Republic of the Philippines

Department of Education
Region 1
Schools Division of Ilocos Sur
Salcedo District
SALCEDO CENTRAL SCHOOL

School SALCEDO CENTRAL SCHOOL Grade Level VI

Teacher TERESITA B. TAQUEBAN Quarter 4
Teaching Dates and FEBRUARY, 2019 Learning Area ENGLISH
Time

I. OBJECTIVES
A. Content Standards: Demonstrates understanding of text types for comprehension.
B. Performance Standards: Identifies story perspective of text elements.
C. Learning Competencies/ Objectives:
Knowledge: Summarize the information from a text heard, (ENGLC-IVf-2.23)
-Define what is a summary
-Create a summary from a given informational text
Skill: Perform the given tasks individually, by pair and by group following the given house
rules/standards/guidelines.
Attitude: Observe politeness at all times, (ENGA-IId-16)

II. CONTENT/TOPIC
Summarizing an Information From a Text Heard

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages (English CG for Grade 6 page 138-139)
2. Learner’s Materials pages
3. Textbook pages (Essential English Work text 6 pages 356, Essential English Teacher’s
Resource Material 6 pages 254-255)
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources( Pictures, Smart TV, laptop, video clip(Video clip-A Visit To The Farm
https://www.youtube.com/watch?v=yIVufl8FN0E, activity cards)

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
*Giving of Classroom Rules ( tacked on the board)
* The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be ResPectful
1. Be on time at the beginning of the day and after lunch or recess breaks.
2. Come prepared with supplies and completed assignments.
3. Be kind, polite and courteous to others.
4. Keep your hands and feet to yourself.
5. Be respectful of classmates, teachers and property.
6. Listen to the teacher and classmates, and follow directions.
7. Work hard and always do your best.
8. Be safe.
9. Raise your hand when you would like to speak in class or if you need to leave the classroom for
any reason.
 *Review: What is an Informational Text?
-Show through power point presentation.

*Unlocking of Difficulties:
-What is a summary?

*Identify the meaning of the underlined words from the choices given:
1. The country’s climate is ideal for growing grapes.
2. An ecosystem is comprised of all the non-living elements and living species in a specific local
environment.
3. Corn production is a large part of the agricultural industry in Cebu.
4. The flowers depend on bees for pollination.
5. Irrigation provides water to plants.

-the watering of land by artificial means to foster plant growth and production.
-the transfer of pollen from a male part of a plant to a female part of a plant
-the process of making or growing something for sale or use
-the complex of a community of organisms and its environment functioning as an ecological unit
-the usual weather conditions in a particular place or region

B. Establishing a purpose for the lesson/Motivation/Motive Questions

*Ask: Who has a farm? Have you visited a farm? What can you see in the farm?
*Show a video clip entitled, “A Visit To The Farm”.
I have here a video clip showing how a good climate contributes to healthy production of animals and
plants in the farm. Take note of the key points so we can give a summary at the end.

Ask:
 What do you see in the video?
 Are the animals and plants healthy? Why?
 Why is it important to have healthy plants and animals?
 Do you think there are enough food for the farmer’s family? Why?
 Do they need to buy food from the market? Why?
 Who can save more money, the one with a farm or the one without a farm? Why?
 What food do you think is healthier to eat, the one you grow or the one you buy from the
market? Why?
 What do you think is the climate of the place? Is it hot/dry or rainy/wet? Too hot/too rainy? Or
just moderate?
 What do you think will happen to the farmer’s farm if the climate is not favourable for his
plants and animals?
 What will happen to his farm if the climate is too hot or too wet?
 What is the video about? Who will try to give the summary of the video?

C. Presenting examples/instances of the new lesson

*Show a picture of a farm destroyed by a drought or a storm.

Ask:
 What will happen to the plants and animals in a long dry season or El Niño? What will happen
to the plants and animals in a long rainy season or La Niña?
 What could be the solution of this kind of problem?
 In what way does the government help in coping with this kind of climate? Are there
government programs and projects that provide answers and solutions to these problems?
  Why is there a need to prevent climate change? Why do all living things need to adopt to
climate change?
 What title can you give to these pictures?
 Giving the title is one way of summarizing the main idea of the information given.

*Present pictures of climate change in slides.

Ask: How does climate change affect plants? Animals? People? Food production? On availability of
water? Health?

Ask: How will you summarize the information given through these pictures? Can you give a title to these
pictures or a sentence?

D. Discussing new concepts and practicing new skills #1

Presenting the informational text through power point.
*We have tried giving summaries to information through pictures and videos; now let us go to
the main lesson which is giving a summary to the informational text heard.
*Listen carefully, I will read to you an informational text about climate change. Be ready to give
the summary of the text.

Climate includes patterns of temperature, precipitation, humidity, wind, and seasons.

Climate change affects more than just a change in the weather; it refers to seasonal changes over a long
period of time. These climate patterns play a fundamental role in shaping natural ecosystems, and the
human economies and cultures that depend on them. Because so many systems are tied to climate, a
change in climate can affect many related aspects of where and how people, plants and animals live,
such as food production, availability and use of water, and health risks. For example, a change in the
usual timing of rains or temperatures can affect when plants bloom and set fruit, when insects hatch or
when streams are at their fullest. This can affect historically synchronized pollination of crops, food for
migrating birds, spawning of fish, water supplies for drinking and irrigation, forest health and more.

*Giving the summary of the selection heard.

1. What is the selection about?

2. In your own words, what is climate change?
3. Base on the information given, what are the effects of climate change?
4. How does climate change affect plants? people? Animals? Food production? Health?
5. How can you as an individual adopt to climate change?
6. Why does climate change happen?
7. How are we, people including all living things survive from climate change?
8. What can you do as individual to control climate change?
9. What is the summary of the selection?

E. Discussing new concepts and practicing new skills #2

*Independent Practice:
*Listen to your teacher as he/she reads the following passage and then answer the question.
*Special Reminders: Be polite by listening to the teacher during the independent practice.
*Cats are affectionate, cuddly, and independent. Unlike dogs, cats can stay on their own if you go away
overnight. They do not need to be walked, and can monitor their own food so they don’t overeat. Also,
cats do not bark, so your neighbors won’t have any noise to complain about. If someone wants to have a
pet, a cat is a great choice!

Ask: Do you have pets at home? Do you take care of your pets? Why?
The Summary of this passage is:
A. Cats are independent.
B. Dogs are a lot of work.
C. Cats are great pets.
D. Pets are hard work.

*Julie watched the ants as they carried small crumbs down the trail to the anthill. She thinks ants are
very hard working and industrious little creatures. They always seemed busy, and you never saw an ant
just laying around doing nothing. They were carrying food, building tunnels, or defending the anthill.
One thing you could say about ants is that they sure aren't lazy.

Ask: How will you describe of the ants? Do you like the ants? Why?
The Summary of this passage is:
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.

F. Developing mastery (leads to Formative Assessment 3)

Guided Practice
Pair Share:
(Give activity sheets for each partner for them to read and answer.)
Listen to your partner as he/she reads the informational text and then answer the question.

Special Reminders:
Be polite by listening attentively with each other during the pair share activity.

1. Many people buy lottery tickets, but not many win. Even fewer give away their prize. Paul Dela
Cruz, a fast food assistant manager, won Ph 5,000,000.00 in the state lottery and decided to give
the money to a charity that adopts homeless and abandoned children. The charity director could
not believe Paul’s generosity. Paul didn’t think it was any big deal. “The kids need it more than I
do,” he said.

The Summary of this passage is:

A. The state lottery
B. The dangers of gambling
C. One man’s generosity
D. Pick the winning number

2. Lester was lost. He didn’t know where he was, or how to get where he was going. He had left
the directions at home and he didn’t have a map. Now, he was in a strange neighborhood and
he was confused. If he could find a familiar landmark, he might figure things out.

The Summary of this passage is:

A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party

*Checking of answers: There are 18 pairs,

in passage # 1, how many answered letter A? B? C? D?
-the correct answer is letter C
 in passage # 2, how many answered letter A? B? C? D?
-the correct answer is letter B

G. Finding practical applications of concepts and skills in daily living

*Differentiated Activity in four groups with 9 to 10 members, each group will have a leader.

House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group

Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively with each other during group activity.
2. Group planning and sharing is 10 minutes only while group presentation is 2 minutes or less.

Group 1-Read the selection, then decide among members what to DRAW to show the summary of the
informational text given. Use the materials provided in the activity. Publish when done and explain your
presentation.

Group 2- Read the selection, then decide among members what actions to PLAY to show the summary
of the informational text given.

Group 3- Read the selection, then decide among members what TITLE can best summarize the
informational text given. Write the title in manuscript form observing correct capitalization on the meta
cards provided, and then publish.

Group 4- Read the selection, then decide among members what SENTENCE can best summarize the
informational text read. Write it on a correct cursive writing on the meta cards provided, and then
publish.

*It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to
see the elephants, which were eating from a stack of hay. Normally, the elephants were his favorite.
Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with
their tails. Peter knew he should be having fun at the zoo, but he just felt terrible and all he wanted to
do was lie down and rest. Even the lions and tigers did not interest him now.

Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the task, good followers only
3 -Participated but late, with teacher’s supervision
 2 -Activity was done but does not show eagerness to participate or cooperate
1 -No interest in participating the activities

Group Presentations
- not to exceed 2 minutes for each group presentation

(Learners are given utmost recognition in the task they are presented.)

H. Making generalizations and abstractions about the lesson

Ask:
1. What is a summary?
2. How do we summarize an informational text heard?
3. Did you follow the given house rules when performing the task given to you?
4. Did you show politeness by listening attentively with your partner and your teacher during the
individual activity, pair share activity and group activity? Why is politeness important?

I. Evaluating learning
Evaluation:
Direction: Listen to your teacher as he/she reads the following passage and then answer the question.

Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will it be
Mexican food at the Big Enchilada House? Or will it be fried chicken at the Chicken Shack, or a big
cheeseburger at Al's Hamburger Palace. She just couldn't decide. Then there was always the Pizza Shop
with that great pepperoni pizza. How would she ever decide? Maybe she would just flip a coin.

1. The Summary of this passage is:

A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin

For the walls, Jenny thought she would use a bright yellow paint. She would pick a border that had
mostly bright red and green colors, and maybe a little bit of blue. She already had found some curtains
that were sky blue with streaks of red, blue and yellow that she thought would go great with the walls.
And finally, she had picked a carpet that was mostly blue with specks of red and yellow. Jenny couldn't
wait till she was done decorating her room. It was really going to look awesome.

2. The Summary of this passage is:

A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.

Right now Jason was playing right field. He really wanted to play third base. Earlier this year, coach had
put him in left field and second base in a game, but never at third base. Once in practice, coach let him
play third base, but he kept missing ground balls. When he did stop one, he made a bad throw to first
base. Maybe if he kept practicing, Jason would be good enough to play third base. That was his dream.

3. The Summary of this passage is:

A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.

The first book Chris read in fifth grade was about a lost kitten. Then he read a book about a family of
bears, and then he read about a wild kangaroo in Australia. It seems every book Chris reads is about
animals. Last week he found a good book about snakes and reptiles, and another book about elephants.
Today Chris went to the library, and he checked out a book about dolphins, whales and other animals
that live in the sea.

4. The Summary of this passage is:

A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.

*Checking of answer sheets, monitoring the scores and submission of papers for recording is done
right away after the test to interpret the result of the learners’ progress.

J. Additional activities for application or remediation

Assignment:
Look for a passage and then write your own summary of it in a sheet of paper. Be able to share/read the
passage and the summary in class tomorrow.
 Republic of the Philippines
Department of Education
Region 1
Schools Division of Ilocos Sur
Salcedo District
SALCEDO CENTRAL SCHOOL

School SALCEDO CENTRAL SCHOOL Grade Level VI

Teacher TERESITA B. TAQUEBAN Quarter 4
Teaching Dates and MARCH, 2019 Learning Area SCIENCE
Time

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of how energy is transformed in simple machines.
B. Performance Standards
The learners should be able to create a marketing strategy for a new product on electrical and
light efficiency.
C. Learning Competencies/ Objectives
Manipulate simple machines to describe their characteristics and uses. (S6FEIIIg-i-3)
Knowledge:
- Identify the different simple machines
- Describe the different kinds of simple machines
Skill:
- Classify different examples of simple machine
Attitude:
-Practice politeness during individual, paired and group activity

II. CONTENT
Simple Machines

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: K to 12 Grade 6 Science Curriculum Guide pp. 107
2. Textbook pages: The New Science Links Work text in Science and Technology pp.352
353
Science for Daily Use 5, Tan, Conchita T. 2012 pp. 178-201
B. Other Learning Resources
Smart TV, laptop, video clips, pictures, real objects, activity cards, power point
presentation

https://www.youtube.com/watch?v=l1Fhs8pXGxM (Song: Simple Machines)

https://www.youtube.com/watch?v=UtfVZtuyuHU (Simple Machines)

IV. PROCEDURES