ENGLISH VI

Q1 - WEEK 10

Day 1
I. Objectives
Read grade level text with 135 words correct per minute.(EN6F-Ij-1.13)
Evaluate narratives based on how the author developed the element:-theme.
EN6RC-Ii2.24.4 EN6RC-Ii2.24.5

Show politeness at all times. (EN6-Ij-16)

II.Subject Matter
A.Topic: Reading Grade Level Text with 135 Words Correct Per Minute
Showing Politeness at at All Times.
B. References: Curriculum Guide, EN6F-Ij-1.13, EN6-Ij-16
www.frontkidsstories.google, Read to Lead 6, page 41-42
Across Borders Through Reading, Integration Across the Curriculum, pp. 24-26
Source: http://www.readingrockets.org/article/hints-how-read-aloud-group

C. Materials: story passages, chart, pictures

D. Values Integration: politeness
III.Procedure:
A. Setting up the stage
1.Spelling-Day 1-Pretest
a. shepherd
b. pasture
c. amuse
d. flock
e. creep
2. Review
 What is reading?
Reading is ________________________?
Can you recall rules in silent reading? Share it to the class.
B. Teaching /Modeling

1. Telling the learner what to do

Today we will be able to know how good you are in reading. If you can read the
story with 135 words per minute correctly, I may say you are excellent.

2. Motivation
Who among you are bookworms?
Are you good readers? How good are you in reading?
Why do you read? What are the benefits of reading books?
 What are the
benefits of
reading?

3. Modelling
We have to consider the following standards in reading aloud a particular selection
or story.

Things to remember in “reading a story aloud/orally”

 Sit/Stand straight
 Hold the book with both hands. Do not cover your face.
 Introduce the book to the group
 Read with loud voice
 Know the hard words
 Understand what you read
 Get the thought of what you read
 Do not rush the passage. Read clearly and calmly
 Read with expression and fluency
 Build in time for listeners to respond along the way
  Encourage predictions
 Watch your audience
Most importantly: Have a good time!
Source: http://www.readingrockets.org/article/hints-how-read-aloud-group

Now, let’s have a reinforced reading with these 135 words. Let’s see how far we
can go.
(Teacher assigns a Timer. Teacher models reading the words fast but clear
enough to be understood and heard while the pupils listen attentively.)

The Boy Who Cried Wolf

A Shepherd Boy tended his master’s Sheep near a dark forest not far from the village.
Soon he found life in the pasture very dull. All he could do to amuse himself was to talk
to his dog or play on his shepherd’s pipe.
One day as he sat watching the Sheep and the quiet forest, and thinking what he would
do should he see a Wolf, he thought of a plan to amuse himself.
His Master had told him to call for help should a Wolf attack the flock, and the Villagers
would drive it away. So now, though he had not seen anything that even looked like a
Wolf, he ran toward the village shouting at the top of his voice, “Wolf! Wolf!”
As he expected, the Villagers who heard the cry dropped their work and ran in great
excitement to the pasture. But when they got there they found the Boy doubled up with
laughter at the trick he had played on them.
A few days later the Shepherd Boy again shouted, “Wolf! Wolf!” Again the Villagers ran
to help him, only to be laughed at again.
Then one evening as the sun was setting behind the forest and the shadows were
creeping out over the pasture, a Wolf really did spring from the underbrush and fall upon
the Sheep.
In terror the Boy ran toward the village shouting “Wolf! Wolf!” But though the Villagers
heard the cry, they did not run to help him as they had before. “He cannot fool us
again,” they said.
The Wolf killed a great many of the Boy’s sheep and then slipped away into the forest.
Liars are not believed even when they speak the truth.
4. Discussion
Did you read the words correctly? How do you read the story?
Did you follow standards of reading orally?
How do you improve your reading practice?

Let’s answer some questions below to find out how far you understand the story.
Comprehension check:
1. What did the shepherd boy usually do in the forest?
2. What did he plan one day?
3. What do you think the villagers’ reactions and feelings about the boy’s foolishness??
4. What happened when the boy shouted on the third time?
5. Did they believe the shepherd boy? Why?
6. What happened to the sheep after the boy fooled around?
7. Do you think what the boy does is right? Why?
8. What lesson did the shepherd boy learn at the end of the story?
9. What do you think is the writer’s purpose for writing this?

UNDERSTANDING NARRATIVE
A narrative refers to a story or an account of something, dealing with sequences of
events and experiences, though not necessarily in strict order. It may be actual or
fictional, and can be expressed orally or in writing. (Harris and Hodges, eds, 1995).
A narrative contains several elements, such as characterization, plot and setting, that all
work together to construct the narrative’s theme.
UNDERSTANDING THEME
Narratives always contain at least one theme. Single themes can build on one another
to convey a larger message, or a work may stick to one key theme.
The theme is the central message or idea of a narrative. It tells the reader what the
literary piece is all about. It is expressed through what the characters say, do and think,
and through the actions that take place within the story. The theme is also revealed in
how the plot and setting of the narrative are constructed and presented.
By telling the reader what the story is about, the theme expresses what ideas or issues
are raised within the story. Though a longer narrative, like a novel, might deal with
several themes at once, most narratives contain one theme.
Examples of themes include friendship, family, love, respect for others, helping one
another, world peace, equality, patriotism and nationalism, loyalty, cooperation,
determination to succeed, etc.
EVALUATING THE STORY'S END
The way a narrative ends can provide key insights into the author's message. If
something bad happens to a character, the author may be trying to convey that the
character made the wrong choices or that the world is unfair. In some narratives, the
end of the story attempts to sum up the theme or provide additional clues to the story's
point, so pay careful attention to any surprises in the ending or any insight the
characters themselves offer.

C. Guided Practice
Shared Reading Activity

Read the story with 135 words per minute.

Do the first reading of the story. Afterwards, read by partner.
Read it correctly with your partner in a minute. Observe the standards in reading aloud.

Swamplights
Author Unknown
(An adaptation)

Jimmy pushed hard with pole against the bottom of the swamp. The night was
pitch dark, and Jimmy was sure that he was lost. He had been so pleased with his catch
that he had lost track of time.
Just then, Jimmy heard a sharp crackling sound in the distance. It startled
Jimmy and sent a stab of fear through him. He recalled all the stories that he had heard
about some strange events in the swamp.
It was said that there were places so dark and hidden in the swamp. When
people saw these places, they would vanish without a trace. Jimmy didn’t believe these
stories, but on a night like this they seemed almost possible.
Soon, there was another flash of light, and shadows seemed to move in the
trees. Chills chased each other up and down Jimmy’s spine.
 Jimmy’s boat rounded a point of land that jutted out into the water. He saw a
tiny shack perhaps a hundred feet in front of him. He saw a shutter on one of the
shack’s windows creating the crackling sound. A lantern inside the shack flooded the
area with light. That’s what made the flashes.
Relieved, Jimmy stood up, hoping that someone inside the shack could help
him find his way. Soon, a voice called out. It was a man’s voice.
In the next few minutes, Jimmy found that there was nothing to be frightened
of. The owner of the voice turned out to be a very kind man. He gave jimmy directions
on how to get home and he accepted Jimmy’s gift of fresh fish. He also told Jimmy how
wonderful it was to live in the swamp. As Jimmy waved goodbye, he knew that he
wouldn’t have missed this swamp adventure for anything.
Source :Across Borders Through Reading, Integration Across the Curriculum, pp. 24-
26

E. Independent Practice
Group the class into five (5). Assign a story/selection in every group that they are going
to read orally in class. Present the rubric below to guide the pupils in doing the activity.

(4-5)- Excellent (3)- Good (1-2)-Needs

Improvement
Makes
sure Uses
Name of Articul Reads Read the appropri
Uses a
Pupil ates with s with book ate Total Average
loud
words expres fluenc doesn’t gesture Score Rating
voice
clearly sion y cover s and
his motions
face
1.
2.
3.
4.
5.
6.
Group 1
UNITED WE STAND; DIVIDED WE FALL
Once upon a time three sons were engaged in mercantile business under the
supervision of their father. They were very rich. Each son was proficient in his own
department.If one was good in sales, the other one was competent in purchases and
similarly the third one in finance.
Unluckily, one day the father got bed ridden and the sons decided to divide the
business under the fallacy that each of them were experts in their own way and can
handle their individual business solely.
The father was glum and grumpy with their decision but was helpless and
unfortunately the separation took place.
As a result three of them became each other's competitors. With the passage
of time, they started having huge losses in their respective businesses. They tried all
possible ways to succeed but the situation became worse.
Then they came to their father for a piece of advice. The father said "when you
all were doing the business jointly, the business ran successfully. But it was not any one
of you responsible for the success of the business rather traits of all three of you put
together made the business successful".
The sons realized their mistake & got reunited. So we conclude that disunity
always.

GROUP 2
APPEARENCES ARE OFTEN DECEIVING
It was a very cold day in the winter season. A crow was flying here and there
searching for food. Suddenly, he saw a snake lying curled up in a sunny spot. It was
sun bathing because of extreme cold. It lay quite motionless indeed. So, the crow
thought it to be dead.The crow swooped down and carried it away in his claws. He
decided to fly to a sedate place where he could eat it up without any disturbance.
Though, the snake was hanging in the sky, it was trying to raise it's head and
bite the crow. Lo! With one big attempt, it raised it's head and bit the crow with it's fangs.
As the crow was very poisonous, it's bite proved fatal and the crow died
immediately.
While dying the crow said, "How deceptive indeed! I thought I had found a
lucky meal without knowing that it was my death warrant."
GROUP 3

GREED-A CURSE
Once upon a time there lived a cloth merchant in a village with his wife and
two children. They were indeed quite well-off. They had a beautiful hen which laid an
egg everyday. It was not an ordinary egg, rather, a golden egg. But the man was not
satisfied with what he used to get daily. He was a get rich-trice kind of a person.
The man wanted to get all the golden eggs from his hen at one single go. So,
one day he thought hard and at last clicked upon a plan. He decided to kill the hen and
get all the eggs together.So, the next day when the hen laid a golden egg, the man
caught hold of it, took a sharp knife, chopped off its neck and cut its body open.
There was nothing but blood all around & no trace of any egg at all. He was
highly grieved because now he would not get even one single egg.
His life was going on smoothly with one egg a day but now, he himself made his life
miserable. The outcome of his greed was that he started becoming poorer & poorer day
by day and ultimately became a pauper. How jinxed and how much foolish he was.
So, the moral of the story is- one who desires more, looses all. One should
remain satisfied with what one gets.

GROUP 4
THE GRAPES ARE SOUR
Once upon a time, a hungry fox was roaming around here and there
searching for food. Because of hunger, he was feeling weak and tired. Fortunately, he
came to a garden where he saw a grape-vine laden with bunches of grapes they looked
quite ripe and juicy.The fox looked at the grapes with longing eyes and licked his chops.
But the bunches were too high for him and he was feeling weak. So he sat down for a
while to take some rest. On feeling refreshed, he jumped as high as he could, to get at
the grapes. But he failed to reach them.

Then he again rested for some time and made another bold attempt, but was unlucky
for the second time.
Forced to give up trying anymore, he just walked away and instead of accepting his
failure, he remarked "the grapes appeared to be ripe and juicy, but now I see them to be
quite sour."
This story, thus, proves that, people generally hate what they can't get.
F. Closure/ Assessment
The benefits of reading books are not limited to ten reasons, but nevertheless, these will
surely enlighten us to read, to love and be inspired by our books. Make it a hobby to
read books every day.
To develop your verbal abilities.
Improves your focus and concentration.
Readers enjoy the arts and improve the world.
It improves your imagination.
Reading makes you smarter.
It makes you interesting and attractive.
It reduces stress.
It improves your memory.
To discover and create yourself.
For entertainment.

IV. Evaluation
Read the following narratives then answer the questions that follow.
Narrative 1:
Long ago in a little town in the East, there lived a couple. They lived in a modest house
together with their son and the father of the husband. For a while, the old man lived
happily with his son, his daughter-in-law and his grandson.
But when he grew very old, he became very feeble. Every time he ate at the table, he
always broke a plate because his hands trembled so much. The old man’s
awkwardness soon made his son angry, and one day he made a wooden plate for his
father. The poor old man had to eat all his food on his wooden plate.
When the grandson noticed what his father had done, he took some tools and went
down under the house. The he took a piece of board and began to carve it. His father
saw him and said, “What are you doing son?” The boy replied to him, “Father, I am
making wooden plates for you and my mother when you are old.”
As the son uttered these words, tears gushed from the father’s eyes. From that time on,
the old man was allowed to eat at the table with the rest of the family. He was no longer
made to eat from a wooden plate.
1. What would happen if the man did not change his attitude towards his own father,
the old man?
A. He would have a peaceful and orderly life.
B. He would have lived happily and abundantly.
C. His own son would also be afraid of the old man.
D. His own son would be angry with him.
2. What human right is highlighted in the last two sentences of the selection?
A. Right to acquire property
B. Right to be respected
C. Right to education
D. Right to vote
3. What is the theme of the narrative?
A. Treat others as you would wish them to treat you
B. Presence of mind does more good than harm
C. The old man and the weak never deserve good treatment
D. Treat parents well only when they are young and capable
Narrative 2:
A traveler once lost his way in a desert. The sun was so hot. He was very tired and
thirsty. Soon, he came to an oasis. An oasis is a low fertile place in the desert where
there is water.
The weary traveler exclaimed, “I guess I’m too lucky.” As the traveler, came to the
water, he saw lying upon the bank, a sack half filled with something.
“Oh, God!” he exclaimed as he knelt beside the sack, opening it with his both hands.
“May there be some fruits or coconuts inside so that I may have something to eat as
well as water to drink.” With his thought, he took his knife and hurriedly cut the sack.
When he saw what’s inside, he said in a sad, disappointed way, “How poor I am. It’s
only diamonds!”
4. How did the traveler feel when he lost his way in a desert?
A. Happy and contented C. Tired and hungry
B. Afraid and worried D. Surprised and excited

5. What is the appropriate title for the narrative?

A. The Traveler and the Oasis
B. Only Diamonds
C. The Legend of Desert
D. The Poor Man in the Desert
V.Assignment
How do you take care of your books?
Fill in the chart below;
My Promise to Take Care of Books
_As a grade 6 pupil, I will:

Remarks

Reflection
 ENGLISH 6
Q1-Week 10
Day 2

I. Objectives
Compose clear and coherent sentences using appropriate grammatical structures;
(subject-verb agreement)

II.Subject- Matter
A. Topic: Subject-Verb -Agreement
B. References: Curriculum Guide, EN6G-Ij-3.9, Grammar,Copyright © 2007 Pearson
Education, Inc.,Expansion Activities Understanding and Using English Grammar, 3rd
Edition Chapter 6: Subject-Verb Agreement
C.Materials: chart, pictures, MP4 video
D.Values Integration: Showing tactfulness

III.Procedure:
A.Introduction/Preparation
1. Spelling- Day 2- Teach
2. Review
What is a sentence?
What are the two parts of the sentence?
What is the function of subject in a sentence? Can you identify the subject and verb
in a sentence?
Identify the subject and verb in the sentence below. Discuss it to the class.

1. My mother bakes cake.

2. My teacher teaches us about rules on subject-
verb agreement.
3. My classmates perform the experiment in Science.
4. The old man is crossing the street without a
companion.
3. Checking of Assignment
B. Learning Activities
1. Telling the Learners what to do
You’re doing an amazing job finishing the previous exercises on basic rules on
subject-verb agreement last week. Now, it’s time for you to deepen your knowledge and
skills in subject-verb agreement. I bet you’ll enjoy this even more.
Today, you will learn how to compose clear and coherent sentences using
appropriate grammatical structures following the rules in Subject-Verb Agreement.
Always remember that whenever you communicate with others and as you present your
work in the class, you should always observe politeness at all times, be tactful and open
to criticism. Being open for correction shows a good attitude towards the people around
you.
2. Motivation
Let us sing a song.
http://youtube.com/watch?v=-g10fJOxB9w&list=PLP6h8DgT4Yz3ui0aqVFuuG_-
RQeimKTWJ
What is it all about?

3. Teaching /Modeling
Today we will discuss about how subject agree with its verb in a sentence.
Please watch and listen carefully to the video of the song, Subject-Verb-Agreement.

The basic rule is that a singular subject takes a singular verb while a plural subject
takes a plural verb. Singular subject => singular verb
Plural subject => plural verb
A singular noun is a noun that refers to one person or thing (such as kid, chair, bus,
etc.).

A singular verb is a verb that describes the action or state of one person or thing (such
as is, has, talks, etc.).

A plural noun is a noun that refers to more than one person or thing. It usually ends with
an S (such as kids, chairs, buses, etc.).

A plural verb is a verb that describes the action or state of more than one person or
thing. It usually doesn't end with an S (such as are, have, talk, etc.).

Examples of singular subjects: Examples of singular verbs:

the cat drinks
Bonnie works
a cookie tastes
he takes
she makes
it sounds
Examples of plural subjects: Examples of plural verbs:
The cats drink
Bonnie and Fred work
few cookies taste
they take
we make

There are many rules in this topic.. These two basic rules are…
RULE 1 – A verb agrees with its subject in number.
Singular subjects take singular verbs:
The car stays in the garage. The flower smells good.
There is an old saying: “Opposites attract.” The rule for singular and plural verbs is just
the opposite of the rule for singular and plural nouns. Remember this when you match
subjects and verbs. You might guess that stays and smells are plural verbs because
they end in s. They aren’t. Both stays and smells are singular verbs.
RULE 2 – The number of the subject (singular or plural) is not changed by words that
come between the subject and the verb.
One of the eggs is broken.
Of the eggs is a prepositional phrase. The subject one and the verb are both singular.
Mentally omit the prepositional phrase to make the subject verb-agreement easier to
make.
Subject-verb agreement – example sentences:
Correct: James is a singer.
Incorrect: James are a singer.

Correct: They are fighting.

Incorrect: They is fighting.

Correct: Tom likes his car.

Incorrect: Tom like his car.

So how do you make sure your subjects and verbs agree?

Identify the subject.
Determine whether it is singular (one) or plural (more than one).
Make sure the verb agrees (is the same).

Here is a simple example:

The bird _________ (be) on the tree.

The subject = The bird => singular (one bird)

Therefore, the correct sentence is: The bird is are on the tree.
And here is a not so simple example:

The list of students _________ (be) very long.

The subject = The list => singular (one list)

Therefore, the correct sentence is: The list of students is are very long.
Here are some examples on subject-verb agreement:
Singular subject + and + singular subject => plural verb
Correct: A girl
and a boy are
planting a tree.

Incorrect: A girl
and a boy is
planting a tree.

Singular subject + or / nor + singular subject => singular verb

Singular subject + or / nor + I => am
Correct: Either Joe or I am
going to stay here.

Incorrect: Either Joe or I are

going to stay here.

Incorrect: Either I or Joe is

going to stay here.

Singular subject + or / nor + plural subject => plural verb

Correct: The dog or
cats sleep here.

Incorrect: The cats or

dog sleep here.

Incorrect: The dog or

cats sleeps here.

Correct: Justin, as well as a shark,

swims in the water.

Incorrect: Justin, as well as a shark,

swim in the water.

Either of / Neither of => singular verb

Correct: Neither of them contains sugar.

Incorrect: Neither of them contain sugar.

Money / time => singular verb

Correct: Ten thousand dollars is the highest amount we can give you.

Incorrect: Ten thousand dollars are the highest amount we can give
Either of / Neither of => singular verb
Correct: Neither of them contains sugar.

Incorrect: Neither of them contain sugar.

Money / time => singular verb

Correct: Ten thousand dollars is the highest amount we can give you.
Incorrect: Ten thousand dollars are the highest amount we can give
you.

Correct: Five years is a reasonable amount of time to pay them back.

Incorrect: Five years are a reasonable amount of time to pay them

back.

These were the subject-verb agreement rules. Use them to make grammatically correct
sentences.

C. Guided Practice

ACTIVITY 1:
Direction: Circle the correct verb in each of the sentences below. Check your answers
on the following page.
1. Your friend (talk-talks) too much.
2. The man with the roses (look-looks) like your brother.
3. The women in the pool (swim-swims) well.
4. Bill (drive-drives) a cab.
5. The football players (run-runs) five miles every day.
6. He (cook-cooks) dinner for his family.
7. The boys (walk-walks) to school every day.
8.. Jane (were, was) going to go with the team but she had chores to do.
9. Neither Alex nor Peter( is ,are) blond.
10. Five years( is , are) a reasonable amount of time to pay them back.

ACTIVITY 2. MINGLING ACTIVITY

Materials needed: Index cards of two different colors

Description: This is a “mingling” activity that the whole class jumps into at once.
To make this activity easier, use two colors of index cards, one color for the subject and
the other color for the predicate. To make it tougher, use only one color per cohort.
Write half of each sentence on an index card. Mix them well and distribute them to the
class, one per student. Students should read their cards and practice saying their
phrases out loud.

All together, the students stand and begin mingling with each other, trying to find the
second half of their sentence. It’s more fun if students avoid reading their cards and just
“recite” their fragments to each other, and under no condition should they just hold out
their cards for others to read.

When a student thinks he or she has found a match, the two should come to the teacher
for confirmation and then back out of play until all matches have been made.
At the end of the activity, a nice wrap-up would be to put all the correct sentences on the
board, in columns according to number, so students can see why they are singular or
plural.

My friends from school are coming to my party.

My teacher, counselor, and coach is interested in the students’ progress.
basketball is my favourite sport.
My refrigerator, is broken again.
My stereo and my cell phone are the latest technology. .
Baseball and football have many fans in America.
The Germans have a unique October holiday.
Germany has the second largest population in Europe.
The early morning news has helpful traffic updates.
Einstein’s ideas were revolutionary.
The books were on the shelf.
Writing plays was Wendy’s passion.

3ACTIVITY 3:
.
Construct sentences using these subjects below.
Mv. friends from school ___________________________________.
A teacher ___________________________________________________.
My stereo and my cell phone ____________________________________.
Either my friend or I _____________________________________.
One thousand pesos _____________________________________.

D. Independent Practice

Group 1- Picture story (Make a story out of the pictures. Make sure that the
subject agrees with its verb.
Group 2- Dialogue- Any interested topic and use subject –verb agreement.
Group 3- News casting –Use subject -verb agreement
Group 4- Role Playing- Use subject-verb agreement

E. Closure/Assessment

What have you learned today?

How important is this lesson to your daily life? As a student, how can you apply this?

IV. Evaluation

Direction: Compose your own sentences using the following subjects. Be sure to
observe rules in subject-verb agreement to compose clear and coherent sentences.
1. My family___________________________________.
2. Every member of our family ______________________________________.
3. My father, as well as my mother, ____________________________.
4. My siblings and I _________________________.
5. What makes us happy ___________________________________.
VI. Remarks

VII. Reflection
 English 6
Q1 – WEEK 10

Day 3

I. Objectives
Analyze the characters used in print, non-print, and digital materials
(Age and gender, race and nationality, attitude and behavior) EN6VC-Ii-3.3.1
EN6VC-Ii-3.3.2 EN6VC-Ii-3.3.3
Analyze the setting used in print, non-print and digital materials (Urban or Rural;
Affluent or Poor) EN6VC-Ii-3.3.4
Show openness to criticism.

II. Subject Matter

A.Topic: Analyzing the Characters Used in Print , Non-print an Digital Materials.
Showing Openness to Criticism
B. References: Curriculum Guide, EN6VC-Ij-3.3, EN6-Ij-18
movie, MOANA, short telecast of “The Battle of
the Brisbane”, http://study.com/academy/lesson/howto
C. Materials: chart, pictures, movie, boxing telecast
D.Values Integration: Showing openness to criticism.

III.Procedure:
A. Introduction/Preparation
1. Spelling- Follow-up Test
2. Review
How do the subject agree with its verb in the sentence? State the rules in
subject – verb agreement.
3. Checking of assignment
B. Learning Activities
1. Motivation
Arrange the jumbled letters to form a new word..
DlIIatgl
PItrn
NI–trnpon
Mraliseta
Can you group these pictures into following categories?
PRINT. NON-PRINT DIGITAL MATERIALS…

Teaching /Modeling
In this lesson, we will discuss the process of analyzing characters used in print, non-
print and digital materials.
How these three materials are differ?

Print materials can be described as printed text and images or paper publications that
are in the form of physical edition of books, journals , magazines, newspapers etc.
Non-print materials are formats with special characters whose information content can
only be access through the useof machines/digital equipments such as e-books,e-
journals , e-images, etc.
Digital materials are extensible modelling and software infrastructure to support the
representation and simulation of material structure and evolution across multiple length
and time scales.

A frog, a bird, a dog, a sheep, a pig, a crow. That sounds like the diet for something that
eats all kinds of animals, but it’s just list of some characters in stories we read.
When we read a story, it is very important we identify who is part of it, their role, their
age, gender, race and nationality, attitude and behaviour.

To analyze characters; Do the acronym CID

a. Comprehend – character list
b. Interpret- character traits
-character behaviour
-character perceptions
- character purpose
c. Draw conclusion- about the characters
Let’s read sbout the three little pigs and the big bad wolf and then analyze the
characters .
Once upon a time , there were three little pigs who lived with their
grandmother. As they grew older, the youngest and yet most mature, decided they
should all build houses for themselves. The two other brothers decided that it would be
a great idea. The oldest, who didn’t like to work and was lazy, built a house of hay. The
middle brother, who wanted to play all day built a house of wood. The youngest, and
wisest, built a house of brick.
One day, the big bad wolf came out of the forest and knocked on the door of
the house of hay. Then he blew the house down. The pig escaped and ran to the house
of wood. The two pigs escaped and ran to the house of brick. The wolf, assuming the
third house was as weak as the other two, blew and blew with no avail. He then tried the
chimney. The wisest pig built a fire at the bottom of the chimney and burnt the wolf, who
then ran far way and never returned.
Comprehension check:
To comprehend asks these questions…
Who are the characters?
Who is the protagonist?
How is a protagonist acted/behaved in the story?
Who is the antagonist?
How is the antagonist acted in the story?
How many pigs are female and how many are males?

INTERPRET
To interpret, we want to dig little deeper into the details than in the
comprehension stage.
Ask questions like?
How is a protagonist acted/behaved in the story
How is the antagonist acted in the story?
What can we tell about the characters personality?
Where the characters are came from?
How do they look like?

The youngest pig is wise, patient and mature. The middle pig is playful. The oldest pig is
lazy and shuns hard work. The wolf is described as big and bad. He seems hungry and
persistent with a healthy set of lungs.

How does the character respond to the obstacle?

Why does the character behave that way?

DRAWING CONCLUSION

Now that we have a good understanding of the characters, we can begin to draw
conclusions.
Here are some example of questions we could ask
What lessons can we learn from the characters?

C. Guided Practice
A. Based on the pictures below, analyze the characters as to their age, gender,
race, nationality, attitude / behaviour. Explain how you come up with your
answers.

B. Watch a movie titled MOANA...

Analyze each characters in the movie based on their age and gender, race and
nationality, attitude and behavior and explain it to the class how you come with your
answers.
a. Who are the characters in the movie? Tell about their age and gender.
b. What group are they belong? Why do you say so?
c. Where are the characters came from? (race)
d. What obstacles did Moana encounter during her journey to restore the heart?
e. How did MOANA respond to the problems in their village/obstacles in her journey?
f. Describe MOANA? What attitude did she show based on the story?
g. What lessons can we learn from the characters in the movie?

G. Independent Practice
Group them into two…
Each group will be given time to share each members characteristic, (their age and
gender, race and nationality, attitude and behaviour ) as a student. Explain how do they
come up with their answers. Report it to the class.
Group I: Report their work through a RAP/Song..
Group II:Report their work through newscasting…
H. Closure
What have you learned in our lesson?
How can you apply your knowledge of analyzing the characters in your daily life?

IV. Evaluation
Let the pupils watch a sports telacast about the boxing, “The Battle of the Brisbane” and
let them answer the following questions.

1.Who are the two boxers?

Tell about their age and gender.
2.What Nationality is Horn?Pacquiao?
3.What are the disadvantages of Pacquiao with his opponent?
4.What attitude did Horn and Pacquiao showed in the game?Why?
5. Between the two players, whom do you like more? Why?
V. Assignment
Think about among your best-like seen movie?Tell about the best-liked characters?
Why do you like him/her most?
VI. Remarks
VII. Reflection
 English 6
Q1 – WEEK 10
DAY 4

I. Objectives
Analyze the setting used in print, non-print and digital materials.
(Urban or Rural; Affluent or Poor)

II. Subject Matter

A.Topic: Analyzing the Setting Used in Print , Non-print and
Digital Materials (Urban or Rural; Affluent or Poor)
B.References:
Curriculum Guide, EN6VC-Ij-3.3.4,
http://study.com/academy/lesson/howto ,
C.Materials: chart, pictures, shortfilm, short stories
D.Values Integration: Showing tactfulness

II. Procedure

A. Introduction/Preparation
1. Spelling- Supervised Activity
2. Checking of assignment
3. Review
Fill up the organizer below;
 What are
the steps
in
analyzing
characters
?

3. Motivation
Think-Pair Share
Ask your classmates about the place they had gone already or the place they live in.
Describe the setting/location of the place.

PHOTO PUZZLE… Let each group assemble the pictures analyze the setting of the
picture
 B. Teaching /Modeling
Look at the picture. Analyze it..

Questions:
Compare the 2 pictures above… Tell about it? What picture describes rural area? urban
area? How could you say it? What could be seen in rural? in urban?
What do you think is the socio-economic status of the people living in rural? In urban?

Today we will discuss about analyzing the setting used in print , non-print
and digital Materials (Urban or Rural; Affluent or Poor)
What is the setting?

Time and period?

Time of day? Location?

Season?
In this lesson, we will discuss the process of analyzing the setting.
By first comprehending the text, then interpreting the details, followed by drawing
conclusions, we can easily analyze setting in a story.
Three ways to analyze setting:
Comprehend - means gaining a basic understanding
We can ask questions like:

What is the setting of the story?

Do we know the time period?
The location, season, time of the day?
What sights, sounds, smells, tastes and textures are described?

The author can use direct and indirect descriptions:

Direct descriptions are stated clearly but indirect description can be inferred.Clues
in the story will paint a picture of the time period and phrases.

Interpret
To interpret the setting, we want to dig a little deeper into the details than in
the comprehension stage. We can ask questions like:

Does the setting create an obstacle for the characters?

What does the setting tell us about the characters?
How do the character feel about the setting?
Are any of the elements of the setting symbolic?

Draw conclusion- using what was learned from steps one and two, you can draw
analytical conclusion.

The setting in the story can simply create a backdrop for a story, but great
stories often include a strategic setting to develop characters and plot and to
reveal theme. By analyzing the setting, we can explore w and why the setting affects
plot and charcters.
Before you can analyze characters and setting, it is essential that you first learn the
meaning of print, non-print, and digital materials.
There are different materials or resources where we can get information. These are
print, non-print, and digital materials.
Print materials refer to any publication, document, or record including, but not limited
to, the following: newspapers, magazines, books, photographs, drawings, maps,
almanac, dictionary, atlas, encyclopedia, yearbook, magazine, etc.
Non-print materials refer to formats with special characteristics whose information
content can only be accessed through the use of machines / digital equipment such as
e-book, e-journals, electronic images, audiovisual materials, tape recording, etc.
Digital Materials refer to electronic records and other content (MS Office files, PDFs,
image, audio, or video files, etc.) that were originally created and/or stored in a digital
environment (such as web servers, desktop computers, digital cameras, digital video
recorders, etc.)
Basically, characters and setting can be analyzed in print, non-print, and digital
materials.
Characters used in print, non-print, and digital materials can be analyzed in terms of:
age and gender
race and nationality
attitude and behavior
On the other hand, setting used in print, non-print, and digital materials can be analyzed
in terms of:
urban or rural
affluent or poor

C. Guided Practice
a. Listen to the short story. Be able to answer questions that follow;

The Tortoise and The Hare

 There once was a speedy hare who bragged about how fast he could
run. Tired of hearing him boast, slow and Steady, the tortoise, challenged
him to a race. All the animals in the forest gathered to watch.
Hare ran down the road for a while and then and paused to rest. He
looked back at Slow and Steady and cried out, "How do you expect to
win this race when you are walking along at your slow, slow pace?"
Hare stretched himself out alongside the road and fell asleep, thinking, "There is plenty
of time to relax."
Slow and Steady walked and walked. He never, ever stopped until he came to the finish
line.
The animals who were watching cheered so loudly for Tortoise, they woke up Hare.
Hare stretched and yawned and began to run again, but it was too late. Tortoise was
over the line.
After that, Hare always reminded himself, "Don't brag about your lightning pace, for
Slow and Steady won the race!"

Comprehension check:
1). What is the story all about?
2), Where is the story happen?
3). What time was it happen?
4). What can you say about the setting?
Is it in urban or rural areas?Why?
5). What can we tell about the place/setting?

b. Analyze the setting in each picture. Tell about the place whether it can be found
at the rural or urban areas? Describe the economic status poor/affluent? Explain
how do you come up with your answer
Picture talk

a.

b.

c.

c. Watch a SHORT FILM attentively. Analyze where and when

the story takes place. Describe the setting of the story.
Remember to observe the following when viewing a movie/film:
Do not talk to your seatmate while the movie/film is playing.
Sit comfortably.
Do not make unnecessary noise and movement.
Understand what you are watching.

Questions…
What did you learn about the story?
When and where is the story happen? Discuss it.

D. Independent Practice
Group your class into two;

Group 1 and 2
Each group will take a moment and examine their surroundings. What time is it? What
culture are you in? Describe the room. What do you see? Can you smell anything?
What textures are around you? Are there huge buildings? Are there many houses?
What sounds do you hear? What are the job of the people? What is the general mood
around you? Is it quiet and calm? Or noisy and chaotic?

V. Closure
What do you learn from the lesson?
What is the setting of the story refers to?
How is rural differ from urban areas? poor from affluent?How can you apply your
knowledge of the analyzing the setting of each story in daily life?

IV. Evaluation

Analyze the different characteristics of the pictures.

Identify the setting as to RURAL or URBAN. Write your answers before each item...

__________1.
___________2.

___________3.
Identify the setting as to POOR or AFFLUENT. Write your answers before each item
___________4.

_________5.

V. Assignment
Watch a movie and analyze the story. Let them explain the setting of the story.Tell
about how the movie is related to your life. Share it to the class.

VI. Remarks

VII. Reflection
 ENGLISH VI
Q1-WEEK 10

Day 5- Attitude
I. Objectives
Show tactfulness when communicating with each other.
II. Subject Matter
A. Topic: Showing Tactfulness When Communicating with Each Other
B. References : K-12 Curriculum Guide , ( EN6A-Ij-17),
https/www youtube.com, goggle.com.ph,
http://www.wikihow.com/Be-Tactful,
http://www.quizony.com/how-tactful-are-you/29.html#ixzz49Hrrw4iY
tactful-roleplays2-esl.docx

C. Materials: pictures, meta card, projector, chart

D. Values: tactfulness
III.Procedure:
A. Introduction/Preparation
1. Spelling (Mastery Test)
2. Checking of assignment
3. Review
Can you still remember how to analyze setting of the story? How could we
differentiate rural from urban? poor from affluent?
Look the pictures below…Analyze the setting using venn diagram.
 RURAL URBAN

4. Motivation SETTING
What come first to your mind when you read this quotes or messages?
”Think before you speak”.

Where do we use these words?

Where do we use these words?

B. Teaching/ Modelling
In this lesson, we will discuss on how to communicate others with tactfulness.

Tact is the ability to deliver a difficult message in a way that consider other
People’s feelings and preserves relationships. It encompasses many
 Things, such as emotional intelligence, discretion, compassion, honesty, and
courtesy.
Tact is a communication skill that involves reducing the impact of a critical statement in
a way that respects the feelings of others. Tact helps maintain good relationships with
others.
To develop tact, think carefully before you speak.
Always consider how someone else might interpret your words. Use active listening skills,
pay attention to your body language, and never react emotionally. However, make sure
that you still get your message across, and that you continue to be appropriately assertive
Some common strategies for being tactful are as follows:
Adding a modal to the BE verb to make it weaker (“He is wrong.” -> “He
might/may/could be wrong.”)

Adding adverbs (slightly/completely/100%) and quantifiers (a little/a bit)

(“He might be slightly wrong. / He could be a little wrong.”)

Changing negative language to positive (“He might not be completely correct.”)

Adding phrases like “In my opinion” or “I’m not sure”

Contrasting the negative statement with a positive one. (“Jim has some great ideas,
but, in this case, he may not be completely correct.”)

Changing the statement into a question (“Do you think this is correct?”)

Using the passive voice (“A mistake may have been made.”)

Teacher will act the tactful communication situation between a Principal and
an employee or a leader of the group and a member of the class.
 The leader of your group asks you to
take on another help for your project
and you just don't have any more time
on your hands, you can say something
like:
"Thank you so much for thinking of me
for this opportunity. Unfortunately, I'm
still wrapping up those two other
projects you asked me about and I
won't be able to take on the extra work.
But I would love to help out on
something similar in the future."
:

Questions:
1. What will you say in the situation between the leader of a group and a member?
2. What values did the member show to the leader?? Why do you say so?
3. What is the difference between tactless and tactful communication?
4. Do you think there is careful consideration of the feelings and values of another
in a tactful communication?

C. Guided Practice:
Let the learners read and act the situation written below.

Your friend asks you to take on some of
her assignment, so that she can leave
early. However, your schedule is full and
you're not sure you'll get everything done
on time.
A tactful response might be, "Thank you
for trusting me with some of your
responsibilities. I'm sorry that I can't help
you this time because of my workload. Is
there anything I could help you with next
week, when I have more time?"
 E. Pairwork:

What are some strategies we can use to make the below sentences more tactful?
Discuss the best way to rewrite them (and then rewrite them).

 Your perfume is too strong.

Tactful: __________________________________________________.

 Tell your kid to shut up.

Tactful: _________________________________________________.

 I don’t want to waste my time talking with you on the phone anymore. I have more
important things to do.
Tactful: _________________________________________________.

 I need the report NOW.

Tactful: _________________________________________________.

 This has waaaaaaaaaaaaaay too much salt.

Tactful: _____________________________________________.

 I don’t want to go out for lunch with you

Tactful: ____________________________________________.

C. Independent Practice
Think carefully before you speak.
What will you say in the following situation? Use tactful and careful
words for consideration of the feelings and values of others.
Brainstorming/Role Playing
Group I –
One of your team members is regularly late for sport dance practice for school
intramurals competitions, and it affects her performance. After another missed deadline,
you're tempted to call her out at the team meeting. Although this might maike you feel
better in the short term, it's insensitive – a more tactful approach would be to speak with
her privately about her tardiness.
Group 2-
It's your birthday. You're allergic to wool; one of your friends gives you a hideous
sweater made of wool in front of many people. The sweater is personally knitted for you.
How will you handle the situation?
Group 3-

In the first part 1, students rewrite five untactful sentences to make them more tactful.
Before doing this, you should teach them some strategies for being tactful as what you’ve
learned.

After taking up the answers as a group, move on to Part 2. In this part, students first
brainstorm some problems they might have with either with friends, teachers or parents.

Afterwards, they use these ideas as a basis of a role-play with their group members.

Group 4-Being Tactful – Scenario – Kelly

You are a leader. Today you will meet with Kelly, one of your member/groupmates.

This is what you think of Kelly:

1. She doesn’t work well with others (your classmates don’t like to work with her
really — she’s mean).
2. She works slowly compared to everyone else.
3. She doesn’t cooperate, so she often misses the groupworks..
4. She says inappropriate things about other members of the group.
5. She often brags.
6. She is always arguing and ignoring her assignments in the group.

You can’t exclude her from the group because she might get low grades, , but you have to
talk to her about these issues today. Please discuss them with her tactfully

D. Closure Assessment:

How tactful are you?

Indicate how frequently you engaged in the following behaviors when
communicating with another person or persons. Use this scale to describe your
tactfulness.
5 – I always do this.
4 – I often do this.
3 – I sometimes do this.
2 – I seldom do this.
1 – I never do this

____ A. I recognize that how I say something is just as important as what I say.
____ B.I analyze my communication style to determine what nonverbal messages
I send and
 .how well they conform to the meaning I desire to get across
____C. I carefully consider whether my message would be best understood by my
receiver in a
Face-to-face gathering, mobile texting, or in writing
____D. I form opinions about what others say to me based on what I hear them saying
rather. than what I think of them as a person
____E .I make a genuine effort to listen to ideas with which I don't agree.
____F. I look for ways to improve my listening skills.

IV. Evaluation
What will you do in the following situation below? Show how tactful you are by
answering the correct answer in each item below. Write the letter of the correct answer.

1. You're at your company Christmas gift exchange, and someone just re-gifted the
same gift you gave them last year. What do you do?
A. Nothing! It really doesn't matter, no need to cause a scene.
B. Say nothing at the moment, but talk badly behind their back the next day.
C. Corner them later and tell them off.
D. Accuse them right then and there, in front of everyone.

2. You borrowed 100 pesos from your friend last week, and you keep forgetting to
pay them back. What do you say?
A. I apologize and set a reminder on my phone.
B. Ask them to call me and remind me before I see them tomorrow.
C. Don't say anything--they might have forgotten too.
D. It's fine. We're friends, right? I'll remember eventually.

3. You're in the middle of a long conversation with a friend, and suddenly you notice
that she's not really paying attention to what you're saying. What do you do?
A. Change the subject. Maybe I've bored her.
B. Keep talking, but keep it shorter and more to the point.
C. Ask her if something is wrong.
D. Tell her to snap out of it, and continue talking.

4. You're just about to sit down at your favorite spot in the cafeteria, when someone
comes along and beats you to the chair first. What do you do?
A. Ask them to move. You always sit there.
B. Glare at them and sit somewhere else.
C. Sit somewhere else. It's not a big deal.
D. None of the above
5. Your friend, a musician, just asked you to listen to her latest song. You don't like
it at all. What do you say?
A. I don't like it.'
B. 'It's not really my style, sorry.'
C. 'It's alright. I think you can do better, though.'
D. 'I'm not really the person to ask.'!'

IV. Remarks

V. Reflection

Prepared by:
AURORA M. GONZALES
Teacher I
Longos Elementary School