range of texts provides pleasure and avenue for self-expression and personal development.
A. Content Standards  Demonstrates command of convention of Standard English Grammar and usage when writing or speaking
 Demonstrates understanding that words composed of different parts to know that their meaning changes depending in context.
 Expresses idea effectively in formal and informal compositions to fulfil their own purpose of writing.
The learner…
 Analyzes text types of effectively understood information/messages
 Uses literal information from texts to aptly infer and predict outcomes
B. Performance Standards  Uses the correct function of adverbs in general and their functions in various discourse (oral and written).
 Uses strategies to decode correctly the meaning of words in isolation and in context.
 Rewrite/ revise texts using appropriate typed for a variety of audiences and purpose.
EN6LC-IId-2.2 Note significant details of 1.Compose clear and coherent Infer meaning of borrowed words 1. Identity the difference
EN6A-IId-17 informational text. (ENGRC-IId-5.5) sentences using appropriate and content specific terms using between comparison and
Identify relevant information Perform the assigned task. grammatical structures. context clues, affixes and roots. contrast.
form text heard Show tactfulness when –Adverb of frequency ( ENG V II d 12.3.3, ENG V II d 2. Write a 4 paragraph
Learning Competencies Note down relevant communicating with others. (ENGA- 2.Identify adverb of frequency 12.4.1.3, ENG II d 12.4.2.3 ) composition showing
information from text heard IId-17) in the sentence. Cut a news from a magazine or comparison and contrast
Show tactfulness when 3.Show tactfulness in newspaper that contains prefixes. 3. Show openness to criticism
communicating with others communicating with others Observe politeness at all times. (Eng A – IId-18)
( ENG A II d-1.6 )
Note down relevant Noting Significant Details of Composing clear and coherent Infer meaning and borrowed words Writing 4 Paragraph
information from the text Informational Text sentences using appropriate and content specific terms using Composition Showing
heard grammatical structures: context clues affixes and roots. Comparison and Contrast
II. CONTENT
- Adverb of frequency
Selection:” Life Now
and Life After 5 Years”
K to 12 Curriculum Guide Across Borders Through Language B. References Reading for Meaning 6 pp. 3-5 K to 12 Curriculum Guide, Eng
English 6 by Pacita M. Gahol, pp.128-129 Learning English the Easy Way Interactive English pp. 6-7 WC – II d – 2.2.6
C. References
Into the Future Science and Health pages 36-37
Learning English The Easy 6 by Juanita M. Cruz, Danilo S. http://englishprofs.pbworks.co New Horizon in
Way 6,p.p. 189-209 Gutierrez, Victoria S. Ziganay, m/w/page/50757222/Adverbs Learning English, 1999 pp.
Helen E. Caintic, pp.94 %20of%20frequency%20- 201-202
Lesson Guide in Elementary https://www.google.com.ph/search %20reading%20comprehensio
English 6, p.p. 152-154 ?q=air+pollution&source retrieved n English Arts I, 2000
May 9, 2017 pp. 261-262
meta cards, pictures, chart Pictures, Charts, Strips Over-head projector, flashcards, cartolina strips, Computerized Model
D. Materials computer, strips of cartolina, dictionary Paragraph, power point slide,
pictures pictures, strips of cartolina
IV. PROCEDURES
H. Review/Presenting New A.1. Motivation A. Preparatory Activities A. Motivation : A. Before the Lesson
A. Pre-Reading
Lesson The teacher will Guess the key words based on the 1. Unlocking of the
Activities
show pictures about air pollution. 1. Motivation meanings given using configuration Difficulties. Showing pictures
1. Motivation
Group Activity – Thee Groups clues. and example of the following
Present a picture of a clear
What can you say about Arrange the following letters to 1. A group of letters added to let the pupils identify them
blue ocean.
the pictures? Let the pupils share form a word. Paste it in a strip the beginning of a word. It affects a. Comparison- an act
their answer with the class. of catolina. the meaning of the root to which it is of comparing two or m0re
What can you say about the
attached. objects to find the likeness
picture?
2. Unlocking of Difficulties and differences between
What sea creatures live in
Identify the meaning of the 2. Unlocking of them.
the ocean?
underlined words. Choose the Difficulties ( prefix ) b. Contrast- to compare
letter of the correct answer. Group Activity-Three Groups two people or things how
2. Motive Question
____ 1. Air pollution has crept into Draw a line to connect they are different
What happened to Roberto?
every aspect of our lives and has column A with Column B. c. Responsibility- duty
grown at alarming effect. A 2. Is the part of a word to or task that you are required
3. Unlocking of
____ 2. We don’t have to look far B which affixes are added either at the or expected to do.
difficulties
to find the culprit. 1. ski beginning or end. d. Goals- something
Let‘s play! (Amazing Race)
____ 3. At home, the garbage we once that you are trying to do to
Let the pupils arrange the
disposed improperly emits a foul in a while ( root word ) achieve.
jumbled letters after the
smell and contributes a fair 2. stable Original File Submitted and e. Supported- to agree
teacher give its meaning.
share of pollutants. once Formatted by DepEd Club Member - or approved of
____ 4. Unless we are vigilant about or twice visit depedclub.com for more f. Accomplished- way
1.Not able to think normally
our environment we will soon find 3. rarely successful, having done or
u t p i s d (stupid)
ourselves suffocating. stick archived
2.Having or showing wisdom
____ 5. One way is to put our of wood
e s t i w s (wisest)
garbage in covered trash 4. occasionally 2. Motivation:
3.Giving a deceptive
receptacles. Show pictures of a community
impression
regularly in a barrio and in the city. Let
c k t r i y (tricky)
a. has spread or grown over 5. usually the pupils compare its
4.Fast in moving or reacting
b. one guilty of fault balance likeness and differences
u q i c k y (quickly)
c. ejects 3. Motive Question:
5.To jump over
d. watchful How do you compare your life
e a l p d e (leaped)
e. containers 5 years ago and your life now?
I. Presenting of the new B.During Reading B. Input Phase 1. Motive question: B. Input Phase Presentation
lesson 1. Reading of the Selection What are the hobbies and - Show some words written
Group 1- Better Reader interest of Mary? in a flash cards After comparing life
1.Select a reader then read Air pollution has crept into every The teacher will read aloud the - Read the words being in the barrio with life in the
the text orally. aspect of our lives and has grown at selection. flashed city, let
2.Answer the questions alarming rate. We don’t have to the pupils read the
about the selection. look far to find the culprits. At Mary has a lot of selection. It is entitled
home the garbage we improperly hobbies and interests. She
Group 2- Emergent Reader dispose emits a foul smell and usually gets up early so she can premature reread bicycle
1.Oral Reading with the contributes a fair share of run before work. She doesn't tricycle post-natal misread “Life Now and Life 5
teacher. pollutants. often have time to ski, but she pre-school rewrite bivalve Years Ago”. The pupils read
2.Teacher will pause after On our streets, thousands occasionally goes on Saturdays trimester post- war misspell the model
each paragraph and ask of smoke belching vehicles during the winter. Mary often
question. continuously discharge a long rides a horse at a stable near composition.
percentage of air pollutants. her home. She sometimes goes - Give the main word / root
Around urban areas and in the after work, but she usually word of the given word being
THE MERMAID countryside, factories, power plants goes horseback riding on flashed
Roberto and his father and manufacturing plants emit Sundays. She loves music. She - What are the syllables
lived in a fishing village near large columns of dark smoke always goes to choir practice added to the main word ?
the Agno River. They were containing elements that poison on Wednesday evenings and - What do you call this affix ?
industrious fishermen. the air. sings in church on Sundays. She - Let’s find the meaning of
One day as they Unless we are vigilant doesn't have much extra the following prefixes
were fishing, Roberto‘s about our environment, we will money, so she rarely goes to pre- before
father could not pull the net. soon find ourselves suffocating for concerts in the city. She seldom re- again
"There‘s someone holding lack of clean, fresh air. What can watches TV because she likes bi- two
our net," said his father. we do as individuals to protect doing things outside. She tri – three
Roberto dived ourselves? One way is to put our usually goes to the gym if it's post- after
into the sea. He went down garbage in covered trash raining outside. She isn't often
into the deep sea ocean, he receptacles. Another is to minimize alone because she has a lot of - If you added a syllable to a
reached the cave. He our waste. Still, another is to plant friends. She occasionally does main word what do we formed ?
entered the cave. There trees for sure supply of oxygen. something alone, but she - Let the children bring-out
were gold, diamonds, pearls Trees take in carbon dioxide that usually does her activities with their dictionary and find-out the
and other precious stones poisons us. They give off oxygen one of her friends. She's a meaning of the rootword given and
hanging on the walls of the that we need for breathing. With a happy woman! the word with prefixes.
cave. He was great surprised little help from us we can save Ex. read – reading a printed
when he saw a beautiful lady ourselves. 1. Let the pupils read the material
sitting in one corner of the selection aloud, by group. re+ read= read it again
cave. Questions: 2. Comprehension 1. bivalve
"I am Lita, the 1. What is air pollution? Check-Up 2. misspell
mermaid," she said. "A witch 2. What are the causes of air a. Who has lot of 3. premature
changed me into a mermaid pollution? hobbies and interests? 4. tricycle
to guard these beautiful 3. How does air pollution affects b. What are the hobbies 5. bilingual
treasures. I give you a good us? and interests of Mary?
catch everyday but this 4. How can you help in prevention c. What is the reason
morning I held your net." of air pollution? why Mary seldom watches TV?
Roberto was d. What does Mary
attracted by the beauty of usually do if it’s raining
Lita in spite of her being a outside?
mermaid. e. What kind of woman
"Will you go with is Mary?
me? Roberto told her.
J. Developing mastery Suggested questions: Questions: 1. Motive question: Divide the class into three groups. Analysis and Discussion
After the first paragraph: 1. What is air pollution? What are the hobbies and
Ask: What is the means of 2. What are the causes of air interest of Mary? Group I – Make a new word with a Compression Check-
living of Roberto and his pollution? The teacher will read aloud the prefix that will complete the Up:
father? 3. How does air pollution affects selection. sentence. Use the clue given at the
How do the people us? end of the sentence. Write your Answering of Motive
describe Roberto and his 4. How can you help in prevention Mary has a lot of answer on the blank before the Questions
father? of air pollution? hobbies and interests. She number. 1. How do you compare
usually gets up early so she can your life 5 years ago and your
After the second paragraph: run before work. She doesn't Carlos____________ some words life now?
Ask: Describe what often have time to ski, but she while reciting a poem before the 2. What is the selection
happened in the net when occasionally goes on Saturdays class. about?
they pulled it out. during the winter. Mary often ( pronounces the 3. How many
rides a horse at a stable near word wrongly ) paragraphs does a selection
After the third paragraph: her home. She sometimes goes The pupils were asked to have?
Ask: Where did Roberto after work, but she usually _____________ their assignment. ( 4. What is expressed in
dive? goes horseback riding on to copy again) the first paragraph? , Second
What did Roberto see in the Sundays. She loves music. She The patient was _________by the paragraph? Then in the third
cave? always goes to choir practice medical intern. ( to examine before paragraph?
on Wednesday evenings and treatment ) 5. If you were to
After the fourth paragraph: sings in church on Sundays. She I left my bag in the ___________. ( a choose, which do you want to
Ask: Why Lita became a doesn't have much extra vehicle with three wheels ) live all your life now? , in the
mermaid? money, so she rarely goes to The teacher told her pupils to city or in the barrio? Why /
concerts in the city. She seldom _________ the paragraph. ( write it Why not?
After the fifth paragraph: watches TV because she likes again ) 3. Engagement
Ask: What do you think will doing things outside. She Activities
happen after asking Lita to usually goes to the gym if it's Group II. A. Round Robin-
marry him? raining outside. She isn't often Make a new words by adding compare then write the
alone because she has a lot of prefixes to the given root or base similarities and differences of
friends. She occasionally does word. the following and why?
something alone, but she Give also the meaning. 1- TV network (GMA
usually does her activities with and ABS CBN)
one of her friends. She's a load 2- Games/ Sports
happy woman! Words with Prefixes (Basketball/ Softball)
Meaning 3- Politicians (Duterte,
1. Let the pupils read the Aquino)
selection aloud, by group. 1. After presenting the activity,
2. Comprehension 2. how do you relate the words
Check-Up Comparison and Contrast to
a. Who has lot of Similarities and Differences.
hobbies and interests? cycle Further explain the words
b. What are the hobbies 1. Comparison and Contrast.
and interests of Mary? 2.
c. What is the reason
why Mary seldom watches TV? Group III
d. What does Mary Cut a news from a
usually do if it’s raining magazine or newspaper and paste it
outside? on the box below. Look for at least
e. What kind of woman five ( 5 ) words with prefixes. Write
is Mary? those words and give their meaning.
Words with Prefixes

Meaning
1.
2.
3.
4.
5.
K. Finding practical Application C. Working Phase C. Guided Practice – Divide the class into three groups. Be Write a 4 paragraph
application of concepts Group the class into four. Each Group will work on Group Activity creative and use the meaning of composition about the
and skills in daily living Give each group a specific the assigned activity. Remind Group 1 – Use the following prefix with the following activities. following topics.
task to do using clear everyone to be tactful. (10 minutes) adverb of frequency in the
instructions. Set standards sentence. Group I- My
for pupils to follow so that How to prevent air a. occasionally Group I - Pantomime ( The sound of Favourite Sports
the group task will be done pollution? b. usually Silence )
efficiently within the given Group 1: Express your answers c. always Group II –Rock n Roll ( Popular Song ) Group II- My
time. through a poem. d. seldom Group III- OPM ( Do it with a heart ) Learning Bike
Group 2: Illustrate the solution e. often
Group 1 through a poster. F. Evaluation : Group III- Playing Ball
Dramatize the part Group 3: Share your ideas through Group 2 – Read the dialogue Encircle the word with prefix in each D. Independent Practice: Read
of the story when Roberto a song. and underline the adverb of sentence. Select the meaning from the selection “My Two
dived into the sea, met Lita Group 4: Show your thoughts by frequency. Show politeness in the group of words inside the box Homes”. Each group will do
the mermaid and persuade presenting a role play. talking with others. and write the meaning in the blank the following.
her to marry him. One will provided. Group I- Rewrite the
act as Roberto, the other one D. Application Ellen is in Manila for paragraph showing the three
will be Lita and the rest of Let the pupils present their the first time. On major parts of composition an
the members will do the group work. Independence Day, her Introduction, body and
props. One will be the 1. Who among the group cousins Carlos and Nita take twice a month wrong conclusion.
narrator. Present the story to have finished on time? her to watch the parade at pronunciation Group II- Interpret
the class. 2. What new ideas have Luneta. after conference early the selection through
you learned from each group after graduation drawings, write a paragraph
Group 2 presentation? Carlos: How do you about it.
Think of a song you like the parade? Group III- Compose a
know about the love story of Ellen: Oh, ____________1. The student song about two homes
a man in love with a this is wonderful. mispronounced the word during the showing Comparison and
mermaid. Carlos: Don’t you test. Contrast
Practice singing the song. Be celebrate this day on your ____________2. She finished her Group IV- Do a Role
ready to sing it to the class. town? post graduate course at the Playing
Ellen: We do. We University of the
Group 3 celebrate it every year. But Philippines.
Draw a comic strip we don’t always have parades ____________3. Mother is paying
when Roberto met Lita and of the PMA cadets. bimonthly for the rental of the
live happily ever after. You apartment.
may write dialogue in your Group 3 – Encircle the adverb ____________4. A post conference
drawing. Be ready to show it of frequency in the following was conducted after the
to the class sentences. demonstration
teaching.
Group 4 1. I always update the ____________5.It is premature to
Rap these lines from the calendar at the beginning of announce the winners of the
story. Present it to the class. the month. contest.
Roberto, Lita the mermaid 2. Patricia often takes
(yes, yes, yo!) notes during the Skype
In love with her, in love with sessions.
her (yo!) 3. India almost always
Mesmerize with her beauty, loses test matches.
beauty. (yes, yes, yo!) 4. Occasionally I see
What a wonderful love story other programs on TV.
(yo!) 5. I often watch cricket
matches on TV.
L. Making generalizations Generalization D. Generalization Prefix is a syllable added at the What helps you in writing a
When you read a selection, look for What is adverb of frequency? beginning of a main word or root paragraph composition using
important and specific details. Give an example and use it in a word to form a new word and a new different objects or things?
These details give a complete sentence. meaning 1. Comparison- an act
picture of the story/ informational of comparing two or more
text. objects to
find the likeness and
differences between them.
2. Contrast- to compare
two people or things how
they are different
These are three major parts of
a good composition an
Introduction, Body and
conclusion.
M. Evaluation Listen carefully as I read the Identify the significant details Write a sentence out of the Encircle the word with prefix in each Write a 4 paragraph
story then answer the from the informational text read. following pictures using the sentence. Select the meaning from composition showing
questions that follow. Choose your answers below. adverb of frequency. the group of words inside the box Comparison and Contrast,
and write the meaning in the blank about these gadgets “Cell
1. What has crept into every
A Trip for Mike and Spike provided. phone and Telephone”, using
By Robert Charles aspect of our lives and has grown the guided questions:
at alarming rate? 1. What are the
Mike and Spike were 2. What emits a foul smell and differences and similarities of
bright mice. They were contributes a fair share of twice a month wrong the two gadgets?
always side by side. One day, pollutants? pronunciation 2. Which do you think
Mike asked Spike if he would 3. What would be the effect of air after conference early have more applications and
like to take a trip. Mike said after graduation very accessible to use?
pollution?
they could go to nice sites. 3. What are the
They could also dine in fine 4. Where should we put our advantages and disadvantages
places. garbage? ____________1. The student using them as a means of
We have to find time to 5. How could we have a sure mispronounced the word during the communication?
make money for our trip, supply of oxygen? test. 4. What do they have in
said Spike. So Mike and Spike ____________2. She finished her common?
got a job. They picked ripe • Plant trees post graduate course at the
limes. They picked ripe limes. University of the
• Lack of clean air
They picked from nine in the Philippines.
morning until five in the • Air pollution ____________3. Mother is paying
afternoon. They also helped • Covered trash receptacles bimonthly for the rental of the
make a fine lime drink. They • Garbage apartment.
sliced a pile of limes. They ____________4. A post conference
got a nice price for their was conducted after the
work. demonstration
Mike and Spike bought teaching.
a bike for their trip. They ____________5.It is premature to
biked miles and miles to visit announce the winners of the contest
different places. They dined
on fine rice and fine dishes.
Life was nice for the mice.
They liked the fire they had.
1.Who are the bright mice?

a.Nike and Mike
b. Mike and Spike
c. Mike and Spark
d. Cat and Rat
2.What animal are they?

a.Dog b. mouse
c. cat d. turtle
3.How does the mice being
described?
a.cute and kind
c. happy go lucky and
charming
b.bright and hardworking
d. friendly and graceful
4.What do they did before

going a trip?
a.Got a job and work hard
c. Spend the money they
have
b.Rest all day
d. Lead money from their
parents
5.What kind of trip do they

have?
a.They have a relaxing trip
c. They have a nice trip.
b.They have a playful trip.
d. They have a long trip.
N. Assignments Read a selection that you like F. Assignment Choose the correct word inside Write 2 words that made use of Write a composition showing
best then be ready to share Note at least 3 significant details the box to complete the each prefix comparison and contrast of
it in front of class. from the informational texts. sentences. Prefix the topic of your interest.
Word
People generate waste as they hourly
perform their daily task. With annually
higher population the more waste often re
is produced. seldom 1. 2.
The waste comes in daily pre
various forms. They maybe waste 1. 2.
produced from packaging materials, 1. The incubator turns post
vegetable peelings, sewage among each egg ___________.
1. 2.
many others. People keep on 2. We take a vacation at
producing wastes. least once___________.
Waste pile up and come in 3. He is ___________
contact with air and water. As this late for work.
happens, water and air become 4. We ___________ see
polluted. John.
You can help the 5. My dentist told me I
environment clean by recycling should floss twice
wastes. Household wastes can be ___________.
grouped or segregated into
biodegradable and non
biodegradable.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in ___Lesson carried. Move on ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation. to the next objective. next objective. the next objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
80% mastery mastery mastery mastery mastery
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for remediation additional activities for additional activities for remediation additional activities for
remediation remediation remediation
remediation.
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who have ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught
up the lesson lesson up the lesson lesson up the lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation. additional activities for additional activities for remediation additional activities for additional activities for remediation additional activities for
tasks
__Flashcards

Time: Week 5 Quarter: 2ND QUARTER)

I. OBJECTIVES

 understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose, and audience)
A. Content Standards  understanding that English language is stress-timed to support comprehension
 understanding that reading a wide range of texts provides pleasure and avenue for self-expression and personal development
understanding of the various forms and conventions materials to critically analyze the meaning constructed in print, non-print, and digital materials
The learner…
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively
 uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose, and meaning
B. Performance Standards  uses knowledge of text types to correctly distinguish literary from informational texts
 utilizes discrete techniques (general or specific) and applies them appropriately to all or most fields of study
 evaluates effectively the message constructed and conveyed in various viewing texts
EN6OL-IIf-5 EN6G-IIe-6.8 EN6SS-IIe-3 EN6WC-IIe- 1.8.2

EN6LC-IIe- 2.2 Share brief impromptu remarks Compose clear and coherent Organize information from primary EN6WC-IIe- 1.8.1
Note down relevant about topics of interest sentences using appropriate sources in preparation for writing, EN6WC-IIe- 1.8.3
information from text heard EN6F-IIf-2.9 grammatical structures: reporting and similar academic tasks Revise writing for clarity -
EN6V-IIe- 12.3.3 Self-correct when reading -Adverbs of manner in collaboration with others correct spelling - appropriate
EN6V-IIe- 12.4.1.3 EN6A-IIe-16 punctuation marks -
Learning Competencies
EN6V-IIe- 12.4.2.3 Observe politeness at all times transition/ signal words
Infer meaning of borrowed EN6A-IIe-17 Original File Submitted and
words and content specific Show tactfulness when Formatted by DepEd Club
terms using -context clues - communicating with others Member - visit depedclub.com
affixes and roots -other EN6A-IIe-18 for more
strategies (ICT terms) Show openness to criticism
Noting Down Relevant Self-Correct in Reading Adverbs of Manner Organizing Information from Primary Revising Writing for Clarity as
Information Sources to Correct Spelling,
Inferrng Meaning Usng Appropriate Punctuation
II. CONTENT
Context Clues marks and Transition/ Signal
Words

E. References

F. Materials (Quarter 2: Week 5)
IV. PROCEDURES
O. Review/Presenting New Read the selection in “Let’s Learn Talk about “Let’s Learn This” Recall previous lesson
Lesson Recall previous lesson This” Activity Sheet in English 6
Activity Sheet in English 6 (Quarter (Quarter 2: Week 5-Day 3, p. 1)
2: Week 5-Day 2, p. 1)
Do “Let’s Try This” Do “Let’s Try This” Read the selection in “Let’s
P. Establishing a purpose for Task 1 Task 1 Learn This”
the lesson Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Activity Sheet in English 6
(Quarter 2: Week 5-Day 1, 2: Week 5-Day 2, p. 1) (Quarter 2: Week 5-Day 5, p.
pp. 1-3) 1)
Q. Presenting examples/ Go over with “Let’s Study Go to “Let’s Study This” Discuss “Let’s Study This” Discuss “Let’s Study This” Discuss “Let’s Study This”
instances of the new This” Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
lesson Activity Sheet in English 6 2: Week 5-Day 2, pp. 1-2) (Quarter 2: Week 5-Day 3, pp. Week 5-Day 4, pp. 1-2) (Quarter 2: Week 5-Day 5, pp.
(Quarter 2: Week 5-Day 1, 1-2) 1-6)
pp. 3-4)
Do “Let’s Do This” Do the self-assessment on “Let’s Do Do “Let’s Try This” Do “Let’s Try This” Do “Let’s Try This”
Task 2 This” Task 1 Task 1 Task 1
R. Discussing new concepts Activity Sheet in English 6 Task 2 Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
and practicing new skills (Quarter 2: Week 5-Day 1, p. Activity Sheet in English 6 (Quarter (Quarter 2: Week 5-Day 3, p. 2) Week 5-Day 4, pp. 2-3) (Quarter 2: Week 5-Day 5, pp.
#1 4-5) 2: Week 5-Day 2,p p. 2-3) 6-7)
Do”Let’s Do More” Task 3 Do”Let’s Do More” Task 3 Do the self-assessment on Do “Let’s Do This” Do “Let’s Do This”
S. Discussing new concepts Activity Sheet in English 6 Activity Sheet in English 6 (Quarter “Let’s Do This” Task 2 A and B Task 2 A and B
and practicing new skills (Quarter 2: Week 5-Day 1, p. 2: Week 5-Day 2, p.3) Task 2 Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
#2 5) Activity Sheet in English 6 Week 5-Day 4, p.3) (Quarter 2: Week 5-Day 5,
(Quarter 2: Week 5-Day 3, p.3) pp.7-8)
Remind the learners to observe
politeness at all times,
to show tactfulness when
communicating with others,
and show openness to
criticism.
Do”Let’s Do More” Task 3 Do”Let’s Do More” Task 3 Do”Let’s Do More” Task 3
T. Developing mastery (leads Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
to Formative Assessment (Quarter 2: Week 5-Day 3, p.4) Week 5-Day 4, pp.3-4) (Quarter 2: Week 5-Day 5, p.
3) 9)
Ask: How can you apply your Ask: How can you apply your Ask: How can you apply your Tell: Be a keen observer in every Ask: How can you apply your
U. Finding practical knowledge in noting details knowledge in self-correcting in knowledge in adverbs of thing that you see. knowledge in revision and
applications of concepts in real life? reading? manner in your daily life? editing in your daily life?
and skills in daily living How about your knowledge
in borrowed words and
context clues?
Ask: What are the different Generalize lesson on “ Let’s Generalize lesson on “ Let’s Generalize lesson on “ Let’s Generalize lesson on “ Let’s
V. Making generalizations types of context clues? Remember This” Remember This” Remember This” Remember This”
and abstractions about Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
the lesson 2: Week 5-Day 2, p.5) (Quarter 2: Week 5-Day 3, p.5) (Quarter 2: Week 5-Day 4, p.6) (Quarter 2: Week 5-Day 5,
p.11)
Do”Let’s Test Ourselves” Do”Let’s Test Ourselves” Task 4 Do”Let’s Test Ourselves” Task 4 Do”Let’s Test Ourselves” Task 4 Do”Let’s Test Ourselves” Task
W. Evaluating learning Task 4 Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 4
Activity Sheet in English 6 2: Week 5-Day 2, pp. 4-5) (Quarter 2: Week 5-Day 3, p.4) (Quarter 2: Week 5-Day 4, pp. Activity Sheet in English 6
(Quarter 2: Week 5-Day 1, p. 4-5) (Quarter 2: Week 5-Day 5,
6-7) pp.10-11)
Do. “Let’s Enrich Ourselves” Do. “Let’s Enrich Ourselves” Do. “Let’s Enrich Ourselves” Do. “Let’s Enrich Ourselves” Do. “Let’s Enrich Ourselves”
X. Additional activities for Task 5 Task 5 Task 5 Task 5 Task 5
application or Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
remediation (Quarter 2: Week 5 -Day 1, p. 2: Week 5 -Day 2, p. 5) (Quarter 2: Week 5 -Day 3, p. (Quarter 2: Week 5 -Day 4, p. 5) (Quarter 2: Week 5 -Day 5, p.
7) 5) 11)
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in ___Lesson carried. Move on ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation. to the next objective. next objective. the next objective. next objective. the next objective.
_____% of the pupils got _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
80% mastery mastery mastery mastery mastery
additional activities for additional activities for additional activities for remediation additional activities for additional activities for remediation additional activities for
remediation.
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who have ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught
up the lesson lesson up the lesson lesson up the lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation. additional activities for additional activities for remediation additional activities for additional activities for remediation additional activities for
tasks
__Flashcards

I. OBJECTIVES

 understanding of various non-verbal elements in orally communicating information
 understanding of non-verbal communication to communicate with others
 understanding that English language is stress-timed to support comprehension
 command of the conventions of standard English grammar and usage when writing or
A. Content Standards speaking
 understanding that words are composed of different parts to know that their meaning
changes depending in context
 understanding of the research process to write a variety of texts
 express ideas effectively in formal and informal composition to fulfill their own purposes for
writing.
The learner…
 orally communicates information, opinions, and ideas effectively to different audiences using variety of literary
activities.
 reads with sufficient accuracy and fluency to support comprehension
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various
B. Performance Standards discourse (oral and written)
 utilizes discrete techniques (general or specific) and applies them appropriately to all or most fields of study
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the
message
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes
EN6OL-IIf-5 EN6V-IIf-12.3.3 EN6G-IIf-6.5 EN6SS-IIf-4 EN6WC-IIf-2.2.5

Share brief EN6V-IIf-12.4.1.3 Compose clear and Organize information Write a 4-paragraph
impromptu remarks EN6V-IIf-12.4.2.3 coherent sentences from secondary sources composition showing
about topics of Infer meaning of using appropriate in preparation for -cause and effect
interest borrowed words and grammatical writing, reporting and EN6A-IIf-16
Learning Competencies
EN6F-IIf-2.9 content specific structures: Adverbs of similar academic tasks in Show openness to
Self-correct when terms using place and time collaboration with criticisms
reading -context clues others
-affixes and roots EN6A-IIf-16
-other strategies Observe politeness at all
(EPP) times
Sharing Brief Impromptu Inferring Meaning of Borrowed Adverbs of Place and Organizing Information from Write a 4-Paragraph
Remarks Words and Content Specific Time Secondary Sources in Preparation Composition Showing
Terms Using for Writing, Reporting and Similar Cause and Effect
II. CONTENT
-Context Clues Academic Tasks in Collaboration with
-Affixes and Roots Others
-Other Strategies
(EPP)
G. References
Activity Sheets in English 6
H. Materials (Quarter 2: Week 6)
IV. PROCEDURES
Y. Review/Presenting New Do “Let’s Try This” Presentation of the learners’ Do “Let’s Try This” Ask: What are the adverbs of time Ask: What are the secondary
Lesson Activity Sheet in English 6 commercial output Activity Sheet in English 6 and place that you learned sources from the situations
(Quarter 2: Week 6-Day 1, p. Original File Submitted and (Quarter 2: Week 6-Day 3, p.1) yesterday? given to you?
1) Formatted by DepEd Club Member Ask: What are the words used Can you give sentences using those Let the learners identify the
- visit depedclub.com for more to tell when the party will be words? secondary sources.
celebrated?
Ask: Did you ever try to Ask: Who among you are good at Ask questions like: Do “Let’s Try This” Do “Let’s Try This”
Z. Establishing a purpose for deliver a speech in front of cooking? When is your birthday? Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
the lesson many people? What do you cook? How often do you visit your Week 6-Day 4, p. 1) (Quarter 2: Week 6-Day 5, p.
How did it feel? Let the learners share their doctor? 1)
personal experiences. When do we celebrate
Christmas?
AA. Presenting examples/ Do “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This” Do “Let’s Study This” Read “Let’s Study This”
instances of the new Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Adverbs of place and time Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
lesson (Quarter 2: Week 6-Day 1, 1: Week 6-Day 2, p. 1) Activity Sheet in English 6 Week 6-Day 4, pp. 1-2) (Quarter 1: Week 6-Day 5, pp.
pp. 1-2) (Quarter 2: Week 6-Day 3, pp. 1-2)
1-2)
Do “Let’s Do This” Do Task 1: Let’s Talk About It Answer “Let’s Do This” Discuss the guide questions in Do “Let’s Do This”
Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Task 1 analyzing a secondary source. Task 1-Talk about the
BB. Discussing new concepts (Quarter 2: Week 6-Day 1, p. 2: Week 6-Day 2, p. 2) Activity Sheet in English 6 Answer “Let’s Do This” important things to
and practicing new skills 2) (Quarter 2: Week 6-Day 3, p. 2) Activity Sheet in English 6 remember in making
#1 composition.
Do “Task 2” Continuous Answer “Let’s Do More” Answer “Let’s Do More” (Quarter 2: Week 6-Day 4, p. 2) Activity Sheet in English 6
CC. Discussing new concepts Story Task 2 – Pick the Clues Task 2 (Quarter 2: Week 6-Day 5, p.
and practicing new skills Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Activity Sheet in English 6 2)
#2 (Quarter 2: Week 6-Day 1, 2: Week 6-Day 2, pp. 2-3) (Quarter 2: Week 6-Day 3, pp.
pp. 2-3) 2- 3)
Do. “Let’s Do Some More” Do “Let’s Do Some More” Do “Let’s Do More” Do “Let’s Do More”
DD. Developing mastery (leads Task 3 Task 3 Task 2 Task 2
to Formative Assessment Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
3) (Quarter 2: Week 6-Day 1, p. (Quarter 2: Week 6-Day 3, p. 3) Week 6-Day 4, pp. 3-5) (Quarter 2: Week 6-Day 5, p.
3) 3)
Ask: In what situations can Ask: When can we apply using Ask: In what in real life Ask: Where do we apply the skill in Ask: How do visual media help
EE. Finding practical we apply the skill in context clues in real life situations? situations can we apply the skill analysing different sources? us understand what is being
applications of concepts delivering impromptu in composing clear and depicted?
and skills in daily living remarks? coherent sentences using
adverbs of time and place?
Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember This” Discuss to the class:
FF. Making generalizations Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 A good composition has an
and abstractions about (Quarter 2: Week 6-Day 1, p. 2: Week 6-Day 2, p. 4) (Quarter 2: Week 6-Day 3, p. 4) (Quarter 2: Week 6-Day 4, p. 7) introduction, a body, and a
the lesson 4) conclusion.
Do “Task 4” Do “Let’s Test Ourselves” Do “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Do “Let’s Test Ourselves”
GG. Evaluating learning Activity Sheet in English 6 Task 3 Task 4 Task 3 Task 3
(Quarter 2: Week 6-Day 1, p. Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
3) 2: Week 6-Day 2, p. 3) (Quarter 2: Week 6-Day 3, pp. (Quarter 2: Week 6-Day 4, pp. (Quarter 2: Week 6-Day 5, p.
3-4) 5-6) 4)
Let the learners practice how Do “Let’s Enrich Ourselves” Task 4 Answer “Let’s Enrich Ourselves”
HH. Additional activities for to deliver impromptu Activity Sheet in English 6 (Quarter Task 4
application or remarks in any event. 2: Week 6-Day 2, p.4) Activity Sheet in English 6
remediation (Quarter 2: Week 6-Day 4, p. 7)
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to
evaluation. the next objective. objective. next objective. objective. the next objective.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
additional activities for remediation. additional activities for activities for remediation additional activities for activities for remediation additional activities for
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
with the lesson the lesson lesson the lesson lesson the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation. additional activities for activities for remediation additional activities for activities for remediation additional activities for
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ ___ Group collaboration ___ Games ___ Group collaboration ___ ___ Group collaboration ___ Games ___ Group collaboration ___
Games ___ Power PointPresentation ___ Games ___ Power PointPresentation ___ Games
___ Power PointPresentation Answering preliminary ___ Power PointPresentation ___ Answering preliminary ___ Power PointPresentation
___ Answering preliminary activities/exercises Answering preliminary activities/exercises ___ Answering preliminary
activities/exercises ___ Discussion ___ Case activities/exercises ___ Discussion ___ Case activities/exercises
___ Discussion ___ Method ___ Discussion ___ Method ___ Discussion ___
Case Method ___ Think-Pair-Share (TPS) ___ Case Method ___ Think-Pair-Share (TPS) ___ Case Method
___ Think-Pair-Share (TPS) Rereading of Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS)
___ Rereading of ___ Differentiated Instruction ___ Rereading of ___ Differentiated Instruction ___ Role ___ Rereading of
Paragraphs/Poems/Stories Role Playing/Drama ___ Discovery Paragraphs/Poems/Stories Playing/Drama ___ Discovery Method Paragraphs/Poems/Stories
___ Differentiated Instruction Method ___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction
___ Role Playing/Drama ___ Why? ___ Role Playing/Drama ___ Why? ___ Role Playing/Drama ___
Discovery Method ___ ___ Complete Ims Discovery Method ___ Lecture ___ Complete Ims Discovery Method ___
Lecture Method ___ Availability of Materials ___ Method ___ Availability of Materials ___ Lecture Method
Why? Pupils’ eagerness to learn ___ Group Why? Pupils’ eagerness to learn ___ Group Why?
___ Complete Ims member’s Cooperation in doing their ___ Complete Ims member’s Cooperation in doing their ___ Complete Ims
___ Availability of Materials tasks ___ Availability of Materials ___ tasks ___ Availability of Materials
___ Pupils’ eagerness to learn Pupils’ eagerness to learn ___ ___ Pupils’ eagerness to learn
___ Group member’s Group member’s Cooperation in ___ Group member’s
Cooperation in doing their doing their tasks Cooperation in doing their tasks
tasks
__ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology
Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer Internet __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet
Lab __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Lab
__ Additional Clerical works __Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of __ Additional Clerical works
__Reading Readiness __Lack Interest of pupils Interest of pupils Interest of pupils __Reading Readiness __Lack
of Interest of pupils of Interest of pupils
wish to share with other teachers? __ Making use big books from __ Making use big books from views of __ Making use big books from __ Making use big books from views of __ Making use big books from
views of the locality the locality views of the locality the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be
used as Instructional Materials Instructional Materials as Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards __Flashcards

I. OBJECTIVES

 of various elements in orally communicating information
 of various non-verbal elements in orally communicating information
 of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
 that the English language is stress timed to support comprehension
A. Content Standards  that a change in stress entails a change of meaning to evaluate the speaker’s / author’s purpose and meaning
 of the command of the conventions of standard English grammar and usage when writing or speaking
 of different formats to write for a variety of audiences and purposes
 to express ideas effectively in formal and informal compositions to fulfill their own purposes for writing
 of non-verbal communication to communicate with others
 of verbal and non-verbal elements of communication to respond back
The learner...
 orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities and purposes
own clearly and persuasively
B. Performance Standards  uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
 speaks and writes using good command of the conventions of standard English
 edits, rewrites/ revises and publishes texts using appropriate text types for a variety of audiences and purposes
 uses paralanguage and non-verbal cues to respond appropriately
 uses a variety of strategies to provide appropriate feedback
EN6F-IIg-1.6; EN6F-IIg-1.3; EN6F-IIg-1.7

EN6F-IIg-1.6; EN6F-IIg-1.3; Read grade level text with accuracy, appropriate rate, and proper expression. EN6G-IIg-7.3.1; EN6G-IIg-
EN6F-IIg-1.7 EN6G-IIg-7.3.1; EN6G-IIg-7.3.2 7.3.2
Read grade level text with Compose clear and coherent sentences using appropriate grammatical structures: Preposition and Compose clear and coherent
accuracy, appropriate rate, and prepositional phrases sentences using appropriate
proper expression. EN6A-IIg-17 grammatical structures:
EN6OL- IIg-5 Show tactfulness when communicating with others Preposition and prepositional
Share brief impromptu remarks EN46A-IIg-18 phrases
about topics of interest Show openness to criticism EN46A-IIg-18
EN6G-IIg-7.3.1; EN6G-IIg- 7.3.2 Show openness to criticism
C. Learning Competencies Compose clear and coherent
sentences using appropriate
grammatical structures:
Preposition and prepositional
phrases
EN6A-IIg-17
EN46A-IIg-18
II. CONTENT Prepositions Prepositional Phrases

I. References
English for You and Me 6 (Language). 2011. pp 152-153

3. Textbook pages
New Horizons in Learning English I. 1999. P.165
English Arts I. 2000. pp.251-252
4. Additional Materials from Activity Sheet in English 6
Learning Resource (LR) portal (Quarter 2: Week 7)
*BEAM-DLP5 Module 40 and 57- *BEAM-DLP5 Module 40 and 57- *http://www.flyingwords.com/preposition-poem.html

BEAM-DLP5 Module 40 and 57- Using Using "Preposition Poem." Flying Words. Accessed July 28, 2017.
Using Prepositions and * Prepositions and Prepositional * Prepositions and Prepositional http://www.flyingwords.com/preposition-poem.html.
B. Other Learning Resources Prepositional Phrases Phrases Phrases *BEAM-DLP5 Module 40 and 57- Using
* MISOSA 5 Module 6- Using * MISOSA 5 Module 6- Using * MISOSA 5 Module 6- Using * Prepositions and Prepositional Phrases
Prepositions and Prepositional Prepositions and Prepositional Prepositions and Prepositional * MISOSA 5 Module 6- Using Prepositions and Prepositional Phrases
Phrases Phrases Phrases * EN4TG pp. 374-375
* EN4LM pp.332 *https://freestoriesforkids.co * EN4TG pp. 374-375 *EN4LM pp. 358-360;366-369
* EN4TG pp.352-353 m/ children/stories-and- *EN4LM pp. Original File Submitted and Formatted by DepEd Club Member - visit
tales/poor-bunnys-magic- https://www.youtube.com/wat depedclub.com for more
present ch?v=eF6LE4P_bEU
* Sacristan, Pedro Pablo. "The Preposition Sing Along Song.
Poor Bunny's Magic Present." Produced by Jason Smith and
www.freestoriesforkids.com. Adam Smith. Youtube.
Accessed July 28, 2017. January 20, 2015. Accessed July
* EN4LM pp.349 28, 2017.
* EN4TG pp.364-365 https://www.youtube.com/wat
ch?v=eF6LE4P_bEU. .
IV. PROCEDURES
II. Review/Presenting New Show some sentences on the Check the previous day’s task Do “Let’s Try This” Task 1: Looking Back
Lesson board and ask the learners to Read “To the Learner” and given to the learners. Call on Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.1)
identify the adverbs of time “Let’s Learn This” them to share their answers to
learned from last week’s lesson. Activity Sheet in English 6 class.
Ask them to circle the adverbs (Quarter 2: Week 7-Day 2 p.1)
used.
Read “To the Learner” and Read “To the Learner” and “Let’s Do “Let’s Try This” Task 2: Talk About It
JJ. Establishing a purpose for “Let’s Learn This” Learn This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.2)
the lesson Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.1) (Quarter 2: Week 7-Day 3 p.1)
KK. Presenting examples/ Do “Let’s Try This” Task 1: Do “Let’s Try This” Task 1: To Do “Let’s Try This” Task 1: Read “Let’s Read This”
instances of the new Picture Analysis the Principal’s Office Looking Back Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.3)
lesson Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 7-Day 1 p.1) (Quarter 2: Week 7-Day 2 p.1) (Quarter 2: Week 7-Day 3 p.1)
Do “Let’s Try This” Task 2: Read Do “Let’s Try This” Task 2: Talk Watch the film clip on “Let’s Discuss “Let’s Study This”
Along. About It Study This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.3)
LL. Discussing new concepts After reading it to the learners, Activity Sheet in English 6 Activity Sheet in English 6
and practicing new skills let them read it aloud, observing (Quarter 2: Week 7-Day 2 p.1) (Quarter 2: Week 7-Day 3 p.2)
#1 accuracy, appropriate rate, and
proper expression.
(Quarter 2: Week 7-Day 1 p.2)
Discuss “Let’s Study This” Read and discuss “Let’s Study Do “Let’s Do This” Task 3: Try This
MM. Discussing new concepts Activity Sheet in English 6 This” Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
and practicing new skills (Quarter 2: Week 7-Day 1 p.2) Activity Sheet in English 6
#2 (Quarter 2: Week 7-Day 2
p.1-2)
Do “Let’s Do This” Task 3: Do “Let’s Do This” Task 3: Do “Let’s Do This” Task 3: Choosy Do “Let’s Do More” Task 4: Charades!
NN. Developing mastery (leads Choosy Me! Choosy Me! Me! Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
to Formative Assessment Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
3) (Quarter 2: Week 7-Day 1 p.3) (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.2)
Do “Let’s Do More” Task 4: Pair Do “Let’s Do More” Task 4: Pair Do “Let’s Do More” Task 4:
OO. Finding practical Up Up! Groupfie!
applications of concepts Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
and skills in daily living (Quarter 2: Week 7-Day 1 p.3) (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.3)
Read “Let’s Remember This” Read “Let’s Remember This” Read “Let’s Remember This” Read “Let’s Remember This”
PP. Making generalizations Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.4)
and abstractions about (Quarter 2: Week 7-Day 1 p.3) (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.3)
the lesson
Do “Let’s Test Ourselves” Task 5: Do “Let’s Test Ourselves” Task 5: Do “Let’s Test Ourselves” Task 5: Do “Let’s Test Ourselves” Task 5: Testing...1.2.3!
QQ. Evaluating learning Testing…1,2,3! Testing…1,2,3! Testing…1,2,3! Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.5)
Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 7-Day 1&2 (Quarter 2: Week 7-Day 2 p.3) (Quarter 2: Week 7-Day 3 p.3)
p.3)
Use the emergency exit route Choose any of the following Do “Let’s Test Ourselves” Task 6: Groupfie!
RR. Additional activities for that you have in your classroom. topics or you can think of your Think of a song or any poem that Activity Sheet in English 6 (Quarter 2: Week 7-Day 4&5 p.5)
application or Write the directions going to own: uses prepositional phrase. Sing or
remediation your Principals office using the  favorite pet read it for the class tomorrow.
different prepositions that  dream job
we’ve learned. Take note that  favorite drama
the starting point is your  favorite artist/singer
classroom.
Be ready to tell something
about it using to and from.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation. next objective. next objective. next objective. next objective. the next objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery mastery
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
additional activities for remediation. additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for
remediation
No. of learners who have caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
with the lesson lesson lesson lesson lesson the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation. additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for
remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ ___ Group collaboration ___ ___ Group collaboration ___ ___ Group collaboration ___ Games ___ Group collaboration ___
Games Games Games ___ Power PointPresentation ___ Games
___ Power PointPresentation ___ ___ Power PointPresentation ___ ___ Power PointPresentation ___ Answering preliminary ___ Power PointPresentation
Answering preliminary Answering preliminary Answering preliminary activities/exercises ___ Answering preliminary
activities/exercises activities/exercises activities/exercises ___ Discussion ___ Case activities/exercises
___ Discussion ___ Case ___ Discussion ___ Case ___ Discussion ___ Case Method ___ Discussion ___
Method Method Method ___ Think-Pair-Share (TPS) ___ Case Method
___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS)
Rereading of Rereading of Rereading of Paragraphs/Poems/Stories ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Paragraphs/Poems/Stories
___ Differentiated Instruction ___ ___ Differentiated Instruction ___ ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery ___ Differentiated Instruction
Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Role Playing/Drama ___
Discovery Method ___ Lecture Discovery Method ___ Lecture Method ___ Lecture Method Why? Discovery Method ___
Method Method Why? ___ Complete Ims Lecture Method
Why? Why? ___ Complete Ims ___ Availability of Materials ___ Why?
___ Complete Ims ___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group ___ Complete Ims
___ Availability of Materials ___ ___ Availability of Materials ___ Pupils’ eagerness to learn ___ member’s Cooperation in doing their ___ Availability of Materials
Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in tasks ___ Pupils’ eagerness to learn
Group member’s Cooperation in Group member’s Cooperation in doing their tasks ___ Group member’s
doing their tasks doing their tasks Cooperation in doing their tasks
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Lab
__Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of __ Additional Clerical works
Interest of pupils Interest of pupils Interest of pupils Interest of pupils __Reading Readiness __Lack
of Interest of pupils
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from views __ Making use big books from views __ Making use big books from
views of the locality views of the locality of the locality of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
as Instructional Materials as Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards __Flashcards

I. OBJECTIVES
 of various elements in orally communicating information
 of various non-verbal elements in orally communicating information
 of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
 that the English language is stress timed to support comprehension
 that a change in stress entails a change of meaning to evaluate the speaker’s / author’s purpose and meaning
 of the command of the conventions of standard English grammar and usage when writing or speaking
 of different formats to write for a variety of audiences and purposes
 to express ideas effectively in formal and informal compositions to fulfill their own purposes for writing
 of non-verbal communication to communicate with others
 of verbal and non-verbal elements of communication to respond back
The learner...
 orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities and purposes
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively
 speaks and writes using good command of the conventions of standard English
 edits, rewrites/ revises and publishes texts using appropriate text types for a variety of audiences and purposes
 uses paralanguage and non-verbal cues to respond appropriately
EN6OL-IIh-6 EN6G-IIh-8.3; EN6G-IIh-8.4 EN6WC-IIh-2.2.9

React on the content of the material Compose clear and coherent sentences using appropriate Write a 4-paragraph
presented grammatical structures: composition showing- problem
C. Learning Competencies EN6F-II-1.6; EN6F-II-1.3; EN6F-II-1.7 - Subordinate and coordinate conjunctions and solution
Read grade level text with accuracy, EN6OL-IIh-6 EN6G-IIh-8.3; EN6G-IIh-8.4
appropriate rate and proper expression React on the content of the material presented Compose clear and coherent
EN6A-IIh-16 EN6F-II-1.6; EN6F-II-1.3; EN6F-II-1.7 sentences using appropriate
Observe politeness at all times Read grade level text with accuracy, appropriate rate and proper grammatical structures:
expression - Subordinate and coordinate
conjunctions
EN6OL-IIh-6
EN6A-IIh-17 React on the content of
Show tactfulness when communicating with others
EN6A-IIh-18
“Someday” (Poem) “Going to Bed” “A Surprise for Me” Writing a Composition

“I Can Fly” (Poem) (Poem)
II. CONTENT
Coordinating
Conjunctions
J. References
3. Textbook pages
Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 8 Day 1-2) (Quarter 2: Week 8 Day 3) (Quarter 2: Week 8 Day 4) (Quarter 2: Week 8 Day 5)
Ney, James W., et.al. Good English Brown Book Concepts/ Skills/ Ney, James W., et.al. Good Amazon.co.uk."Conjunctions." Great Teaching with Graphic
Experiences. River Forest, Illinois: LAIDLAW BROTHERS, 1979. A English Brown Book Concepts/ www.google.com.ph Accessed Organizers, Scholastic
Division of Doubleday and Company, Inc. ISBN O-8445-2233-3 Skills/Experiences. River Forest, July 30, 2017. Professional Books, 1998
pp.32-34; 214-215 Illinois: LAIDLAW BROTHERS, Original File Submitted and
1979. A Division of Doubleday Formatted by DepEd Club
and Company, Inc. ISBN O-8445- Member - visit depedclub.com
2233-3 pp.250-251 for more
Amazon.co.uk. "Conjunctions."
www.google.com.ph. Accessed
July 30, 2017.
IV. PROCEDURES
SS. Review/Presenting New Present the Groupie output assigned to the learners last week. Read “To the Learner” Checking of the previous day’s Read “To the Learner”
Lesson Activity Sheet in English 6 assignment. Activity Sheet in English 6
(Quarter 2: Week 8-Day 3, p.1) (Quarter 2: Week 8-Day 5, p.1)
Read “ To the Learner” and “Let’s Learn This” Read “Let’s Learn This” Read “To the Learner” and Read “Let’s Learn This”
TT. Establishing a purpose for Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, p.1) Activity Sheet in English 6 “Let’s Learn This” Activity Sheet in English 6
the lesson (Quarter 2: Week 8-Day 3, p.1) Activity Sheet in English 6 (Quarter 2: Week 8-Day 5, p.1)
(Quarter 2: Week 8-Day 4, p.1)
UU. Presenting examples/ Do “Let’s Try This” Task 1: Picture Analysis Do “Let’s Try This” Task 1: Do “Let’s Try This” Task 1: Do “Let’s Try This” Task 1:
instances of the new lesson Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, p.1) Picture Analysis Picture Analysis Unscrambled
Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 8-Day 3, p.1) (Quarter 2: Week 8-Day 4, p.1) (Quarter 2: Week 8-Day 5, p.1)
Do “Let’s Try This” Task 2: Read Along Do “Let’s Try This” Task 2: Read Do “Let’s Try This” Task 2: Read Do “Let’s Try This” Task 2:
Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2 p.2) Along and Task 3: Talk About It Along and “Let’s Try This” Task 3: Graph Me Up
VV. Discussing new concepts Activity Sheet in English 6 Think About It Activity Sheet in English 6
and practicing new skills #1 (Quarter 2: Week 8-Day 3, p.2) Activity Sheet in English 6 (Quarter 2: Week 8-Day 5 ,p.1)
(Quarter 2: Week 8-Day 4, p.2)
Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This”
WW. Discussing new concepts Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, p. 2) Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
and practicing new skills #2 (Quarter 2: Week 8-Day 3, p. 3) (Quarter 2: Week 8-Day 4, pp. 3- (Quarter 2: Week 8-Day 5, p. 2)
4)
Do “Let’s Do This” Task 3: Talk About It Do “Let’s Do This” Task 3: Write Do “Let’s Do This” Task 4: Do “Let’s Do This” Task 4:
XX. Developing mastery (leads Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, pp. 2-3) Ups! Choosy Me! Caterpillar Ideas
to Formative Assessment 3) Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 8-Day 3, p.3) (Quarter 2: Week 8-Day 4, p. 4) (Quarter 2: Week 8-Day 5, p. 2)
Do “Let’s Do More” Task 4: Pair Up Do “Let’s Do More” Task 4: Do “Let’s Do More” Task 4: Sing Do “Let’s Do More” Task 4:
YY. Finding practical Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, p. 3) Match Up Along Write Up
applications of concepts Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
and skills in daily living (Quarter 2: Week 8-Day 3, p. 4) (Quarter 2: Week 8-Day 4, p. 5) (Quarter 2: Week 8-Day 5, p.3)
Read “Let’s Remember This” Read “Let’s Remember This” Read “Let’s Remember This” Read “Let’s Remember This”
ZZ. Making generalizations and Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, p. 4) Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
abstractions about the (Quarter 2: Week 8-Day 3, p. 4) (Quarter 2: Week 8-Day 4, p. 5) (Quarter 2: Week 8-Day 5, p.3)
lesson
Do “Let’s Evaluate” Task 5: Analyze This Do “Let’s Test Ourselves” Task 5 Do “Let’s Test Ourselves” Task 5 Do “Let’s Test Ourselves”
AAA. Evaluating learning Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, p. 4) Testing... 1,2,3! Testing... 1,2,3! Do the final revision of their
Activity Sheet in English 6 Activity Sheet in English 6 work.
(Quarter 2: Week 8-Day 3, p. 5) (Quarter 2: Week 8-Day 4, pp. 5- Activity Sheet in English 6
6) (Quarter 2: Week 8-Day 5, p. 3)
Do “Let’s Create” Task 5: Art Attack Ask: What are subordinate Tell: Think about common Tell: Choose the best
BBB. Additional activities for Activity Sheet in English 6 (Quarter 2: Week 8-Day 1&2, p.5) conjunctions? Give some problems that we encounter in composition and have it
application or remediation examples and use them in a our community today. List down published/ displayed in your
sentence. common topics that might classroom bulletin board.
interest you.
V. REMARKS ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to
the next objective. the next objective. the next objective. the next objective. the next objective.
___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried
_____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching

_____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the
following day following day following day following day following day
_____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time
_____No class _____No class _____No class _____No class _____No class
_____Achieved _____Achieve _____Achieve _____Achieve _____Achieve
VI. REFLECTION
A. No. of learners earned 80% in _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
evaluation. mastery mastery mastery mastery mastery
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation. remediation remediation remediation remediation remediation
No. of learners who have caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
up with the lesson up the lesson the lesson the lesson the lesson up the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation. additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
worked well? Why did these work? well: ___ Group collaboration ___ ___ Group collaboration ___ ___ Group collaboration ___ well:
___ Group collaboration Games Games Games ___ Group collaboration ___
___ Games ___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation Games
___ Power PointPresentation ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Power PointPresentation
___ Answering preliminary activities/exercises activities/exercises activities/exercises ___ Answering preliminary
activities/exercises ___ Discussion ___ ___ Discussion ___ ___ Discussion ___ activities/exercises
___ Discussion Case Method Case Method Case Method ___ Discussion ___
___ Case Method ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) Case Method
___ Think-Pair-Share (TPS) ___ Rereading of ___ Rereading of ___ Rereading of ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Rereading of
Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Role Playing/Drama ___ ___ Differentiated Instruction
___ Role Playing/Drama Discovery Method ___ Discovery Method ___ Discovery Method ___ ___ Role Playing/Drama ___
___ Discovery Method Lecture Method Lecture Method Lecture Method Discovery Method ___
___ Lecture Method Why? Why? Why? Lecture Method
Why? ___ Complete Ims ___ Complete Ims ___ Complete Ims Why?
___ Complete Ims ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete Ims
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their Cooperation in doing their tasks Cooperation in doing their tasks ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their
tasks tasks
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
can help me solve? __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Science/ Computer __ Science/ Computer Internet __ Science/ Computer Internet __ Science/ Computer Internet __ Science/ Computer Internet
Internet Lab Lab Lab Lab Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Lack __Reading Readiness __Lack __Reading Readiness __Lack __Reading Readiness
__Lack of Interest of pupils of Interest of pupils of Interest of pupils of Interest of pupils __Lack of Interest of pupils
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
Materials __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition __Flashcards __Flashcards __Flashcards __Flashcards
__Flashcards

I. OBJECTIVES
The learner…
A. Content Standards  demonstrates understanding of various verbal and non-verbal elements in orally communicating information
 demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience)
 demonstrates understanding that a change in stress-timed to support comprehension
 demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
 demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 demonstrates understanding of different formats to write for a variety of audience and purposes
 expresses ideas effectively in formal and informal compositions to fulfill their own purpose in writing
 demonstrates understanding of non-verbal communication to communicate with others
 demonstrates understanding of verbal and non-verbal elements of communication to respond back
The learner…
B. Performance Standards  orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
 uses correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral or written)
 edits texts using appropriate text types for a variety of audiences and purposes
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes
 publishes texts using appropriate text types for a variety of audiences and purposes
C. Learning Competencies/ EN6OL-IIi-6 EN6OL-IIi-6 EN6G-IIi-8.3 EN6G-IIi-8.3 EN6WC-IIi-1.8.2
Objectives Write the LC code for React on the content of React on the content of EN6G-IIi-8.4 EN6G-IIi-8.4 EN6WC-IIi-1.8.1
each the material presented the material presented Compose clear and Compose clear and coherent EN6WC-IIi-1.8.3
coherent sentences using sentences using appropriate Revise writing for clarity:
appropriate grammatical grammatical structures: correct spelling, appropriate
EN6F-IIi-1.6 EN6F-IIi-1.6 structures: subordinate subordinate conjunctions punctuation marks, and
EN6F-IIi-1.3 EN6F-IIi-1.3 conjunctions and and coordinate conjunctions transition signal words
EN6F-IIi-1.7 EN6F-IIi-1.7 coordinate conjunctions
Read grade level text with Read grade level text with EN6A-IIi-18
accuracy, appropriate rate accuracy, appropriate EN6A-IIc-17 Show openness to criticism
and proper expression rate, and proper EN6A-IIc-17 Show tactfulness when
expression Show tactfulness when communicating with others
communicating with
others
EN6A-IIi-16 EN6A-IIi-16
Observe politeness at all Observe politeness at
times all times
Reacting on the content of Reacting on the content Subordinate and Subordinate and Revising writing for clarity,
II. CONTENT the materials presented of the materials Coordinate Conjunctions Coordinate Conjunctions correct spelling, appropriate
presented punctuation marks, and
transition signal words
A. References
3. Textbook pages
4. Additional Materials from Activity Sheets in
Learning Resource (LR) English 6 (Quarter
B. portal
Other Learning Resources 2:Week 9)
IV. PROCEDURES
A. Reviewing previous Ask: How are you going Read “Let’s Learn This” Ask: What are the different
lesson or presenting the to react on the content of conjunctions that you’ve
new lesson materials presented? Activity Sheet in English 6 learned?
(Quarter 2: Week 9-Day
3&4,
B. Establishing a purpose Do “Let’s Try This” p. 1)“Let’s Try This”
Do Original File Submitted and Do “Let’s Try This”
for the lesson Task 1: A Story to Read Formatted by DepEd Club
Activity Sheet in English 6 Member - visit depedclub.com for Activity Sheet in English 6
(Quarter 2: Week 9-Day Activity Sheet in English 6 more (Quarter 2: Week 9-Day 5,
1&2, p. 2) (Quarter 2: Week 9-Day p. 2)
3&4, p. 1-2)
C. Presenting Read “Let’s Study This” Ask : What kind of Do “Let’s Try This” Ask learners to recall the Read “Let’s Study This”
examples/instances of the materials presented to you Task 2: Chop, FANBOYS and
new lesson Activity Sheet in English 6 do you often give Chop AAAWWUUBBIIS. Activity Sheet in English 6
(Quarter 2: Week 9-Day reactions to? (Quarter 2: Week 9-Day 5,
1&2, p. 3-4) Activity Sheet in English 6 p. 2)
(Quarter 2: Week 9-Day
D. Discussing new Answer “Let’s Talk About Answer “Let’s Do More” 3&4, “Let’s Study This”
Read Answer “Let’s Do This” Do “Let’s Do This” Task 1
concepts and practicing It” Task 3: News Report p. 3) Task 4: A Recipe for A Say Something
new skills #1 Activity Sheet in English 6 Sentence
Activity Sheet in English 6 Activity Sheet in English (Quarter 2: Week 9-Day Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 9-Day 6 (Quarter 2: Week 9- 3&4, p. 3-5) (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day 5,
1&2, p. 5) Day 1&2, p. 8) 3&4, p. 6) p. 5)
E. Discussing new Answer “Let’s Do This” Answer “Let’s Do This” Answer “Let’s Do More”
concepts and practicing Task 1: Tell Me About It Task 3: Stick with You Tsk 2: Help!
new skills #2
Activity Sheet in English 6 Activity Sheet in English 6
Activity Sheets in English 6 (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day 5,
(Quarter 2: Week 9-Day 3&4, p. 7)
1&2, p. 6) p. 5)
F. Developing mastery Answer “Let’s Do More” Answer “Let’s Test Answer “Let’s Answer “Let’s Test Answer “Let’s Test
(leads to Formative Task 2: Let’s Do It Ourselves” Enrich Ourselves” Ourselves” Ourselves”
Assessment 3) Together Task 4: Deal or No Deal Task 5: Scissors, Scissors Task 6: Picking Out Task 4: Revision
Activity Sheet in English 6 Activity Sheet in English Activity Sheet in English 6 Activity Sheet in English 6
(Quarter 2: Week 9-Day 6 (Quarter 2: Week 9- (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day Activity Sheet in English 6
1&2, p. 7) Day 1&2, p.8 ) 1&2, 1&2, p.7 ) (Quarter 2: Week 9-Day 5,
p.7 ) p. 7)
G. Finding practical Ask: Why is it important to Ask learners to cite the Ask learners to cite the
applications of concepts give reactions? importance of giving importance of using
and skills in daily living reactions. conjunctions.
H. Making generalizations Read “Let’s Remember Ask: What do we need to Read “Remember This” Read “Remember This” Read “Let’s Remember
and abstractions about This” remember in reacting to Activity Sheet in English 6 Activity Sheet in English 6 This”
the lesson Activity Sheet in English 6 the content of materials (Quarter 2: Week 9-Day (Quarter 2: Week 9-Day
(Quarter 2: Week 9-Day being presented to us? 3&4, 3&4, p. 7) Activity Sheet in English 6
1&2, p.9) p. 7) (Quarter 2: Week 9-Day 5,
p. 9)
I. Evaluating learning Answer Let’s Enrich Ask learners to list down 5 Answer “Let’s Enrich
Ourselves sentences using Ourselves”
Task 6: You’ve Got Mail! coordinating and
subordinating conjunctions. Task 5: Watt?
Activity Sheet in English Activity Sheet in English 6
6 (Quarter 2: Week 9- (Quarter 2: Week 9-Day 5,
Day 1&2 p. 8) p. 9)
V. REMARKS
VI. REFLECTION
remediation
work? No. of learners who
have caught up with the
D. lesson
No. of learners who
continue to require
E. remediation
Which of my teaching
strategies worked well? Why
F. did thesedifficulties
What work? did I
encounter which my
principal or supervisor can
G. help
Whatme solve? or localized
innovation
other teachers?
Time: Week 1 Quarter: 3RD QUARTER

Content Standard The learner demonstrates understanding ...
of various linguistics nodes to comprehend various texts.
of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience command of the
conventions of standard English grammar and usage when writing or speaking
of different formats to write for a variety of audiences and purpose. of verbal and non-verbal elements of communication
to respond back
Performance Standard The learner…
Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively Uses linguistic cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English Edit texts using appropriate text types for a
variety of audiences and purpose.
Uses a variety of strategies to provide appropriate feedback
Learning Competencies EN6LC-IIIa-2.2 Note significant EN6RC-IIIa-3.2.8 Distinguish EN6SS-IIIa-4 Use a particular kind of EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show tactfulness
details in the story text type according to purpose sentence for a specific purpose and composition using an when communicating with
EN6OL-IIIa-1.27 Provide and language features through audience outline/other graphic others
evidences using opinion enumeration -asking permission organizers
II. CONTENT Noting significant details in the Distinguishing text type Relaying Commands and Request Organizing Ideas Using Graphic Show tactfulness when
story and express opinions according to purpose and Using Indirect Discourse Aids communicating with others.
using evidences. “The Boastful language features through
Shrimp” enumeration
“The Fox in the Well”
III. LEARNING Elementary English p. 309 Pictures, copy of the
Elementary English pp.303-307 Elementary Elementary
RESOURCES A copy of the story, The Fox in selection Laptop, LCD
A copy of the story “The English pp.239- English pp.423-
the Well, short stories projector, powerpoint
Boastful Shrimp”, a 244 429
Laptop, LCD projector, Comic strips, flash cards, Show Me Graphics organizer, map or globe presentation
tablespoon, charts
powerpoint presentation Boards
Laptop, LCD projector, Laptop, LCD projector, powerpoint Laptop, LCD projector,
powerpoint powerpoint
presentation presentation presentation
IV. PROCEDURES
A. Review previous Recapitulation of the previous Review the summary of the story Recapitulation on the characteristics -What is the difference -What is a graphic organizer?
lesson or presenting the lesson on the Varieties of that was read yesterday. of a fable. between a command and a
new lesson Sentences; request? -How does it help the beginners to
-Compound Sentence -What important values did you What is the purpose of the fable? - The command plainly gives an write a selection?
-Simple Sentence get from the story? order while a request asks a
-Complex Sentence What is the most important favor to do or act at a certain Why should we be familiar with
With the use of proper lesson you learned from the task. graphic organizers?
conjunctions. selection?
-What is a direct and indirect
discourse?
1. John said, “wash the dishes

Anna.”
-John ordered Anna to wash the
dishes.
2. “Please give me a piece of

advice.” Jay said.
-Jay asked me to give him a
piece of advice.
How do you deliver a direct and

indirect discourse?
In the reported command, the

verb “said” is not used,
instead, “told”. The word “to” is
added before the verb.
-In reporting request, the verb

“asked” or “requested” is used
instead of “told”
. The word “please” is dropped.
B. Establishing a purpose for The teacher shows a spoon Recall an instance in your life Use flash cards/show me boards. Show a video clip about the Show a picture of a true friend.
the lesson -It is used for eating. Aside from when you did a certain thing Write R if the statement states children from the different
it is used as eating utensil, it can without thinking of the request and C if it shows Command. parts of the world. Let them -Do you have a friend?
be used in several ways. Give consequences. 1. Listen attentively. share opinion.
some of its uses. 2. Please keep your things in order. -What do you like most about your
Examples: ice cream scooper, What do you think will happen if 3. Avoid making too much noise. -Compare the Filipino Children friend?
taking in medicines, can opener, you did a certain thing without 4. Stop going around please. with the Children of the world.
as a pestle etc. thinking of the consequences? 5. Observe silence. -What do you dislike about him/
-The teacher presents a her?
Have the pupils relate their semantic web. What word can
experiences. you associate with the word If you want to say an honest
CHILDREN? mistake of your friend how do
you do it?
Enhance vocabulary words -Play a game: Simon says. Original File Submitted and
through body language. (Teacher uses command or Formatted by DepEd Club Member -
request. CHILDREN
visit depedclub.com for more
1. Go to the wash room.

-Read the words aloud 2. Keep right!
3. Kindly speak in a soft voice.
A. Hind legs 4. Please lend me your ears.
5. Come with us.
Fore legs
B.
C. leap
D. Without the second thought

Answers may vary.
Unlock vocabulary words.
Match column A with column B
and write the letter of the
correct answer.
A B
1. rebozos a. a pendant
braid
2. kimono of hair at the
head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a
Japanese
lose robe
fastened
with a sash
f. a long scarf
of silk worn
wrapped
about the
head and
shoulder and
sometimes
over face
C. Presenting B. Do you have a pet? Share a -Have you seen a Ask the pupils to read and analyze A. Motive Questions: A. Motive Question:
examples/instances of the heroic deed it has done for you fox? (Yes/ Not yet the comic strip. 1. How do children from Why do we need to be tactful all
new lesson or for others. Unlocking of around the world differ from the time?
Difficulties: Synonym hunt each other?
through multiple choice. -What are the qualities of the fox in Mother: “Lock your room before 2. How do children differ in
Encircle the letter of the correct some common stories? leaving, Jim”. complexion.
answer (Often times fox is wise and bad) 3. How do you compare the
1. The sharp protrusion of a Jim: “Yes, Mother”. clothing’s of the children from
shrimp is used to fight against -Let us find out if the fox is still the around the world?
its enemies. fox we have known before. Rina: Mother told Jim to lock his 4. Can you make distinctions as
a. a part of the body that is door before leaving. the types of houses in which
pointed children from around the world
b. a part of the body that is lives?
hidden. 5. What do they have in common?
c. a part of the that is plain.
d. a part of the body that is dull.
2. Nothing can pierce an iron Ms.Aguila: “Please polish the
shield even an iron sword. floor, Mang Ambo.”
a. to rip of c. to crush
b. to spin d. to go through Mang Ambo: “Yes Maám”.
3. The beautiful white pearl is Ricky: Ms. Aguila requested Mang
glistening under the rays of the Ambo to polish the floor.
sun.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows
off his knowledge about
martial arts.
a. humble c. naughty
b. overly confident d. shy
5. His colorful lantern has

scorched
because of the constant raining.
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that

the story titled the Boastful
Shrimp?
D. Discussing new The teacher uses the popcorn Read the story. What kinds of sentences were used? Read the poem:
concepts and practicing reading strategy while the Read the dialogues.
new skills #1 other pupils listen very The Fox in the Well -Study the charts of direct and Children Around the
carefully The Boastful indirect discourse World (by Jo Joana: Hey, Susan! It smells
Shrimp A fox once fell into the well. He Feniford) stinky, Is that you Susan!
Once there was a shrimp tried to jump out but each time he -Differentiate a direct and indirect
who thought he was the most did, he fell back down. discourse. Some children are brown like Susan: No! (She cried and ran
handsome shrimp in the world. By and by a goat passed by. newly baked bread, outside.)
In fact, he believed that he was Looking into the well, he saw the -Differentiate command from
more handsome than any other fox. “Hello,” he called. “What are request based on their usage. Some children are yellow and Joana: Oh! I don’t mean to hurt
creatures on earth. you doing down there?” some are red, you, I just want to be frank!
“Just look at my sword,” he “Drinking some water of Point out also their similarities.
proudly told the other young course!” replied the fox. “Is it Some children are white and B.
shrimps, pointing to the sharp good?” asked the goat. some almost blue, Frieda: Hi, Jenna. Can we talk
pointed protrusion at the end of “Good? It is the best water I ever outside?
his nose. Of course, as far as tasted in my whole life,” answered Their colors are different, the
shrimps were concerned, the the fox, drinking a gulp of water. children like you. Jenna: Sure! Perhaps it is a
end of the nose was the most Without a second thought, the very important matter right?
natural place for the sword to goat jumped in. After drinking Some children wear sweaters
be. some water, he looked about for and some rebozos Frieda: Yes Jenna. I am your
“And look at my thick, a way to get out of the well. “How friend and I am concern about
smooth shield,” Like other do we get out of here? “he asked Some children wear furs and your wellness. Being a teenager
shrimps he carried his shield,” the fox? some kimonos’ we must be concern with our
he would continue. “Nothing can “I know what we can do,” said personal hygiene. Taking a bath
pierce the shield,” like other the fox. Looking at the goat from Some children go naked, and everyday will help a lot. It is more
shrimps he carried his shield on the corner of his eye. “Stand on wear only their queue, of loving and respecting
his head. All he needed to do to your hind legs. Plant your fore ourselves.
show off his head was to hold legs firmly against the side of the
his head high. well. I’ll climb on your back, and Their clothes may be different, Jenna: Thank you Frieda, indeed
“You are indeed a I’ll step on your horns. Then I can the children like you. you are a true friend. Thank you,
handsome shrimp,” said an old get out. When I’m out, I’ll help you and I appreciate it very much.
experienced shrimp. “But you get out too.” Some children have houses of
are just reaching adulthood and “That’s a good idea!” said the stone in the streets, Comprehension Check:
have had no experience of the goat happily as he did what the
world. Do not display yourself fox told him to do. Some lived in igloos and some How did Susan react to
too much or else one of those The fox climbed on the goat’s lived in fleets, Joana’s statement?
humans might grab you,” said back and horns. Then he jumped Do you think Joana’s action is
the old shrimp pointing with one out of the well and started on his Some lived in old straw huts and right? If you were Susan, will
of his many legs to a young man way. some in new, you feel the same?
swimming nearby. “Hey!” shouted the goat. “Help In the dialogue B, How did
“Grab me? Who? That me out of here. You promised to Frieda approach Jenna?
soft- skinned two – legged help me.” Did Jenna got angry? Did she feel
creature? “scoffed the young “You silly goat,” said the fox.
shrimp. “He does not even You should have thought of
have a proper shell. He has that before you
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 jumped in. Next time, look embarrassed? Why?
can tell. All I need to do is stab before you leap.” Their homes may be different, If you were Jenna, will you get
him with my sharp sword, and the children like you. mad at Frieda?
that will be end of him. -Answer the Comprehension Why?
Someday, he and other two- Check. Some children are Finnish, and If you will choose between
legged humans will look at me some from Japan, Joana and Frieda, who will you
and admire me!” said the young 1. Where did the story happen? choose? Why?
shrimp. Some are Norwegian and some
“Well if you won’t listen to 2. Who fell into the well? from Sudan.
my advice,” said the old shrimp,
“you will have to learn your 3. Who jumped into the well? Oh yes, we have children in
lessons the hard way.” valley, or pike,
The young shrimp soon 4. Why do you think the goat
forget about the old shrimp’s believed the fox? Explain. Their countries are different-the
advice. He continued his habit of children alike.
looking for groups of other 5. How did the fox get out of the
young shrimps his age and well? Oh if they could dance and if
showing off before them. He they could play
would engage in shrimp 6. Why did the goat decided to
gymnastics, bending his body jump into the well? Altogether what a wonderful
this way and that, to let them day!
see how strong his muscles 7. If you were the goat, will you
inside his beautifully glistening do the same? Some could come sailing and
white shell, which hardly had some could just hike!
any dark dots or lines on them, 8. If you were the fox, will you
unlike the other shrimps around do the same? So much would be different- The
him. children alike.
One day, a fishing boat
passed by, with fisherman on 9. What is the moral of the story? -Using the Clustering Organizer,
board looking for a good catch. discuss how children from
The boastful shrimp saw his different parts of the world differ
chance to display his athletic B. Enumerate the story from each other.
form before them. He swam to grammar of the selection read.
the surface of the water. The
fisherman saw him. -Characters: The Fox and the Goat
They cast their net and in a few yel
lo
Color r
minutes, the boastful young -Settings: at the well of
shrimp was caught in the net,

along with other shrimps and -Plot: The goat saw the Fox hu
fish. dinking at the well so the goat did

That day, at lunch time, the the same without giving a second
Childr
boastful shrimp was seen on the thought. In the end the goat left at Types of en
Country
of
end of a barbeque stick, his the well all by himself. Shelter

Aroun
shell now in beautiful colors of

pink, red and brown with some -What does the author want us to fl
scorched spots from the coals feel?

over which he was roasted.
“What a fine, fat
Forms of
-What do you think is the kim
Clothing
shrimp!” explained the purpose of the author in writing

persons around the dining the story?
table.
“It’s the best shrimp I’ve 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.
B. Answer the Comprehension
Check- up. -Let pupils label the sub clusters.
1. Describe the Shrimp based
on his outer and inner Can you give reasons why
appearance. they have different
2. Why did the old shrimp complexions?
advised the boastful shrimp (They came from different
not to display the latter’s shell parts of the world)
too much?
3. Did the boastful shrimp Cite countries and their skin
listen to his advice? Why? color. ( Filipinos have brown
4. What happened to him? complexion, China and
5. What lesson did you learn Japan have yellow
from the selection? complexion, Americans
-Explain answers by giving have white complexion,
one’s opinion and Africans have black
supporting idea complexions)
-Locate using map or globe

where these children are
found.
E. Discussing new Group Work What is a Fable? Present a Bubble Talk. Use your own graphic Group Work:
concepts and practicing Each group will have the Teacher calls on three pupils to act organizer, and supply the Each group will share an instance
new skills #2 review of the selection listened (The Fable is a short fictional story out the dialogue and complete the missing details asked by each in their life when they experienced
to. that is characterized by animals indirect command or request. sub topic. the tactlessness of a certain
A graphic organizer is used in and it always gives us a lesson in A. A. SHELTER person.
presenting and developing the life.) Grandfather: “Obey your parents, B. CLOTHES How they reacted on it.
skill. The teacher asks each Jojo”. C. COLOR OF THE SKIN
group on action taken by the -What is the purpose of a fable? D. COUNTRY ORIGIN
boastful shrimp and later asks Jojo: “Yes Lolo”. .
for inferences on alternative (The purpose of a fable is to Children Around
actions. entertain and to inform.) Shiella: Obey your parents,
the world
-What did we do to be able to
give alternative actions to the -What makes it unique? Jojo. B.
action taken by the character in
the story they read.
-Presentation of each group
(It is characterized by animals Millie: “Rizza, Please help me
having the attributes of humans.) finish my homework”.
Rizza: “Sure”.
The teacher reads 10 statements
and the pupils will identify Raffy:
whether it is a fact or a bluff. Millie Rizza finish
(FACT OR BLUFF CARD) project Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her
Bluff 2. The goat is a friend to the finish her project.
fox.
Fact 3. The fox belongs to the dog
family.
Fact 4. The goat is a hog.
Fact 5. The fable is fictional.

Fact 6. Animals have their own
ways of communicating with
one another.
Fact 7. All fables give a lesson in

life.
Bluff 8. Talking animals like

humans is true.
Bluff 9. A fox is smarter than a

goat.
Fact 10. In the story, the

fox is representing the
smart people.
F. Developing mastery Enumerate the characters in Enumerate the different The teacher gives request and GROUP WORK Create a simple skit that
the story. ( The Shrimp, The purposes of a selection. command statements. Present a Fishbone Mapping shows tactfulness in
Old Shrimp) Graphic Organizer. school.
Provide the needed data or Checking.
-What line in the story tells about -to entertain Fill in the blanks the missing words to details to conclude the general
the complete the sentences. Letters A to concept of children of the
characteristics of the shrimp? D world similarities and
-to inform differences.
-What part of the story you liked A. Rico said, “Eric waters the plants”. Similarities and differences
best? of the Children of the World
-to persuade
-Rico water
the Plants.
B. Liza said, “Please check the

papers for me, Annie.”
-Liza Annie the papers for

.
C. Mr. Mirasol said, “Jose, submit

your project early tomorrow.”
-Mr. Mirasol Jose project

early tomorrow.
D. The maid said, “Please stay in

Each group will present each
your room, children.”
work.
Explain why they chose

- The maid the children stay in
the said organizer.
room.
Answers:
1. Rico ordered Eric to water the
plants.
2. Liza asked Annie to check the
papers for her.
3. Mr. Mirasol told Jose to submit his
project
early tomorrow.
4. The maid requested the children to
stay in their room.
G. Finding practical A. FIND THE GEMS: ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and
applications of concepts and -Read the story of the Prepare an outline about how think of a situation.
skills in daily living selection The Story of the - Group the pupils into 3 to role Find a partner and create a usual you want to spend your Deliver a one minute dialogue
Tiny Frog. play the selection below. scenario in class that shows the use Christmas using the clustering using the tactful way of
GROUP WORK: Group the -Group I to entertain of a command and request in direct of ideas. communicating with others. The
pupils into four. and indirect discourse. Checking after immediate teacher checks the activity
-Group I is assigned to look -Group II to persuade or Each tandem is expected to submission of work. immediately using the RUBRIC.
for the Characters in the convince. present their work in one minute.
story. -Group III to inform
-Group II is assigned to look for The teacher checks the pupils work
the A Raven and a Swan immediately. Using the Rubric for
Settings. e making a dialogue.
-Group III is assigned to look A Raven, which you know is black
for the Plot by sequencing the as coal, was envious of the Swan,
events in the story in five because her feathers were as
sentences. white as the purest snow. The
- Group IV is assigned to look for foolish bird got the idea that if he
the lived like the Swan, swimming
Theme of the Story. and diving all day long and eating
-Write each output in the Manila the weeds and plants that grow in
Paper and each groupo will the water, his feathers would turn
assign a presentor in front of the white like the Swan's. So he left
class. his home in the woods and fields
-The teacher gives the final and flew down to live on the lakes
correction/ clarification after and in the marshes. But though
each presentor. he washed and washed all day
The Story of The Tiny Frog long, almost drowning himself at
There once was a bunch of it, his feathers remained as black
tiny frogs who got together to as ever. And as the water weeds
arrange a competition to he ate did not agree with him, he
reach to the top of the highest got thinner and thinner, and at
tower in town. last he died.
As the date for the competition
was announced, the news B. The teacher uses the
spread everywhere and crowd Rubrics below for checking the
in large numbers gathered role play.
around the tower to see this
interesting competition and Role-Play Rubric BLM G–17
cheer on the contestants. The
crowd did not really believe any Name: Date:
of these little frogs were going to
make it to the top of the tower. Activit
Yet they were curious…
The competition began, the y:
frogs quickly started to ascend Role
and the crowd cheered! played:
As a few moments passed, Assessment done by:
someone from the crowd
shouted, "Not a chance that Criteria: Rating:
they will succeed! The tower is Speech was clear with
too high!" appropriate volume and
Another spectator said, "Yes, inflection. 5 4 3 2 1 Role was
they will never make it to the played in a
top. It's way too difficult!" convincing, consistent manner. 5
As the competition continued, 4 3 2 1 Arguments and
some of the tiny frogs began viewpoints expressed fit
collapsing. One by role played. 5 4 3 2 1 Costumes
and
one… tired… exhausted… But props were effectively used. 5 4
the race continued… as those 3 2 1 Role-play was well
who still had the fight left, prepared and organized. 5 4 3 2
passionately continued to climb 1 Role-play captured
higher and higher… and maintained audience interest. 5
In the excitement and anxiety 432
the crowd continued to yell, "It is 1 Additional Criteria:
too difficult. No one will make it!"
More tiny frogs got tired and
gave up. They all continued to
give up one by one, until there
was only ONE little frog left in
the competition who continued
to climb higher and higher and
higher… This one wouldn’t give
up! Comments:
This one tiny frog who, after a
big effort was the only one who
reached the top! This little soul
was the winner! He made it! He
got the glory!
Naturally, everyone wanted to
know how this one tiny frog
managed to pull it off when
every other contestant gave up.
Everybody wanted to know how
this tiny frog had found the
strength to reach this goal that
everyone else thought it was
impossible. So, they asked
questions.
It turned out that the winner was
deaf
H. Making Ask: How do we get the Pupils will state the Fable’s Ask: What is Command? What is Ask: What is the Ask; How do we show
generalizations and significant details in the story concepts. Request? importance of organizing tactfulness in communicating
abstractions about the read? -What is a direct discourse? ideas through graphic with others?
Concept Formation: -What is indirect discourse? organizer? Concept Formation:
lesson
Concept Formation: Noting the Fable is a fictional story that has a Concept Formation: The 1. Be honest but always consider
significant detail is reading purpose of entertaining and Concept Formation: clustering graphic organizer the feelings of others. There are
between the lines to get the informing the readers. It is In the reported command, the verb shows and separates the many ways in communicating
main idea of the story, how it peopled by animals that are “said” is not used, instead, “told”. The developed ideas from other without hurting the feelings of
started, developed and ended capable of talking and expressing word “to” is added before the verb. ideas. The use of the CGO others.
with the help of the characters feelings as humans provides the organization of
and other elements of the story. -In reporting request, the verb ideas easy to understand,
“asked” or “requested” is used making learning more enjoyable
instead of “told”. The word .
“please” is dropped.
The quotation marks are dropped.
Necessary changes are

made in the pronouns.
Example
s:
Direct:
1. “Put down your
bag,” mother said
to Leo.
2. “Please try the other button,” Lyka

said.
I. Evaluating learning Number each statement The teacher will read the Read the short paragraph below. Use a graphic aid to organize Write T if it shows tactfulness
according on how the story selections orally and the pupils Follow what you are asked to do. the ideas in the given for each situation.
happened. will identify its purpose. paragraph.
The old shrimp advised 1. Ultra was lying down on the It was vacation time. Being the 1. Kindly do your work on
the handsome shrimp not to back porch when suddenly his eldest, Lina was assigned by her Provide a Title to the time because it can help in our
show off too much. friend Kitten went to him and she mother to clean the house. In order paragraph. pp.428-429 performance rating.
When one day a invited him to visit their friend Sky to finish early, she called her
fisherman was looking for a at the pen. brothers and sisters to help her. 1. The Filipino is a very 2. Work fast, you waste our
good catch. 2. The Frog went out for she hate respectful person. He shows time.
The handsome Shrimp himself for being useless. He Identify her statement if it is a due respect to his parents,
starts to brag about his couldn’t croak and jump. After he command or request then elders and to people in 3. We can finish the task
handsomeness and athletic fell into a deep well and was about transform each into a reported authority. He never misses on time if we will help each other.
figure. to face his death, he was able to form. saying the word “po” and 4. It is much better if we
He was caught by fishing bring his best and did even better. “opo”. This is a Filipino way are a help than a burden to
net of the fisherman. He is certain that no one could 1. “Kevin, please dust the Of showing respect, which we other,
The boastful shrimp was help us except our own self. furniture”. are very proud of. He kisses the
cooked and eaten at lunch. 3. The Free Bird cried, “My 2. “Susie, arrange the hands of parents and 5. Speak like no one is
Darling sing the song of the books and magazines”. grandparents as a unique way listening to you.
woodlands.” 3. “Husk the floor, Ruben.” of showing respect to elders.
The caged bird said, “Sit by my 4. “Help me put some plants He calls his older brother “Kuya
side; I’ll teach you the speech of inside, Roy”. and his older sister “ate”.
the learned.” 5. “Please be careful with the
4. There was a turtle that couldn’t plates, Susie”.
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
SWBS:
people saying AUTHOR:
Plot something about
Chart
them TITLE:
and the turtle spoke. She
fell dead on the ground. PURPOS
5. The monkey who was E so wise
ate all the bananas and _ went
S-Somebody
down without noticing the
W- Wanted
thorns planted by his friend
turtle.
B- ButHis selfishness ruined him.
S- So
J. Additional Read a short story or Read and tell what the person Write a paragraph from the Cut out a comic strip and
activities for dialogue. Write the plot in 5 in each sentence said. given topics and present it to the compose a comic balloon for
application or sentences. class using a graphic organizer. each conversation. Always
1. Father said, “Avoid playing near A. Effect of Smoking on One’s use a tactful way of
remediation
-Be ready to share it in class. the pool, John”. Health communicating your thoughts
2. “Please help me with my toy, B. Students’ Addiction to and feelings.
Sandy”, Sam said. Internet Gaming
3. “Pray before sleeping Ela”, aunt C. How Do You Celebrate
Norma said. Christmas?
4. Estella said, “Please allow me to
Read another fable and fill up the visit my friend, Grandma.”
SWBS Chart meeting the details 5. “Proceed to my office” the Principal
in the story. said.
V. REMARKS
VI. REFLECTION
80% in
the evaluation.
remediation who
scored below 80%.
work? No.
of learners who have caught
up with the lesson.
continue to require
remediation.
strategies
work?
encounter
which my principal or
supervisor can help me solve?
teachers?

Content Standard The learner demonstrates understanding ...
of various linguistics nodes to comprehend various texts.
of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience command of the
conventions of standard English grammar and usage when writing or speaking
of different formats to write for a variety of audiences and purpose. of verbal and non-verbal elements of communication
to respond back
Performance Standard The learner…
Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively Uses linguistic cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English Edit texts using appropriate text types for a
variety of audiences and purpose.
Uses a variety of strategies to provide appropriate feedback
Learning Competencies EN6LC-IIIa-2.2 Note significant EN6RC-IIIa-3.2.8 Distinguish EN6SS-IIIa-4 Use a particular kind of EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show tactfulness
details in the story text type according to purpose sentence for a specific purpose and composition using an when communicating with
EN6OL-IIIa-1.27 Provide and language features through audience outline/other graphic others
evidences using opinion enumeration -asking permission organizers
II. CONTENT Noting significant details in the Distinguishing text type Relaying Commands and Request Organizing Ideas Using Graphic Show tactfulness when
story and express opinions according to purpose and Using Indirect Discourse Aids communicating with others.
using evidences. “The Boastful language features through
Shrimp” enumeration
“The Fox in the Well”
III. LEARNING Elementary English p. 309 Pictures, copy of the
Elementary English pp.303-307 Elementary Elementary
RESOURCES A copy of the story, The Fox in selection Laptop, LCD
A copy of the story “The English pp.239- English pp.423-
the Well, short stories projector, powerpoint
Boastful Shrimp”, a 244 429
Laptop, LCD projector, Comic strips, flash cards, Show Me Graphics organizer, map or globe presentation
tablespoon, charts
powerpoint presentation Boards
Laptop, LCD projector, Laptop, LCD projector, powerpoint Laptop, LCD projector,
powerpoint powerpoint
presentation presentation presentation
IV. PROCEDURES
A. Review previous Recapitulation of the previous Review the summary of the story Recapitulation on the characteristics -What is the difference -What is a graphic organizer?
lesson or presenting the lesson on the Varieties of that was read yesterday. of a fable. between a command and a
new lesson Sentences; request? -How does it help the beginners to
-Compound Sentence -What important values did you What is the purpose of the fable? - The command plainly gives an write a selection?
-Simple Sentence get from the story? order while a request asks a
-Complex Sentence What is the most important favor to do or act at a certain Why should we be familiar with
With the use of proper lesson you learned from the task. graphic organizers?
conjunctions. selection?
-What is a direct and indirect
discourse?
3. John said, “wash the dishes

Anna.”
-John ordered Anna to wash the
dishes.
4. “Please give me a piece of

advice.” Jay said.
-Jay asked me to give him a
piece of advice.
How do you deliver a direct and

indirect discourse?
In the reported command, the

verb “said” is not used,
instead, “told”. The word “to” is
added before the verb.
-In reporting request, the verb

“asked” or “requested” is used
instead of “told”
. The word “please” is dropped.
B. Establishing a purpose for The teacher shows a spoon Recall an instance in your life Use flash cards/show me boards. Show a video clip about the Show a picture of a true friend.
the lesson -It is used for eating. Aside from when you did a certain thing Write R if the statement states children from the different
it is used as eating utensil, it can without thinking of the request and C if it shows Command. parts of the world. Let them -Do you have a friend?
be used in several ways. Give consequences. 6. Listen attentively. share opinion.
some of its uses. 7. Please keep your things in order. -What do you like most about your
Examples: ice cream scooper, What do you think will happen if 8. Avoid making too much noise. -Compare the Filipino Children friend?
taking in medicines, can opener, you did a certain thing without 9. Stop going around please. with the Children of the world.
as a pestle etc. thinking of the consequences? 10. Observe silence. -What do you dislike about him/
-The teacher presents a her?
Have the pupils relate their semantic web. What word can
experiences. you associate with the word If you want to say an honest
CHILDREN? mistake of your friend how do
you do it?
Enhance vocabulary words -Play a game: Simon says. Original File Submitted and
through body language. (Teacher uses command or Formatted by DepEd Club Member -
request. CHILDREN
visit depedclub.com for more
6. Go to the wash room.

-Read the words aloud 7. Keep right!
8. Kindly speak in a soft voice.
A. Hind legs 9. Please lend me your ears.
10. Come with us.
Fore legs
B.
C. leap
D. Without the second thought

Answers may vary.
Unlock vocabulary words.
Match column A with column B
and write the letter of the
correct answer.
A B
7. rebozos a. a pendant
braid
8. kimono of hair at the
head
9. queue b. an Eskimo
10. igloo house
11. fleet c. boat
house
12. hut d.
cottage
e. a
Japanese
lose robe
fastened
with a sash
f. a long scarf
of silk worn
wrapped
about the
head and
shoulder and
sometimes
over face
C. Presenting C. Do you have a pet? Share a -Have you seen a Ask the pupils to read and analyze B. Motive Questions: A. Motive Question:
examples/instances of the heroic deed it has done for you fox? (Yes/ Not yet the comic strip. 1. How do children from Why do we need to be tactful all
new lesson or for others. Unlocking of around the world differ from the time?
Difficulties: Synonym hunt each other?
through multiple choice. -What are the qualities of the fox in Mother: “Lock your room before 2. How do children differ in
Encircle the letter of the correct some common stories? leaving, Jim”. complexion.
answer (Often times fox is wise and bad) 3. How do you compare the
1. The sharp protrusion of a Jim: “Yes, Mother”. clothing’s of the children from
shrimp is used to fight against -Let us find out if the fox is still the around the world?
its enemies. fox we have known before. Rina: Mother told Jim to lock his 4. Can you make distinctions as
a. a part of the body that is door before leaving. the types of houses in which
pointed children from around the world
b. a part of the body that is lives?
hidden. 5. What do they have in common?
c. a part of the that is plain.
d. a part of the body that is dull.
3. Nothing can pierce an iron Ms.Aguila: “Please polish the
shield even an iron sword. floor, Mang Ambo.”
a. to rip of c. to crush
b. to spin d. to go through Mang Ambo: “Yes Maám”.
4. The beautiful white pearl is Ricky: Ms. Aguila requested Mang

glistening under the rays of the Ambo to polish the floor.
sun.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows
off his knowledge about
martial arts.
c. humble c. naughty
d. overly confident d. shy
6. His colorful lantern has

scorched
because of the constant raining.
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that

the story titled the Boastful
Shrimp?
D. Discussing new The teacher uses the popcorn Read the story. What kinds of sentences were used? Read the poem:
concepts and practicing reading strategy while the Read the dialogues.
new skills #1 other pupils listen very The Fox in the Well -Study the charts of direct and Children Around the
carefully The Boastful indirect discourse World (by Jo Joana: Hey, Susan! It smells
Shrimp A fox once fell into the well. He Feniford) stinky, Is that you Susan!
Once there was a shrimp tried to jump out but each time he -Differentiate a direct and indirect
who thought he was the most did, he fell back down. discourse. Some children are brown like Susan: No! (She cried and ran
handsome shrimp in the world. By and by a goat passed by. newly baked bread, outside.)
In fact, he believed that he was Looking into the well, he saw the -Differentiate command from
more handsome than any other fox. “Hello,” he called. “What are request based on their usage. Some children are yellow and Joana: Oh! I don’t mean to hurt
creatures on earth. you doing down there?” some are red, you, I just want to be frank!
“Just look at my sword,” he “Drinking some water of Point out also their similarities.
proudly told the other young course!” replied the fox. “Is it Some children are white and B.
shrimps, pointing to the sharp good?” asked the goat. some almost blue, Frieda: Hi, Jenna. Can we talk
pointed protrusion at the end of “Good? It is the best water I ever outside?
his nose. Of course, as far as tasted in my whole life,” answered Their colors are different, the
shrimps were concerned, the the fox, drinking a gulp of water. children like you. Jenna: Sure! Perhaps it is a
end of the nose was the most Without a second thought, the very important matter right?
natural place for the sword to goat jumped in. After drinking Some children wear sweaters
be. some water, he looked about for and some rebozos Frieda: Yes Jenna. I am your
“And look at my thick, a way to get out of the well. “How friend and I am concern about
smooth shield,” Like other do we get out of here? “he asked Some children wear furs and your wellness. Being a teenager
shrimps he carried his shield,” the fox? some kimonos’ we must be concern with our
he would continue. “Nothing can “I know what we can do,” said personal hygiene. Taking a bath
pierce the shield,” like other the fox. Looking at the goat from Some children go naked, and everyday will help a lot. It is more
shrimps he carried his shield on the corner of his eye. “Stand on wear only their queue, of loving and respecting
his head. All he needed to do to your hind legs. Plant your fore ourselves.
show off his head was to hold legs firmly against the side of the
his head high. well. I’ll climb on your back, and Their clothes may be different, Jenna: Thank you Frieda, indeed
“You are indeed a I’ll step on your horns. Then I can the children like you. you are a true friend. Thank you,
handsome shrimp,” said an old get out. When I’m out, I’ll help you and I appreciate it very much.
experienced shrimp. “But you get out too.” Some children have houses of
are just reaching adulthood and “That’s a good idea!” said the stone in the streets, Comprehension Check:
have had no experience of the goat happily as he did what the
world. Do not display yourself fox told him to do. Some lived in igloos and some How did Susan react to
too much or else one of those The fox climbed on the goat’s lived in fleets, Joana’s statement?
humans might grab you,” said back and horns. Then he jumped Do you think Joana’s action is
the old shrimp pointing with one out of the well and started on his Some lived in old straw huts and right? If you were Susan, will
of his many legs to a young man way. some in new, you feel the same?
swimming nearby. “Hey!” shouted the goat. “Help In the dialogue B, How did
“Grab me? Who? That me out of here. You promised to Frieda approach Jenna?
soft- skinned two – legged help me.” Did Jenna got angry? Did she feel
creature? “scoffed the young “You silly goat,” said the fox.
shrimp. “He does not even You should have thought of
have a proper shell. He has that before you
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 jumped in. Next time, look embarrassed? Why?
can tell. All I need to do is stab before you leap.” Their homes may be different, If you were Jenna, will you get
him with my sharp sword, and the children like you. mad at Frieda?
that will be end of him. -Answer the Comprehension Why?
Someday, he and other two- Check. Some children are Finnish, and If you will choose between
legged humans will look at me some from Japan, Joana and Frieda, who will you
and admire me!” said the young 10. Where did the story choose? Why?
shrimp. happen? Some are Norwegian and some
“Well if you won’t listen to from Sudan.
my advice,” said the old shrimp, 11. Who fell into the well?
“you will have to learn your Oh yes, we have children in
lessons the hard way.” 12. Who jumped into the well? valley, or pike,
The young shrimp soon
forget about the old shrimp’s 13. Why do you think the goat Their countries are different-the
advice. He continued his habit of believed the fox? Explain. children alike.
looking for groups of other
young shrimps his age and 14. How did the fox get out of Oh if they could dance and if
showing off before them. He the well? they could play
would engage in shrimp
gymnastics, bending his body 15. Why did the goat Altogether what a wonderful
this way and that, to let them decided to jump into the well? day!
see how strong his muscles
inside his beautifully glistening 16. If you were the goat, Some could come sailing and
white shell, which hardly had will you do the same? some could just hike!
any dark dots or lines on them,
unlike the other shrimps around 17. If you were the fox, So much would be different- The
him. will you do the same? children alike.
One day, a fishing boat
passed by, with fisherman on -Using the Clustering Organizer,
board looking for a good catch. 18. What is the moral of the discuss how children from
The boastful shrimp saw his story? different parts of the world differ
chance to display his athletic from each other.
form before them. He swam to
the surface of the water. The B. Enumerate the story
fisherman saw him. grammar of the selection read.
They cast their net and in a few yel
lo
Color r
minutes, the boastful young -Characters: The Fox and the Goat of
shrimp was caught in the net,

along with other shrimps and -Settings: at the well hu
fish.
That day, at lunch time, the -Plot: The goat saw the Fox
Childr
boastful shrimp was seen on the dinking at the well so the goat did Types of en
Country
of
end of a barbeque stick, his the same without giving a second Shelter
Aroun
shell now in beautiful colors of thought. In the end the goat left at
pink, red and brown with some the well all by himself. fl
scorched spots from the coals

over which he was roasted. -What does the author want us to
“What a fine, fat
Forms of
feel? kim
Clothing
shrimp!” explained the

persons around the dining -What do you think is the
table. purpose of the author in writing
“It’s the best shrimp I’ve ever the story?
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.
C. Answer the Comprehension
Check- up. -Let pupils label the sub clusters.
1. Describe the Shrimp based
on his outer and inner Can you give reasons why
appearance. they have different
2. Why did the old shrimp complexions?
advised the boastful shrimp (They came from different
not to display the latter’s shell parts of the world)
too much?
3. Did the boastful shrimp Cite countries and their skin
listen to his advice? Why? color. ( Filipinos have brown
4. What happened to him? complexion, China and
5. What lesson did you learn Japan have yellow
from the selection? complexion, Americans
-Explain answers by giving have white complexion,
one’s opinion and Africans have black
supporting idea complexions)
-Locate using map or globe

where these children are
found.
E. Discussing new Group Work What is a Fable? Present a Bubble Talk. Use your own graphic Group Work:
concepts and practicing Each group will have the Teacher calls on three pupils to act organizer, and supply the Each group will share an instance
new skills #2 review of the selection listened (The Fable is a short fictional story out the dialogue and complete the missing details asked by each in their life when they experienced
to. that is characterized by animals indirect command or request. sub topic. the tactlessness of a certain
A graphic organizer is used in and it always gives us a lesson in A. E. SHELTER person.
presenting and developing the life.) Grandfather: “Obey your parents, F. CLOTHES How they reacted on it.
skill. The teacher asks each Jojo”. G. COLOR OF THE SKIN
group on action taken by the -What is the purpose of a fable? H. COUNTRY ORIGIN
boastful shrimp and later asks Jojo: “Yes Lolo”. .
for inferences on alternative (The purpose of a fable is to Children Around
actions. entertain and to inform.) Shiella: Obey your parents,
the world
-What did we do to be able to
give alternative actions to the -What makes it unique? Jojo. B.
action taken by the character in
the story they read.
-Presentation of each group
(It is characterized by animals Millie: “Rizza, Please help me
having the attributes of humans.) finish my homework”.
Rizza: “Sure”.
The teacher reads 10 statements
and the pupils will identify Raffy:
whether it is a fact or a bluff. Millie Rizza finish
(FACT OR BLUFF CARD) project Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her
Bluff 2. The goat is a friend to the finish her project.
fox.
Fact 3. The fox belongs to the dog
family.
Fact 4. The goat is a hog.
Fact 5. The fable is fictional.

Fact 6. Animals have their own
ways of communicating with
one another.
Fact 7. All fables give a lesson in

life.
Bluff 8. Talking animals like

humans is true.
Bluff 9. A fox is smarter than a

goat.
Fact 10. In the story, the

fox is representing the
smart people.
F. Developing mastery Enumerate the characters in Enumerate the different The teacher gives request and GROUP WORK Create a simple skit that
the story. ( The Shrimp, The purposes of a selection. command statements. Present a Fishbone Mapping shows tactfulness in
Old Shrimp) Graphic Organizer. school.
Provide the needed data or Checking.
-What line in the story tells about -to entertain Fill in the blanks the missing words to details to conclude the general
the complete the sentences. Letters A to concept of children of the
characteristics of the shrimp? D world similarities and
-to inform differences.
-What part of the story you liked A. Rico said, “Eric waters the plants”. Similarities and differences
best? of the Children of the World
-to persuade
-Rico water
the Plants.
B. Liza said, “Please check the

papers for me, Annie.”
-Liza Annie the papers for

.
C. Mr. Mirasol said, “Jose, submit

your project early tomorrow.”
-Mr. Mirasol Jose project

early tomorrow.
D. The maid said, “Please stay in

Each group will present each
your room, children.”
work.
Explain why they chose

- The maid the children stay in
the said organizer.
room.
Answers:
4. Rico ordered Eric to water the
plants.
5. Liza asked Annie to check the
papers for her.
6. Mr. Mirasol told Jose to submit his
project
early tomorrow.
4. The maid requested the children to
stay in their room.
G. Finding practical A. FIND THE GEMS: ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and
applications of concepts and -Read the story of the Prepare an outline about how think of a situation.
skills in daily living selection The Story of the - Group the pupils into 3 to role Find a partner and create a usual you want to spend your Deliver a one minute dialogue
Tiny Frog. play the selection below. scenario in class that shows the use Christmas using the clustering using the tactful way of
GROUP WORK: Group the -Group I to entertain of a command and request in direct of ideas. communicating with others. The
pupils into four. and indirect discourse. Checking after immediate teacher checks the activity
-Group I is assigned to look -Group II to persuade or Each tandem is expected to submission of work. immediately using the RUBRIC.
for the Characters in the convince. present their work in one minute.
story. -Group III to inform
-Group II is assigned to look for The teacher checks the pupils work
the A Raven and a Swan immediately. Using the Rubric for
Settings. e making a dialogue.
-Group III is assigned to look A Raven, which you know is black
for the Plot by sequencing the as coal, was envious of the Swan,
events in the story in five because her feathers were as
sentences. white as the purest snow. The
- Group IV is assigned to look for foolish bird got the idea that if he
the lived like the Swan, swimming
Theme of the Story. and diving all day long and eating
-Write each output in the Manila the weeds and plants that grow in
Paper and each groupo will the water, his feathers would turn
assign a presentor in front of the white like the Swan's. So he left
class. his home in the woods and fields
-The teacher gives the final and flew down to live on the lakes
correction/ clarification after and in the marshes. But though
each presentor. he washed and washed all day
The Story of The Tiny Frog long, almost drowning himself at
There once was a bunch of it, his feathers remained as black
tiny frogs who got together to as ever. And as the water weeds
arrange a competition to he ate did not agree with him, he
reach to the top of the highest got thinner and thinner, and at
tower in town. last he died.
As the date for the competition
was announced, the news B. The teacher uses the
spread everywhere and crowd Rubrics below for checking the
in large numbers gathered role play.
around the tower to see this
interesting competition and Role-Play Rubric BLM G–17
cheer on the contestants. The
crowd did not really believe any Name: Date:
of these little frogs were going to
make it to the top of the tower. Activit
Yet they were curious…
The competition began, the y:
frogs quickly started to ascend Role
and the crowd cheered! played:
As a few moments passed, Assessment done by:
someone from the crowd
shouted, "Not a chance that Criteria: Rating:
they will succeed! The tower is Speech was clear with
too high!" appropriate volume and
Another spectator said, "Yes, inflection. 5 4 3 2 1 Role was
they will never make it to the played in a
top. It's way too difficult!" convincing, consistent manner. 5
As the competition continued, 4 3 2 1 Arguments and
some of the tiny frogs began viewpoints expressed fit
collapsing. One by role played. 5 4 3 2 1 Costumes
and
one… tired… exhausted… But props were effectively used. 5 4
the race continued… as those 3 2 1 Role-play was well
who still had the fight left, prepared and organized. 5 4 3 2
passionately continued to climb 1 Role-play captured
higher and higher… and maintained audience interest. 5
In the excitement and anxiety 432
the crowd continued to yell, "It is 1 Additional Criteria:
too difficult. No one will make it!"
More tiny frogs got tired and
gave up. They all continued to
give up one by one, until there
was only ONE little frog left in
the competition who continued
to climb higher and higher and
higher… This one wouldn’t give
up! Comments:
This one tiny frog who, after a
big effort was the only one who
reached the top! This little soul
was the winner! He made it! He
got the glory!
Naturally, everyone wanted to
know how this one tiny frog
managed to pull it off when
every other contestant gave up.
Everybody wanted to know how
this tiny frog had found the
strength to reach this goal that
everyone else thought it was
impossible. So, they asked
questions.
It turned out that the winner was
deaf
H. Making Ask: How do we get the Pupils will state the Fable’s Ask: What is Command? What is Ask: What is the Ask; How do we show
generalizations and significant details in the story concepts. Request? importance of organizing tactfulness in communicating
abstractions about the read? -What is a direct discourse? ideas through graphic with others?
Concept Formation: -What is indirect discourse? organizer? Concept Formation:
lesson
Concept Formation: Noting the Fable is a fictional story that has a Concept Formation: The 1. Be honest but always consider
significant detail is reading purpose of entertaining and Concept Formation: clustering graphic organizer the feelings of others. There are
between the lines to get the informing the readers. It is In the reported command, the verb shows and separates the many ways in communicating
main idea of the story, how it peopled by animals that are “said” is not used, instead, “told”. The developed ideas from other without hurting the feelings of
started, developed and ended capable of talking and expressing word “to” is added before the verb. ideas. The use of the CGO others.
with the help of the characters feelings as humans provides the organization of
and other elements of the story. -In reporting request, the verb ideas easy to understand,
“asked” or “requested” is used making learning more enjoyable
instead of “told”. The word .
“please” is dropped.
The quotation marks are dropped.
Necessary changes are

made in the pronouns.
Example
s:
Direct:
3. “Put down your
bag,” mother said
to Leo.
4. “Please try the other button,” Lyka

said.
I. Evaluating learning Number each statement The teacher will read the Read the short paragraph below. Use a graphic aid to organize Write T if it shows tactfulness
according on how the story selections orally and the pupils Follow what you are asked to do. the ideas in the given for each situation.
happened. will identify its purpose. paragraph.
The old shrimp advised 6. Ultra was lying down on the It was vacation time. Being the 1. Kindly do your work on
the handsome shrimp not to back porch when suddenly his eldest, Lina was assigned by her Provide a Title to the time because it can help in our
show off too much. friend Kitten went to him and she mother to clean the house. In order paragraph. pp.428-429 performance rating.
When one day a invited him to visit their friend Sky to finish early, she called her
fisherman was looking for a at the pen. brothers and sisters to help her. 1. The Filipino is a very 2. Work fast, you waste our
good catch. 7. The Frog went out for she hate respectful person. He shows time.
The handsome Shrimp himself for being useless. He Identify her statement if it is a due respect to his parents,
starts to brag about his couldn’t croak and jump. After he command or request then elders and to people in 3. We can finish the task
handsomeness and athletic fell into a deep well and was about transform each into a reported authority. He never misses on time if we will help each other.
figure. to face his death, he was able to form. saying the word “po” and 4. It is much better if we
He was caught by fishing bring his best and did even better. “opo”. This is a Filipino way are a help than a burden to
net of the fisherman. He is certain that no one could 1. “Kevin, please dust the Of showing respect, which we other,
The boastful shrimp was help us except our own self. furniture”. are very proud of. He kisses the
cooked and eaten at lunch. 8. The Free Bird cried, “My 2. “Susie, arrange the hands of parents and 5. Speak like no one is
Darling sing the song of the books and magazines”. grandparents as a unique way listening to you.
woodlands.” 3. “Husk the floor, Ruben.” of showing respect to elders.
The caged bird said, “Sit by my 4. “Help me put some plants He calls his older brother “Kuya
side; I’ll teach you the speech of inside, Roy”. and his older sister “ate”.
the learned.” 5. “Please be careful with the
9. There was a turtle that couldn’t plates, Susie”.
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
SWBS:
people saying AUTHOR:
Plot something about
Chart
them TITLE:
and the turtle spoke. She
fell dead on the ground. PURPOS
10. The monkey who E was
_
so wise ate all the bananas and
S-Somebody
went down without noticing the
W- Wanted
thorns planted by his friend
turtle.
B- ButHis selfishness ruined him.
S- So
J. Additional Read a short story or Read and tell what the person Write a paragraph from the Cut out a comic strip and
activities for dialogue. Write the plot in 5 in each sentence said. given topics and present it to the compose a comic balloon for
application or sentences. class using a graphic organizer. each conversation. Always
6. Father said, “Avoid playing near D. Effect of Smoking on One’s use a tactful way of
remediation
-Be ready to share it in class. the pool, John”. Health communicating your thoughts
7. “Please help me with my toy, E. Students’ Addiction to and feelings.
Sandy”, Sam said. Internet Gaming
8. “Pray before sleeping Ela”, aunt F. How Do You Celebrate
Norma said. Christmas?
9. Estella said, “Please allow me to
Read another fable and fill up the visit my friend, Grandma.”
SWBS Chart meeting the details 10. “Proceed to my office” the
in the story. Principal said.
V. REMARKS
VI. REFLECTION
80% in
the evaluation.
remediation who
scored below 80%.
work? No.
of learners who have caught
up with the lesson.
continue to require
remediation.
strategies
work?
encounter
which my principal or
teachers?
I. OBJECTIVES
I. Content Standards  Demonstrates understanding of various verbal elements in orally communicating information.
 Demonstrates understanding of text elements to comprehend various text
 Demonstrates understanding of the library skills to research of variety
 Demonstrate understanding of different formats to write for a variety of audiences and purposes.
J. Performance Standards  Prepares for and participates effectively in a range of conversation and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
 Uses knowledge of text types to correctly distinguish literary from informational texts
 Utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
 Edits text using appropriate text types for a variety of audiences and purposes
K. Learning Oral Language Oral Language Study Strategies/Research Writing Composition Writing Composition
Competencies/Objectives Reading Comprehension
Use an appropriate strategies to keep Use a particular kind of sentence in Rewrite/revise text using appropriate Write a composition using an
a discussion going Use Of Graphic Organizers following & giving directions – text types for variety of audience Outline.
and purposes.
Inferring Borrowed Words Using Roots
Write LC code for each EN6OL-IIId-3.7 ENGOL-IIId-12.4.1.3 EN6SS-IIId-1.8.4 ENGWC III d. 1.1.6.1 ENGWC III d. 1.1.6.1
ENGRC-IIId-2.15.2
II. CONTENT Making A Stand In Every Decisions Graphic Organizers and Borrowed Using Kinds of Sentence Plan a Composition Using an Outline / Writing a Composition
Made Words Using Roots Other Graphic Organizer
A. References
1. Teacher’s Guide/Pages TM 11-14, Teacher’s Guide Teacher’s Guide p 242
2. Learner’s Materials Pages ENGLISH FOR GRADE 6 (Reading) INTERACTIVE SKILLBOOK IN ENGLISH 6 ENGLISH FOR YOU &ME LG in Elementary English Interactive Skill book in English
(Reading)
3. Textbook Pages pp. 46-47 pp 4-5 234 – 236 pp. 77-80
4. Additional Materials from English DLP English DLP Interactive Skill book in English 37-39 English DLP Interactive Skill book in English
B. Other Learning Resources Cartolina strips, piece of the story Graphic Organizer Chart, flash cards, paper strips & Outline Outline
pictures
III. PROCEDURES
A. Reviewing previous lesson or Give at least two positive and negative What are the ways in sequencing Do you know what is a sentence? How do you foresee our country in the What are the parts of a
presenting the new lesson effects of media to our society events? Show example of a sentence. year 3000? Composition?
nowadays. The boy is playing basketball.
What are the two parts of the Is the future important?
sentence?
The boy-subject
Is playing basketball-predicate
The sentence tells about something.
B. Establishing a purpose for the Let the pupils sing the song “Four The following words are posted on the Show pictures and (The teacher will show pictures of Show a picture of a bird’s nest
lesson Little Ducks” or “Five Little Birds” board: tell something about it . Futuristic Era) Ask: What can you say about the
 triANGLE picture?
FOUR LITTLE DUCKS  SLOWly
 FOOLish
Four little ducks that (students will analyze the word
I have seen posted)
Skinny one, fatty one
Two by two
But the one little duck has a feather
on his back
He leads with the other saying
“Quack, Quack, Quack!”
(Let the pupils sing individually, by

two’s or by group)
What group of animals are ducks?
Do you want to know the story of “The

King and the Singing Bird?”
C. Presenting examples/instances The teacher reads the story in class What have you noticed with the words Reading and acting out a Dialogue Present the outline of the Phil. 3000 Present a sample composition
of the new lesson while pupils listen attentively. posted on the board? from paper strips that follows a about the birds nest.
direction. Oral reading of the text
“The King and the Singing Bird” Do the following letters being Examples: Original File Submitted and
capitalized in the words given are root “I won the lottery!” Formatted by DepEd Club
Once upon a time, there was a bird words? “Give me a piece of paper”. Member - visit depedclub.com
that had a beautiful voice. The bird “Who passed the test?”
for more
lived at the top of the tallest tree in What is a root word? “Christine studied well so she
the forest. Every morning, the bird passed her test.”
sang so beautifully that all the animals What do we call the letters being
in the forest felt glad to be alive. added at the beginning of the root
One day, the bird far-away sang so word like –mis, -dis, -im, -un, -pre, -
loudly and happily that the king in his under, etc?
castle heard the beautiful melody. “I
want that bird,” shouted the king, who What are prefixes?
was used to getting his own way. Answer: Prefixes are added to the
Hunters brought the bird in a cage to beginning of roots or root words.
the king.
“Sing for me,” announced the king. What do we call the letters being
The bird refused. added at the end of the root word like
“Then I’ll eat you for dinner,” said –ous, -ly, -ness, -en, -ful, -ity, etc?
the king.
The cook was afraid but the bird What are suffixes?
told her not to worry. “Even a king
cannot destroy a beautiful idea,” the
bird said.
The cook gently stroked the bird
before putting it into the pot. At
dinner, the king ate the bird. The king
started to swell up. He got the
wickedness of his life poured out to
him from all over the land.
Then, the people in the kingdom
heard a song more beautifully than
any they have ever heard before.
- adapted
D. Discussing new concepts and Let us understand the story well by Study the table of prefix and suffix to Picking out sentences from the Make two to three paragraphs What is the composition all about?
practicing new skill #1 answering some questions. be used with its meaning. Dialogue. Let the pupils identify composition using the outline Birds build their nests in different
punctuations used in a sentence presented. LM p. 36 Noise Pollution places. Most birds build their nests
1. What is fascinating about the bird? “I won the lottery!” in tree. They hang or place their
“Give me a piece of paper”. nests on the branches. But others,
2. What did the king want from the “Who passed the test?” like hornbill and the woodpecker,
bird? “Christine studied well so she drill holes into the trunks of trees.
passed her test.” Many birds build their nests on
3. Did the bird sing for the king? the ground –among tall grasses,
shrubs and bushes in caves on high
4. When the bird refused to sing, what and rocky places, and some even
did the king say? build nests on houses and
buildings
Some birds do not build nests.
5. How did the cook feel about the They just lay their eggs on sandy
bird? beaches and cover the eggs with
sand.
6. What happened to the king after

eating the bird?
7. Finally, what happened in the

kingdom?
Prefix Definition Example
anti- against anticlimax
de- opposite devalue
not;
dis- discover
opposite of
en-,
cause to enact, empower
em-
before; foreshadow,
fore-
front of forearm
In-,
in income, impulse
im-
in-, indirect, immoral,
im-, il- not illiterate,
, ir- irreverent
between;
inter- interrupt
among
mid- middle midfield
mis- wrongly misspell
non- not nonviolent
over; too
over- overeat
much
pre- before preview
re- again rewrite
half; partly;
semi- semifinal
not fully
sub- Under subway
above;
super- superhuman
beyond
trans- across transmit
not;
un- unusual
opposite of
under; too
under- underestimate
little
Suffi
Definition Example
x
-able, affordable,
is; can be
-ible sensible
having
-al, - universal,
characteristic
ial facial
s of
the dog
past tense
walked,
-ed verbs;
the walked
adjectives
dog
-en made of golden
one who;
-er, - person teacher,
or connected professor
with
-er more taller
-est the most tallest
-ful full of helpful

having
-ic characteristic poetic
s of
verb forms;
-ing present sleeping
participles
-ion,
-tion, submission,
- motion,
act; process
ation Relation,
,- edition
ition
-ity, - activity,
state of
ty society
-ive, - active,
adjective
ative, comparative
form of noun
-itive , sensitive
-less without hopeless
how
-ly lovely
something is
- state of contentmen
ment being; act of t
state of;
-ness openness
condition of
-ous,
riotous,
- having
courageous,
eous, qualities of
gracious
-ious
-s, - more than trains,
es one trenches
characterized
-y gloomy
by
E. Discussing new concepts and The teacher will show the chain of The story is entitled “THE FOX AND Present the sentences - How many paragraphs do we have
practicing new skill #2 events. Use these guide questions to THE CROW” 1. Who won the lottery? in a composition?
sequence the events in the story. Listen carefully as I narrate to you the 2. Give me a piece of paper. Answer: three.
story, you may jot down notes for 3. Who passed the test?
CHAIN OF EVENTS some important details to be able for What is the most important idea in
you to answer the guide questions. the composition?
Beginning What punctuations marks were used in
The Fox and the Crow sentence Number 1? 2? 3? Answer:
First 1. What is the an Aesop Fable Birds build nests in different
Event first event? places.
Second A fox was walking through the
2. What is the
Event forest when he saw a crow sitting on
second event?
a tree branch with a fine piece of
cheese in her beak. The fox wanted
Third 3. What is the
the cheese and decided he would be
Event third event?
clever enough to outwit the bird.
Fourth 4. What is the
Event "What a noble and gracious bird I
fourth event?
see in the tree!" proclaimed the fox,
Fifth Event "What exquisite beauty! What fair
5. What is the
plumage! If her voice is as lovely as
fifth event?
her beauty, she would no doubt be
Fifth Event the jewel of all birds."
6. What is the
sixth event?
The crow was so flattered by all
Fifth Event 7. What is the this talk that she opened her beak
and gave a cry to show the fox her
seventh event?
voice.
"Caw! Caw!" she cried, as the

cheese dropped to the ground for the
fox to grab.
F. Developing mastery (Leads to How did you arrange the events? Answer the following questions: From the sentences given, Which How many paragraphs does the From the composition shown what
Formative Assessment) 1. Who are the characters in makes a statement? What sentence composition have? What is the is the topic sentence in the
What guided you to arrange the the story? asks a question?. purpose of each part? paragraph? What are the
events? 2. Where is the setting? Give 1. Who won the lottery? supporting sentences?
the time and the place. 2. Give me a piece of paper. Topic sentence
What words in the guide questions 3. Who passed the test? Birds build nests in different places
were used to help you note the order 3. What are the events that Supporting Details
of events? took place in the story? A. Birds build nests on trees
B. Build nests on the ground
(all of the answers will be then C. Lay eggs on sandy
discussed) beaches
G. Finding practical applications of In what instances do you show your We can use some graphic organizers Study the road map, then based from Why do you need to write a How we can show that Filipino
concepts and skills in daily living concern for God’s creations? for texts that we have listened to or the road map answer the questions composition related to your life or values live in our hearts?
we have read. Story grammar using the different kinds of sentences: experiences? Answer: We can show that we can
How should we regard God’s creation? organizer refers to the structure of the How will I reach the hospital? internalize some Filipino values
story. It organizes your thoughts and How long will the travel be? through our words, our thoughts
ideas in appropriate and right way. and act in our everyday lives.)
Here are some of the examples:
Road Map to reach the hospital
(The posted graphic organizers for the
texts read will be discussed)
H. Making generalizations and To sequence ideas is to arrange A graphic organizer is a tool or process The kind of sentences are : What is an outline? Simple Definition of composition. :
abstractions about the lesson them in successive and logical order. to build word knowledge by relating 1.Declarative – tells something. Ends the way in which something is put
similarities of meaning to the with a period. together or arranged : the
There are several ways of sequencing definition of the word. 2.Interrogative- asks something. Ends combination of parts or elements
ideas. It is commonly used in the story with a question mark that make up something. : a piece
1. Chronological order – where the grammar in which information/details of writing; Composition
sequence is based on time or when and even thoughts are properly 3.Imperative-instructs orders
the events happened. organized. or request.
4. Exclamatory-expresses
2. Processes or Instructions on how to strong feelings. Ends with
do things exclamation point.
I. Evaluating learning Read all the sentences. Decide Read the story, “THE FISHERMAN’S Read these sentences carefully. Write D Following an Outline below write a
which sentence should come first. DAUGHTER” and choose one of the for Declarative, I for Interrogative, IM composition about yourself
Then, arrange the rest of the graphic organizers that were discussed for Imperative, E for Exclamatory
sentences in proper order. Use to answer the guide questions. 1. May I borrow your pen? I. Who you are
numbers to show the sequence. Copy 2. Is your father an engineer? A. Birth date and place
the correctly arranged sentences to 3. My sister is a wealthy woman. B Parents
form a paragraph. 4. Bring some flowers tomorrow. C Other members of the
5. Do you have a new book. Family
___a. Then take a small object (e.g. a II. School attended
coin) and “hide” it where it can be III. Involvement in School
seen. Activities
___b. Do not put it under anything. A School Organization
___c. To play “Hide in Sight”, send B. Awards received
everyone out of the room. IV. Future Plans
___d. When someone finds the object, A. What do you want to be
he should pretend to continue looking B. The reason why
for it before he sits down.
___e. When you have hidden the
object, call everyone back in and let
each one look for the object you hid.
___f. The first one who finds the
object will be given the next chance to
hide it.
___g. When everyone has found the
object, or at the end of an agreed time
(e.g. 10-15 minutes) the game is over.
___h. Those who know where the
object is may shout misleading
encouragements or hints to the
others.
J. Additional activities for application Think of one of the most Look for other graphic organizers that Watch your favorite T.V show and write Make an outline about the importance Write a Composition using an
or remediation unforgettable decision that you have can be used for reading the text. 4 sentence using the four kinds about of computer technology, and then Outline
made without regret. Write in 3 the memorable scenes make a paragraph about it.
paragraphs with 3-5 sentences.
IV. REMARKS
V. REFLECTION
O. No. of learners who earned 80%
on the formative assessment
P. No. of learners who require

remediation
Q. Did the remedial lessons work?
up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
work?
T. What difficulties did I encounter
can help me solve?
U. What innovation or localized
teachers?

I. OBJECTIVES
L. Content Standards  Demonstrates understanding of various verbal elements in orally communicating information.
 Demonstrates understanding of text elements to comprehend various text
 Demonstrates understanding of the library skills to research of variety
 Demonstrate understanding of different formats to write for a variety of audiences and purposes.
M. Performance Standards  Prepares for and participates effectively in a range of conversation and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
 Uses knowledge of text types to correctly distinguish literary from informational texts
 Utilizes discrete techniques (general or specific) and applies appropriately them to all or most fields of study
 Edits text using appropriate text types for a variety of audiences and purposes
N. Learning Oral Language Oral Language Study Strategies/Research Writing Composition Writing Composition
Competencies/Objectives Reading Comprehension
Use an appropriate strategies to keep Use a particular kind of sentence in Rewrite/revise text using appropriate Write a composition using an
a discussion going Use Of Graphic Organizers following & giving directions – text types for variety of audience Outline.
and purposes.
Inferring Borrowed Words Using Roots
Write LC code for each EN6OL-IIId-3.7 ENGOL-IIId-12.4.1.3 EN6SS-IIId-1.8.4 ENGWC III d. 1.1.6.1 ENGWC III d. 1.1.6.1
ENGRC-IIId-2.15.2
II. CONTENT Making A Stand In Every Decisions Graphic Organizers and Borrowed Using Kinds of Sentence Plan a Composition Using an Outline / Writing a Composition
Made Words Using Roots Other Graphic Organizer
A. References
1. Teacher’s Guide/Pages TM 11-14, Teacher’s Guide Teacher’s Guide p 242
2. Learner’s Materials Pages ENGLISH FOR GRADE 6 (Reading) INTERACTIVE SKILLBOOK IN ENGLISH 6 ENGLISH FOR YOU &ME LG in Elementary English Interactive Skill book in English
(Reading)
3. Textbook Pages pp. 46-47 pp 4-5 234 – 236 pp. 77-80
4. Additional Materials from English DLP English DLP Interactive Skill book in English 37-39 English DLP Interactive Skill book in English
C. Other Learning Resources Cartolina strips, piece of the story Graphic Organizer Chart, flash cards, paper strips & Outline Outline
pictures
III. PROCEDURES
D. Reviewing previous lesson or Give at least two positive and negative What are the ways in sequencing Do you know what is a sentence? How do you foresee our country in the What are the parts of a
presenting the new lesson effects of media to our society events? Show example of a sentence. year 3000? Composition?
nowadays. The boy is playing basketball.
What are the two parts of the Is the future important?
sentence?
The boy-subject
Is playing basketball-predicate
The sentence tells about something.
E. Establishing a purpose for the Let the pupils sing the song “Four The following words are posted on the Show pictures and (The teacher will show pictures of Show a picture of a bird’s nest
lesson Little Ducks” or “Five Little Birds” board: tell something about it . Futuristic Era) Ask: What can you say about the
 triANGLE picture?
FOUR LITTLE DUCKS  SLOWly
 FOOLish
Four little ducks that (students will analyze the word
I have seen posted)
Skinny one, fatty one
Two by two
But the one little duck has a feather
on his back
He leads with the other saying
“Quack, Quack, Quack!”
(Let the pupils sing individually, by

two’s or by group)
What group of animals are ducks?
Do you want to know the story of “The

King and the Singing Bird?”
F. Presenting examples/instances The teacher reads the story in class What have you noticed with the words Reading and acting out a Dialogue Present the outline of the Phil. 3000 Present a sample composition
of the new lesson while pupils listen attentively. posted on the board? from paper strips that follows a about the birds nest.
direction. Oral reading of the text
“The King and the Singing Bird” Do the following letters being Examples: Original File Submitted and
capitalized in the words given are root “I won the lottery!” Formatted by DepEd Club
Once upon a time, there was a bird words? “Give me a piece of paper”. Member - visit depedclub.com
that had a beautiful voice. The bird “Who passed the test?”
for more
lived at the top of the tallest tree in What is a root word? “Christine studied well so she
the forest. Every morning, the bird passed her test.”
sang so beautifully that all the animals What do we call the letters being
in the forest felt glad to be alive. added at the beginning of the root
One day, the bird far-away sang so word like –mis, -dis, -im, -un, -pre, -
loudly and happily that the king in his under, etc?
castle heard the beautiful melody. “I
want that bird,” shouted the king, who What are prefixes?
was used to getting his own way. Answer: Prefixes are added to the
Hunters brought the bird in a cage to beginning of roots or root words.
the king.
“Sing for me,” announced the king. What do we call the letters being
The bird refused. added at the end of the root word like
“Then I’ll eat you for dinner,” said –ous, -ly, -ness, -en, -ful, -ity, etc?
the king.
The cook was afraid but the bird What are suffixes?
told her not to worry. “Even a king
cannot destroy a beautiful idea,” the
bird said.
The cook gently stroked the bird
before putting it into the pot. At
dinner, the king ate the bird. The king
started to swell up. He got the
wickedness of his life poured out to
him from all over the land.
Then, the people in the kingdom
heard a song more beautifully than
any they have ever heard before.
- adapted
D. Discussing new concepts and Let us understand the story well by Study the table of prefix and suffix to Picking out sentences from the Make two to three paragraphs What is the composition all about?
practicing new skill #1 answering some questions. be used with its meaning. Dialogue. Let the pupils identify composition using the outline Birds build their nests in different
punctuations used in a sentence presented. LM p. 36 Noise Pollution places. Most birds build their nests
1. What is fascinating about the bird? Prefix Definition Example “I won the lottery!” in tree. They hang or place their
anti- against anticlimax “Give me a piece of paper”. nests on the branches. But others,
2. What did the king want from the de- opposite devalue “Who passed the test?” like hornbill and the woodpecker,
bird? not; “Christine studied well so she drill holes into the trunks of trees.
dis- discover passed her test.” Many birds build their nests on
opposite of
3. Did the bird sing for the king? the ground –among tall grasses,
en-,
cause to enact, empower shrubs and bushes in caves on high
em-
4. When the bird refused to sing, what and rocky places, and some even
before; foreshadow,
did the king say? fore- build nests on houses and
front of forearm
buildings
In-,
in income, impulse Some birds do not build nests.
im-
5. How did the cook feel about the They just lay their eggs on sandy
in-, indirect, immoral,
bird? beaches and cover the eggs with
im-, il- not illiterate,
sand.
, ir- irreverent
6. What happened to the king after between;
inter- interrupt
eating the bird? among
mid- middle midfield
mis- wrongly misspell
7. Finally, what happened in the non- not nonviolent
kingdom? over; too
over- overeat
much
pre- before preview
re- again rewrite
half; partly;
semi- semifinal
not fully
sub- Under subway
above;
super- superhuman
beyond
trans- across transmit
not;
un- unusual
opposite of
under; too
under- underestimate
little
Suffi
Definition Example
x
-able, affordable,
is; can be
-ible sensible
having
-al, - universal,
characteristic
ial facial
s of
the dog
past tense
walked,
-ed verbs;
the walked
adjectives
dog
-en made of golden
one who;
-er, - person teacher,
or connected professor
with
-er more taller
-est the most tallest
-ful full of helpful

having
-ic characteristic poetic
s of
verb forms;
-ing present sleeping
participles
-ion,
-tion, submission,
- motion,
act; process
ation Relation,
,- edition
ition
-ity, - activity,
state of
ty society
-ive, - active,
adjective
ative, comparative
form of noun
-itive , sensitive
-less without hopeless
how
-ly lovely
something is
- state of contentmen
ment being; act of t
state of;
-ness openness
condition of
-ous,
riotous,
- having
courageous,
eous, qualities of
gracious
-ious
-s, - more than trains,
es one trenches
characterized
-y gloomy
by
E. Discussing new concepts and The teacher will show the chain of The story is entitled “THE FOX AND Present the sentences - How many paragraphs do we have
practicing new skill #2 events. Use these guide questions to THE CROW” 1. Who won the lottery? in a composition?
sequence the events in the story. Listen carefully as I narrate to you the 2. Give me a piece of paper. Answer: three.
story, you may jot down notes for 3. Who passed the test?
CHAIN OF EVENTS some important details to be able for What is the most important idea in
you to answer the guide questions. the composition?
Beginning What punctuations marks were used in
The Fox and the Crow sentence Number 1? 2? 3? Answer:
First 1. What is the an Aesop Fable Birds build nests in different
Event first event? places.
Second A fox was walking through the
2. What is the
Event forest when he saw a crow sitting on
second event?
a tree branch with a fine piece of
cheese in her beak. The fox wanted
Third 3. What is the
the cheese and decided he would be
Event third event?
clever enough to outwit the bird.
Fourth 4. What is the
Event "What a noble and gracious bird I
fourth event?
see in the tree!" proclaimed the fox,
Fifth Event "What exquisite beauty! What fair
5. What is the
plumage! If her voice is as lovely as
fifth event?
her beauty, she would no doubt be
Fifth Event the jewel of all birds."
6. What is the
sixth event?
The crow was so flattered by all
Fifth Event 7. What is the this talk that she opened her beak
and gave a cry to show the fox her
seventh event?
voice.
"Caw! Caw!" she cried, as the

cheese dropped to the ground for the
fox to grab.
F. Developing mastery (Leads to How did you arrange the events? Answer the following questions: From the sentences given, Which How many paragraphs does the From the composition shown what
Formative Assessment) 4. Who are the characters in makes a statement? What sentence composition have? What is the is the topic sentence in the
What guided you to arrange the the story? asks a question?. purpose of each part? paragraph? What are the
events? 5. Where is the setting? Give 1. Who won the lottery? supporting sentences?
the time and the place. 2. Give me a piece of paper. Topic sentence
What words in the guide questions 3. Who passed the test? Birds build nests in different places
were used to help you note the order 6. What are the events that Supporting Details
of events? took place in the story? A. Birds build nests on trees
B. Build nests on the ground
(all of the answers will be then C. Lay eggs on sandy
discussed) beaches
G. Finding practical applications of In what instances do you show your We can use some graphic organizers Study the road map, then based from Why do you need to write a How we can show that Filipino
concepts and skills in daily living concern for God’s creations? for texts that we have listened to or the road map answer the questions composition related to your life or values live in our hearts?
we have read. Story grammar using the different kinds of sentences: experiences? Answer: We can show that we can
How should we regard God’s creation? organizer refers to the structure of the How will I reach the hospital? internalize some Filipino values
story. It organizes your thoughts and How long will the travel be? through our words, our thoughts
ideas in appropriate and right way. and act in our everyday lives.)
Here are some of the examples:
Road Map to reach the hospital
(The posted graphic organizers for the
texts read will be discussed)
H. Making generalizations and To sequence ideas is to arrange A graphic organizer is a tool or process The kind of sentences are : What is an outline? Simple Definition of composition. :
abstractions about the lesson them in successive and logical order. to build word knowledge by relating 1.Declarative – tells something. Ends the way in which something is put
similarities of meaning to the with a period. together or arranged : the
There are several ways of sequencing definition of the word. 2.Interrogative- asks something. Ends combination of parts or elements
ideas. It is commonly used in the story with a question mark that make up something. : a piece
1. Chronological order – where the grammar in which information/details of writing; Composition
sequence is based on time or when and even thoughts are properly 3.Imperative-instructs orders
the events happened. organized. or request.
4. Exclamatory-expresses
2. Processes or Instructions on how to strong feelings. Ends with
do things exclamation point.
I. Evaluating learning Read all the sentences. Decide Read the story, “THE FISHERMAN’S Read these sentences carefully. Write D Following an Outline below write a
which sentence should come first. DAUGHTER” and choose one of the for Declarative, I for Interrogative, IM composition about yourself
Then, arrange the rest of the graphic organizers that were discussed for Imperative, E for Exclamatory
sentences in proper order. Use to answer the guide questions. 1. May I borrow your pen? I. Who you are
numbers to show the sequence. Copy 2. Is your father an engineer? A. Birth date and place
the correctly arranged sentences to 3. My sister is a wealthy woman. B Parents
form a paragraph. 4. Bring some flowers tomorrow. C Other members of the
5. Do you have a new book. Family
___a. Then take a small object (e.g. a II. School attended
coin) and “hide” it where it can be III. Involvement in School
seen. Activities
___b. Do not put it under anything. A School Organization
___c. To play “Hide in Sight”, send B. Awards received
everyone out of the room. IV. Future Plans
___d. When someone finds the object, A. What do you want to be
he should pretend to continue looking B. The reason why
for it before he sits down.
___e. When you have hidden the
object, call everyone back in and let
each one look for the object you hid.
___f. The first one who finds the
object will be given the next chance to
hide it.
___g. When everyone has found the
object, or at the end of an agreed time
(e.g. 10-15 minutes) the game is over.
___h. Those who know where the
object is may shout misleading
encouragements or hints to the
others.
J. Additional activities for application Think of one of the most Look for other graphic organizers that Watch your favorite T.V show and write Make an outline about the importance Write a Composition using an
or remediation unforgettable decision that you have can be used for reading the text. 4 sentence using the four kinds about of computer technology, and then Outline
made without regret. Write in 3 the memorable scenes make a paragraph about it.
paragraphs with 3-5 sentences.
IV. REMARKS
V. REFLECTION
V. No. of learners who earned 80%
on the formative assessment
W. No. of learners who require

remediation
X. Did the remedial lessons work?
up with the lesson
Y. No. of learners who continue to
require remediation
Z. Which of my teaching strategies
work?
AA. What difficulties did I encounter
can help me solve?
BB. What innovation or localized
teachers?
I. OBJECTIVES
A. Content Standards  Demonstrate understanding of text types to construct feedback.
 Demonstrate understanding that a change in stress entails a change of meaning to evaluate the speaker’s /author’s purpose and meaning.
 Demonstrates understanding that words are composed of different parts to know that
 Their meaning changes depending in context.
 Demonstrates command of the conventions of Standard English grammar and usage when writing or speaking.
 Demonstrates understanding of the research process to write a variety of texts.
 Demonstrates understanding of different formats to write for a variety of audiences and purposes.
B. Performance Standards  Uses literal information from text heard to construct an appropriate feedback.
 Uses knowledge of stress and intonation of speech to appropriately evaluate speaker’s intention, purpose and meaning.
 Uses the correct functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes.
 Drafts texts using appropriate text types for a variety of audiences and purposes.
C. Learning Competencies/ Listening Comprehension Vocabulary Study Strategies/Research Study Strategies/Research Writing Composition
Objectives Fluency Attitude
Use the words using prefixes Use a kind of sentence for a Monitor one’s understanding
Relate actual experience as you specific purpose and audience- as he/she organizes Follow steps in writing an editorial
make a stand expressing opinions/emotions information from the second article
sources
Accept criticism politely
Write the LC code for each EN6LC-IIIe-3.1.13 EN6V-IIIe-12.4.2.3 EN6SS-IIIe-1.8.10 ENSS-IIIe-4 EN6WC-IIIe-2.2.10
EN6F-IIIe-3.5 EN6A-IIIe-18
EN6F-IIIe-3.2 EN6A-IIIe-16
EN6F-IIIe-3.6
I. CONTENT Making a stand (The Store of Inferring Meaning of Borrowed Using Kinds of Sentences Organizing Information from Writing a 3-Paragraph Editorial
(Subject Matter) Happiness) Words Using Prefixes the Secondary Sources Article
Accuracy, Appropriate Rate and

Proper Expressions in dialog
A. References
1. Teacher’s Guide/Pages Lesson Guides in Elementary
English 6 pp. 264-267
2. Learner’s Materials Pages p. 235 pp. 240-241 p. 239 pp. 242-243
3. Textbook Pages Essential English Essential English Essential English Essential English Essential English
(Work text in Language and (Work text in Language and (Work text in Language and (Work text in Language and (Work text in Language and
Reading-Kto12) Reading-Kto12 Reading-Kto12 Reading-Kto12 Reading-Kto12
4. Additional Materials from Chart, paper strips, flashcards Chart, paper strips Pictures, story book, audio Pictures, Newspaper, Articles,
Learning Resource (LR) portal visual presentation School’s Publication
III. PROCEDURES
A. Reviewing previous lesson Do you know what an editorial is? Review of yesterday’s lesson Study the following sentences. From the story, “Store of Review what is an opinion
or presenting new lesson Reading of some words using “Happy? Are you happy!” happiness”, recalls the Cite that openness and criticism
flashcards “I’d like to buy that house and I’ll characters and their dialogs should be observe the same way
pay you with check!” we would critique other’s opinion
“Tour me around I will buy every about a topic.
single happiness in your store!”
B. Establishing a purpose for Make brief background information Sing a song entitled " Prefix Song” In Facebook, if you like the What are the information can Cite 1 current government issues
the lesson for pupils to understand what an https://www.youtube.com/watch photos or posts of your friends, you get from reading a book? and give your opinion on it.
editorial is. Let them realized that ? what emoticons do you click? Write your answers inside the
an editorial is the editor’s stand on bubbles.
current events or issues. It is all
right if learners do not always agree
with the editor’s opinion because
they have their own stand on
certain issues.
Readin
g Book
C. Presenting examples/ Read the editorial that follows and Show different prefixes like What kind of emotion does the Form 4 groups. Each group will Show an editorial article from a
instances of the new lesson see if the learner’s agree or “ante”,” anti”, “gastro”, “hemi”, speaker possess? choose one story. Read the newspaper and talk about its
disagree with the editor’s views “homo”, “hyper”,” manu”, Original File Submitted and story then summarize it by content.
about child exploitation. “mega”, “retro” and “trans”. Formatted by DepEd Club organizing ideas as they are Ask: What is your opinion on the
“Roles Children are made to play” Ask: Do you know the meaning of Member - visit depedclub.com recalled by members of the issue you have heard?
p. 36 of Reading Links 6 these prefixes? Do you know what for more group.
is the origin of these words? (Snow White, Cinderella, Discuss the steps on how to write
Pinocchio, Mulan) an editorial article.
D. Discussing new concepts and Answer: “Think and Ponder” on p. Post a chart with prefix, meaning Show flashcards of different Present a dialog based on the Present and tell that an editorial
practicing new skills #1 37 of Reading Links 6 and origin, 235 moods and tell what kind of character in the story you have has its own page in a newspaper
Prefix Meaning Origin emotion it convey chosen and it’s just an opinion of the
ante- positioned in Latin writer.
front of
another
anti- against or Ancient
opposed to Greek
another
gastro- of or Ancient
pertaining to Greek
stomach
hemi- one-half Ancient
Greek
homo- same as Ancient
another Greek
hyper- above normal Ancient
Greek
manu- of or Latin
pertaining to
hand
mega- enlargement, Greek
million
retro- backward, Latin
behind
trans- across, Latin
through
E. Discussing new concepts and Let the learners know the basics in Study the meaning and origin of Does your excitement change In what way can you easily Read the following editorial written
practicing new skills #2 writing an editorial. An editorial is the stated prefixes, 235 your emotion? recall the details of the story. by a student and see how each
made up of three parts: a.) the Give some instances. paragraph was developed,
introduction or the news peg; b.)
the body; and c.) the conclusion.
F. Developing Mastery Group work: Have a classification Give the meaning of the following Put a punctuation mark to Group Work Below are suggestions on how to
(Lead to Formative game for pupils. Task: Identify the words: express your emotion. write an editorial. Check the blank
Assessment) parts of an editorial written on 1. ante 1. Wow Choose your own story before the number if it is seen or
strips of cartolina. Then let the 2. antidote 2. Phew presented and be able to tell reflected in the editorial you have
pupils explain how the writer 3. gastroblast 3. Oh, my something about it. just read.
developed each part. 4. hemicycle Can these be taken as sentences? ___1. Choose a topic that has a
5. hyperventilate current news angle and would
interest readers
___2. Gather information and facts
___3. Give opposing viewpoints
___4. Never use “I”
___5. Give a realistic solution to the
issue
G. Finding practical application If you are the ones involved in an Create a quotation that refers to a Write exclamatory sentences Aside from the books you use Give your opinion on how social
of concepts and skills in daily editorial article, how are you going word “before” that you may use in which members of your family in school, what other sources media affects one’s study
living. to react with the opinion that is your study. usually say. Punctuate your do you use to get valuable
written about you? sentences correctly. information?
H. Making Generalizations and What is an editorial? What is the How do we get/know the meaning How can you transform a What is a secondary source? What is an editorial?
Abstraction about the Lesson importance of an editorial? of words? declarative sentence or question What are the examples of How to write a 3-paragraph
into exclamatory? Can emotion secondary sources? editorial article?
change the kind of sentence you
want to state?
I. Evaluating Learning Write a 3-paragraph editorial article Directions: Supply the correct Rearrange the words to form a The pictures below have plenty Write a 3-paragraph editorial article
about a current event or issue. prefixes in the following words meaningful exclamatory of versions already. What based from the topic “Does Money
(e.g. extrajudicial killings, the fight and write the meaning. sentence. Punctuate the reference materials or Can Buy Happiness?”
of our country against drugs, etc.) sentence you have formed secondary sources could you Use the guidelines below
New word Meaning correctly. use to look for these? Write 1.Title
1.___script 1. world dog you best the them below. 2. Intended audience
2.___mart are in the _________________________ 3. Purpose
3.___flex 2. my out of stay room told _________________________ 4.Topic sentence
4.___phones I you to _________________________ 5. Supporting details
5.___scribe 3. occupied great the yet _________________________ 6. Conclusion
from our seats not 7. Level of persuasion
4. got whoa almost the hit
kid spreading car by the
5.there spider under yikes is
creepy bed your a
J. Additional Activities for Make an album of clippings of After answering the above, use Create comic strip with a partner Write PS for Primary Sources Cut an editorial article from the
Application or Remediation editorial articles from newspapers. the new discovered words in in any given genre. Make use of and SS for Secondary Sources newspaper and give your opinion
Be able to identify what kind of sentences. exclamatory sentences in your ___1. Textbooks on it with politeness and open to
editorial are the clippings. 1. manuscript speech balloons. ___2. Journal articles criticism. Present it in the class.
(interpretation, criticism, 2.megamart ___3. Pictures
argumentation, entertainment, 3. retroflex HORRO COMED ___4. Autobiographies
information) 4. homophones R Y ___5. documents
5. transcribe DRAMA
IV. REMARKS
V. REFLECTION
A. No. of learners earned
B. Number of learners who are
required additional activities for
80%
C. Did the remedial lesson
D. Number of learners who
continue to require remediation
these work?
encounter which my principal or
supervisor help me solve?
materials/discover which I wish
to share with other teachers?

I. OBJECTIVES
A .Content Standards Demonstrates understanding of Demonstrates understanding that Demonstrated understanding of Demonstrates understanding of the Demonstrates understanding of verbal
various non-verbal elements in words are composed of different writing styles to comprehend the research process to write a variety of and non-verbal elements of
orally communicating parts to know that their meaning author’s message texts communication to respond back
information changes depending in context
B. Performance Standards Orally communicates Uses strategies to decode correctly Uses diction (choice of words) to Uses a variety of research strategies to Uses a variety of strategies to provide
information, opinions, and ideas the meaning of words in isolation accurately analyze author’s tone, effectively write a variety of texts for appropriate feedback
effectively to and in context mood, and point of view various audiences and purposes
C. Learning Competencies/ Objectives Present a coherent , Infer meaning of content specific Observe accuracy, appropriate Organize information from secondary Show tactfulness when communicating
Write the LC code for each comprehensive report on terms using context clues-affixes and rate and proper expressions in a sources in preparation for writing, with others
differing viewpoints on an issue roots and other strategies dialogs reporting and similar academic tasks in
collaboration with others
Write for the LC code for each EN6OL-IIIh-1.9 EN6V-IIIh-12.4.2.3 EN6F-IIIh-3.2, EN6F-IIIh-3.6 EN6SS-IIIh-4 EN6A-IIIh-17
II. CONTENT - Composing clear and coherent -Inferring meaning of content specific - Observing accuracy, appropriate - . Organizing information from -Showing tactfulness when
report on differing viewpoints on terms using context clues-affixes and rate and proper expressions in a secondary sources in preparation for communicating with others
an issue roots and other strategies dialogs writing, reporting and similar academic
tasks in collaboration with others

A. References
1.Teacher’s Guide/Pages
2.Learner’s Materials Pages
3.Textbook Pages English for You and Me reading Lesson Guide in Elementary English English for You and Me reading English for You and Me reading
textbook pp.37 Grade 6 pp.134 textbook pp.106 textbook
Reading textbook pp.181
4.Additional Materials from Learning https://www.google.com/search https://www.google.com/search : http://business.inquirer.ne https://www.google.com/search
Resource(LR)portal http://www.pennlive.com www.youtube.com/watch?
v=gEOFWD#E t/217120/what-does-
https://www.youtube.com/watch separation-from-us-mean
?v=XvK8tBs7Dgo : http://newsinfo.inquirer.net
B. Other Learning Resources Charts/paragraph Charts, pictures Charts, pictures Charts,newspaper,strips Charts,
of cartolina
IV. PROCEDURES
A. Reviewing previous lesson or Read the following sentences. How do we compose clear and How do we infer meaning of How will you observe accuracy, How do we organize information from
presenting the new lesson Then, pick out all the words with coherent report on differing content specific terms using appropriate rate and proper secondary sources in preparation for
prefix. viewpoint? context clues-affixes and roots and expressions in writing, reporting and similar academic
other strategies? Dialog? tasks in collaboration with others?
B. Establishing a purpose for the lesson What is your favourite teleserye in What reading material do you have at Setting the stage
If you belong to a family that plays the evening? home? Read the sentence below.
favouritism, what would you feel? How do the actresses and actors I didn’t mean it. My mistake
Why would you feel that way? deliver their dialog? oops...that’s not what i mean,
. -newspapers I’m sorry ...
-magazine My fault.....
-books I didn’t mean it
Are newspapers good to read?
What comes into your mind when you
Setting the stage. -a serial publication containing news, read this messages?
Look at the picture. Describe it. other informative articles
C. Presenting examples / instances of the Explaining the Student What to Explaining the Student What to Do? Explaining the Student What to Explaining the Student What to Do? Explaining the Student What to Do?
new lesson Do? Present the “Parable of Division” in a Do? The teacher will group the class into
Say: Class our lesson for today is Manila Paper Today, we will learn how to 4;each group will read an article and Class our lesson for today is about
about Composing clear and observe accurate, appropriate they will write the important facts from showing tactfulness when
coherent report on differing view Vocabulary Words rate and proper expressions in it which will be use for writing or communicating with others
points on an issue Evolved dialog reporting. Original File Submitted and
guarantee Class this activity has something to do Formatted by DepEd Club Member
equitable Fur Coat for Sale with our lesson for today which is - visit depedclub.com for more
appellation Adapted from messenger of St. organizing information from secondary
disappointed Anthony sources in preparation for writing,
eddied out reporting and similar academic tasks in
accosted The two were surprised were collaboration with others.
surprised to see other animals
coming from different directions.
They met, faced each and talked
about their skin being made into
fur coats.
“Nenita, turn on the lights
outside”her sister
summoned.Lights were turn on
and every animal walked towards
the gate.People from the
apartment were now awaken
there was a commotion in their
store and Mr. De Vera came out
with his gun on his hand.
“Shut the gate, they are leaving”he
cried out loud.
“Ana the animals took on the coat
s on display!” he said.Mr. de Vera
said”Look at what they’re doing
!They got back their own
skins!People were shouting.
“My tiger Skin!”
“My wolf blanket!”
“My leopard Coat!
My mink coat!”The animals wore
back their skin and slowly walked
down the street.
D. Discussing new concepts and practicing Modeling Modeling Modeling Modeling Modeling
new skills #1 Read the paragraph below and “The Parable of Division “ The young Jesus, you startled me. I wasn’t The teacher will show the class on how Read the tactless blunt and more
answer the questions after the boy and his older brother were expecting you here. to get the important points in writing tactful in the graphic organizer.
paragraph taught by their parents to divide It’s been a real day for report. Tactless:
materials things equally and fairly. expectations. Where were you? -stupid! Later. i cant understand!
Let us read the selection about This they tried to follow . A system I’ve been waiting here for an hour. Got to be in
the lentent season .Ash was evolved, in which one does the You didn’t leave a note or— Adapted from Pambata Magazine It’s your fault, you did not proper read
Wednesday: Marks the dividing and the other gets the I wasn’t planning on going my latest text
beginning of the Lenten season. selecting first. This guaranteed an anywhere— Rolly, the boy who is used to watch to
Palm Sunday: The Sunday before equitable cutting. Otherwise, the I can see that. Where’s your coat? watch TV every hour of the day felt very Tactful
Easter, Palm Sunday one who divided would be in the I left the house in a hurry. I… um… disappointed when he woke up one _I should understand it, as there is no
commemorates Jesus's losing end. One day the two boys my mother… Saturday morning and there was no confusing word in this letter, could you
triumphant entrance into had a pair of fish for lunch. One big The hospital reached you? God, electric power. explain it once again?
Jerusalem. On that day the crowd fish and the other a small one. The I’m sorry. That’s why— -Sometimes my words are not precise
put palm branches on the ground young boy thought that his older The hospital? He could not listen to the musical radio can you explain it once again?
beneath the feet of the donkey brother will give in. “magparaya”to They called me when they couldn’t program or watch his favourite TV
Jesus was riding. . him a younger and weaker brother , get you. program. “Rolly , eat breakfast here in
Maundy Thursday: Also known please go ahead and make a best I don’t understand. the kitchen” his mother said .He saw Ask:
as Holy Thursday, this day choice”. Your mother. You said — breakfast on the table but he was 1. What is the difference
focuses on the last supper Jesus The older brother got the bigger fish . I ran out to buy some flowers for looking for some fruits. He opened the between tactless and tactful
had with his disciples, before he The younger boy was disappointed to her. She’s been so down. refrigerator and found a slice of communicator?
was arrested. Good Friday: Also get the smaller fish.” If i were you For three hours you’ve been papaya. He smiled pulled the chair and 2. Do you think there is a careful
known as Black Friday, this day said the older brother, I would have buying flowers? sat quietly. He ate fast and got ready to consideration of the feelings
commemorates the crucifixion taken the smaller fish. What are you And then I drove around. I’ve bathe. He hoped that after an hour the and values of another in a
and Jesus's death. On this day, complaining about?” answered the had… a lot on my mind. But I’m power would be back. tactful communication?
many Christians will also do old boy. “You got what you want”. fine now. Fine.
the Stations of the Cross, which Next time around the two boy had to You didn’t go by the hospital?
includes 14 prayers and moments share a bottle of soft drink. They No. Look, I’m freezing. Let’s go
of reflection regarding 14 events were in the rice field with no glasses inside. Why did the hospital call?
leading up to Jesus's death. or containers available. “Let us just Does the doctor need my
Easter Sunday: This day drink directly from the bottle ”Be signature for more tests?
recognizes the resurrection of sure it is exactly half. We have to go to the hospital.
Jesus Christ and is a triumphant Questions I’ve had a terrible—
day for Christians, serving as a We have to go to the hospital.
reminder of the Christ's 1. What good value have the Now. The rest of your family is
conquering of death and the parents of the two boys already there.
forgiveness of sins. taught? Oh. Oh, God. Mom’s all right, isn’t
2. Why did the younger she? Oh, Christ, she isn’t. I’m being
brother drink all the punished… she’s dead.
. contents of the whole
Questions: bottle?
3. Would you agree with what
What marks the beginning of the younger brother did? 1. Who was in the hurry to
Lenten season? reach the hospital?
What prayer reflects regarding 2. Who were already in the
the suffering and death of Jesus? hospital before he
What is the report all about? came?
3. Who died in the
hospital?
The teacher will explain
how the words are
properly pronounced,
read. She will also
explain the proper and
accurate expression
when reading the dialog.
The teacher will group

the class into
Group1. –choral singing
Group 2-speech
Group 3-poem recitation
E. Discussing new concepts and practicing Guided Practice Guided Practice Guided Practice Guided Practice
new skills #2 Guided Practice Draw a The teacher will show a video clip
Draw a happy face if it gives the showing choral recitation and Arrange the ff. Sentences to form a ”Think before you speak “ your friend
if you agree and if you guides the pupil to make their own report. Follow the format below. need to go home early for some
disagree correct meaning and sad face if critic 1. Residents in Antipolo City, Rizal on appointment. How will you answer your
it’s not. Thursday (Sept.10) expressed concern friend in a positive way?
Exercise1 https://www.youtube.com/watch over the possible effects of an oil spill in
1. Early pregnancy is one of the 1. Evolved means produced ?v=XvK8tBs7Dgo Teresa-Morong River channel.
problems we have in our country. by natural means. 2. They said that the oil spill which
2. Women and children are not 2. Guarantee means to happened on Tuesday (September 8) is Choose you answer and explain.
court the man. answer for something as in causing fears over the hazardous 1.We need to work as team shall
3. The stability peso will depend loan or pledge. effects on people's health and adverse nobody go home early.
on the president only. 3. Equitable would mean fair effect on their livelihood. 2. Ok you may go.
and equal. 3. Oil slicks on the riverbank are seen as 3.Let us finish the task and later let’s go
4. A political leader of our 4. An appellation is a title. traces of the 2,000 liters of bunker oil home together.
country is Mr. Rodrigo Roa 5. To be disappointed means that spilled from a fuel storage tank
Duterte. to fall in expectation. owned by a cement company in
5. Drug free country is the dream Antipolo City.
of every Filipino. 4. Solid Cement Corporation, the
company allegedly responsible for the
oil spill, said the bunker oil spilled into
the Teresa-Morong river system that
leads to Laguna Lake
5.The possible effects of an oil spill in
Rizal
Title____________________
________
Introduction:_____________
__________
Main
Points:__________________
1.______________________
2.___________________
3.__________________
Conclusion
1.______________
2._______________
.
F. Developing Mastery Exercise II. EXERCISE II. Independent Practice . Independent Practice
(Leads to Formative Assessment) From the picture below share Choose the correct meaning of One a whole sheet of paper arrange What can you say about this
your feelings reactions about suffixes and prefixes. Match column the sentence into a news report. situation?
it.(Form your group).Write your A with Column B.
report on your own point of view One of your team member is regularly
1. Repaint a. Not like 1.In re-establishing a region of peace in late for sport dance practice for school
2. rewrite b. Not happy Asia, many are more optimistic in intramurals competitions and it affects
3. unhappy c.worthy of loving seeing trade and investment levels soar her performance. After another missed
4. lovable d. Write again to greater heights.” deadline you’re tempted to call her
5.dislike e. paint again 2. For China alone, they continue to be Out of the team meeting. Although this
the Philippines’ second major trading might make you feel better in the short
partner with $17 billion value in total term, it’s insensitive –a more tactful
trade. approach would be to speak with her
3. Another promising area again is privately about her tardiness.
investment from China. Their
investment to the Philippines
(Investment Promotion Agency-
approved) dropped to only $32 million
in 2015.
4. We will maintain relations with our
other partners but we would revive the
stronger integration with our
neighbours.
5.“The president just gave a very
important speech. The cabinet will
move strongly and swiftly towards
regional economic integration.
G. Finding practical application of Practice Independent Practice Independent Independent Practice Exercise II. Independent Practice
concepts and skills in daily living Pupils will be asked to complete the Let pupils group organize the given How tactful are you?
As shown in the picture, what table below. Teacher will post chart on the ideas from news clippings. Use this scale to describe your
happened in the environment? Word Base board with dialog and each group
Meaning Sentenc tactfulness.
Why is it important to be with Word e will be asked to read the 5-I always do this
prepared during the typhoon? prefix designated story with dialog 4-I often do this
3-I sometimes do this
2-I seldom do this
1.The NDRRMC reported that 113 1-I never do this
houses were damaged by Lawin,
including six houses that were totally
damaged and 107 others that were a. I recognize that how I say
partially damaged. something is just as important
as what i say
2.At a press briefing, NDRRMC b. I analyze my communication
spokesperson Romina Marasigan said style to determine what non
electric companies are doubling its verbal message i send
efforts to restore power in these areas c. I make a genuine effort to
immediately. listen to ideas with which I
3. Regions I, III, Calabarzon, and the don’t agree
whole of CAR are experiencing d. I look for ways to improve my
brownouts due to broken power lines. listening skills
4. At its peak on Wednesday, the e. I always listen to the person i
supertyphoon had reached a level of talk with
"Category 5" in some areas including
Cagayan, Isabela, Kalinga, and Apayao.
5. A total of 38 passengers were also
stranded due to impassable roads in
Aparri and canceled sea trips in
Cagayan
H. Making generalizations and How to compose clear and How are you going to decode or Closure Closure Closure
abstractions about the lesson coherent report on differing view deduce the meaning of unfamiliar . Observe accuracy, appropriate What is the meaning of the word tact?
points on an issue? word? rate and proper expressions in a What are the points to remember in Tact is the ability to deliver a difficult
1. the report must have a dialogs writing reports? message in a way that considers other
single generalization Context clues-the meaning of a new 1. Understanding the report people’s feelings and preserves
that serves as the focus word can often be found in other 2. Gathering and selecting relationships. It encompasses many
of attention, that is, a parts of the sentence information things such as emotional intelligence,
topic sentence. Prefix-is an affix placed before a root 3. Organizing materials discretion, compassion, honesty and
2. a writer must control word or base form to form a new 4. Analyzing your materials courtesy.
the content of every meaning.
other sentence in the Suffixes –is an affix placed after a
report's body such that root word to form a new word.
(a) it contains more
specific information
than the topic sentence
and (b) it maintains the
same focus of attention
as the topic sentence.
I. Evaluating learning Arrange the following sentences Determine the meaning of each The teacher will give an envelope On one whole sheet of paper arrange Identify the sentences whether tactful
to make a coherent report. word. to each group containing task card and write the sentences into news or tactless.
1.Even small animals as bear, and the student will present it in report. 1. Corner them later and tell
cats, and skunks have a difficult given situation. them off
time finding homes. Group1-Choral singing 2. I apologizeand set a reminder
2. Everyday there are more Group II-Reader theatre 1.President Rodrigo Duterte wants the on my phine
people on earth. Group III-Echo Reading fight with the Abu Sayyaf to end in the 3. Change the subject. Maybe
3. They are building more and bandit group’s annihilation that he is I’ve bored her.
more homes. even willing to hire fearless hatchet 4. It”s fine were friend right?
4. Thousand of kilometers of men or mercenaries to make this 5. I don’t like it!
roads are being built. happen, according to a ranking Cabinet
5.Trees are cut in the forest. official.
1.uncomfortable 2. Agriculture Secretary Emmanuel
2. irregular Piñol said in a Facebook post on
3.unconfident Sunday that during a meeting with
4.disrespect security officials and some Cabinet
5.respectfully members that started Saturday evening
and ended about 4 a.m. on 3.Sunday,
Duterte was so furious at the Abu
Sayyaf’s terror attacks, especially in the
wake of the bomb attack here on
Friday.
4. There’s no other option. These
people are like germs, which must be
eliminated,” 5.Piñol quoted the
President as saying about the Abu
Sayyaf.
J. Additional activities for application or Make 2 sentences using prefix,3 Read a newspaper
remediation sentences using suffix and 1 sentence Write a brief report about what you
using the context clue. read from the article.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on this
B. No. of learners who require additional
No. of learners who have caught up the
lesson
require remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teacher?
Time: Wee 7 Quarter: 3RD QUARTER
I. OBJECTIVES
A. Content Standards  Demonstrate understanding of various verbal elements in orally communicating information.
 Demonstrate understanding that printed words are made up of interconnected letters with separate sounds that are blended together to form coherent pattern of sounds.
 Demonstrate understanding that printed words are made up of interconnected letters with separate sounds that are blended together to form coherent pattern of sounds.
 Demonstrate understanding of the research process to write a variety of texts.
 Demonstrate understanding that English language is stress timed to support comprehension.
B. Performance Standards  Communicates orally information, opinions and ideas effectively to different audiences using a variety of literary activities.
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Organizes information from secondary sources in preparation for writing.
 Uses knowledge of stress and intonation of speech to appropriately evaluate the speaker’s intention, purpose and meaning
C. Learning Present a coherent, Infer meaning of content specific Infer meaning of content specific Organize information from secondary Observe accuracy, appropriate
Competencies/Objectives comprehensive report on differing terms using context clues. terms using prefixes sources in preparation for writing, rate and proper expressions in
viewpoints on an issue. reporting and similar academic tasks dialogs.
in collaboration with others.
Write for the LC code for each EN60L-IIIj-1.19 EN6V-IIIj-12.3.3 EN6V-IIIj-12.3.3 EN6SS-IIIj-4 EN6F-IIIj-3.5
EN6V-IIIj-12.4.1.3 EN6V-IIIj-12.4.1.3 EN6F-IIIj-3.2
EN6V-IIIj-12.4.2.3 EN6V-IIIj-12.4.2.3 EN6F-IIIj-3.6
II. CONTENT Describe key information of a text Inferring meaning of content Inferring meaning of content Organize information from secondary Observe accuracy, appropriate
from a prescribed viewpoint. -context clues specific terms using prefixes sources. rate and proper expression in
dialogs.
A. References
1.Teacher’s Guide/Pages Lesson Guide –English 6 pp 134- Lesson Guide-English 6 pp 261-264
137
3.Textbook Pages
4.Additional Materials from Charts, cassette recorder Charts, flashcards Picture, charts Charts of news story, parts of Charts
Learning Resource(LR)portal newspaper, cassette recorder
IV. PROCEDURES
A. Review previous lesson or What are the elements of the If you belong to a family that Identify the meaning of each How do you keep yourself abreast What one should be
presenting the new lesson story? plays favoritism, what would you underlined words. with fresh news everyday? Where can remembered in organizing
feel? Why would you feel that 1.Evolved means you find fresh news or current events information from data given?
way? a. runaway from or unusual situations that are
b. go around meaningful and relevant to set of
c. produced by natural means readers?
2.To guarantee means the same
as
a. to answer for something as in
loan or pledge
b. answer joyfully question
c. announce something
3. Equitable would mean
a. a bank
b. fair and equal
c. unfair
4. An appellation is
a. a court appeal
b. a title
c. a friendly greeting
5. To be disappointed is to
a. unhappy
b. fatigued
c. fail in expectation
B. Establishing a purpose for the What are the current issues of Say: Today we are going to read a How do you celebrate your Have the pupils listen to the tape The teacher shows a picture of
lesson news that you have heard on TV or short story: birthday? recorded announcements. two pupils talking to each other.
have read in the newspaper today? “The Parable of Division” Original File Submitted and (SAMPLE ANNOUNCEMENT)
LG pp 134-137 Formatted by DepEd Club Hey everyone, you heard the
Member - visit depedclub.com challenge. We’re celebrating National
for more Mix It Up Day tomorrow. We’re going
to mix up things up around here.
Wear a mixed up outfit during the
day. At lunch we’re going to mix it up
by sitting at a different table than
where we usually sit. But the key is,
you have to talk to someone new!
Tuesday Hey, hope you all mixed up
your outfits for National Mix it Up
Day. I saw some great stuff
What do you think they are
Instruct them to jot down the
talking about?
important information.
What should be observed when
reading a dialogue?
C. Presenting examples/ The teacher presents a particular -Comprehension check-up Presenting a selection What information have you jotted Presenting a selection
instances of the new lesson issue or news item of the day. 1. What good value have the Pupils read it. down from the announcements? Pupils read it.
parents of the two boys taught
them? At first I thought one of my At first I thought one of my
2. To make sure that equitable fuzzy, orange socks disappeared fuzzy, orange socks disappeared
division is guaranteed, what in the dryer, but I could not find in the dryer, but I could not find
practice was observed by them? it in there. Because it was my it in there. Because it was my
3. Why did the younger brother favorite pair, nothing was going favorite pair, nothing was going
drink all the contents of the to prevent me from finding that to prevent me from finding that
whole bottle? sock. I looked all around my sock. I looked all around my
3. Would you agree with what the bedroom, under the bed, on top bedroom, under the bed, on top
younger brother/older brother of the bed, and in my closet, but of the bed, and in my closet, but
did? Why? still could not find it. I did not still could not find it. I did not
-Locate the underlined words in know that I would discover the know that I would discover the
the story answer just I gave up my search. answer just I gave up my
As I sat down on the couch in search. As I sat down on the
the family room, my Dad was couch in the family room, my
reclining on his chair. I laugh Dad was reclining on his chair. I
when I saw that one of his feet laugh when I saw that one of his
was orange and the other blue! I feet was orange and the other
forgot that he was color blind. blue! I forgot that he was color
Next time he does laundry I will blind. Next time he does
have to supervise him while he laundry I will have to supervise
folds the sock so that he does him while he folds the sock so
not accidentally take one of that he does not accidentally
mine! take one of mine!
D. Discussing new concepts and What is the issue all about? .After locating the underlined Why are announcements important? Comprehension check up
practicing new skills #1 What can you say about the issue? words in the story, tell them to What details do they usually contain? 1. What is the selection tells us
read as they are used in about?
sentences 2. How did the first character
solve the problem?
3. What did you think is the
cause of the problem?
Read the italicized words taken

from the paragraph.
What are placed before each

word?
What does each syllable mean?
What do you call these

syllables?
E. Discussing new concepts and The teacher discusses how to make The teacher discusses the The teacher discusses what a
practicing new skills #2 a coherent, comprehensive report factors to be considered when prefix is and give other
on differing viewpoints on an reading a dialogue such as examples of prefixes and their
issue. intonation, stress, expression meanings.
(voice and facial)
F. Developing mastery The teacher gives another issue. Identify the meaning of the .Read the following lines with Sequence the statements by their Encircle the word with prefix in
underlined words by encircling correct intonation, stress and order of importance. each sentence.
The pupils give their opinions the appropriate meaning from expression. Number the blanks 1-9 1. She hopes to regain the
orally. the given choices. 1. She wanted to face the __1.Police identified the suspect as friendship she lost for being
1.His father’s voice startled him problems on Tuesday. Emelito M. Maano, who was arrested proud and arrogant.
and made him look back to the 2. He felt uneasy but the others by barangay police. 2. My grandfather was often
direction toward the town. were enjoying themselves. misunderstood by others
a. surprised 3.I didn't want to come but here __2.He allegedly set his house and the because he seldom smiles
b. frightened I am. house of his cousin Cecila M. Atienza at them.
c. anxious 4.No way! on fire at about 12 noon. 3. Mrs. Castro and her new
2. Then they hailed a cab to take 5. At five o'clock. born baby received a post-
them to Manong Kadyo’s house 6. No, only at the meeting. __3.The fire was controlled at around natal care at home.
near the butcher’s place. 1:25 p.m. by various fire brigades. 4. The applicants were pre-
a. to produce a sound warned on the hardship of
b. to greet with shout __4.Police added that the suspect was working abroad.
c. to stop 5. Carlos misinterpreted what
seen by his nephew Mateo holding a
3.m The other members of the Tony suggested during the
candle before he burned his house.
household spilled into the cool, meeting.
clean veranda. 6. Her long absence from her
a. furniture __5. The compound was owned by country caused her to be so
b. couch the Maamo family and shared by disoriented in so many
c. an open porch twelve families. ways.
4. I appreciate that you chose to 7. I am looking for
come here. __6.Incidentally, the LCDRRMC that inexpensive, yet meaningful
a. to recognize gratefully time was conducting a fire drill gifts to give this Christmas.
b. to apprehend nearby, and the fire drill turned into a 8. Mrs. Reyes disapproved the
c. to understand reality, said former PIA director Joe students’ plan of holding an
5. Mang Pidong patted all the Asensi Jr., also a member of overnight camping in the
other children on their heads. LCDRRMC. forest.
a. to recognize 9. The children ride on a
b. to strike __7.Members of the LCDRMMC tricycle in going to school.
c. to look 10. Robert miscalculated the
expedited their workshop and turned
expenses incurred during
a real practice in managing a fire
the Science Fair activity.
situation, Asensi said.
__8.Arson investigators of the Bureau

of Fire and Protection are conducting
an investigation.
__9. Lucena city, Rizal – A forty-nine-

year-old man allegedly suffering from
mental illness burned his own house
and a house of his relative in a
compound on Gomez St., Barangay 2,
here friday.
G. Finding practical applications Group activity If you were the younger brother Group Activity Guided Group Activities What do the underlined word in
of concepts and skills in daily in the selection, Would you do Each group will be given a Write your own news story each sentence mean? Write
living Each group will present a news the same? Why? dialogue to deliver in the class. demonstrating your knowledge and your answer on the blank.
broadcast about the issue given by skills in the use of presentation of 1. A group of pupils were
the teacher. Example 1 (Adding a facts. misguided by their
Medication) - 14 were killed team leaders. They did
Parent: So, but with the - 70 wounded the wrong way.
antibiotic one question was, was - Davao City bombing _____________
it that he was gagging from the 2. The house was
- September 2, 2016
cough that he was throwing it repainted with green.
up? It could have just been it - Roxas Night Market ______________
was upsetting his stomach or 3. Aling Maria bought a
both? Just so I don’t go home package of precooked
and he’s throwing it up again. noodles.
And so we’ll find that out. We’ll _______________
make sure before we go home. 4. The patient was
Senior Resident: He should uneasy with the tube
have one dose before he goes to connected to his
make sure he can tolerate it. mouth.
______________
Example 2 (Scheduling change) 5. The store had a post-
Parent: Well, she (child) has a Valentine sale with
question, too. discounted price for
Intern: Oh, good. selected items.
Attending: Yeah. Yes. ________________
Intern: I think that’s a fantastic
idea.
Parent: Thirty minutes in a
tunnel when you gotta go!
Attending: That’s really a good
point.
H. Making generalizations and How do you show your viewpoints To form the meaning of a word What should be considered Present their work to the class. Have A prefix is a syllable or syllables
abstractions about the lesson or opinions about a certain issue? through context clues, it means when reading a dialogue? them do the critiquing. placed at the beginning of a
we have to get the meaning of base word.
the word as it is used with other
words. Therefore the meaning of A base word is a word that can
the word can often be found in stand on its own. It cannot be
other parts of the sentence. divided into smaller parts and
still retain its meaning.
The meaning of a word can be

figured out by putting together
the meaning of its prefix and
the base word
I. Evaluating learning The teacher presents another set Read the selection “Don’t Dump The teacher evaluates the Write a news story based from the Supply the missing prefix to the
of issues then tells the pupils to That Garbage” LG pp 134-137. performance of each group following data dictated. The base word to complete the
write their own opinion about the using rubrics. details/facts are not arranged in their sentences.
issues given. order of importance. 1.The enemies did not spot the
Give the meaning of each - 2016 Division Elementary ___marine.
underlined word by the clues Schools Press Conference 2. Carlos ___pronounce some
given within the sentences. - September 21-23 words while reciting a poem
1. Mrs. Guinto’s house is always before the class.
- Alaminos Central School,
spic and span because her maid 3. The boys were scolded by
has tirelessly cleaned it. Alaminos, Laguna their teacher for being
2. Don’t dump your garbage in - 500 plus participants/campus ___responsible in doing their
our room or else you’ll mess it. journalists project.
3. The changeable decision over 4. It is disappointing to know
the passing of the test result that there are many college
puzzled the examinees. graduates who are still
4. She was born to a poor family __employed.
so her lifestyle is also modest and 5. I left my bag in the __cycle.
simple.
5. Don’t just throw your garbage
indiscriminately, or else you’ll
make your surrounding aimlessly
another Smokey Mountain.
J. Additional activities for Cut news article from newspaper, Copy a 2-3 paragraphs article Find famous lines of popular Make a compilation of news stories List down 10 words with
application or remediation paste it in a coupon bond then then underline three words from personality. Be ready to deliver from recent newspapers. Look for two prefixes then use it in a
write at least 3-5 paragraphs it. Give the meaning of the words them in the class. stories on the following topics: sentence.
reactions about it. base from its function in the -accident story
paragraph. -current events story
-interview story
V. REMARKS
VI. REFLECTION
80% in the evaluation.
80%.
caught up with the lesson.
D. No. of learners who continue
to require remediation.
these work?
materials did I use./discover
teachers?
II. OBJECTIVES
A .Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrated understanding of writing styles to comprehend the author’s message
 Demonstrates understanding of the research process to write a variety of texts
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
B. Performance Standards  Orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities.
 Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses a variety of strategies to provide appropriate feedback
C. Learning Competencies/ Objectives Oral Language Vocabulary Fluency Study Strategies/ Research Attitude
Write the LC code for each
Present a coherent , comprehensive Infer meaning of content specific Observe accuracy, appropriate Organize information from Show tactfulness when
report on differing viewpoints on an terms using context clues-affixes rate and proper expressions in a secondary sources in communicating with others
issue and roots and other strategies dialogs preparation for writing,
reporting and similar academic
tasks in collaboration with
others
Write for the LC code for each EN6OL-IIIh-1.9 EN6V-IIIh-12.4.2.3 EN6F-IIIh-3.2, EN6F-IIIh-3.6 EN6SS-IIIh-4 EN6A-IIIh-17
II. CONTENT Composing clear and coherent Inferring meaning of content Observing accuracy, appropriate Organizing information from Showing tactfulness when
report on differing viewpoints on an specific terms using context clues- rate and proper expressions in a secondary sources in communicating with others
issue affixes and roots and other dialogs preparation for writing,
strategies reporting and similar academic
tasks in collaboration with
others
A. References
1.Teacher’s Guide/Pages
3.Textbook Pages English for You and Me reading Lesson Guide in Elementary English English for You and Me reading English for You and Me reading
textbook pp.37 Grade 6 pp.134 textbook pp.106 textbook
Reading textbook pp.181
4.Additional Materials from Learning https://www.google.com/search https://www.google.com/searc : http://business.inquirer.ne https://www.google.com/s
Resource(LR)portal http://www.pennlive.com h earch
www.youtube.com/watch? t/217120/what-does-
v=gEOFWD#E separation-from-us-mean
https://www.youtube.com/watc : http://newsinfo.inquirer.net
h
?v=XvK8tBs7Dgo
B. Other Learning Resources Charts/paragraph Charts, pictures Charts, pictures Charts,newspaper,strips Charts,
of cartolina
IV. PROCEDURES
A. Reviewing previous lesson or Read the following sentences. Then, How do we compose clear and How do we infer meaning of How will you observe accuracy, How do we organize
presenting the new lesson pick out all the words with prefix. coherent report on differing content specific terms using appropriate rate and proper information from
viewpoint? context clues-affixes and roots expressions in secondary sources in
and other strategies? Dialog? preparation for writing,
reporting and similar
academic tasks in
collaboration with others?
B. Establishing a purpose for the lesson What is your favourite teleserye What reading material do you Setting the stage
If you belong to a family that plays in the evening? have at home? Read the sentence below.
favouritism, what would you feel? How do the actresses and I didn’t mean it. My mistake
Why would you feel that way? actors deliver their dialog? oops...that’s not what i
-newspapers mean,
-magazine
-books
Are newspapers good to read? I’m sorry ...
Setting the stage. My fault.....
Look at the picture. Describe it. . -a serial publication containing I didn’t mean it
news, other informative
articles What comes into your mind
when you read this
messages?
C. Presenting examples / instances of Explaining the Student What to Do? Explaining the Student What to Explaining the Student What to Explaining the Student What Explaining the Student
the new lesson Say: Class our lesson for today is Do? Do? to Do? What to Do?
about Composing clear and coherent Present the “Parable of Division” in Today, we will learn how to The teacher will group the class
report on differing viewpoints on an a Manila Paper observe accurate, appropriate into 4;each group will read an Class our lesson for today is
issue rate and proper expressions in article and they will write the about showing tactfulness
Original File Submitted and Vocabulary Words dialog important facts from it which when communicating with
Formatted by DepEd Club Member - Evolved will be use for writing or others
visit depedclub.com for more guarantee Fur Coat for Sale reporting.
equitable Adapted from messenger of St. Class this activity has
appellation Anthony something to do with our
disappointed lesson for today which is
eddied out The two were surprised were organizing information from
accosted surprised to see other animals secondary sources in
coming from different preparation for writing,
directions. They met, faced reporting and similar academic
each and talked about their tasks in collaboration with
skin being made into fur coats. others.
“Nenita, turn on the lights
outside”her sister
summoned.Lights were turn on
and every animal walked
towards the gate.People from
the apartment were now
awaken there was a commotion
in their store and Mr. De Vera
came out with his gun on his
hand.
“Shut the gate, they are
leaving”he cried out loud.
“Ana the animals took on the
coat s on display!” he said.Mr.
de Vera said”Look at what
they’re doing !They got back
their own skins!People were
shouting.
“My tiger Skin!”
“My wolf blanket!”
“My leopard Coat!
My mink coat!”The animals
wore back their skin and slowly
walked down the street.
D. Discussing new concepts and Modeling Modeling Modeling Modeling Modeling
practicing new skills #1 Read the paragraph below and “The Parable of Division “The young Jesus, you startled me. I wasn’t The teacher will show the class Read the tactless blunt and
answer the questions after the boy and his older brother were expecting you here. on how to get the important more tactful in the graphic
paragraph taught by their parents to divide It’s been a real day for points in writing report. organizer.
materials things equally and fairly. expectations. Where were you? Tactless:
Let us read the selection about the This they tried to follow . A system I’ve been waiting here for an Got to be in -stupid! Later. I can’t
lentent season .Ash was evolved, in which one does the hour. You didn’t leave a note Adapted from Ambato understand!
Wednesday: Marks the beginning of dividing and the other gets the or— Magazine
the Lenten season. selecting first. This guaranteed an I wasn’t planning on going It’s your fault, you did not
Palm Sunday: The Sunday before equitable cutting. Otherwise, the anywhere— Rally, the boy who is used to proper read my latest text
Easter, Palm Sunday commemorates one who divided would be in the I can see that. Where’s your watch to watch TV every hour
Jesus's triumphant entrance into losing end. One day the two boys coat? of the day felt very Tactful
Jerusalem. On that day the crowd had a pair of fish for lunch. One big I left the house in a hurry. I… disappointed when he woke up _I should understand it, as
put palm branches on the ground fish and the other a small one. The um… my mother… one Saturday morning and there is no confusing word
beneath the feet of the donkey Jesus young boy thought that his older The hospital reached you? God, there was no electric power. in this letter, could you
was riding. . brother will give in. “magparaya”to I’m sorry. That’s why— explain it once again?
Maundy Thursday: Also known as him a younger and weaker brother, The hospital? He could not listen to the -Sometimes my words are
Holy Thursday, this day focuses on please go ahead and make a best They called me when they musical radio program or not precise can you explain
the last supper Jesus had with his choice”. couldn’t get you. watch his favourite TV it once again?
disciples, before he was arrested. The older brother got the bigger I don’t understand. program. “Rally, eat breakfast
Good Friday: Also known as Black fish . The younger boy was Your mother. You said — here in the kitchen” his mother
Friday, this day commemorates the disappointed to get the smaller I ran out to buy some flowers said .He saw breakfast on the Ask:
crucifixion and Jesus's death. On this fish.” If I were you said the older for her. She’s been so down. table but he was looking for 3. What is the
day, many Christians will also do brother, I would have taken the For three hours you’ve been some fruits. He opened the difference
the Stations of the Cross, which smaller fish. What are you buying flowers? refrigerator and found a slice between tactless
includes 14 prayers and moments of complaining about?” answered the And then I drove around. I’ve of papaya. He smiled pulled the and tactful
reflection regarding 14 events old boy. “You got what you want”. had… a lot on my mind. But I’m chair and sat quietly. He ate communicator?
leading up to Jesus's death. Next time around the two boys had fine now. Fine. fast and got ready to bathe. He 4. Do you think there
Easter Sunday: This day recognizes to share a bottle of soft drink. They You didn’t go by the hospital? hoped that after an hour the is a careful
the resurrection of Jesus Christ and were in the rice field with no No. Look, I’m freezing. Let’s go power would be back. consideration of
is a triumphant day for Christians, glasses or containers available. “Let inside. Why did the hospital the feelings and
serving as a reminder of the Christ's us just drink directly from the call? Does the doctor need my values of another
conquering of death and the bottle”Be sure it is exactly half. signature for more tests? in a tactful
forgiveness of sins. Questions We have to go to the hospital. communication?
I’ve had a terrible—
4. What good value have the We have to go to the hospital.
. parents of the two boys Now. The rest of your family is
Questions: taught? already there.
5. Why did the younger Oh. Oh, God. Mom’s all right,
What marks the beginning of Lenten brother drink all the isn’t she? Oh, Christ, she isn’t.
season? contents of the whole I’m being punished… she’s dead.
What prayer reflects regarding the bottle?
suffering and death of Jesus? 6. Would you agree with 4. Who was in the hurry
What is the report all about? what the younger brother to reach the hospital?
did? 5. Who were already in
the hospital before he
came?
6. Who died in the
hospital?
The teacher will explain
how the words are
properly pronounced,
read. She will also
explain the proper and
accurate expression
when reading the
dialog.
The teacher will group

the class into
Group1. –choral singing
Group 2-speech
Group 3-poem
recitation
E. Discussing new concepts and Guided Practice Draw a Guided Practice Guided Practice Guided Practice Guided Practice
practicing new skills #2 The teacher will show a video
Draw a happy face if it gives
if you agree and if you disagree clip showing choral recitation Arrange the ff. Sentences to ”Think before you speak
the correct meaning and sad face
and guides the pupil to make form a report. Follow the “your friend need to go
Exercise1 their own critic format below. home early for some
if it’s not.
1. Early pregnancy is one of the 1. Residents in Antipolice City, appointment. How will you
problems we have in our country. https://www.youtube.com/watc Rizal on Thursday (Sept.10) answer your friend in a
6. Evolved means produced
2. Women and children are not court h expressed concern over the positive way?
by natural means.
the man. ?v=XvK8tBs7Dgo possible effects of an oil spill in
7. Guarantee means to
3. The stability peso will depend on Teresa-Morongo River channel.
answer for something as in
the president only. 2. They said that the oil spill
loan or pledge.
which happened on Tuesday Choose you answer and
8. Equitable would mean fair
4. A political leader of our country is (September 8) is causing fears explain.
and equal.
Mr. Rodrigo Road Deterge. over the hazardous effects on 1. We need to work as
9. An appellation is a title.
5. Drug free country is the dream of people's health and adverse team shall nobody go home
10. To be disappointed means
every Filipino. effect on their livelihood. early.
to fall in expectation.
3. Oil slicks on the riverbank 2. Ok you may go.
are seen as traces of the 2,000 3. Let us finish the task and
liters of bunker oil that spilled later let’s go home
from a fuel storage tank owned together.
by a cement company in
Antipolice City.
4. Solid Cement Corporation,
the company allegedly
responsible for the oil spill, said
the bunker oil spilled into the
Teresa-Morongo river system
that leads to Laguna Lake
5.The possible effects of an oil
spill in Rizal
Title_________________
___________
Introduction:___________
____________
Main
Points:_______________
___
1.___________________
___
2.___________________
3.__________________
Conclusion
1.______________
F. Developing Mastery Exercise II. (Group Work) EXERCISE II. Independent Practice . Independent Practice
(Leads to Formative Assessment) Choose the correct meaning of One a whole sheet of paper What can you say
From the picture below share your suffixes and prefixes. Match column arrange the sentence into a about this situation?
feelings/reactions about it. Write a A with Column B. news report.
report on your own point of view. One of your team member
1. Repaint a. Not like 1.In re-establishing a region of is regularly late for sport
2. rewrite b. Not happy peace in Asia, many are more dance practice for school
3. unhappy c. worthy of optimistic in seeing trade and intramurals competitions
loving investment levels soar to and it affects her
4. lovable d. Write again greater heights.” performance. After another
5.dislike e. paint again 2. For China alone, they missed deadline you’re
continue to be the Philippines’ tempted to call her
second major trading partner Out of the team meeting.
with $17 billion value in total Although this might make
trade. you feel better in the short
3. Another promising area term, it’s insensitive –a
again is investment from China. more tactful approach
Their investment to the would be to speak with her
Philippines (Investment privately about her
Promotion Agency- approved) tardiness.
dropped to only $32 million in
2015.
4. We will maintain relations
with our other partners but we
would revive the stronger
integration with our
neighbours.
5.“The president just gave a
very important speech. The
cabinet will move strongly and
swiftly towards regional
economic integration.
G. Finding practical application of Practice Independent Practice Independent Independent Practice Let pupils group organize the Independent Practice
concepts and skills in daily living Pupils will be asked to complete the given ideas from news How tactful are you?
As shown in the picture, what table below. Teacher will post chart on the clippings. Use this scale to describe
happened in the environment? Word Base board with dialog and each
Meanin Sentenc your tactfulness.
Why is it important to be prepared with Word g e group will be asked to read the 1.The NDRRMC reported that 5-I always do this
during the typhoon? prefix designated story with dialog 113 houses were damaged by 4-I often do this
Lawin, including six houses that 3-I sometimes do this
were totally damaged and 107 2-I seldom do this
others that were partially 1-I never do this
damaged.
2.At a press briefing, NDRRMC f. I recognize that

spokesperson Romina how I say
Marasigan said electric something is just
companies are doubling its as important as
efforts to restore power in what I say
these areas immediately. g. I analyze my
3. Regions I, III, Calabarzon, communication
and the whole of CAR are style to determine
experiencing brownouts due to what non verbal
broken power lines. message I send
4. At its peak on Wednesday, h. I make a genuine
the supertyphoon had reached effort to listen to
a level of "Category 5" in some ideas with which I
areas including Cagayan, don’t agree
Isabela, Kalinga, and Apayao. i. I look for ways to
5. A total of 38 passengers improve my
were also stranded due to listening skills
impassable roads in Aparri and j. I always listen to
canceled sea trips in Cagayan. the person I talk
with
H. Making generalizations and How to compose clear and coherent How are you going to decode or Closure Closure Closure
abstractions about the lesson report on differing viewpoints on an deduce the meaning of unfamiliar . Observe accuracy, appropriate What is the meaning of the
issue? word? rate and proper expressions in a What are the points to word tact?
3. The report must have a dialogs remember in writing reports? Tact is the ability to deliver
single generalization that Context clues-the meaning of a 5. Understanding the a difficult message in a way
serves as the focus of new word can often be found in report that considers other
attention, that is, a topic other parts of the sentence 6. Gathering and people’s feelings and
sentence. Prefix-is an affix placed before a selecting information preserves relationships. It
4. A writer must control the root word or base form to form a 7. Organizing materials encompasses many things
content of every other new meaning. 8. Analyzing your such as emotional
sentence in the report's Suffixes –is an affix placed after a materials intelligence, discretion,
body such that (a) it root word to form a new word. compassion, honesty and
contains more specific courtesy.
information than the topic
sentence and (b) it
maintains the same focus of
attention as the topic
sentence.
I. Evaluating learning Arrange the following sentences to Determine the meaning of each The teacher will give an On one whole sheet of paper Identify the sentences
make a coherent report. word. envelope to each group arrange and write the whether tactful or tactless.
1.Even small animals as bear, cats, containing task card and the sentences into news report. 6. Corner them later
and skunks have a difficult time student will present it in given and tell them off
finding homes. situation. 7. I apologizeand set
2. Everyday there is more people on Group1-Choral singing 1.President Rodrigo Duterte a reminder on my
earth. Group II-Reader theatre wants the fight with the Abu phine
3. They are building more and more Group III-Echo Reading Sayyaf to end in the bandit 8. Change the
homes. group’s annihilation that he is subject. Maybe
4. Thousand of kilometers of roads even willing to hire fearless I’ve bored her.
are being built. hatchet men or mercenaries to 9. It”s fine were
5.Trees are cut in the forest. make this happen, according to friend right?
a ranking Cabinet official. 10. I don’t like it!
2. Agriculture Secretary
Emmanuel Piñol said in a
Facebook post on Sunday that
1.uncomfortable during a meeting with security
2. irregular officials and some Cabinet
3.unconfident members that
4.disrespect started Saturday evening and
5.respectfully ended about 4 a.m. on
3.Sunday, Duterte was so
furious at the Abu Sayyaf’s
terror attacks, especially in the
wake of the bomb attack
here on Friday.
4. There’s no other option.
These people are like germs,
which must be eliminated,”
5.Piñol quoted the President as
saying about the Abu Sayyaf.
J. Additional activities for application or Make 2 sentences using prefix,3 Read a newspaper
remediation sentences using suffix and 1 Write a brief report about what
sentence using the context clue. you read from the article.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
this formative assessment
B. No. of learners who require additional
No. of learners who have caught up the
lesson
require remediation
which my principal or supervisor help
me solve?
materials did I used/discover which I
wish to share with other teacher?
I. OBJECTIVES
A. Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrate understanding of the research process to write a variety of texts
 Demonstrates understanding that a change in stress entails a change of meaning to evaluate the speaker’s/author’s purpose and meaning
.
B. Performance Standards  Orally communicates information, opinions and ideas effectively to different audiences for a variety of purposes
C. Learning Competencies/ Oral Language Vocabulary Study Strategies/Research Fluency
Objectives Attitude
Present a coherent, comprehensive Organize information from Observe accuracy, appropriate rate and proper expressions in
report on differing viewpoints on an Infer meaning of content of specific secondary sources in dialogs
issue an issue terms using preparation for writing,
-context clues reporting and similar academic
-affixes and roots tasks in collaboration with
-other strategies others.

Write the LC code for each EN6OL-IIIi-1.19 EN6V-IIIi12.4.1.3 EN6SS-IIIi-4 EN6F-III-3.6
ENgV-IIIi-12.4.2.3
EN6A-IIIi-17
II. CONTENT Reporting viewpoints on an issue Inferring meaning using Antonyms, Organizing information from Observing accuracy, Creative writing (Dialog)
(Subject Matter) (Global Warming) and Synonyms secondary sources appropriate rate and proper
-writing an announcement expressions in dialogs.
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 94-95
3.Textbook Pages
4.Additional Materials from Learning http://hdgc.epp.cmu.edu/teachersgu Interactive Skillbook in English 6 Google search
Resource(LR)portal ide/teachersguide.htm#lesson pp 47-49
GLOBAL WARMING/
CLIMATE CHANGE
B. Other Learning Resources Picture, Short Film Chart, worksheet announcement dialog Picture dialog
III. PROCEDURES
A. Reviewing previous lesson or Show the picture of how warm is the How will you give a viewpoint on a Who can recall the meaning of What are the basic information How do we write a dialog?
presenting new lesson globe. certain issue? an antonym and a synonym? needed in writing an
announcement?
Ask pupils interpret the picture base Sentence 1- State first viewpoint Can someone give me an Original File Submitted and
on how they understand it. Sentence 2- Discuss first viewpoint example/s? Formatted by DepEd Club
(this Sentence 3- Reason why you agree Member - visit depedclub.com
map is or disagree with viewpoint for more
taken Sentence 4- Example to support
from your view
google, it clearly shows us how warm

is our mother earth, the orange color
represents the heat we absorb.)
B. Establishing a purpose for the Class how is our weather today? Think Pair Share What upcoming activities do you Listen to a dialog, with proper Recall the selection about
lesson have in your school? intonation… Climate change.
(answers may vary depending on the Each pair will be given this activity Who emerged as winners in the
weather) sheet to work on, follow instruction recently concluded sports (Refer to basic speech for you
intramurals? and me audio tape or
Are there contests in your YouTube)
school where you can
participate in?
First three pairs will report on their
What can you say about the
work/activity.
conversation?
Are they pronouncing words
clearly and audible?
C. Presenting examples/ Film showing about global warming Read the passage Present an example of an Ask pupils to write a dialog
Have a copy of this dialog on
instances of the new lesson announcement: about climate change.
the board
(please refer to YouTube) The Earth's climate is changing, and
people's activities are the main COME AND
1. What can you say about the film? cause. JOIN!
2. Can we do something about it? What: A
3. Who are the great contributors of Flower
these phenomena? Arrangement
Seminar
Who:
Interested
Grades V and
VI pupils
Where: Home
Economics
Our world is always changing. Look Room
out your window long enough, and
When: Friday,
you might see the weather change.
November 10;
Look even longer, and you'll see the
2:30 PM
seasons change. The Earth's climate
is changing, too, but in ways that
you can't easily see.
The Earth is getting warmer
because people are adding heat- Discuss the dialog after the
trapping gases to the atmosphere, pupils read it clearly.
mainly by burning fossil fuels. These
gases are called greenhouse gases.
Warmer temperatures are causing
other changes around the world,
such as melting glaciers and
stronger storms. These changes are
happening because the Earth's air,
water, and land are all linked to the
climate. The Earth's climate has
changed before, but this time is
different. People are causing these
changes, which are bigger and
happening faster than any climate
changes that modern society has
eve
Comprehension Check Up
What is the passage all about?

What does this passage tell us?
How can we show our love to our
mother earth? Cite examples
D. Discussing new concepts and Ask the pupils to read the passage Use this chart for discussion Comprehension Check-up Comprehension check up: Check the dialog using
practicing new skills #1 carefully and analyze after. rubrics
1. What is the What is the dialog all about?
Scorching summers... Melting announcement about?
glaciers... Stronger storms... 2. Who are being invited How should we pronounce the
The signs of global climate change to join the activity? words in reading a certain
are all around us. 3. Where is the venue of dialog?
the activity?
4. When will the activity If a statement is in question
held? form how do we utter the
If you want to ask for more statement?
Synonyms are words that information about the seminar,
have the same or very similar who will you look for?
meaning. All words can have a
synonym. Nouns, verbs, adjectives,
adverbs and prepositions can have
a synonym as long as both words
are the same part of speech.
Antonyms are words that
have opposite meanings. For
example, the antonym of long is
short. Often words will have more
than one antonym but as with
synonyms it depends on the
context. For instance, the word
warm could have the antonym cool
or chilly. In order to choose the
correct antonym, you have to look
Source: NASA/courtesy of at all the meanings and how the
nasaimages.org. word is used. Cool can mean stylish
as well as chilly so the word cool
The Earth's climate is getting may not be the best choice.
warmer, and the signs are
everywhere. Rain patterns are
changing, sea level is rising, and
snow and ice are melting sooner in
the spring. As global temperatures
continue to rise, we'll see more
changes in our climate and our
environment. These changes will
affect people, animals, and
ecosystems in many ways.
Less rain can mean less water for

some places, while too much rain
can cause terrible flooding. More hot
days can dry up crops and make
people and animals sick. In some
places, people will struggle to cope
with a changing environment. In
other places, people may be able to
successfully prepare for these
changes. The negative impacts of
global climate change will be less
severe overall if people reduce the
amount of greenhouse gases we're
putting into the atmosphere and
worse if we continue producing
these gases at current or faster rates.
E. Discussing new concepts and Work by pairs From the Selection read, look for The following announcements Ask someone to read the Ask pupils to deliver their
practicing new skills #2 words with antonyms and lack information that will make dialog, with proper guidance. conversation/dialog
Give their own, viewpoints about the synonyms. the readers confused. Identify properly
selection/issue they read. the missing information and
List down your answers on a piece rewrite the announcement.
Have their written report ready. of paper
COME AND
EXPERIENCE WHAT
LIFE IS UNDER THE SEA
What: Play: The Little
Mermaid
Who: All interested pupils
Where: School Auditorium
Ticket Price: Php
20.00/head
Discuss
What is/are the missing
information?
F. Developing Mastery Ask some pairs of pupils to report Group Activity Ask the pupils to work with a Choose the correct word
(Lead to Formative Assessment) their outputs while some of the Group the pupils into 5 groups partner and write their own from the box to complete
pupils are ask to jot down important then let them do their own dialog about their morning the dialog.
points. announcement based from the activity/ies A: Do you know if the
following events. library is open on
(observe politeness at all times) Group 1 – Spelling Bee Contest ____________?
Group 2 – PTA general meeting B: Yes, ________________.
Group 3- Boy Scouts Investiture or
Group 4- Poster Making Contest No, I ___________ think so.
Group 5- Science Quiz Bee A: What time will it be
open?
B: ___________ open from
_________ to
___________.
Don’t Monday
Do It will be
10 am 5pm
G. Finding practical application of 1 What have you learn from the Synonyms What is the importance of an Choose three pairs to report on
concepts and skills in daily living. selection you have read? announcement? their dialog note proper
2. Who are the most affected with Adjectives: beautiful, lovely, intonations and stresses in the
these changes? gorgeous, stunning, striking words uttered.
3. As a student how can we
contribute to lessen the effect of Nouns: House, home, dwelling,
these changes? residence, abode, quarters
Verbs: jump, bound, leap, hop, skip
Prepositions: in, inside, within

Suppose you are a
salesman/saleslady, how
Antonyms: will you start a dialog with
this man?
Happy – sad
Healthy – sick
Smart – stupid
From the list given, choose a pair of

words from synonyms and
antonyms and write a sentence.
H. Making Generalizations and How will you give a viewpoint on a What is a synonym? An announcement tells about or Can someone complete the How are you going to
Abstraction about the Lesson certain issue? announces something that is sentence? observe accuracy,
A synonym is a word that means going to happen or that has appropriateness and proper
Sentence 1- State first viewpoint exactly the same as, or very nearly happened. It answers the A dialog is expressions in dialog?
Sentence 2- Discuss first viewpoint the same as, another word in the question who, what, where, ____________________
Sentence 3- Reason why you agree same language when, and in some cases, why.
or disagree with viewpoint What - refers to the activity
Sentence 4- Example to support your What is an antonym? Who – refers to the person A dialog is an exchange of ideas
view involved in the activity or opinions on a particular
An antonym is a word that means Where – refers to the venue or issue, especially a political or
the opposite of another word. For location of the activity religious issue, with a view to
example "bad" is an antonym of When – refers to the date when reaching an amicable
"good". the activity be held agreement or settlement.
Why – refers to reason for
holding such activity
I. Evaluating Learning To what extent do you agree or Write your viewpoints on Global Write an announcement for a Complete the given Atan Hello, Dinah. Did
disagree on the issue about Global warming or Climate change use school event you expect to have conversation. you have a good
warming or Climate change? Antonyms and Synonyms in giving like field trip, a contest, a trip ?
your viewpoints. theater presentation, a sports Annie is at her friend Karan’s Dinah It was not too bad.
Discuss the advantages and activity and others. Remember party. Rohan comes to In fact I managed
disadvantages and give your own to include all the necessary introduce himself. to sleep a bit.
opinion. (Global warming or Climate information in your
change. announcement. You may add Rohan: Hi, I’m Rohan. I’m a ______1______
drawings or illustrations to friend of Karan. Annie: Oh, ( to express
make your announcement more ___________________ Karan satisfaction )
attractive and appealing. has told me a lot about you. Atan Is that all your
luggage ?
Rohan: You work with him,
Dinah Yes. Wait a
don’t you?
minute. The small
________________?
holdall is missing.
______2______
Annie: I’m a nurse. ( to express
_________________? dismay ) I must
have left it at the
Rohan: I work at a bank. duty-free shop.
Atan ______3______
Annie: __________________? ( to reassure ) We
can ask the
Rohan: I’m from Chennai. security guard to
get it. Which shop
Suggested solution was it ?
Annie is at her friend Karan’s

party. Rohan comes to
introduce himself.
Rohan: Hi, I’m Rohan. I’m a

friend of Karan.
Annie: Oh, nice to meet you.

Karan has told me a lot about
you.
Rohan: You work with him,

don’t you? What do you do?
Annie: I’m a nurse. What about

you?
Rohan: I work at a bank.
Annie: Where are you from?
Rohan: I’m from Chennai.

1.
To express satisfaction
A. It was so quiet.
B. The passengers slept.
C. The seat was really
comfortable.
D. It has made me feel
rested.
2.
To express dismay
A. Oh dear !
B. What a nuisance !
C. Where could it be ?
D. I remember now.
3.
To reassure
A. Don't cry.
B. Don't worry.
C. Are you sure ?
D. We'll look for it.
J. Additional Activities for Draw a globe showing the effects of Give each pupils a copy of these Cut announcement from the Write a short dialog about your Group the class with 4
Application or Remediation global warming or climate change. activity sheet and ask them to news paper. List down all the morning activity members and ask them to
answer in silence. information in paragraph form. write a dialog about the
picture.
IV. REMARKS
V. REFLECTION
B. Number of learners who
are required additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up with the
lesson
D. Number of learners who continue
which my principal or supervisor help
me solve?
materials/discover which I wish to share
with other teachers?

I. OBJECTIVES
A. Content Standards The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning needs in meeting a wide range
of life’s purposes.
B. Performance Standards OL- (Oral Language) V (Vocabulary Development) F – (Oral Fluency)
The learners demonstrate understanding of various verbal elements in orally -The Learners demonstrate understanding that words are composed of -The learners demonstrate
communicating information different parts to know that their meaning changes depending in context understanding that a change in stress
The learners prepare for and participate effectively in a range of -The learners use strategies to decode correctly the meaning of words in entails a change of meaning to
conversations and collaboration with diverse partners, building on others’ isolation and in context evaluate the speaker’s/ author’s
ideas and expressing their own clearly and persuasively -context clues purpose and meaning
-affixes and roots -The learners use knowledge of
-other strategies stress and intonation of speech to
appropriately evaluate the speaker’s
intention, purpose and meaning
demonstrates
SS (Study Strategy Research)

- The learners understanding of
library skills to research a variety of
topics
-The learners utilize discrete
techniques (general or specific) and
applies appropriately them to all or
most fields of study
C. Learning Competencies/Objectives Present a coherent, comprehensive report on differing viewpoints on an issue Infer meaning of content specific terms using Observe accuracy, appropriate rate
-context clues and proper expressions in dialogs
-affixes and roots
-other strategies Organize information from secondary
sources in preparation for writing,
reporting and similar academic tasks
in collaboration with others
Write for the LC code for each EN6OL-IIIj-1.19 EN6V-IIIj-12.3.3 EN6F-IIIj-3.5

EN6V- IIIj -12.4.1.3 EN6F-IIIj-3.2
EN6V- IIIj -12.4.2.3 EN6F-IIIj-3.6
EN6SS-IIIj-4
II. CONTENT -describe key information of a text from a prescribed viewpoint Inferring meaning of content Appropriate rate and proper
-discuss the importance of viewpiont of a selected text -context clues expression in dialogues
-affixes and roots Organizing information form
-other strategies secondary sources in writing
A. References
1. Teacher’s Guide/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning The Three Little Pigs Passengers Cars Interactive Skill Book in English 6 Refer to Monday and Tuesday
Resource (LR) portal http://shortstoriesshort.com/story/the-three-little-pigs/ DepEd-BEAM DLP Module 8 Grade 6 pp, 5-7 reference
http://www.surlanefairytales.com/threepigs/ pp, 97-98
B. Other Learning Resources Copy of the short story Copy of the story
The Three Little Pigs Passengers Cars
Short film
song
IV. PROCEDURES
A. Review previous lesson or What are the parts/elements of a Sing a song Is it always right to judge right away Original File Submitted and Recall the different versions of the
presenting the new lesson Story? without analyzing nor weighing things? Formatted by DepEd Club story the three little pigs
Who’s afraid of the big bad wolf? Why? Member - visit depedclub.com
(Character, Setting, Plot, Climax, Ask pupils to retell the version they
for more
Ending) recall
Remind pupils to listen attentively

and be polite in asking or giving their
own recollection
B. Establishing a purpose for the lesson Class look at the pictures, in which Film Showing Class look at the picture, do you know Show this word transformation to Use venn diagram to differentiate
story have you seen these photos? what is it called? the class the two stories
(The Three Little Pigs) The Three Little Pigs
A. C. (TRAM) Work with a partner
ing
Before it ation er
is known
as bus in
the USA
and Form
popular to all commuters.
Picture A is made
This is popular in the USA (United
of what kind of
States of America)
material/s?
Picture B is made trans re
of what kind of
Unlocking of Difficulties in
material/s?
B. Picture C is made
Guess the word use the clue
of what kind of
material/s?
_aza_d - danger
Can you summarize in one sentence
the story according to your own
e_ong_ate_ - lengthened
understanding?
Unlocking of Difficulties
Give the meaning of each
underlined words by the clues given
within the sentence.
1. He chased the two pigs

and they ran and hid in
their houses
2. The frightened little pigs
ran to the third pig’s
house made of bricks
because they were
terrified.
3. The pigs were tender juicy
meals for the fox because
he thinks of them as
sumptuous meal.
C. Presenting examples/instances of (Standard in Oral Reading must be Once upon a time when pigs spoke Read the story silently. Analysis and Discussion Discuss briefly the stories with the
the new lesson observed) rhyme class
Passengers Cars What are affixes?
Present the story. And monkeys chewed tobacco,
After the discussion pupils will be
And hens took snuff to make them Early railroad passenger cars were little An affix is added to the root of the grouped and will be asked to write a
tough, more than stagecoaches fitted with word to change its meaning. script of the story that later on will
The Three Little Pigs
And ducks went quack, quack, quack, special wheels to help them stay on the be role played giving their own
Once upon a time there were three O! tracks. They didn’t hold many An Affix added to the front of a version according to their judgement.
little pigs. One pig built a house of passengers, and because they made word is known as a prefix. One
straw while the second pig built his out, they were fire harzards. They also added to the back is known as a
house with sticks. They built their THERE was an old sow with three
did not hold up very well if the train suffix.
houses very quickly and then sang little pigs, and as she had not enough came off the track or had a collision
and danced all day because they to keep them, she sent them out with another train. PREFIX
were lazy. The third little pig to seek their fortune. The first that
worked hard all day and built his In the United States, it wasn’t long The first man looks very friendly! I
went off met a man with a bundle of
house with bricks. before passenger cars were lengthened think it would be nice to spend time
straw, and said to him:
A big bad wolf saw the two little to hold more people. Late in the 1830s. with him.
pigs while they danced and played Americans were riding elongated cars
and thought, “What juicy tender ‘Please, man, give me that straw to with double seats on either side of a The second man looks unfriendly. I
meals they will make!” He chased build a house.’ center asile. By the early 1900s, most don't think it would be much fun to
the two pigs and they ran and hid in cars were made of metal instead of spend time with him!
their houses. The big bad wolf went Which the man did, and the little pig wood.
to the first house and huffed and We can see in the second sentence
built a house with it. Presently came
puffed and blew the house down in Sleeping and dining cars were that we added the prefix "un-" to
minutes. The frightened little pig along a wolf, and knocked at the introduced in the United States by the the word "friendly." This prefix "un-
ran to the second pig’s house that door, and said: early 1860s. Over the next 25 years " means "not" or "the opposite of."
was made of sticks. The big bad other improvements were made,
wolf now came to this house and ‘Little pig, little pig, let me come in. To including electric lighting, steam heat Here are more examples with the
huffed and puffed and blew the and covered vestibules that allowed prefix "un-":
which the pig answered:
house down in hardly any time. passengers to walk between cars. All of
Now, the two little pigs were these luxuries helped make railroad
terrified and ran to the third pig’s ‘No, no, by the hair of my chiny chin travel much more comfortable.  happy ----> unhappy
house that was made of bricks.
 finished ----> unfinished
The big bad wolf tried to huff and chin. The wolf then answered to that:  believable ----
puff and blow the house down, but > unbelievable
he could not. He kept trying for
‘Then I’ll huff, and I’ll puff, and I’ll  acceptable ----
hours but the house was very > unacceptable
strong and the little pigs were safe blow your house in.
inside. He tried to enter through the
SUFFIX
chimney but the third little pig So he huffed, and he puffed, and he
boiled a big pot of water and kept it blew his house in, and ate up the little The couple is getting married
below the chimney. The wolf fell
pig. because they love each other very
into it and died.
much.
The two little pigs now felt sorry for
having been so lazy. They too built The second little pig met a man with a
That teddy bear is so cute
their houses with bricks and lived bundle of furze and said:
and lovable!
happily ever after.
Keyword Clouds: three little pigs ‘Please, man, give me that furze to
and the big bad wolf, three little build a house.’ We can see in the second sentence
pigs illustrations, 3 pigs and a that we added the suffix "-able" to
wolf, three little pigs the word "love." This suffix "-able"
Which the man did, and the pig built means "capable of being" or "able
sequencing, three little pigs children
story, three little pigs online, three his house. Then along came the wolf, to be."
little pigs original story, 3 little pigs and said:
short story So, the word lovable means
‘Little pig, little pig, let me come in.’ something is able to be loved, or it
makes you feel love for it.
‘No, no, by the hair of my chiny chin Here are more examples with the
chin.’ suffix "-able" or "-ible" (depending
on the root word):
"Then I’ll huff, and I’ll puff, and I’ll
blow your house in.’
 present ----> presentable
So he huffed, and he puffed, and he
 comfort ----> comfortable
 depend ----> dependable
puffed, and he huffed, and at last he
 reach ----> reachable
blew the house down, and he ate up
the little pig.
The third little pig met a man with a

load of bricks, and said:
‘Please, man, give me those bricks to

build a house with.’
So the man gave him the bricks, and

he built his house with them. So the
wolf came, as he did to the other little
pigs, and said:
‘Little pig, little pig, let me come in.’
‘No, no, by the hair of my chiny chin

chin.’
‘Then I’ll huff, and I’ll puff, and I’ll

blow your house in.’
Well, he huffed, and he puffed, and he

huffed and he puffed, and he puffed
and huffed; but he could not get the
house down. When he found that he
could not, with all his huffing and
puffing, blow the house down, he said:
‘Little pig, I know where there is a nice

field of turnips.
‘Where?’ said the little pig.
‘Oh, in Mr Smith’s Home-field, and if

you will be ready tomorrow morning I
will call for you, and we will go
together, and get some for dinner.’
‘Very well,’ said the little pig, ‘I will be

ready. What time do you mean to go?’
‘Oh, at six o’clock.’
Well, the little pig got up at five, and

got the turnips before the wolf came
(which he did about six), who said:
‘Little pig, are you ready?’
The little pig said: ‘Ready! I have been

and come back again, and got a nice
potful for dinner.
The wolf felt very angry at this, but

thought that he would be up to the
little pig somehow or other, so he
said:
‘Little pig, I know where there is a

nice apple tree.
‘Where?’ said the pig.
‘Down at Merry-garden,’ replied the

wolf, ‘and if you will not deceive me I
will come for you at five o’clock
tomorrow. and get some apples.’
Well, the little pig bustled up the next

morning at four o’clock, and went off
for the apples, hoping to get back
before the wolf came; but he had
further to go, and had to climb the
tree, so that just as he was coming
down from it, he saw the wolf coming,
which, as you may suppose, frightened
him very much. When the wolf came
up he said:
‘Little pig, what! are you here before

me? Are they nice apples?’
‘Yes, very,’ said the little pig. ‘I will

throw you down one.’
And he threw it so far, that, while the

wolf was gone to pick it up, the little
pig jumped down and ran home. The
next day the wolf came again, and said
to the little pig:
‘Little pig, there is a fair

at Shanklin this afternoon, will you
go?’
‘Oh yes,’ said the pig, ‘I will go; what

time shall you be ready?’
‘At three,’ said the wolf. So the little

pig went off before the time as usual,
and got to the fair, and bought a
butter-churn, which he was going
home with, when he saw the wolf
coming. Then he could not tell what to
do. So he got into the churn to hide,
and by so doing turned it round, and it
rolled down the hill with the pig in it,
which frightened the wolf so much,
that he ran home without going to the
fair. He went to the little pig’s house,
and told him how frightened he had
been by a great round thing which
came down the hill past him. Then
the little pig said:
‘Hah, I frightened you, then. I had

been to the fair and bought a butter-
churn, and when I saw you, I got into
it, and rolled down the hill.’
Then the wolf was very angry indeed,

and declared he would eat up the little
pig, and that he would get down the
chimney after him. When the little pig
saw what he was about, he hung on
the pot full of water, and made up a
blazing fire, and, just as the wolf was
coming down, took off the cover, and
in fell the wolf; so the little pig put on
the cover again in an instant, boiled
him up, and ate him for supper,
and lived happy ever afterwards.
Note about this version: Joseph Jacobs
referenced one of the first print
versions of the tale for his edition. The
story appeared in:
Halliwell, James Orchard. Popular
Rhymes and Nursery Tales. London:
John Russell Smith, 1849
D. Discussing new concepts and Comprehension Check-up Why couldn’t the wolf blow down the Study the following paragraph. Find out Answer READ and Do Script Writing
practicing new skills #1 Who are the characters of the third little pig’s house? the correct meaning of draft by Letter A on page 6 of Interactive
story? How did the first and second little pig studying the context. Skillbook in English 6 (Guidelines)
Where did the story happen? survive the big bad wolf? • Note the italicized word draft in the
What is the most exciting part of Why did the first and second little pig paragraph. 1. In writing a script, consider the
the story? choose sticks and straw to build their characters and the characteristics.
houses? A strong draft had blown the window 2. Make necessary dialogue based on
What can you say about the Three How did the wolf try and get into to open. With a how you understand or how you
little pigs? First pig, Second Pig and the brick house after huffing and loud clutter, it blew away the window judge them in the story read.
the Third Pig. puffing? shutter. Shivering, 3. Make it conversational
How you judge the wolf? Is he really Cindy got up the bed to draft a 4. Focus on the topic/context
a bad wolf? temporary replacement for the shutter 5. Construct a meaningful ending.
until daybreak. As soon as the bank
opened, she would encash the draft her
mother had sent so she could buy a
good window shutter. Then she would
draft her friends to help put up the
shutter. She would reward her friends
with a cold draft of fruit juice.
Let’s look at its

meaning by studying the context.
(1) draft – a current air
(2) draft – a plan
(3) draft – a written order for money
payable to a bank
(4) draft – to select or draw money
(5) draft – to drink or something taken
in.
• When we use context clues in

learning the meaning of a word, we
read the words that follow it and then
derive its meaning from
them or from the context.
Example:
The heavy rain muffles the loud music
in the bedroom that’s why the baby’s
sleep remains undisturbed.
• Which word in the sentence means
“to deaden the sound of” or
“to keep down”? The word muffle
means “to keep down.”
E. Discussing new concepts and Investigative work with a partner Demonstrate the strategy. A.Directions: Choose the correct
practicing new skills #2 using venn diagram. Comparing and prefix for the following words using
contrasting select characters of the Ask two to four students to act as the the prefixes in the box. The
story. wolf and pigs. (You may choose to meaning of the word is given at the
have one or three students represent right.
the three pigs.) Explain to students ante - before
The Three Little Pigs that there also needs to be a bi - both, double, twice
moderator to ask the questions, and a col-; con-; com-; - together with,
one with another
summarizer to summarize the debate.
Third Pig Wolf 1. __________ cedent : happening
 Using the question previously before
The third Both of them demonstrated, have the student 2. __________ lingual : able to
The Wolf speak two languages
moderator ask the question and have
pig is wise are determined 3. __________ mediate : used
each character respond.
strong between primary and secondary.
He is calm. They can He 4. __________ glottis : a thin plate
is furious  Explain to students that they must of flexible cartilage in front of the
stand on “become” the character and answer glottis
their own the question as the character would. 5. __________ pose : to put a
There is no script to read from so musical or literary work together
students should just ad-lib. B.Add the correct suffix to the
underlined item in each sentence.
Write your answer on the
 After students answer the question,
blank.
give a brief summary of their answers 1. A person who always acts on
to demonstrate the role of the stage is an ____________.
summarizer. 2. A person who manages a library
is a ________________.
3. One that tells lies is a
(Observe Politeness at all times) _________________.
4. A worthy student becomes a
scholar and is granted full
___________.
5. A person who climbs mountains
is a _________________.
F. Developing mastery (Leads to Ask learners to discuss their venn  Pass out a copy of the Three Little Pigs Context clues analysis and discussion Put the word in brackets into the
formative assessment) diagram, Cite their opinions how Story Map to each learner. correct form. You will have to use
bad is the wolf, differentiate the  Give the correct answer for each given prefixes and/or suffixes.
three little pigs in their own words. Explain to the class that they will be answers
answering the 5 W's about the story 1. He was sitting
that you just read. 1. Based on the other words in __________________ in his seat on
the sentence, what is the the train. (comfort)
correct definition of hazards?
For each box, they should draw a a. Engines
picture illustrating the who, what, 2. There was a
b. Risks
where, when, and why of The Three __________________ light coming
Little Pigs c. Stations from the window. (green)
2. Based on the other words in
the sentence, what is the 3. He was acting in a very
correct definition of collision? __________________ way. (child)
a. Crash
b. Race
4. This word is very difficult to spell,
c. Track
and even worse, it's
3. Based on the other words in
__________________. (pronounce)
the sentence, what is the
correct definition of
elongated? 5. He's lost his book again. I don't
a. wooden know where he has
b. new __________________ it this time.
c. lengthened (place)
4. Base on the words in the
sentence, what is the correct definition 6. You shouldn't have done that! It
of vestitules? was very __________________ of
a. passageways you. (think)
b. cars
c. depots 7. He didn't pass his exam. He was
5. Based on the other words in the __________________ for the
sentence, what is the corrects second time. (succeed)
definition of luxuries?
a. additions
b. things offering the greatest comfort 8. Some of the shanty towns are
c. inventions dreadfully __________________ .
(crowd)
9. The team that he supported were

able to win
the__________________ .
(champion)
10. There is a very high

__________________ that they will
be late. (likely)
G. Finding practical/applications of Group Activity:  As students work on their story maps, Directions: Use the context clues to the Ask pupils to form new word with Role playing
concepts and skills in daily living If you were to choose which kind of walk around the classroom and look at sentences to find the affixes (prefix and suffix)
house from the three little pigs are their worksheets to assess their meanings of the bold faced words.
you going to build? understanding of the 5 W's. 1. Jane was a wizard at games. She
Justify your answer. mastered them in no time and
seldom last.
a. evil-magician
b. gifted person
(Show openness to criticism) c. average player
2. The holiday was so special that she
was sure she’d never forget it.
The memory would be imprinted
forever in her mind.
a. found
b. b.weighed
c. fixed
3. “John will believe anything anyone
tells him,” his teacher said.
“He’s a very impressionable young
man.”
a. easily influenced
b. unhappy
c. unintelligent
4. “Do you really think it’s prudent to
spend all your money on
clothes?” his mother asked crossly.
a. foolish b. wise c. funny
5. “Your plan has merit,” Elizabeth’s
father said. “Let me give it
some thought.”
a. value
b. awards
c. kindness
H. Making generalizations and Why is it important to view the facts Activate students' prior knowledge by A context clue is a clue or hint from the What are the essential parts of the
abstractions about the lesson before giving judgement? asking for volunteers to retell the sentence that helps you to figure out script?
story of The Three Little Pigs. words that you don’t know.
Context clues help you figure out the
meaning of a word by relating it to
other words in the sentence or this
simply
means that we get the meaning of a
word by studying its relationship with
other words in the sentence. Some
clues are
more obvious than the others.
I. Evaluating learning  
Choose one question and, in each of Students are to select one fairy tale Understanding Context Clues Complete the sentences by writing Checking of the scripts
the character columns, record how and rewrite the tale from the the correct prefix in the blank
viewpoint of a different character or Directions: For each sentence, circle space. You can use a dictionary to
each character might respond to
object within the tale. the pair of words that complete help you.
the question.
the meaning of the sentence.
 dis- -in mis- re-
 For example: 1. Their profits have been __________, un- under-
 and they wish to __________ their
Do you think you did anything situation.
wrong in this situation? a. decreasing - excuse 1. I just can't believe it! The story is
b. declining - remedy _____believable!
 Pigs’ response: No, we c. comfortable – redness
were just minding our 2. No, that answer is _____correct.
own business in our 2. Rats provide a __________ in It is wrong.
houses. reducing garbage, but this is
outweighed by their __________ 3. Let's look at this information
 Wolf’s response: I was just activities. again. We should _____view it
looking for some food. I a. help - useful before the test.
can’t help it if I’m hungry. b. trouble - dynamic
c. service – harmful 4. I saw Allison just a moment ago,
but now I can't find her! It seems
3. Fact and Fancy were so _________ that she _____appeared!
that no one could _________ them.
a. connected – separate 5. Oh, I'm sorry, I didn't hear you
b. necessary – use correctly. I _____understood you.
c. respected – want
6. The subway does not go over the
4. If one is to understand the land like a normal train. It moves
__________, one must study the _____ground.
_________.
a. facts – unnecessary
b. unusual – sentences
c. whole- parts
5. His father __________ him, for he

realized the interest was more than
a __________ fancy.
a. encouraged – childish
b. berated – sincere
c. helped – mature
J. Additional activities for application Writing Center Ask students to reflect on the meeting Give copies of the passage from Lesson Write a four-liner poem of the three
Write at least 5 sentences using
or remediation Have students write a review of The of the minds technique. How did it Guide in Elementary English (Ateneo) little pigs
True Story of the 3 Little help them understand the characters? pages 136-137 affixes.
Pigs. Remind them that they should What did they like and dislike about
use the evaluating strategy to make the debates? Did it help them better Don’t Dump that garbage
judgments about the story. Have understand the stories?
students read their reviews to a Look for the meaning of the underlined
partner and discuss. word
See page 137

V. REMARKS
VI. REFLECTION
the evaluation.
who scored below 80%.
of learners who have caught up with
the lesson.
require remediation.
which my principal or supervisor can
help me solve?
materials did I use./discover which I
Time: Week 1 Quarter: 4TH QUARTER

I. OBJECTIVES
O. Content Standards
P. Performance Standards
Q. Learning Make inferences Infer the mood of certain events Evaluate and make judgments Use the comparative form of Answer the question in the subject
Competencies/Objectives through the speaker’s actions / Distinguish advertisement from adverb in sentences correctly that they learned in their own
intonations / utterances. propaganda understanding and honesty.
II. CONTENT Making Inferences Inferring the Mood of Certain Distinguishing Advertisement Using the Comparative Form of Weekly Test
Events through the Speaker’s from Propaganda Adverb
Actions / Intonations / Utterances.
LEARNING RESOURCES
E. References
9. Teacher’s Guides Developing Reading Power 6, pp. Developing Reading Power 6, pp. Growing in English VI BES 6 Language p. 134 / PELC
175-176 272-273 / ELC B.5.1 p. 10 (Language) p. 270 5.6.1 p. 26 / RBEC Speaking
10.5.5.1
10. Learner’s Material pages Tirso’s Opinion charts, cassette tape, pictures of a child, flashcards Test notebook
flashcards, strips of cartolina
11. Textbook Pages
12. Additional Reference from
Learning Resource
F. Other Learning Resources

III. PROCEDURES
U. Reviewing previous lesson or Unlocking of Difficulties (see Vocabulary/Pronunciation Skills Unlocking of Difficulties Reading of the following adverbs
presenting the new lesson textbook page) in flashcards
V. Establishing a purpose for the Have you watched the movie Reading the selection once more Let’s have a guessing game. Look at the picture posted on the A. Preparation
lesson “Finding Nemo”? with correct action, proper Listen to this. board while I read to you some
intonation and utterances, then Is this an advertisement or sentences about it. Listen
have them answer the questions propaganda? carefully and take note of the
below. “Sleep soundly, be happy, adverbs used in sentences.
live forever…. CONVI, Portable A child who dresses neatly is a
Bed & Mattress” available at all pleasant sight.
branches of SM Shoemart Inc.
including Cebu and Iloilo,
Uniwide Warehouse Club Inc.,
Amilgrahen Nationwide
Distributors, Inc., and other
department stores in Metro
Manila and key cities
nationwide.
W. Presenting Reading the short selection, pp. What do you think was the mood First Listening Dina speaks more softly than B. Setting of Standards
examples/instances of the 175-176, Developing Reading of the boys action when they Teacher reads the selection Joyce.
new lesson Power. yelled at Tirso? while pupils just listen. The sun shines more brightly
than the moon.
Can you stay underwater longer
than I can?
X. Discussing new concepts and What could have happened to Pupils listen to the teacher while What is the credo of the earth What adverbs are used to C. Explanation
practicing new skill #1 Baby Fish? reading the events with correct savers? compare actions?
intonation, action and utterances. Original File Submitted and
“Christian! Cherry! Come here!” Formatted by DepEd Club
Grandmother almost shouted at Member - visit depedclub.com
her grandchildren. for more
Question: What do you think was
the mood of grandmother’s
utterances when she shouted at
her grandchildren?
Y. Discussing new concepts and One day, Alex got the surprise of Answering the guide What word is used with adverbs
practicing new skill #2 his life. His father was chosen as questions. ending in-ly to show comparative
the “Farmer of the Year” When was the movement form of adverbs?
Question: If you were Alex, what organized?
would you feel after what What is its objective?
happened? Do you think this movement
Happy of what happened to my has good motive? Why?
father.
Ashamed of what I had felt for my
father.
Worried of what happened to my
father.
Z. Developing mastery (Leads to D. Supervision by the Teacher
Formative Assessment)
AA. Finding practical applications Listening to a selection What type of selection is it, an Here are some pictures. I want
of concepts and skills in daily advertisement or propaganda? you to study each of them and be
living How about the one given in the able to give sentences using the
guessing game, is it an comparative form of adverbs.
advertisement or propaganda?
What is an advertisement?
Propaganda?
BB. Making generalizations and What is an inference? How to Infer the Mood of Certain How can you distinguish What form of adverbs is used to
abstractions about the lesson Events through the Speaker’s advertisement from compare two persons/things
Actions / Intonations / propaganda? actions? What is added to the
Utterances? adverb to show comparison?
CC. Evaluating learning AlingDely, A Kindhearted Woman Listen to a selection and be able to Listen and write whether each Select the correct form of Checking and Recording
Why do you think Ivy helped answer the following questions by one is an advertisement or a adverbs to complete the
AlingDely in her store? To know inferring the mood of certain propaganda. sentences.
more people events through the speaker’s LOSE WEIGHT WHILE Pilots fly the helicopter
c. to live with AlingDely actions/intonations/utterances. SLEEPING. Thanks to the _________ than airplane.
To earn money What do you think was the mood surprising power of Biotic effectively
d. to go back to school of Glenn’s action when father gave Sauna Pajama to eliminate more effectively
What do you think is the occasion him a motorcycle? heat. Simply put on Biotic most effectively
for buying a present for her Glenn was ashamed Sauna Pajama and you will get
mother? Glen was embarrassed. rid of your excess fats
Birthday b. baptism Glen
c. wedding
d. confirmation
DD. Additional activities for Write sentences telling 1. Request a member of your Bring some clippings of Give sentences using the
application or remediation inferences family to read a short selection for advertisements or bits of comparative degree of
you, then infer the mood of propaganda from newspapers comparison.
certain events through the and magazines. They may also Between you and your best
speaker’s write down those they hear friend, who can work more
actions/intonations/utterances. over the radio or TV programs. cheerfully?
2. Write your inferences on your Then, have them form groups, Compare the lives in the city and
notebook. share their clippings and the lives in the farm
discuss whether they are
advertisements or propaganda.
IV. REMARKS
V. REFLECTION
CC. No. of learners who earned
80% on the formative
assessment
DD. No. of learners who require
remediation
EE. Did the remedial lessons
lesson
FF. No. of learners who continue
GG. Which of my teaching
did these work?
HH. What difficulties did I
encounter which my principal
solve?
II. What innovation or localized
other teachers?

I. OBJECTIVES
R. Content Standards
S. Performance Standards
T. Learning Make inferences Infer the mood of certain events Evaluate and make judgments Use the comparative form of Answer the question in the subject
Competencies/Objectives through the speaker’s actions / Distinguish advertisement from adverb in sentences correctly that they learned in their own
intonations / utterances. propaganda understanding and honesty.
II. CONTENT Making Inferences Inferring the Mood of Certain Distinguishing Advertisement Using the Comparative Form of Weekly Test
Events through the Speaker’s from Propaganda Adverb
Actions / Intonations / Utterances.
LEARNING RESOURCES
G. References
13. Teacher’s Guides Developing Reading Power 6, pp. Developing Reading Power 6, pp. Growing in English VI BES 6 Language p. 134 / PELC
175-176 272-273 / ELC B.5.1 p. 10 (Language) p. 270 5.6.1 p. 26 / RBEC Speaking
10.5.5.1
14. Learner’s Material pages Tirso’s Opinion charts, cassette tape, pictures of a child, flashcards Test notebook
flashcards, strips of cartolina
15. Textbook Pages
16. Additional Reference from
Learning Resource
H. Other Learning Resources

III. PROCEDURES
EE. Reviewing previous lesson or Unlocking of Difficulties (see Vocabulary/Pronunciation Skills Unlocking of Difficulties Reading of the following adverbs
presenting the new lesson textbook page) in flashcards
FF. Establishing a purpose for the Have you watched the movie Reading the selection once more Let’s have a guessing game. Look at the picture posted on the A. Preparation
lesson “Finding Nemo”? with correct action, proper Listen to this. board while I read to you some
intonation and utterances, then Is this an advertisement or sentences about it. Listen
have them answer the questions propaganda? carefully and take note of the
below. “Sleep soundly, be happy, adverbs used in sentences.
live forever…. CONVI, Portable A child who dresses neatly is a
Bed & Mattress” available at all pleasant sight.
branches of SM Shoemart Inc.
including Cebu and Iloilo,
Uniwide Warehouse Club Inc.,
Amilgrahen Nationwide
Distributors, Inc., and other
department stores in Metro
Manila and key cities
nationwide.
GG. Presenting Reading the short selection, pp. What do you think was the mood First Listening Dina speaks more softly than B. Setting of Standards
examples/instances of the 175-176, Developing Reading of the boys action when they Teacher reads the selection Joyce.
new lesson Power. yelled at Tirso? while pupils just listen. The sun shines more brightly
than the moon.
Can you stay underwater longer
than I can?
HH. Discussing new concepts and What could have happened to Pupils listen to the teacher while What is the credo of the earth What adverbs are used to C. Explanation
practicing new skill #1 Baby Fish? reading the events with correct savers? compare actions?
intonation, action and utterances. Original File Submitted and
“Christian! Cherry! Come here!” Formatted by DepEd Club
Grandmother almost shouted at Member - visit depedclub.com
her grandchildren. for more
Question: What do you think was
the mood of grandmother’s
utterances when she shouted at
her grandchildren?
II. Discussing new concepts and One day, Alex got the surprise of Answering the guide What word is used with adverbs
practicing new skill #2 his life. His father was chosen as questions. ending in-ly to show comparative
the “Farmer of the Year” When was the movement form of adverbs?
Question: If you were Alex, what organized?
would you feel after what What is its objective?
happened? Do you think this movement
Happy of what happened to my has good motive? Why?
father.
Ashamed of what I had felt for my
father.
Worried of what happened to my
father.
JJ. Developing mastery (Leads to D. Supervision by the Teacher
Formative Assessment)
KK. Finding practical applications Listening to a selection What type of selection is it, an Here are some pictures. I want
of concepts and skills in daily advertisement or propaganda? you to study each of them and be
living How about the one given in the able to give sentences using the
guessing game, is it an comparative form of adverbs.
advertisement or propaganda?
What is an advertisement?
Propaganda?
LL. Making generalizations and What is an inference? How to Infer the Mood of Certain How can you distinguish What form of adverbs is used to
abstractions about the lesson Events through the Speaker’s advertisement from compare two persons/things
Actions / Intonations / propaganda? actions? What is added to the
Utterances? adverb to show comparison?
MM. Evaluating learning AlingDely, A Kindhearted Woman Listen to a selection and be able to Listen and write whether each Select the correct form of Checking and Recording
Why do you think Ivy helped answer the following questions by one is an advertisement or a adverbs to complete the
AlingDely in her store? To know inferring the mood of certain propaganda. sentences.
more people events through the speaker’s LOSE WEIGHT WHILE Pilots fly the helicopter
c. to live with AlingDely actions/intonations/utterances. SLEEPING. Thanks to the _________ than airplane.
To earn money What do you think was the mood surprising power of Biotic effectively
d. to go back to school of Glenn’s action when father gave Sauna Pajama to eliminate more effectively
What do you think is the occasion him a motorcycle? heat. Simply put on Biotic most effectively
for buying a present for her Glenn was ashamed Sauna Pajama and you will get
mother? Glen was embarrassed. rid of your excess fats
Birthday b. baptism Glen
c. wedding
d. confirmation
NN. Additional activities for Write sentences telling 1. Request a member of your Bring some clippings of Give sentences using the
application or remediation inferences family to read a short selection for advertisements or bits of comparative degree of
you, then infer the mood of propaganda from newspapers comparison.
certain events through the and magazines. They may also Between you and your best
speaker’s write down those they hear friend, who can work more
actions/intonations/utterances. over the radio or TV programs. cheerfully?
2. Write your inferences on your Then, have them form groups, Compare the lives in the city and
notebook. share their clippings and the lives in the farm
discuss whether they are
advertisements or propaganda.
IV. REMARKS
V. REFLECTION
JJ. No. of learners who earned
80% on the formative
assessment
KK. No. of learners who require
remediation
LL. Did the remedial lessons
lesson
MM. No. of learners who
continue to require
remediation
NN. Which of my teaching
did these work?
OO. What difficulties did I
solve?
PP. What innovation or localized
other teachers?

I. OBJECTIVES
A.Content Standards The learner… The learner… The learner…. The learner…
demonstrates an understanding of demonstrates an understanding
Demonstrates an understanding of library skills to research on a variety of English Grammar and usage in
various linguistics nodes to speaking or writing
of topics
comprehend various texts
B.Performance Objective The learner… Uses library skills to gather Uses the classes of words aptly in
appropriate and relevant information oral and written discourse
Uses liguistic cues to appropriately
construct meaning from a variety of
texts for a variety of purposes
C.Learning Competencies/ he learner… * List primary and secondary sources Determine images or ideas that are *Use compound- complex
Objectives Distinguish text types according to of information;revise writing for explicitly used to influence viewers sentences for effective
( Write the LC code for purpose and language features: correctness/validity of information such as stereotypes, points of view, communication of information and WEEKLY TEST
problem and Solution and propagandas ideas
each) EN6SS-IVc-5
EN6RC-IVc- 3.2.5 EN6VC-IVc-7.1,7.2,7.3 * Observe politeness at all times
2. Self correct when reading
EN6F-IVc-2.9
Primary and Secondary sources of Compound-Complex sentence

CONTENT Problem- Solution text type information
( Subject Matter)
II.LEARNINGRESOURCES Essential Engliish 6 Essential Engliish 6 Essential Engliish 6 Essential Engliish 6

A.References
1.Teachers Guide pages
2.Learners Material Pages 324-327 328 328-329 330-333
III. PROCEDURES
A.Reviewing past lesson or What stories of creations have you What are the Primary and seondary What do you call the images and What was our topic yesterday?
Presenting the new lesson heard before? sources of information? ideas used explicitly to influnce our
(Drill/Review/Unlocking of way of thinking?
difficulties)
B.Establishing a purpose of the Find out how the following selection If you were to look for other stories of Can you give examples of each Do you remember our story “
new lesson (Motivation) is different from the ones you have creation, what sources will you be based on their definitions? Bathala and The Story of Creation?”
already read. making use of? -Stereotype
-point of view
-propaganda
C.Presenting Examples/ Read the story: List down all the primary and Watch a video Study the sentence below taken
instances of the new lesson secondary sources of information you (https://www.youtube.com/watch? from the story “Bathala and the
(Presentation) “Bathala and the Story of Creation” will use. v=23NZ1OW5DTY) Story of Creation”
Primary Secondary
Before Galang Kaluluwa died, he
instructed Bathala to bury him in
his preferred spot and Bathala did
as he was told.
D.Discussing new concepts and Answer the ff. Questions about the Which among these sources you have From the video you have watched, The sentence above has two
practicing new skills no.1. selection: listed will you use to check the answer the questions that follow: independent clauses that make up
(Modeling) 1. Who are the characters in the correctness of the story you have 1. How are your feelings, beliefs one compound sentence; one
story? Say something about each written above? and ways of thinking changed after complex sentence. What are those?
character. Original File Submitted and Formatted viewing the video? Explain.
2. What made two of the gods in the by DepEd Club Member - visit
story lonely? depedclub.com for more
-pls. see LM on p325
E. Discussing new concepts and A problem-solution relationship Go to the library or use computer to Discuss a compound-complex
practicing new skills no.2 describes a problem and discusses check out the list of sources you have sentence and its parts.
(Guided Practice) possible solutions to the problem. listed, to verify the correctness or
validity of the story you have written. Give more examples;
Browse the selection again and chart 1. I decided to enrol in an english
the problem-solution relationships program and my friend Richard
you get a chance to read upon came along with me.
Problem-Solution Idea Map

Problem Solution
F.Developing Mastery Group Activity: Revise your work to address concerns Determine the images in the video Draw a slash mark(/) to separate
(Leads to Formative Assessment Identify the problem- solution on incomplete details or errors in that influence viewers. Explain your the independent clauses from the
3.) relationship which could be explicitly characters or plot. answers. dependent clauses of each
or implicitly stated in the following 1. Stereotype sentence. Circle the coordinating
(Independent Practice) situations: 2. Point of view conjunction used.
-pls. See LM on pp. 326-327. 3. Propaganda 1. I usually pick up whenever I play
the guitar, or I just use my fingers
-pls. See LM on p. 33q
G. Finding practical application of Do you solve your own problem? Why is it important to assess the Do we need to believe all the
concepts and skills in daily living How? credibility of a source of information? information from different media?
(Application/Valuing) Why?
H. Making Generalization and What is a problem-solution What are the primary and secondary How do viewing materials in What is a compound -complex
abstraction about the lesson relationship? sources of information? different media affect/ influence sentence?
(Generalization) our way of thinking.
I. Evaluating learning With your groupmates, create a List down 5 primary/secondary Use rubrics to evaluate their Combine the sentences into one
problem-solution organizer for your sources of information. activity above and make it a compound-complex
chosen topic from among the structure.
following: 1. a. Education plays a vital role in
* Student life your lie
* Friend Conflict b. You should be educated.
* Sibling Rivalry c. It gives you a better life.
2. A person without education is
incomplete.
B. Educating makes man a good
thinker.
C. Education is a lifetime
achievement
3. A. Education is a necessity not a
luxury
B. the world is competitive.
C. It is the solution to any
problem.
4. a. Education allows us to
understand deeper the meaning of
life.
B. It is not just lessons from the
textbooks.
C. It is about lessons of life.
5. a. No child is left behind.
B. everyone has the right to be
educated
C. Make a better change for the
world.
J. Additional activities for What other stories of creation do
application and remediation you know? Write a short summary of
(Assignment) it.
IV REMARKS
V. REFLECTION
A. No. of learner who earned

80%
B .No. of learner who scored

below 80% ( needs remediation)
C. No. of learners who have

D. No of learner who continue

strategies work well? Why?

/supervisor can help me solve?

which I wish to share w/other
teacher?

I. OBJECTIVES
.
C. Learning Competencies/ Summarize the information from Distinguish text-types according to Use various types and kinds of Make connections between Plan composition using an
Objectives a text heard purpose and language features sentences for effective information viewed and outline/other graphic
Inferring meaning of borrowed -Problem and Solution communication of personal experiences organizers
word using information/ideas
-prefix Conduct short research projects on a (Compound-Complex Sentence)
relevant issue
Write the LC code for each EN6LC-IVd-2.23 EN6RC-IVd-3.2.5 EN6SS-IVd-1.10 EN6V-IVd-4.4 EN6WC-IVd-1.1.6.1
EN6V-Id-12.4.2.3 EN6-IVd-2.3
II. CONTENT Clarifying meaning of text heard Problem – solution Compound-Complex Sentence Used to influence viewers Outline/Graphic Organizers
(Subject Matter) Inferring meaning of borrowed Research projects Stereotypes, point of view ,
word propaganda
PREFIX
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 138 of227
3.Textbook Pages Essentials English 6 pp.335-336 Essentials English 6 pp.337-341 Essentials English 6 pp.341-345 Essentials English 6 pp.328-329 Essentials English 6 p 345-
347
4.Additional Materials from
Learning Resource(LR)portal
B. Other Learning Resources powerpoint Chart, worksheet powerpoint powerpoint Powerpoint
III. PROCEDURES
A. Reviewing previous lesson or If you are going to summarize a Give the meaning of the following Each group will present their Make a compound-complex What is stereotype? Give an
presenting new lesson story or a selection, how will you borrowed using prefix de. research project. sentence about the picture. example.
summarize. Decode deflate Original File Submitted and
Deport depress
Member - visit
Dejected depedclub.com for more
-to go down or to move away

-to send out of the country
-feeling down
-to press down
-to break down words
B. Establishing a purpose for the Do you know what flower is this. How do you regard plants or flowers? Do What kind of information view
lesson you consider any of these special, lucky are the following?
or with certain meaning?
All old people are forgetful.

Men are better at math than
women are.
African-American men are the
Lilies are magnificent flowers that best basketball players.
command attention wherever
they are planted. They are group
of flowering plants which are
important in culture and
literature in much of the world .
Listen to an article about Lilies.
Take down relevant notes as you
listen. Use this notes in
summarizing the information ypu
heard.
Lily.To the ancient

Egyptians, the trumpet-shaped
lily was a symbol of Upper Egypt,
the southern part of the country.
In the ancient Near East, the lily
was associated with Ishtar, also
known as Astarte, who was a
goddess of creation and fertility
as well as a virgin. The Greeks
and Romans linked the lily with
the queen of the gods, called
Hera by the Greeks and Juno by
the Romans. The lily was also one
of the symbols of the Roman
goddess Venus.
In later times, Christians adopted
the lily as the symbol of Mary
who became the mother of Jesus
while still a virgin. Painters often
portrayed the angel Gabriel
handing Mary a lily, which
became a Christian symbol of
purity. Besides being linked to
Mary, the lily was also associated
with virgin saints and other
figures of exceptionalchastity.
Read
more: http://www.mythencyclop
edia.com/Fi-Go/Flowers-in-
Mythology.html#ixzz55w36wUJy
Share your summary in class.

C. Presenting examples/ Today we going to learn Group Activity
instances of the new lesson borrowed words using prefix. When the Lilies Return
Read and study the following Retold by: John M. Miller
words. Stereotypes
Recount misspell (Pasig Metro Manila, Luzon)
illegal dislocate Option 1: Students are each
handed a piece of paper at the
Give the root word of the ------- beginning of class. They are
following words. What is written instructed not to look at what
before the root word? At the time when the Pasig River flowed is on the papers others have.
peacefully along between flowery banks, They are given one of the
when its breast was not torn by puffing following tasks:
steamers, and when only a few clustering a. List the 8 most important
huts marked the present site of Manila, characteristics that an ideal
there grew on the banks of the river, a person should have.
beautiful field of lilies.The lilies glistened b. List the 8 most important
like silver in the sunlight and filled the air characteristics that an ideal
with delicious perfume. No hand plucked woman should have.
them from the earth, and no foot c. List the 8 most important
trampled out their fragrance; for an characteristics that an ideal
ancient prophecy had said that while the man should have.
lilies stood the happiness of the people
should endure.
Lists of the characteristics they
come up with for each three
But after a time cane dark days in the
categories are written on the
history of the Philippines. Yellow hordes
board. Students discuss and
swept across the water and carried all
evaluate the degree of overlap
before them. The people could hardly
between perceptions of the
expect to resist the invaders, for their
ideal person and the male and
warrior king, Loku, had profaned the
female stereotypes. This
word of the god, who, in the form of a
discussion is then extended to
lizard, was fulfilling his threats of
include the ideal characteristics
punishment. Their armies were weal and
of people with certain jobs
scattered, and the conquerors marched
(e.g. president, teacher,
on in triumph. As report after report of
accountant) to look for degree
disaster reached Luzon, the people
of overlap with the lists of ideal
trembled for the safety of their fair land.
characteristics for
Warriors gathered hastily for the defense
men/women.
of the nation, and all united and waited
for the enemy to appear.
One day the water was dotted with the

junks of the invaders. They came slowly
down the bay, and anchored near the
mouth of the Pasig. Then from the boat
poured the yellow warriors. Spears
rained upon them, stones and arrows
laid them low, but their numbers were
countless. The people were along the
riverbanks. Fiercely they fought, but
numbers told against them. Foot by foot
they were pressed back, till they stood
on the border of the field of lilies, where
they made their last stand. But it was to
no purpose.The invaders poured from
the ships, and in one desperate charge
drove back the ranks of the people, who
fought and died among their sacred lilies.
All through the night the battle raged,
and all daybreak, when the victorious
invaders rested on their spears, the
beautiful field was no more.
The lilies were crushed and torn. The

bodies of dead and dying warriors laid
everywhere, and the crushed flowers
were stained with blood of friend and
foe. The peace of the land was lost.
Many years have passed since then. New

races have come to the islands, and new
manners and customs have been
introduced. The Pasig still flows on to the
sea, but its banks are harness by bridges.
Lofty dwellings and stores took the place
of the little huts, and a great city marks
the site of the little village. Where once
was the beautiful field is now a busy part
of the great city. It is called Quiapo, after
the lilies. Many of the older people
remember the prophecy and wonder if
the lilies will ever return.
The land is now a peaceful and

contented one. Comfort and happiness
maybe found among its inhabitants.
Perhaps the fair, strange women from
the great land over the sea are the lilies.
Who can tell?
D. Discussing new concepts and De-is a prefix of Latin origin Put a check if the statement is
practicing new skills #1 which has several meanings. It stereotype and cross if not.
means “down” as in descend or
to go down or move away from 1. She is a kind young
as in depart. lady.
Fill in the blanks with the 2. Young kids are noisy.

appropriate words from the box. 3. Women are better
cooks than men.
Despise deducted delegate
4. All doctors are rich.
Decline delete 5. Tagaytay is a
beautiful tourist spots.
Deteriorating detour
Depressed derailed
1. When you turn down an

invitation, you _____it.
2. The peace-and order
situation in the country
is said to be going down
from bad to worse. We
ca say that it
is______________.
3. When a person’s spirit is
low, we could infer that
she/he is____________.
4. When we look down on
someone with disfavor
or contempt, we may be
said to
_______________.
5. While driving, you are
forced to leave the
highway because of road
repairs. Therefore
turned away on a
_________________.
6. But when a train jumps
away from the rails, we
say that it
is_____________.
7. When we take out a
word from a message,
we_____________ it.
8. Certain amounts can be
taken away or
_________from
someone else’s income
or salary.
9. A person who is sent to
attend a conference as a
representative is called a
_______________
E. Discussing new concepts and De-is also used to give the idea of Write YES if it is a stereotype
practicing new skills #2 reversing or undoing. Kids land NO if not.
Example:
Decode deflate decrease 1. People who wear glasses are
Before a coded message can be smart.
understood, we must undo or
decode it. 2. All tall people are good
basketball players.
De also means completely or 3.Women are better cooks
entirely. than men.
4,Poor people are lazy.
Example:
A forest is said to be deforested if 5.Honesty is the best policy.
it is entirely stripped of trees and
other plants.
When old buildings are torn
down completely, we use the
word demolished.
F. Developing Mastery Match words with prefix de with
(Lead to Formative Assessment) its meaning.
1. Decay
2. Declined
3. Decode
4. Decrease
5. Deduct
6. Dejected
7. Depress
8. Deport
a. To send out of the country

b. To press down
c. Feeling down or sad
d. To take out or to remove
e. To lower or break down
into small amount
f. To break down words
g. To go down or to drop
h. To break down
G. Finding practical application of Group Activity

concepts and skills in daily living.
Write five related compound-
complex sentences based on the
pictures.
H. Making Generalization and
Abstraction about the lesson
I. Evaluating Learning Fill in the blank with the Combine the sentences into one Write a composition what
borrowed word using the prefix and make it a compound-complex you have written on the
de. Choose your answer inside structure. graphic organizer.
the box.
Decay declined
Decode decrease
Deduct dejected
Depress deport
1. The star player on our team

was ________to his home
country because his parents
did not have “green card”.
2. The old house was
_______and falling apart.
3. ________the nozzle of the
spray cleaner to remove the
writing from the desktop.
4. The condition of the
countrys’lndmarks
________with smaller repair
budgets.
5. The football player felt _____
after losing the game.
6. Can you _______all of the
words in these instructions?
7. You subtract or _____ the
admission fee from your
allowance.
8. This man wants to see a
__________ in the use of
coal as a fuel in pour
country.
J. Additional Activities for

Application or Remediation
IV. REMARKS
V. REFLECTION
C. Did the remedial lesson work?
No. of learners who have caught up
with the lesson
materials/discover which I wish to
share with other teachers?

I. OBJECTIVES
.
C. Learning Competencies/ Summarize the information from Distinguish text-types according to Use various types and kinds of Make connections between Plan composition using an
Objectives a text heard purpose and language features sentences for effective information viewed and outline/other graphic
Inferring meaning of borrowed -Problem and Solution communication of personal experiences organizers
word using information/ideas
-prefix Conduct short research projects on a (Compound-Complex Sentence)
relevant issue
Write the LC code for each EN6LC-IVd-2.23 EN6RC-IVd-3.2.5 EN6SS-IVd-1.10 EN6V-IVd-4.4 EN6WC-IVd-1.1.6.1
EN6V-Id-12.4.2.3 EN6-IVd-2.3
II. CONTENT Clarifying meaning of text heard Problem – solution Compound-Complex Sentence Used to influence viewers Outline/Graphic Organizers
(Subject Matter) Inferring meaning of borrowed Research projects Stereotypes, point of view ,
word propaganda
PREFIX
A. References
1.Teacher’s Guide/Pages Curriculum Guide pp 138 of227
3.Textbook Pages Essentials English 6 pp.335-336 Essentials English 6 pp.337-341 Essentials English 6 pp.341-345 Essentials English 6 pp.328-329 Essentials English 6 p 345-
347
4.Additional Materials from
Learning Resource(LR)portal
B. Other Learning Resources powerpoint Chart, worksheet powerpoint powerpoint Powerpoint
III. PROCEDURES
A. Reviewing previous lesson or If you are going to summarize a Give the meaning of the following Each group will present their Make a compound-complex What is stereotype? Give an
presenting new lesson story or a selection, how will you borrowed using prefix de. research project. sentence about the picture. example.
summarize. Decode deflate Original File Submitted and
Deport depress
Member - visit
Dejected depedclub.com for more
-to go down or to move away

-to send out of the country
-feeling down
-to press down
-to break down words
B. Establishing a purpose for the Do you know what flower is this. How do you regard plants or flowers? Do What kind of information view
lesson you consider any of these special, lucky are the following?
or with certain meaning?
All old people are forgetful.

Men are better at math than
women are.
African-American men are the
Lilies are magnificent flowers that best basketball players.
command attention wherever
they are planted. They are group
of flowering plants which are
important in culture and
literature in much of the world .
Listen to an article about Lilies.
Take down relevant notes as you
listen. Use this notes in
summarizing the information ypu
heard.
Lily.To the ancient

Egyptians, the trumpet-shaped
lily was a symbol of Upper Egypt,
the southern part of the country.
In the ancient Near East, the lily
was associated with Ishtar, also
known as Astarte, who was a
goddess of creation and fertility
as well as a virgin. The Greeks
and Romans linked the lily with
the queen of the gods, called
Hera by the Greeks and Juno by
the Romans. The lily was also one
of the symbols of the Roman
goddess Venus.
In later times, Christians adopted
the lily as the symbol of Mary
who became the mother of Jesus
while still a virgin. Painters often
portrayed the angel Gabriel
handing Mary a lily, which
became a Christian symbol of
purity. Besides being linked to
Mary, the lily was also associated
with virgin saints and other
figures of exceptionalchastity.
Read
more: http://www.mythencyclop
edia.com/Fi-Go/Flowers-in-
Mythology.html#ixzz55w36wUJy
Share your summary in class.

C. Presenting examples/ Today we going to learn Group Activity
instances of the new lesson borrowed words using prefix. When the Lilies Return
Read and study the following Retold by: John M. Miller
words. Stereotypes
Recount misspell (Pasig Metro Manila, Luzon)
illegal dislocate Option 1: Students are each
handed a piece of paper at the
Give the root word of the ------- beginning of class. They are
following words. What is written instructed not to look at what
before the root word? At the time when the Pasig River flowed is on the papers others have.
peacefully along between flowery banks, They are given one of the
when its breast was not torn by puffing following tasks:
steamers, and when only a few clustering a. List the 8 most important
huts marked the present site of Manila, characteristics that an ideal
there grew on the banks of the river, a person should have.
beautiful field of lilies.The lilies glistened b. List the 8 most important
like silver in the sunlight and filled the air characteristics that an ideal
with delicious perfume. No hand plucked woman should have.
them from the earth, and no foot c. List the 8 most important
trampled out their fragrance; for an characteristics that an ideal
ancient prophecy had said that while the man should have.
lilies stood the happiness of the people
should endure.
Lists of the characteristics they
come up with for each three
But after a time cane dark days in the
categories are written on the
history of the Philippines. Yellow hordes
board. Students discuss and
swept across the water and carried all
evaluate the degree of overlap
before them. The people could hardly
between perceptions of the
expect to resist the invaders, for their
ideal person and the male and
warrior king, Loku, had profaned the
female stereotypes. This
word of the god, who, in the form of a
discussion is then extended to
lizard, was fulfilling his threats of
include the ideal characteristics
punishment. Their armies were weal and
of people with certain jobs
scattered, and the conquerors marched
(e.g. president, teacher,
on in triumph. As report after report of
accountant) to look for degree
disaster reached Luzon, the people
of overlap with the lists of ideal
trembled for the safety of their fair land.
characteristics for
Warriors gathered hastily for the defense
men/women.
of the nation, and all united and waited
for the enemy to appear.
One day the water was dotted with the

junks of the invaders. They came slowly
down the bay, and anchored near the
mouth of the Pasig. Then from the boat
poured the yellow warriors. Spears
rained upon them, stones and arrows
laid them low, but their numbers were
countless. The people were along the
riverbanks. Fiercely they fought, but
numbers told against them. Foot by foot
they were pressed back, till they stood
on the border of the field of lilies, where
they made their last stand. But it was to
no purpose.The invaders poured from
the ships, and in one desperate charge
drove back the ranks of the people, who
fought and died among their sacred lilies.
All through the night the battle raged,
and all daybreak, when the victorious
invaders rested on their spears, the
beautiful field was no more.
The lilies were crushed and torn. The

bodies of dead and dying warriors laid
everywhere, and the crushed flowers
were stained with blood of friend and
foe. The peace of the land was lost.
Many years have passed since then. New

races have come to the islands, and new
manners and customs have been
introduced. The Pasig still flows on to the
sea, but its banks are harness by bridges.
Lofty dwellings and stores took the place
of the little huts, and a great city marks
the site of the little village. Where once
was the beautiful field is now a busy part
of the great city. It is called Quiapo, after
the lilies. Many of the older people
remember the prophecy and wonder if
the lilies will ever return.
The land is now a peaceful and

contented one. Comfort and happiness
maybe found among its inhabitants.
Perhaps the fair, strange women from
the great land over the sea are the lilies.
Who can tell?
D. Discussing new concepts and De-is a prefix of Latin origin Put a check if the statement is
practicing new skills #1 which has several meanings. It stereotype and cross if not.
means “down” as in descend or
to go down or move away from 6. She is a kind young
as in depart. lady.
Fill in the blanks with the 7. Young kids are noisy.

appropriate words from the box. 8. Women are better
cooks than men.
Despise deducted delegate
9. All doctors are rich.
Decline delete 10. Tagaytay is a
beautiful tourist spots.
Deteriorating detour
Depressed derailed
10. When you turn down an

invitation, you _____it.
11. The peace-and order
situation in the country
is said to be going down
from bad to worse. We
ca say that it
is______________.
12. When a person’s spirit is
low, we could infer that
she/he is____________.
13. When we look down on
someone with disfavor
or contempt, we may be
said to
_______________.
14. While driving, you are
forced to leave the
highway because of road
repairs. Therefore
turned away on a
_________________.
15. But when a train jumps
away from the rails, we
say that it
is_____________.
16. When we take out a
word from a message,
we_____________ it.
17. Certain amounts can be
taken away or
_________from
someone else’s income
or salary.
18. A person who is sent to
attend a conference as a
representative is called a
_______________
E. Discussing new concepts and De-is also used to give the idea of Write YES if it is a stereotype
practicing new skills #2 reversing or undoing. Kids land NO if not.
Example:
Decode deflate decrease 1. People who wear glasses are
Before a coded message can be smart.
understood, we must undo or
decode it. 2. All tall people are good
basketball players.
De also means completely or 3.Women are better cooks
entirely. than men.
4,Poor people are lazy.
Example:
A forest is said to be deforested if 5.Honesty is the best policy.
it is entirely stripped of trees and
other plants.
When old buildings are torn
down completely, we use the
word demolished.
F. Developing Mastery Match words with prefix de with
(Lead to Formative Assessment) its meaning.
9. Decay
10. Declined
11. Decode
12. Decrease
13. Deduct
14. Dejected
15. Depress
16. Deport
i. To send out of the country

j. To press down
k. Feeling down or sad
l. To take out or to remove
m. To lower or break down
into small amount
n. To break down words
o. To go down or to drop
p. To break down
G. Finding practical application of Group Activity

concepts and skills in daily living.
Write five related compound-
complex sentences based on the
pictures.
H. Making Generalization and
Abstraction about the lesson
I. Evaluating Learning Fill in the blank with the Combine the sentences into one Write a composition what
borrowed word using the prefix and make it a compound-complex you have written on the
de. Choose your answer inside structure. graphic organizer.
the box.
Decay declined
Decode decrease
Deduct dejected
Depress deport
9. The star player on our team

was ________to his home
country because his parents
did not have “green card”.
10. The old house was
_______and falling apart.
11. ________the nozzle of the
spray cleaner to remove the
writing from the desktop.
12. The condition of the
countrys’lndmarks
________with smaller repair
budgets.
13. The football player felt _____
after losing the game.
14. Can you _______all of the
words in these instructions?
15. You subtract or _____ the
admission fee from your
allowance.
16. This man wants to see a
__________ in the use of
coal as a fuel in pour
country.
J. Additional Activities for

Application or Remediation
IV. REMARKS
V. REFLECTION
C. Did the remedial lesson work?
No. of learners who have caught up
with the lesson
materials/discover which I wish to
share with other teachers?

Grade 6 English weekly lesson plan

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Grade 6 English weekly lesson plan

Încărcat de

Drepturi de autor:

Formate disponibile

School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The mist was busy too;

One spider wove a web

Motionless hang the webs,

Speak gently to the little child;

Speak gently to the aged one;

Speak gently; it’s a little thing

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning ENG. LC-Ib-2-3-6 ENG. 6V-Ib-12.4.2.1 EN6G-Ib-2.3.2 EN6VC-Ib-5.1.2 ENG. 6-Ib-5.1.2

III. (Learning Resources)

C. Did the remedial lessons work?

F. What difficulties did I encounter

G. What innovations or localized

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

2. Learner’s Material pages

4. Our day a hungry fox runt

3. Future To express: 3. Future To express:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner demonstrates understanding ...

A. Reviewing previous lesson or Let’s Practice Fluency p. 1 Let’s

C. Presenting examples/instances of the

D. Discussing new concepts and

E. Discussing new concepts and

J. Additional activities for application or

A. No. of learners who earned 80% in

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner demonstrates understanding ...

III. LEARNING RESOURCES

A. No. of learners who earned 80% in

D. No. of learners who continue to

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EN6A-If-17 EN6A-If-16 EN6A-If-16 EN6A-If-16 EN6A-If-17 Show tactfulness

III. LEARNING RESOURCES

2. Learner’s Materials pages

https://www.youtube.com/wat https://www.youtube.com/w Writer’s Choice Gramma and https://www.youtube.com/

Answer “Let’s Do More ”

G. Finding practical applications Answer “Let’s Enrich Answer “Let’s Enrich

B. No. of learners who require

D. No. of learners who

E. Which of my teaching strategies

F. What difficulties did I

School: Grade Level: VI

The learner demonstrates understanding…

C. Learning EN6RC-Ig-2.24.1 EN6G-Ig-4.4.1 EN6G-Ig-4.4.1 EN6VC-Ig-5.1.7 Describe EN6VC-Ig-5.1.7

communicating with EN6F-Ig-1.8.1 Read with Show openness to criticism.

B. Other Learning Resources www.sjsu.edu/writing Actor Varun Pruthi.

J. Additional activities for Do “Let’s Enrich

A. No. of learners who earned 80%

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who

G. What innovation or localized

School: Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EN6A-Ih-16 EN6F-Ih-1.13 EN6A-Ih-18 Original File Submitted and

III. LEARNING RESOURCES

E. Discussing new concepts and Do Task 3. Have them close the

Play the audio again then let

A. No. of learners who earned 80% in

_ _ _

BEAM-DLP5 Module 40 and 57- BEAM-DLP5 Module 40 and 57- *http://www.flyingwords.com/preposition-poem.html

___Re-teaching _Re-teaching _Re-teaching _Re-teaching ___Re-teaching

___Achieved _Achieve _Achieve _Achieve ___Achieve