3 English

ENGLISH VI
FEB. 6, 2014
THURSDAY
I. Objective:
Give possible cause and effect to the situation heard.
II. Subject Matter:
A. Giving possible Cause and Effect to the Situation Heard
B. EFAT VI
C. Chart, flashcards
D. Save our planet from destruction
III. Learning Activities:
A. Preparatory Activities:
1. Pronunciation Drill
/d/ and /dh/ sounds
/d/
/dh/
day
they
den
then
die
thy
1. They traveled during the day.
2. Those passenger might doze during the trip.
2. Unlocking Difficulties:
Match each word to each meaning.
A
B
1. atmosphere
a. the act of clearing the forest.
2. pollutants
b. the act of destroying or state of being destroyed.
3. endanger
c. to expose to danger.
4. destruction
d. any various harmful chemical which impair the purify of
5. deforestation
water, soil or atmosphere
6. tremendous
e. the mass or body of gases that surrounds the earth or any
heavenly bodies
f. dangerous; terrible
3. Motivation:
Class, I have here a real egg and a fork. I am going to strike the egg with fork, what
happened to the egg?
B. Presentation
1. Have the pupils listen as the teacher reads the selection. Save the Earth
2. Comprehension Check-up:
1. What day-to-day activities do you think contributes to the endangering of our planet
earth?
2. What are the sources of air pollutants?
3. What is the effect of this greater heating of the earth?
3. Analysis and Discussion:
In the situation you have listened to, what possible causes and effects can you give?
4. Fixing Skills:
Write the four causes of the earth's danger on Column A and the effect on Column B.
select from the list below.
1. Increased heating of the earth
2. Indiscriminate cutting of trees
3. Exhaust pipes of running vehicles
4. Destruction of ozone layer
5. Spraying of plants with chemicals
(Causes) A
(Effects) B
5. Generalization:
What is cause? What is effect?
What would you do to give possible cause/effect to the situation heard?
6. Practice Exercises:
a. Guided Practice:
Listen to these situations and be able to give the possible cause and effect.
1. Mario was very delighted over his high score in Science.
2. Your neighbor's three-year old daughter is crying.
b. Independent Practice:
Divide the class into groups of four. Each group will give the cause/effect of the
following situations.
1. The door bangs as Albert leaves the room.
2. The pupils suddenly keep quiet.
7. Valuing:
Why is it important to save our planet from destruction?
IV. Evaluation:
Listen to each situation and answer the questions that follow by selecting the letter of the correct
answer.
Kevin smelled smoke in the air. He looked down the street and saw a fire blazing in old garage. "I
have to do something fast," he said to himself.
Kevin knew that he could not fight the fire himself, so he ran to the nearest phone. He reported
the fire. Soon a fire truck was on the day to the garage. By nine-thirty, fire fighters from 5 action Five
had put out the fire.
1. Kevin smelled smoke to the air. What was the effect?
a. He checked and saw fire
b. He started to feel funny
c. He bought someone was smoking.
He reported the fire.
ML____________________
ID_______________________
V. Assignment:
Give three possible causes and three possible effects to this situation:
The street are flooded every time it rains.
ENGLISH VI
FEB. 13, 2014
THURSDAY
I. Objective:
Use the verb that agrees with the singular indefinite pronouns
II. Subject Matter:
A. Using the Verb that Agrees with Indefinite Pronouns
B. EFAT VI
C. CHART
D. Being respectful
1. Drill:
Sentence Drill
Somebody gives me a surprise.
Everybody works hard.
I think someone is playing a joke on me.
2. Review:
What kind of pronouns are the words? What is a pronoun? What kinds of pronoun do you
know?
3. Motivation:
Read the story.
a. Who are the characters in the story?
b. What can you say about them?
B. Presentation:
1. Read the dialogue.
a. What made Lita laugh?
b. What did Aurora say to Lita?
c. Was Aurora right? Why?
What are the indefinite pronouns used in sentence 1 and 2?
What do the words everybody and everyone mean?
4. Generalization:
What are indefinite pronouns? What form of the verb is used with singular indefinite
pronoun?
a. Guided Practice:
Choose the correct form of verb inside the parenthesis for each indefinite pronoun.
1. Everyone (is, are) a unique person, with or without defect.
2. Everyone at the Science Fair (is, are) curious.
Complete each sentence with a verb in the present tense.
1. A few of the contestants ____________.
2. Either of the subjects _____________.
6. Valuing:
How will you show respect to people with defects?
IV. Evaluation:
Read the paragraph below. Copy the verb that agrees with each indefinite pronoun.
Everyone in my class (has, have) a pen pal. Several write to more than one person. Nobody
(forget, forgets) to send letters every week.
Everybody (is, are) always eager to check the mail. Something usually (arrive, arrives) in the
mail for me. Each of my pen pals (is, are) special. Both of my pen pals live in America. Some of us
read the letter about the class. Many hope to visit their pen pals someday. All enjoy communicating
with new friends.
ML_________________
ID_________________
V. Assignment:
Use each of the following singular, indefinite pronouns in a sentence.
1. anybody
2. someone
3. everybody
4. none
5. anyone
ENGLISH VI
FEB. 4, 2014
TUESDAY
I. Objective:
Use the verb that agrees with the plural indefinite pronouns
II. Subject Matter:
A. Using the Verb that Agrees with the Plural Indefinite Pronouns
B. EFAT VI
C. Chart, flashcards
D. Save our planet from destruction
1. Drill:
Gave the plural form of the noun in the parentheses
Fishing is fun. (Man), (woman) and (child) love it both as an occupation and as a part of
sport. It does not necessarily mean catching different (species) of fish, like (tuna), (milkfish),
(salmon) or mackerel.
2. Review:
What are the indefinite pronouns?
Can you give examples of singular/plural indefinite pronouns?
3. Motivation:
Show pictures of life in the past and in the 215t century.
Compare the two pictures. Talk about to which picture do they want to live with.
B. Presentation:
1. Read the paragraph.
What was everyone striving for ever since the world begun?
Why is electricity considered to be the necessity in the homes?
Let the pupils read sentences in sentence -strips.
1. Many think life is better now than before.
2. Some say it is much better to live today.
3. Few believe it is happier and more peaceful to live this time.
4. Fixing Skills:
Complete each sentence with the appropriate verb inside the parenthesis.
1. Many of the pupils (is, are) proud of their projects.
2. All of the 'students (love, loves) their projects.
3. Few (has, have) started on their science projects.
5. Generalization:
What kind of verbs do the plural indefinite pronouns take?
a. Guided Practice:
Complete each sentence with the correct form of the verb in the parenthesis.
(feel) 1. All pupils __ excited in their field trip.
(be)
2. Most of the entries __ very creative.
(be)
3. Few pupils __ witling to join the competition.
Group the pupils. Provide each group with a list of plural indefinite pronouns. Have
them write a sentence using each word. The answers must be written in the newsprint.
IV. Evaluation:
Choose the correct verb form from the parentheses.
1. Few pupils (work, works) hard for the next fair.
2. Both boys and girls (neglect, neglects) responsibilities.
3. All the boys (do, does) their best today.
ML___________________
ID_________________________
V. Assignment:
Construct your own sentences using the plural indefinite pronouns.
1. Few ________________________________.
2. Both ________________________________.
3. Several ______________________________.
4. Many _______________________________.
5. All _________________________________.
ENGLISH VI
FEB. 7, 2014 FRIDAY
I. Objective:
Use possible causes and effects to news stories heard.
Value:
Righteousness
II. Subject Matter:

Giving Possible Causes and Effects to News Stories Heard.
References:
Materials:
BEC-PELC 6 p. 24 Growing in English Reading p. 186

Recorded news broadcast, charts, newspapers

1. Drill:
Match each cause and its effect.
A
1. When the generator is turned on.
2. If we strike a match
3. because the air is not moving
4. because the lights are off
5. because brakes are applied
a.
b.
c.
d.
e.
B
A car stops
The building is dark
electricity flows out of it
the friction produces some heat
there is no wind
2. Review:
How can you distinguish cause from given effect?
3. Motivation:
What news report did you hear this morning?
B. Presentation:
1. Listening to the taped news report.
Who was the policeman's daughter?
What did the two women offer her?
How much was the original price of the ring?
Why did they sell it for only P450.00?
3. Valuing:
If you were the daughter of the policeman, would you also do the same? Why?
4. Discussion/Analysis:
Studying the sentence taken from the news broadcast:
Two women were detained because they were peddling fake jewelry.
What is the reason why the two women are detained?
Which is the cause/effect?
5. Generalization:
How can you give possible cause to a given effect?
a. Guided Practice:
Work by pairs. (Think pair share) Pupil A will write a cause from the controversial
issue in the newspaper then pupil B will write the possible effect.
Listening to another news broadcast then identify cause-effect relationship.
Cause __________________________
Effect __________________________
IV. Evaluation:
Listen to the recorded news broadcast then fill up the table below.
Cause
Effect
1. A total of 3780 students enrolled this school year at Manila High School. It is four percent lower
than 3933 figure last school year. This is due to change of residence and unemployment.
2. Most failures and inability of students to hurdle the College Entrance Test are due to poor
reading ability and comprehension and deficient mathematical ability.
V. Assignment:
Read news stories in the news paper. Then list down 5 possible effects to a given cause and vice
versa.
ENGLISH VI
FEB. 11, 2014 TUESDAY
I. Objective:
Give other events that could happen next .
Value:
awareness about the possible consequences of our actions
II. Subject Matter:

A. Giving other Events that Could Happen Next
B. ENGLISH VI TEXTBOOKC
C. Charts, strips of paper, flashcards
D. Awareness about the possible consequences of our actions
1. Review:
Give the possible outcomes to the given situations.
1. Marie study hard before the periodical exams, therefore she would surely.
2. There are dark clouds in the sky, after a while thunder and lightning followed, most
probably ...
2. Motivation:
Have the children sit quietly and listen to the sounds around them. What sounds have you
heard? What sounds have you enjoyed hearing? Which sound did you not like? Why?
Using flashcards, pick out the word that will complete each sentence.
rattle
screech
clutter
moan
murmur
1. The _________ of rain is heard on the roof.
2. The _________ of the wind is like a prowling cat.
4. Raising of Motive Question:
What will you do if you heard some noise?
B. Presentation:
1. Let the pupils read the selection Noise.
a. Answering the motive questions.
b. Answering guide questions.
1. What did the writer of the poem says about noise? Does she like noise?
2. If you heard a boom of thunder, what would you do?
3. What would you expect a person to do if she heard a moaning wind?
Eloisa was eating her snacks in the canteen. When she looked around, she saw a black
purse lying on the table nearby. She got it and brought it to the lost-and-found center of the
school.
What do you think would probably happen?
Why do you say so?
4. Fixing Skills:
Read the following and choose the sentence that tells probably happen next.
1. In the early days, most things are made at home. Other things were made in shops. The
people did much of this work with their hands.

a. It was easy to do work.
b. Men earned much money from their work.
c. Work was done slowly.
5. Generalization:
What would you do to be able to give the events of what could happen next?
a. Guided Practice:
Write your own ideas to complete each sentence.
1. If I fix my blanket and pillow after waking up, _________.
2. If I eat good breakfast before going to school,
______________.
Divide the class into groups of 4. ask each leader of the group to pick a piece of paper
having a situation. Then, on a piece of cartolina, each group will write the events that
could probably happen next.
IV. Evaluation:
Read the situations. Then, select from the given choices the events that will happen next.
1. A band is playing in the plaza one early morning. Many people are there. All of them are well
dressed. They are standing around the flagpole. Two of them are holding the string of the big
flag.
a. The flag will be raised.
b. The flag will be changed.
c. The flag will be lowered.
2. Mildred is putting on a beautiful long gown. Her mother is helping her. There is a crown on a
table. There are decorated candles, too. Downstairs Mildred's father and brothers are decorating
an arch. What do you think is going to happen?
a. Mildred is going to a wedding.
b. Mildred is going to have her picture taking.
c. Mildred is going to join a Santa Cruzan.
ML___________________
ID_____________________
V. Assignment:
Write the appropriate event that will happen next to each of the following situations.
1. Mina had a very beautiful voice. She joined the singing contest in school. She practices very well
for the contest.
2. Nick planted some santan cuttings/ but he forgot to water them. What do you think will happen to
the plants?
ENGLISH VI
FEB. 12, 2014 WEDNESDAY
I. Objective:
Draw pictures of incidents that are possible to happen
Value:
Being cautions
II. Subject Matter:

Drawing Pictures of Incidents that are Possible to Happen. The Birthday Gift
References:
Materials:
Exercises 17-18, Reading Comprehension Exercises in English VI

pictures, charts

/ oo /
book
poor
look
fool
good
food
2. Motivation:
What special gift to you want to receive on your birthday? Why?
3. Unlocking of Difficulties:
Choose the meaning of the underlined words from the word box.
a. I embraced Mother tightly after she forgave me for breaking her favorite jar.
b. Hanz longed to see his father who had been abroad since he was born.
wished
edge
care
bang
hugged
left
4. Motive Question:
What birthday gift did the girl in the story received?
B. Presentation:
1. Silent reading of the selection written on chart.
a. Answering the motive question.
The girl received a motorbike on her birthday.
b. Comprehension Questions:
Why was the father unhappy with the birthday gift?
How did Theresa learn to ride a motorbike?
c. Valuing:
Why do you think did Therese meet an accident?
3. Skill Development:
Present a picture from the selection read. Have the pupils arrange them according to how
they happened in the story.
4. Fixing Skills:
Group Work.
After reading the selection, have the groups draw the incidents that are possible to
happen.
5. Independent Practice:
Have the pupils read the selections that follow, then draw the incidents that are possible
to happen.
The Foolish Chicken
One day a chicken stood near a pond watching the ducks swim fast. It longed to swim
like them. But its mother had warned it not to go near the pond, as it could fall into the water
and drown.
IV. Evaluation:
Draw the incidents that may happen in this story.
A fox saw a crow upon a tree with a morsel in. its beak. It wanted that bit of food very badly. So
it flattered the crow and asked her to sing.
ML
ID
V. Assignment:
Draw the incidents that may happen to your favorite tele-series.
ENGLISH VI
Date: ____________
I. Objective:
Analyze ideas as to cause and effect from discussions
Value:
Preservation of artworks, Love for nature
II. Subject Matter:

Analyzing Ideas as to Cause and Effect
References:
Materials:
BEC 6 Reading pp. 80-86; pp. 88-89

chart, pictures, strips of cartolina

ed/t
marched
sketched
discussed
reached
asked
surprised
2. Review:
Read each sentence. Find the error and encircle it.
a. Animals are producers in this world.
b. The sun provides water to the living things.
Pick out a leaf and match to its appropriate meaning.
monastery
chapel
museums
model
portrait
______ a building where monks live.

______ pictures
______ person who poses for an artist
4. Motivation:
Have you heard about the so called "Four Famous Paintings"?
Why do you think they are so famous?
B. Presentation:
1. Let the pupils read the story "Four Famous Paintings", BE56 Reading, pp. 80-85.
a. What makes Mona Lisa famous?
b. Who painted it?
c. Why did the Italian merchant choose that painter to paint portrait of his wife?
Read carefully the underlined sentences. Answer the questions that follow.
1. People look at "Mona Lisa" with delight because of her mysterious smile.
a. What is the effect of knowing how to paint solid and like-like?
b. Why do people look at "Mona Lisa" with delight?
4. Fixing Skills:
In each pair of sentences, which is the cause and which is the effect?
1. People need to plant more trees. Trees prevent floods.
2. Pablo found a two-peso coin. He planned to buy a yoyo.
5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or effect?
a. Guided Practice:
Write under each column where the sentence should be written.
Effect
Connective
Cause
I
1. The people cheered loudly for Gen. Emilio Aguinaldo because he had announced
his plan to proclaim Philippine Independence on June 12, 1898.
Do as instructed
1. List down all possible causes to flash floods in different places.
2. List down all the possible effects to big families.
IV. Evaluation:
Analyze the given ideas as to cause and effect. Complete the following sentences.
1. The pedestrian broke a traffic role so __________.
2. He studies hard, that's why __________.
3. We experience flash floods because ___________.
4. She finished her assignment in order to __________.
V. Assignment:
Write 5 sentences showing cause and effect.
ENGLISH VI
Date: ____________
I. Objective:
Use the present perfect tense of the verb.
Value:
Independence
II. Subject Matter:

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

1. Drill:
Give the past participle form of the following verbs.
Break
write
throw
bring
fight
2. Motivation:
How did you feel doing a job alone? Were you able to do it alone?
B. Presentation:
1. Read the story.
What do you think happen to Sir John Trevanion?
How did cryptography help him escape prison?
Go ever the underlined verbs.
a. Cryptography has grown in recent years.
b. This form of communication has been known for centuries.
c. Many have seen its usefulness.
3. Fixing Skills:
Here are sentences. Which sentences are in the present perfect tense?
a. His mood grew gloomier.
b. He saw no way to escape.
c. Many people have used it.
4. Generalization:
When do we present perfect tense?
How do we form the present perfect tense of verbs?
a. Guided Practice:
Use the following present perfect tense in sentences.
1. has/have been
2. has/have felt
3. has/have looked
Form the present perfect tense of the following using has/have. Use it in meaningful
sentence.
1. are
2. break
3. choose
IV. Evaluation:
Choose the correct verb in each sentence.
1. Thess (bas forgotten, have forgotten) her books on the table.
2. My scoutmaster has (taught, teached) me raised the flag since I was a Grade Four scout.
3. My teacher (has choosen, bas chosen) our group to perform the dance tomorrow.
V. Assignment:
Give the missing forms of the verbs in the chart below. Use each present perfect tense in sentence.
Ex
.
1.
2.
3.
4.
5.
Verbs
begin
hide
blow
draw
freeze
sink
Past Form
begun
hid
______
drew
froze
______
Present Perfect Tense

(has/have) begun
(has/have _______)
(has/have) blown
(has/have _______)
(has/have _______)
(has/have) sunk
ENGLISH VI
Date: ____________
I. Objective:
Draw pictures of characters reaction that is possible to happen.
Value:
Concern to others
II. Subject Matter:

Drawing pictures of Incidents/Characters that is Possible to Happen
References:
Selections:
Materials:
Growing in English (Reading) pp. 120-133

Delia Learns a Lesson From the Teeth and the Tongue
chart, show me cards, pictures and strips of cartolina

1. Drill:
Pick out a (turn upside down) strip of cartolina and act out the message
a. writhing in pain
b. winning the declamation contest
c. offered a helping hand to the old woman
2. Review:
What do you expect when:
a. there is a continuous rain?
b. you review for the test?
c. you did not make your assignment?
3. Unlocking difficulties:
Clap your hands 3 times if the meaning is correct and stamp your feet twice is not.
a. When you're broke, do you mean you have money?
b. If a daughter is the parent's apple of the eye, is she well liked?
4. Motivation:
How many of you are easy to deal with? Are you friendly? Do you like to be with your
cousins?
B. Presentation:
1. Ask children to read orally the story.
a. Who were the main characters? Describe each.
b. What did Delia do with the money given by her father?
c. What did Delias father command her to give to Auring?
How will you figure out the main characters in the story?
4. Fixing Skills:
a. How would you act-out Delia while asking for money?
b. Dramatize the situation when Delias mother introduced her to her aunt and cousin.
5. Generalization:
In figuring out characters, what do you need to have?
Using your imagination, draw the characters in the situation below.
A flash flood is about to reach Don Jose's village. There are children playing outside the
house.
IV. Evaluation:
Listen and draw from your imagination any character found in the dialogue.
V. Assignment:
Draw using your imagination our school 10 years from now.
ENGLISH VI
Date: ____________
I. Objective:
Write and ending to a given situation
Value:
Safety precautions against accidents; Helpfulness
II. Subject Matter:

Writing an Ending to a Given Situation
References:
Materials:
PELC 7 Writing, p. 24 Growing in English 6 TM, pp. 190-191

Growing in Language 6 Language pp. 244-245 BES LP pp. 350-351
strips of cartolina, boxes, picture of a rickshaw in a Chinese neighborhood, a story,
pocket chart, manila paper

/s/
vs.
/sh/
Pronounce the /s/ and /sh/ sounds correctly.
a. Word Drill
/s/
/sh/
see
she
sore
shore
same
shame
b. Phrase Drill
shake the bottle
on the shore
wish for the moon

push the button
shame on you
wash the dishes
2. Review:
Review on Cause and Effect
1. You saw a snake under an old bench.
2. The milk gets spoiled
3. He slipped and fell down
3. Motivation:
Look at the picture. What neighboring country reminds you of a rickshaw? The kind
of dress that the person wear? Does China and other countries like Singapore, still have
rickshaw on their streets? Further ask the pupils to describe the scene they see in the
picture on page 244.
B. Presentation:
1. Ask the pupils to listen to an incident which happened 50 years ago in China.
a. Who is the main character in the story?
b. What did the rickshaw man do?
c. How did Lu Hsun react to the situation?
3. Discussion Question:
How do you think the story ended? Welcome some endings. Then invite the pupils to
open their textbooks on page 244. Listen well, and choose the most likely ending.
4. Fixing Skills:
Try to create a story similar to the story you have listened to. Instead of a rickshaw man,
make a bus driver or a taxi driver as the main character. Be sure that everyone participates.
5. Generalization:
How do you give an appropriate ending to a situation? Based on known facts and familiar
events, you can draw up the logical consequences of an action or event.
6. Application:
Analyze and write the appropriate ending below the given situation.
1. The maid left a pot of mongo beans to boil on the stove. She did some laundering outside
the house. In less than an hour ...
2. A gate with a sign, "Beware of Dogs," had been left open. A boy of 12 was passing by,
suddenly ...
7. Valuing:
In what ways safety precautions help? Cite examples.
IV. Evaluation:
Write an appropriate ending for each situation.
1. A pedestrian hurried to cross the street. He had not reached the other side when the traffic light
switched from yellow to green. Wheels of waiting vehicles rushed impatiently on. In an instant...
2. Nico and his playmates wandered by a construction site. A painter working high up on a
scaffolding, accidentally dropped his can of paint. Directly below was Nico picking up a scrap of
wood. Luckily, an alert foreman had heard the painter's shout, and just in time ...
V. Assignment:
Read the situation and write the ending in your English notebook.
One Saturday afternoon, Jerry and Tony climb on a tree to pick some guavas. Tony saw a big,
ripe guava, he tried to reach it op but the branch is too small for him ...
ENGLISH VI
Date: ____________
I. Objective:
Analyze ideas as cause and effect to news heard
Value:
Love for our National Language.
II. Subject Matter:

Analyzing Ideas as Cause and Effect to News Heard
References:
Materials:
PELC Listening 6, p. 24 Philippine Star

charts, strips of cartolina, manila paper

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

5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or an
effect?
6. Infusion Values:
How can we show that we are proud of our national language?

IV. Evaluation:
Analyze the ideas I the following news. Then, underline the causes and box the effects.
A strong typhoon hit the town of Many Kardo so their place was flooded for almost three days.
Because of the heavy rain, the drops were submerged in the water. The crops was getting ready for
harvest time but the typhoon swept the rice field in no time. Some had gathered whatever they could
save from their field even if it was drenched and smelling.
V. Assignment:
Write a short paragraph showing the cause and effect on the topic "Urban Gardening.
ENGLISH VI
Date: ____________
I. Objective:
Use verb in the active voice
Value:
Appreciation of Gods creations
II. Subject Matter:

Using Active Voice
References:
Materials:
PELC Speaking 8.1, p. 24 Growing in English (Language) 6 pp. 177-178

Open Roads to Reading 6, pp.202-203
chart

1. Drill/Review:
Dictate the following sentences. Then ask the pupils to underline the subject and box the
predicate.
a. The pupils are happily dancing to the tune of spaghetti dance.
b. Plants need water and sunlight to grow.
c. Mrs. Sambrano teaches us how to recite the poem.
2. Motivation:
Show a picture of nighttime with many stars. Ask the pupils what do they usually do
during this kind of night. Aside from the stars, what other heavenly bodies do they see in the
sky at night?
3. Motive Question:
What heavenly body does Kauro wants to see?
B. Presentation:
1. Have the pupils listen as the teacher reads the selection.
a. How does he see stars that could not be seen by naked eyes?
b. What other things he saw in the sky?
c. What did he do with his observations?
Study the following sentences taken from the selection.
a. Kauro peer eagerly through the telescope.
b. He saw the stars.
c. He sketches it.
4. Fixing Skills:
Let the pupils answer the remaining three sentences on Analysis and Discussion.
5. Generalization:
What is an active voice of the verb? How do we identify the active voice? What pattern
can we use in writing sentences in the active voice?
a. Guided Practice:
Study the following sentences. Write A on the blank if the sentence is in the Active
voice and X if not.
_____ 1. The teacher gave clear instructions.
_____ 2.
Their teachers admire conscientious students.
Write these sentences highlighting the doer not the action of the doer.
1. the reflecting telescope, Isaac Newton, invented, in 1668
2. invented, 1709, somebody, the piano
IV. Evaluation:
Complete the following sentences by supplying the verb and direct object.
1. The pretty girl ______________________.
2. Our class ______________________.
3. The man ______________________.
4. The workers ______________________.
5. A strong typhoon ______________________.
V. Assignment:
Write a paragraph about the topic cleanliness in the school. Use the active voice of verb in your
sentences.
ENGLISH VI
Date: ____________
I. Objective:
Use verb in the passive voice
Value:
Listening politely
II. Subject Matter:

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

a. Word Drill:
/a/
/t/
called
cooked
scrubbed
passed
b. Phrase Drill:
named for me
scrubbed the floor
/ed/
attracted
landed
walked to the stage
needed money
c. Sentence Drill:
The flower looked very pretty.
The dancers walked to the stage.
The food victims needed money.
2. Review:
Complete the sentence by choosing the .correct form of the verb below. Write only the
letter of the correct answer.
1. Peter _____ to the movie by this mother.
a. take
c. was taken
b. taken
d. has taken
2. A strong typhoon ______ the school building.
a. destiny
c. destroyed
b. have destroyed
d. was destroyed
3. Motivation:
Ask: "Did you see a shooting star last night? Did you make a wish?
B. Presentation:
1. Direct pupils to read the sentences in letter B, text p. 160. Here are some facts about shooting
stars.
1. Shooting stars are not really stars, but masses of rack. They are called meteorites.
2. Meteorites move through outer space. They are attracted by the force of gravity of the
earth.
The above statements tell about general truths. They are in the simple present tense.
Read the underlined words in sentences 1, 2, and 3.
What do you noticed about the composition of the verbs?
4. Fixing Skills:
Rewrite the following sentences in the passive voice.
1. The members of the club planned some activities.
2. The girls collected pictures of heavenly bodies.
3. The boys prepared some albums.
5. Generalization:
How do we write sentences in the passive voice?
6. Valuing:
How did you listen to the teacher during class discussion?
Pupils will be grouped into 6. Each group will choose its leader. Then on the board are
pasted drawings of different science concepts.
1. shooting stars
2. a solar eclipse
3. lunar eclipse
IV. Evaluation:
Read the following sentences. Then write the passive form of each sentence without a by-phrase.
The beginning of each passive sentence is given.
1. Our club holds monthly meetings in the school library. Our monthly meetings ___________.
2. The president asks us to attend1he meetings. We ____________________.
V. Assignment:
Go through the headlines and news reports in newspapers. Underline sentences with passive
constructions. And on a piece of paper, list down at least five of them. If the passives are abbreviated
in headlines, expand them into sentences.
Examples:
a. Fort Santiago renovated by NGO.
b. Fort Santiago was renovated by a Non Government Organization.
ENGLISH VI
Date: ____________
I. Objective:
Use the verb that agrees with the singular indefinite pronouns
Value:
Honesty
II. Subject Matter:

Writing About Ones Feelings/Reactions Using the Correct Form of the Verb.
References:
Materials:
Growing in English 6 pp. 139-145

word cards, sentence strips, pocket chart

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

1. What part of the country do your parents come from?
2. How many member nations does the ASEAN have?
IV. Evaluation:
Write a short paragraph using the sentences below. Use the correct for of the verb in each blank.
1. It _____ Clean-up Day at Taal, Bocaue, Bulacan.
2. The people _____ early in the morning.
3. The men ______ the canals and the dirty places.
V. Assignment:
Write the paragraph about what you feel when you are in school.
ENGLISH VI
Date: ____________
I. Objective:
Infer the general mood of the selection/poem read.
Value:
Self confidence
II. Subject Matter:

Inferring the general Mood of the Selection
References:
Materials:
PELC III 8-1, p. 24 Growing in English (Reading) pp. 197-198 Mastering

Communication Skills pp. 188-189
chart, sentence/phrase strips, pocket chart

Read the following phrases with correct pronunciation.
On top of the hill
In the valley
By the side of the rill
Cant be a tree
2. Review:
The sun is behind the mountains. The flowers are all in bloom. Birds are chirping. The
children are laughing.
What word best describes the mood of the passage?
a. funny
b. romantic
c. gay
3. Motivation:
Have you done your best before? How did you feel?
The poem in todays lesson challenges you to be your best in anything.
B. Presentation:
1. Read the poem with expressions by the teacher while the pupils listen.
Do your best when given a task?
How does it feel to dot he best and be the best?
How can you be best in anything?
3. Generalization:
What is meant by mood?
How would you determine the mood of the selection?
a. Guided Practice:
Identify the mood expressed in each .stanza below and write the correct answer.
1. Lord, let the rain water the plain! Lord, let the sun ripen the grain!
a. forgiving
c. envying
b. pleading
d. exciting
Infer the mood of the following passages.
1. These past several weeks when you had not written, I realized how much you mean
to me.
2. What a beautiful picturesque! It deserved a price, cried Zeny.

IV. Evaluation:
Choose the answer the best express the mood in the paragraph.
1. Robert was driving along the highway when his front tire went flat. He walked to the nearest
telephone and called mechanic for help. They were very busy at the garage. Nearly an hour went
by before help arrived.
a. hopelessness
b. restlessness
c. tiredness
V. Assignment:
Read again the poem "Be the Best of Whatever You Are" Write the general mood on your
notebook.
ENGLISH VI
Date: ____________
I. Objective:
Use the expressions about the future plans, hope-can and wish could, would
Value:
Attentive listening, openness in writing ones hopes and wishes
II. Subject Matter:

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

1. Word Study:
Study the spelling and meaning of each word.
Astronaut
Pilot
Architect
Engineer
Astronomer
Analyst
2. Motivation:
Have you ever seen a star shoot across the sky one starry night? What did you do?
B. Presentation:
1. Listening Activity
What does the song tell about making a wish?
What does the line Makes no difference who you are mean?
Do you believe in wishing upon a star.
2. Discussion:
a. Who among Lorens well wishers tell what is/are likely to happen? Go over their
statement.
What expression of desire or want is used in these sentence?
What form of the verb follows the expression hope?
3. Fixing Skills:
Read the following sentences. Choose wish sentences tell about (a) thins that are likely to
happen (b) things that are not likely to happen. Write a or b for each sentence.
1. I wish I were the President of the Philippines
2. Father hopes Natalie can make the best decision for herself.
4. Generalization:
When is hope used?
When is wish used?
Read this dairy entry written by David. Be able to point out his hopes and wishes.
Be able to point out his hopes and wishes.
I often dream of flying to mass with my friends. I wish a large spaceship could take all
of us here. I also wish that the spaceship were fast enough to bring us back and forth to the
earth. I hope I can find evidences showing that life is possible there. I hope I can do it as
soon as possible so that some people on earth can migrate there. The population on earth has
increased very much. Mother earth is already suffering from destruction. I wish I council do
this to save her.
What does David wish?
What are is hopes?
IV. Evaluation:
Write your own dictionary entry telling about your own hopes and wishes.
V. Assignment:
Interview five classmates about their hopes and wishes. Chart the information you will gather.
Name
Hopes
Wishes
1. Ex. Aminah
Can finish her studies and can
She were a strong tree
work
2.
3.
4.
5.
ENGLISH VI
Date: ____________
I. Objective:
Tell how the story would turn out if some episodes were changed
Value:
Greedy people will not be rewarded
II. Subject Matter:

Inferring How the Story Would Turn Out if Some Episodes were Changed.
Defining a Poor Man
References:
PELC 8.2 (Reading) p. 24
Growing in English - Reading TX pp. 204-212, TM pp. 193-195
Materials:
charts
1. Drill:
/j/
Pronounce the /j/ in the following words:
gypsy
apologize
janos
majesty
just
2. Motivation:
"Lawyers defend anyone who is treated unjustly. Anyone can play "lawyer" to anybody
as the need arises. In the story, find out how a gypsy acted as a "lawyer" to save a poor man
from a big trouble."
3. Motive Question:
"How did the gypsy save' Janos from the big trouble of losing all his money to a greedy
innkeeper?"
B. Presentation:
1. Silent reading of the story. Defending a Poor Man
a. Answering the motive question
The gypsy compared the impossibility of increasing the number of boiled corn to that
of the hard-boiled eggs being hatched into chicks.
b. Comprehension Check
What did the poor Hungarian owe the innkeeper?
How much did the innkeeper want the poor man to pay?
Who defended the poor man? How?
c. Skill Development:
Tell how the story would turn out if some episodes in the story were changed.
What would have happened if the gypsy had not appeared in court?
What would have happened if the innkeeper had gotten all the money from Janos?
Read the following stories, then fill the blanks with possible endings.
a. There was once a tired bird that was very thirsty. It saw a jar with very little water. It
tried to reach the water but could not do it.
"Aha, I know what I shall do. I shall put stones in the water." After putting stones, the
water level rose and the thirsty bird's thirst was quenched.
If the bird wasnt witty and patient, ______________________________.

IV. Evaluation:
Read the story then complete the sentences that follow.
A. One day, Ruth planted a bean seed. She watered the seed daily. After three day, she saw a little
plant growing. There were two little leaves coming out. The next day, the little plant grew taller.
But she went to visit her grandmother in the city for three days. When she returned, she saw that
the little plant died. 1f Ruth had not watered the seed daily,
_______________________________________________________________________.
V. Assignment:
Change an incident in your favorite tele-series. Then write what could have happened had the
character took the action which you've written.
ENGLISH VI
Date: ____________
I. Objective:
Use the expressions if-were-would and if-am-will shall
Value:
Having an ambition
II. Subject Matter:

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

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

V. Assignment:
Memorize the song El Condor Pasa.
ENGLISH VI
Date: ____________
I. Objective:
Infer alternative action taken by characters
Value:
Respect Childrens Rights
II. Subject Matter:

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

charts

1. Review:
Listen to the following paragraphs. Give the possible effects to the given situations.
a. Allan always comes to school late.
b. Jobert listens attentively to every discussion of his subject teachers.
c. The Grade 6-C of Bambang Elementary School joins the cleanliness drive of their
community.
2. Motivation:
At your house, what are the usual household chores that you do? Are you forced to do it
or do you do it on your own free will? Why?
3. Motive Question:
Why did the girl wanted to be with her grandmother in paradise?
B. Presentation:
1. Have the pupils listen as the teacher reads the selection, The Little Match Girl
1. Answering of the motive question.
2. Who is the most important character in the story?
3. What kind of a person is the main character? Describe her in three words.
What will happen in the story if some action of the characters or events in the story were
altered or change?
4. Fixing Skills:
Tell what would happen in the story if some action of the characters were changed.
1. What would happen if instead of living with his father, the girl lives with her mother?
2. What would happen if the stepmother sells the matchsticks?
5. Generalization:
How do we tell what would happen next in a story if we changed some actions taken by
the characters?
6. Infusion Value:
What are the rights of the children? What will you do if your rights as a child is violated
by other people?
Based on the story "Defending a Poor Man" (Growing in English Reading 6, pp. 204206) tell what would happen to the following situation if some actions were changed:
a. The gypsy did not appear in the court.
b. The innkeeper got all the money from Janos.
c. The king decided in favor of the innkeeper.
IV. Evaluation:
Read the story below. "The Ant and the Grasshopper" then answer the questions that follow.
1. What would happen if the ant listened to the grasshopper to relax and enjoy the sunshine just like
what he is doing?
2. What would happen if the grasshopper joined the ant in collecting and saving food for the winter?
3. What would happen if the ant shared her food to the hungry grasshopper?
V. Assignment:
Watch your favorite telenovela this evening. Then write your answer what would happen if the
main character exchange role with the villain.
ENGLISH VI
OCTOBER 21, 2013
MONDAY
I. Objective:
Use descriptive words. PELC ___________
II. Subject Matter:
A. Using Descriptive Word
B. EFAT VI
C. Chart
D. Appreciation
1. Pronunciation Drill:
I remember the black wharves and the ships, and the sea-tides tossing free; And Spanish Sailors
with bearded lips, and the beauty and the mystery of the ships, and the magic of the sea.
2.
Review Guessing Game using pictures:

Divide the class into groups
a. It's bigger than a dog.
It can bite. I can't fly.
b. It's fatter than a seal.
It can swim. It can't run
c. It's thinner than a sheep.
It can't run. It can climb trees
3.
Motivation:
What is your favorite flower?
How does it look like?
Do you know our national flower?
Show a real sampaguita to class. Talk about it
B. Presentation:
1. Reading of the paragraph by the teacher.
What word in the paragraph describes the sampaguita? Read them.
Examine the following words.
SWEET MAY
WHITE
GOOD-LOVING
What do you call these words?
3.
Fixing Skills:
Show pictures of other animals, people, places, and events for pupils to describe using adjectives?
4.
Generalization:
What do you call words that describe nouns?
What are adjectives?
5.
Practice Exercises:
Encircle the descriptive word in each of the following sentences. Then spell the words.
1. Typhoons are disastrous to a country.
2. He has been branded as a fervid orator.
3. the cat was chary of meeting its paws
4. The mayor is noted for being sweet-tempered.
5. A soldier must play scrupulous attention to orders.
IV. Evaluation:
Select the correct adjective in the parenthesis that will finish each sentence.
1. Some modern rock bands play ________ tunes (angelic, metallic, patriotic)
2. The audience was ___________ when the announcer announced the start of the contest. (astounded,
3.
puzzle, sleep)
A _________, knife cut things easily. (sharp, pointed, stainless)
ML_______________
ID_________________
V. Assignment:
Use adjective to describe the following nouns.
Eyes
Perfume Bus
Avocado
Melody
Sleep
Carabao
ENGLISH VI
Date: ____________
I. Objective:
Use descriptive phrases
Value:
Appreciation of Artworks
II. Subject Matter:

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

chart, flashcards

1. Drill:
Give the opposite of the following adjectives
afraid
rich
slow
old
2. Review:
Give the synonyms of the following adjectives.
big
clean
fine
rare
strong
high
fierce
wide
3. Motivation:
Do you know some famous art woks? Name some paintings, sculpture, songs plays, etch.
Describe them.
B. Presentation:
1. Present the paragraph below.
Michaelangelo was a famous Italian sculptor, but he also did some paintings. He painted
the ceiling of the Sistine Chapel in Rome which took four and a half years to finish. The
ceiling was very high and curved..
a. The expressions too high to paint means that it was very hard for Michaelangelo to paint
the ceiling of the Sistine Chapel because of its height. What does too wide to fill with
pictures means?
b. What words follow too? What do you call these words? What words follow to? What
kind of words are they?
3. Fixing Skills:
Form a sentence using the expressions learned for each of the following situations.
1. Jose is only five years old. He wants to ride a horse, but he simply cannot do it. What
does his father tell him?
4. Generalization:
What word order/expression is used to describe persons, places of things?
5. Valuing:
Do you appreciate artworks? How do you show your appreciation?
a. Guided Practice:
Form a sentence from' the given pairs using too + adjective + to + simple form of the
verb.
1. Cora is young. She could not join the field trip.
2. At first Sonia was shy. She could not talk to anybody in school.
Read the following pairs of sentences. Complete the second sentence with the
appropriate expressions.
1. A symphony is long. It cannot be composed in just a day.
A symphony is __________ in just a day.
2. Grandfather is old. He cannot do heavy work.
Grandfather is __________ heavy work.
IV. Evaluation:
Form a sentence from the following pair of sentences.
1. Lita was tired. She could not join the choir practice.
2. The stage is small. It cannot accommodate all the singers.
3. Ana is sick. She cannot attend her art class.
4. My son is stout. He cannot run fast.
5. My baby is small. She cannot be left alone.
V. Assignment:
Study the following expressions carefully. Use them in meaningful sentences.
Too wonderful to believe
Too difficult to catch
Too abstract to recognize
Too tiny to see
Too high to paint
ENGLISH VI
JAN. 8, 2014 WEDNESDAY
I. Objective:
Use degrees of comparison of irregular adjectives
Value:
Concern for the environment
II. Subject Matter:

Comparing Irregular Adjectives
References:
Materials:
PELC Growing in English, Language pp. 228-233

chart, pictures

1. Drill:
Add er or - est to each adjective and write the new word on your paper.
1. funny + er
2. dry + est
3. large + est
2. Motivation:
Have pupils look at the picture of three birds having different appearance and sizes.
Ask: What can, you say about the birds in the picture?
What do you think are the birds trying to say to each other?
B. Presentation:
1. Have pupils listen carefully as the teacher reads the dialogue of birds in the picture. Then,
have them infer the mood of the selection through the characters' intonation and utterances.
1. What is the dialogue of the three birds about?
2. What is the concern of Ernest Eagle?
3. Which of these phrases describes the mood of the selection? What did the character to
prove it?
a. sad and gloomy

b. furious and scornful
c. concerned and pathetic

d. fearful and excited
e. informative and educational
3. Fixing Skills:
Give the comparative and the superlative degrees of the following irregular adjectives.
Comparative
Superlative
1. ill
___________________
___________________
2. bad
___________________
___________________
3. many ___________________
___________________
4. Generalization:
How are the comparative and superlative degrees of irregular adjectives formed?
Write the correct form of the adjective in the parenthesis. Write your answer on the blank
provided for.
1. If you like sun, the Sahara is the (good)_______place to go.
2. Is the rattle snake the (bad) ______ snake?
3. Desert have (many) ______ poisonous snake or scorpions.
IV. Evaluation:
Use the following phrases in meaningful sentence. Use the three degrees of comparison of
adjectives.
1. bad day
2. many horns
3. ill feelings
4. much rain
5. good performance
ML____________________
ID __________________
V. Assignment:
Use the following phrases in sensible sentence using the three degrees of comparison of
adjectives.
1. little rainfall
2. many fruits
3. good trait
ENGLISH VI
NOVEMBER 25, 2013
MONDAY
I. Objective:
Using Two-Word Adjectives.
PELC ___________
II. Subject Matter:
A. Using Two-Word Adjectives
B. EFAT VI
C. Chart
D. POLITENESS
1. Drill:
By means of pictures, conduct the "Which Game" which is:
a. larger, elephant or carabao?
b. Deeper, stream or ocean?
c. Stronger, man or machine?
2. Review:
Identify the adjectives in the sentences:
a. The fruit vendor threw away ten red apples.
b. The old sick beggar lay on his rough bamboo bed.
3. Motivation:
Say: Look at this picture. What does it show? Do you know how the Great Pyramid of
Egypt was built? Why do you think it is called the Great Pyramid?
B. Presentation:
1. Listening Text:
a. What do you think is the general mood of the story?
b. What trait or attitude did the workers or workmen show to their King? To their work?
Study the following adjectives
Fairylike
century-old
lovely
delicately-chiseled
beautiful
4. Fixing Skills:
Make the following descriptions into two-word adjectives
a. travel done in two hours.
b. a letter made up of these pages
c. a house with three bedrooms.
5. Generalization:
What are compound adjectives? How are they formed? How are adjectives formed out of
other words, such as nouns and verbs?
6. Valuing:
What can you say about the attitude of the workmen in the selection? How will you
compare yourself to them?
a. Guided Practice:
Copy the following sentences and write an appropriate two-word adjective in the blank.
a. We bought a _________ticket for the show.
b. Ramon lives in a ______ apartment.
c.The class recited a ______poem about the elephant.
Think of 10 two-word adjectives and use them in a sentence.
IV. Evaluation:
Change the underline phrases to tow-word adjectives.
1 The mother has delivered a baby of ten pounds.
2. The class wrote a story of three paragraphs?
3. He watched the show of two hours.
4. The chairman reds a report having ten pages?
5. The pet is a kitten of three colors
ML__________________
ID___________________
V. Assignment:
Change the following into phrases containing two-word adjectives.
a. a cake with three layers.
b. a cell phone measuring three inches long
c. a library having thirty- five rooms.
ENGLISH VI
Date: ____________
I. Objective:
Use adjectives in a series
Value:
Expressing Pleasures
II. Subject Matter:

Using adjectives in a Series.
References:
Materials:
PELC 9.4 p. 25 GIE (L) pp. 246-251

chart, flashcards

1. Drill:
Identify the adjectives in each phrases. Tell weather the adjective describes color,
number, length, texture, size age, kind.
Long circus
Stormy weather
three glasses
Orange blossoms
young fellow
cold night
2. Review:
Divide the class into four groups. Have them read the nouns below. Assign one noun to
each group. Think of adjectives to describe them, then indicate whether they describe color,
number, length, texture, size, age, kind. (Use a graphic organizer for your answer)
1. woman
3. creature
2. experience
4. flowers
3. Motivation:
Have you been to other places? What experiences did you have? Can you share them to
us?
B. Presentation:
1. Sometimes you use two or more adjectives in one sentence. In what order should they be
placed? Note the underlined words.
a. What did Melissa have for the first time?
b. How did she feel?
Notice that more than one adjective was used to describe a noun. Take a close look at the
series of adjectives arranged?
1. I saw two long narrow rivers which looked like thousand white threads.
2. Several huge, majestic purple (numeral - size - quality mountains fascinated me.
4. Fixing Skills:
(Form 4 groups. The first to finish will win.)
How would you put these series of adjectives in order?
1. a red huge old ---- truck
2. two oversized black well-trained --- dogs
3. large white one brand new --- bungalow
5. Generalization:
6. Valuing:
After visiting a panoramic view, how do you feel? In what ways can you express your
feelings?
Rearrange the following groups of words such that the adjectives are in correct order.
1. that book interesting red
2. boys five healthy young
3. large one dozen yellow flowers
IV. Evaluation:
Rewrite the following sentences on a piece of paper. Rearrange the order of adjectives properly.
1. He brought with him (rectangular, a, black, disposal) camera.
2. With it, he took, (thirty, interesting, good) pictures of the tourist places he went to.
3. There in Singapore, he rode in (blue, several, new, mini) taxes.
V. Assignment:
Copy the adjectives. Write them in the correct order.
1. The (summer, dry) heat bothered the children.
2. The (orange, big, bright) sun begun to set.
3. The sun peered through (white, billowing) clouds.
4. (Morning, a few, early) showers will nurse the withering plants back to life.
5. (Monson, heavy, the) rains flood the street of Manila.
ENGLISH VI
Date: ____________
I. Objective:
Make a heading/sub heading for paragraph in a selection.
Value:
Importance of Crops to Our Country
II. Subject Matter:

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

chart, flashcards

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

1. For many years; educators have engaged in a controversy over the best method of
teaching deaf children to communicate. For a long time, only one spoken language
was encouraged. Sign language was dismissed as something to be used only as a last
resort. But recently, people have begun to accept a new idea. It is called total
communication. Total communication, means the use of sign language along with
oral language.
a. Language for the Deaf
b. Sing Language for the Deaf
c. Oral Language for the Deaf
d. The Deaf
You now have the heading for each paragraph, this time make subheadings for each.
IV. Evaluation:
Read the paragraphs below. Then complete the outline by arranging the given subheadings and
headings. Producing and Marketing Bananas pah. 164
V. Assignment:
Read the selection "Where Will Our Forest Go?"
GIE (R) pp. 154-156. Complete the outline for the selection by writing the details for the given
headings.
ENGLISH VI
Date: ____________
I. Objective:
Identify the key concept/sentence that make up a story.
Value:
Patience
II. Subject Matter:

Identify the Key Concept That Make Up a Story.
References:
Materials:
PELC Growing in English, Reading pp. 146-153

chart, manila paper

1. Drill:
t and o
keywords TREE THREE
tie thigh
mat-math
team - theme
tin thin
bat - bath
torn - thorn
Look for the words that will match the following meanings. The first letter serves as clue.
1. l _ _ _ (jump)
2. p _ _ _ _ _ _ _ (large leopards)
3. r _ _ _ _ _ (plants with small greenish flower that grow in wet places)
3. Motivation:
What does blessing mean to you? What blessing do you receive each day? Do you think
even old and ugly things could be blessings? Why?
4. Motive Question:
Why does the coal became happy and thankful in spite of its appearance?
B. Presentation:
1. Have the pupils read the story. I am a Piece of Coal, on p. 146 of growing in English 6
(Reading)
a. Answering the motive question.
b. 1. What does the story about?
2. Who was the main character in the story?
3. Why did the coal unhappy?
4. Which part of the story did you like best? Why?
3. Discussion:
Have pupils give the main idea of the story they have read.
Have them tell the key concept sentence that make up tile story, "I am a Piece of Coal".
4. Fixing Skills:
Have pupils tell a simple story about the picture.
5. Generalization:
What are the key concepts? How do you identify the key concepts/key ideas that make up
the story?
Using the chain figure, arrange the concepts below to show the wholeness of the story "A
Reason for Everything."
1. Don't lose hope.
2. Typhoons are destructive to crops.
3. God has a reason for everything.
4. Gather what you can after a disaster.
5. There are reasons for calamities.
IV. Evaluation:
Choose the key concepts/ideas that make up the story. "I am a Piece of CoaL"
1. All old things are useful
2. The older things are useful
3. One should not give up
4. Patience pays
5. Good appearance is needed to be useful
V. Assignment:
Choose a story. Identify/write the key concepts/sentence that make up the story.
ENGLISH VI
Date: ____________
I. Objective:
Identify the details, heading for an outline
Value:
Love for Nature
II. Subject Matter:

Identify the Details, Heading for an Outline
References:
Materials:
PELC Reading 9.3 p. 25; Growing in English (Reading) pp. 154-161

chart, pictures, radio cassette

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

I. Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________
II. Sleeping Volcanoes
A. ____________________
B. ____________________
C. ____________________
III. Active Volcanoes

A. ____________________
B. ____________________
IV. Evaluation:
Read the paragraph below. Then, complete the outline by arranging the given details and
headings.
Planting
Growing Bananas
food markets
distributing
loading on ships
Selling
throughout
tropical
lowlands
cultivating
V. Assignment:
Do you have a province to go home to once in a while? If you don't choose an province you
want to adopt as your own. Find out the main product (preferably fruit) of that province. Discover
how the product is produced and marketed. Make an outline of the information you have gathered.
ENGLISH VI
Date: ____________
I. Objective:
Make a tree-point outline of an expository text read.
Value:
Conservation of plants
II. Subject Matter:

Making a Three-Point Outline of an Expository Text Read
References:
Selection:
Materials:
PELC 9.A (Reading) Building English Skills 6 Reading pp. 99-101

How Seeds of Plants are Scattered
pictures, charts

droppings - waste matter dropped by birds used on fields.
Hitch hikers seeds that are unintentionally scattered by people and animals
2. Motivation:
Showing of pictures.
"What do you think the birds are doing?"
3. Motive Question:
How are the seeds of plants scattered?
B. Presentation:
1. a. Recall the standards of silent reading
b. Reading of the selection How Seeds of Plants are Scattered
Answering the motive question
What seeds are scattered by the wind?
What plants scattered their own seeds?
What plants are called self-planters?
3. Generalization:
What is an outline?
What are the steps in writing an outline?
Read the selection. Make a three point outline. Pearl pp.170
Pearl
I. ______________________
A. ____________________
B. ____________________
C. ____________________
II. _______________________
A. ____________________
B. ____________________
IV. Evaluation:
Read the paragraph. Make a three point outline by supplying the subtopics to the main
topic..see pp. 171
I.
Clara Burton
Clara Burton as a child
A. ____________________
B. ____________________
C. ____________________
II. Clara Burton as a young woman

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

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

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ENGLISH VI

II. Subject Matter:

BEC-PELC 6 p. 24 Growing in English Reading p. 186

III. Learning Activities:

awareness about the possible consequences of our actions

II. Subject Matter:

people did much of this work with their hands.

II. Subject Matter:

Exercises 17-18, Reading Comprehension Exercises in English VI

III. Learning Activities:

Preservation of artworks, Love for nature

II. Subject Matter:

BEC 6 Reading pp. 80-86; pp. 88-89

III. Learning Activities:

______ a building where monks live.

II. Subject Matter:

PELC 8.1.1, p. 24 (spelling) Growing in English 6 Language pp. 163-170

III. Learning Activities:

Present Perfect Tense

II. Subject Matter:

Growing in English (Reading) pp. 120-133

III. Learning Activities:

Safety precautions against accidents; Helpfulness

II. Subject Matter:

PELC 7 Writing, p. 24 Growing in English 6 TM, pp. 190-191

III. Learning Activities:

wish for the moon

Love for our National Language.

II. Subject Matter:

PELC Listening 6, p. 24 Philippine Star

III. Learning Activities:

2. Some were being punished because of speaking the Cherokee language.

How can we show that we are proud of our national language?

Appreciation of Gods creations

II. Subject Matter:

PELC Speaking 8.1, p. 24 Growing in English (Language) 6 pp. 177-178

III. Learning Activities:

Their teachers admire conscientious students.

II. Subject Matter:

III. Learning Activities:

II. Subject Matter:

Growing in English 6 pp. 139-145

III. Learning Activities:

They harvest two to three times a year.

II. Subject Matter:

PELC III 8-1, p. 24 Growing in English (Reading) pp. 197-198 Mastering

III. Learning Activities:

2. What a beautiful picturesque! It deserved a price, cried Zeny.

Attentive listening, openness in writing ones hopes and wishes

II. Subject Matter:

III. Learning Activities:

Greedy people will not be rewarded

II. Subject Matter:

If the bird wasnt witty and patient, ______________________________.

II. Subject Matter:

III. Learning Activities:

5. you meet the president of the Philippines?

Respect Childrens Rights

II. Subject Matter:

PELC 8 (Reading) p. 24 Growing in English Reading 6, pp. 204-206; 211

III. Learning Activities:

Review Guessing Game using pictures:

II. Subject Matter: