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Learning Competencies EN6LC-IIIa-2.2 Note significant details EN6RC-IIIa-3.2.8 Distinguish text type EN6SS-IIIa-4 Use a particular kind of EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show tactfulness when
in the story according to purpose and language sentence for a specific purpose and audience composition using an outline/other communicating with others
EN6OL-IIIa-1.27 Provide evidences features through enumeration -asking permission graphic organizers
using opinion
II. CONTENT Noting significant details in the story Distinguishing text type according to Relaying Commands and Request Using Organizing Ideas Using Graphic Aids Show tactfulness when communicating
and express opinions using evidences. purpose and language features through Indirect Discourse with others.
“The Boastful Shrimp” enumeration
“The Fox in the Well”
B. Establishing a purpose for the The teacher shows a spoon Recall an instance in your life when you Use flash cards/show me boards. Write R if Show a video clip about the children Show a picture of a true friend.
lesson -It is used for eating. Aside from it is did a certain thing without thinking of the the statement states request and C if it shows from the different parts of the world.
used as eating utensil, it can be used in consequences. Command. Let them share opinion. -Do you have a friend?
several ways. Give some of its uses. 1. Listen attentively.
Examples: ice cream scooper, taking in What do you think will happen if you did a 2. Please keep your things in order. -Compare the Filipino Children with the -What do you like most about your friend?
medicines, can opener, as a pestle etc. certain thing without thinking of the 3. Avoid making too much noise. Children of the world.
consequences? 4. Stop going around please. -What do you dislike about him/ her?
5. Observe silence. -The teacher presents a semantic web.
Have the pupils relate their experiences. What word can you associate with the If you want to say an honest mistake of
word CHILDREN? your friend how do you do it?
Enhance vocabulary words through body -Play a game: Simon says. (Teacher uses Original File Submitted and
language. command or request. Formatted by DepEd Club Member -
CHILDREN
visit depedclub.com for more
B. Fore legs
C. leap
A B
1. rebozos a. a pendant braid
2. kimono of hair at the head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a Japanese
lose robe
fastened with a
sash
f. a long scarf of
silk worn wrapped
about the head
and shoulder and
sometimes over
face
C. Presenting examples/instances B. Do you have a pet? Share a heroic -Have you seen a fox? Ask the pupils to read and analyze the comic A. Motive Questions: A. Motive Question:
of the new lesson deed it has done for you or for others. (Yes/ Not yet strip. 1. How do children from around the Why do we need to be tactful all the time?
Unlocking of Difficulties: Synonym hunt world differ from each other?
through multiple choice. Encircle the 2. How do children differ in complexion.
letter of the correct answer -What are the qualities of the fox in some Mother: “Lock your room before leaving, 3. How do you compare the clothing’s
1. The sharp protrusion of a shrimp is common stories? Jim”. of the children from around the world?
used to fight against its enemies. (Often times fox is wise and bad) 4. Can you make distinctions as the
a. a part of the body that is pointed Jim: “Yes, Mother”. types of houses in which children from
b. a part of the body that is hidden. -Let us find out if the fox is still the fox we around the world lives?
c. a part of the that is plain. have known before. Rina: Mother told Jim to lock his door before 5. What do they have in common?
d. a part of the body that is dull. leaving.
2. Nothing can pierce an iron shield Ms.Aguila: “Please polish the floor, Mang
even an iron sword. Ambo.”
a. to rip of c. to crush
b. to spin d. to go through Mang Ambo: “Yes Maám”.
3. The beautiful white pearl is Ricky: Ms. Aguila requested Mang Ambo to
glistening under the rays of the sun. polish the floor.
a. shine c. flash
b. bright d. all the above
D. Discussing new concepts and The teacher uses the popcorn reading Read the story. What kinds of sentences were used? Read the poem:
practicing new skills #1 strategy while the other pupils listen Read the dialogues.
very carefully The Boastful The Fox in the Well -Study the charts of direct and indirect Children Around the World
Shrimp discourse (by Jo Feniford) Joana: Hey, Susan! It smells stinky, Is
Once there was a shrimp who A fox once fell into the well. He tried to that you Susan!
thought he was the most handsome jump out but each time he did, he fell -Differentiate a direct and indirect discourse. Some children are brown like newly
shrimp in the world. In fact, he believed back down. baked bread, Susan: No! (She cried and ran outside.)
that he was more handsome than any By and by a goat passed by. Looking -Differentiate command from request based
other creatures on earth. into the well, he saw the fox. “Hello,” he on their usage. Some children are yellow and some are Joana: Oh! I don’t mean to hurt you, I just
“Just look at my sword,” he proudly called. “What are you doing down there?” red, want to be frank!
told the other young shrimps, pointing “Drinking some water of course!” Point out also their similarities.
to the sharp pointed protrusion at the replied the fox. “Is it good?” asked the Some children are white and some B.
end of his nose. Of course, as far as goat. almost blue, Frieda: Hi, Jenna. Can we talk outside?
shrimps were concerned, the end of the “Good? It is the best water I ever tasted
nose was the most natural place for the in my whole life,” answered the fox, Their colors are different, the children Jenna: Sure! Perhaps it is a very
sword to be. drinking a gulp of water. like you. important matter right?
“And look at my thick, smooth Without a second thought, the goat
shield,” Like other shrimps he carried jumped in. After drinking some water, he Some children wear sweaters and Frieda: Yes Jenna. I am your friend and I
his shield,” he would continue. “Nothing looked about for a way to get out of the some rebozos am concern about your wellness. Being a
can pierce the shield,” like other well. “How do we get out of here? “he teenager we must be concern with our
shrimps he carried his shield on his asked the fox? Some children wear furs and some personal hygiene. Taking a bath everyday
head. All he needed to do to show off “I know what we can do,” said the fox. kimonos’ will help a lot. It is more of loving and
his head was to hold his head high. Looking at the goat from the corner of his respecting ourselves.
“You are indeed a handsome eye. “Stand on your hind legs. Plant your Some children go naked, and wear only
shrimp,” said an old experienced fore legs firmly against the side of the their queue, Jenna: Thank you Frieda, indeed you are
shrimp. “But you are just reaching well. I’ll climb on your back, and I’ll step a true friend. Thank you, and I appreciate
adulthood and have had no experience on your horns. Then I can get out. When it very much.
of the world. Do not display yourself too I’m out, I’ll help you get out too.” Their clothes may be different, the
much or else one of those humans “That’s a good idea!” said the goat children like you. Comprehension Check:
might grab you,” said the old shrimp happily as he did what the fox told him to
pointing with one of his many legs to a do. Some children have houses of stone in How did Susan react to Joana’s
young man swimming nearby. The fox climbed on the goat’s back the streets, statement?
“Grab me? Who? That soft- and horns. Then he jumped out of the well Do you think Joana’s action is right?
skinned two – legged creature? and started on his way. Some lived in igloos and some lived in If you were Susan, will you feel the
“scoffed the young shrimp. “He does “Hey!” shouted the goat. “Help me out fleets, same?
not even have a proper shell. He has of here. You promised to help me.” In the dialogue B, How did Frieda
those funny little bits of shell on the “You silly goat,” said the fox. You Some lived in old straw huts and some approach Jenna?
ends of his fingers and toes, which do should have thought of that before you in new, Did Jenna got angry? Did she feel
not protect him at all, as far as I can tell. jumped in. Next time, look before you embarrassed? Why?
All I need to do is stab him with my leap.” Their homes may be different, the If you were Jenna, will you get mad at
sharp sword, and that will be end of children like you. Frieda?
him. Someday, he and other two- -Answer the Comprehension Check. Why?
legged humans will look at me and Some children are Finnish, and some If you will choose between Joana and
admire me!” said the young shrimp. 1. Where did the story happen? from Japan, Frieda, who will you choose? Why?
“Well if you won’t listen to my
advice,” said the old shrimp, “you will 2. Who fell into the well? Some are Norwegian and some from
have to learn your lessons the hard Sudan.
way.” 3. Who jumped into the well?
The young shrimp soon forget Oh yes, we have children in valley, or
about the old shrimp’s advice. He 4. Why do you think the goat believed the pike,
continued his habit of looking for groups fox? Explain.
of other young shrimps his age and Their countries are different-the children
showing off before them. He would 5. How did the fox get out of the well? alike.
engage in shrimp gymnastics, bending
his body this way and that, to let them 6. Why did the goat decided to jump into Oh if they could dance and if they could
see how strong his muscles inside his the well? play
beautifully glistening white shell, which
hardly had any dark dots or lines on 7. If you were the goat, will you do the Altogether what a wonderful day!
them, unlike the other shrimps around same?
him. Some could come sailing and some
One day, a fishing boat passed by, 8. If you were the fox, will you do the could just hike!
with fisherman on board looking for a same?
good catch. The boastful shrimp saw So much would be different- The
his chance to display his athletic form children alike.
before them. He swam to the surface of 9. What is the moral of the story?
the water. The fisherman saw him. -Using the Clustering Organizer,
They cast their net and in a few discuss how children from different
minutes, the boastful young shrimp was B. Enumerate the story grammar of the parts of the world differ from each other.
caught in the net, along with other selection read.
shrimps and fish.
That day, at lunch time, the -Characters: The Fox and the Goat
boastful shrimp was seen on the end of yel
lo Color
of
r
coals over which he was roasted. well so the goat did the same without
“What a fine, fat shrimp!” giving a second thought. In the end the Types of
Childr
en Country
of
Aroun
explained the persons around the goat left at the well all by himself.
Shelter
dining table.
“It’s the best shrimp I’ve ever -What does the author want us to feel? fl
E. Discussing new concepts and Group Work What is a Fable? Present a Bubble Talk. Use your own graphic organizer, and Group Work:
practicing new skills #2 Each group will have the review of the Teacher calls on three pupils to act out the supply the missing details asked by Each group will share an instance in their
selection listened to. (The Fable is a short fictional story that is dialogue and complete the indirect command each sub topic. life when they experienced the
A graphic organizer is used in characterized by animals and it always or request. A. SHELTER tactlessness of a certain person.
presenting and developing the skill. The gives us a lesson in life.) A. B. CLOTHES How they reacted on it.
teacher asks each group on action Grandfather: “Obey your parents, Jojo”. C. COLOR OF THE SKIN
taken by the boastful shrimp and later -What is the purpose of a fable? D. COUNTRY ORIGIN
asks for inferences on alternative Jojo: “Yes Lolo”. .
actions. (The purpose of a fable is to entertain and Shiella: Obey your parents, Jojo. Children Around
-What did we do to be able to give to inform.) the world
alternative actions to the action taken B.
by the character in the story they read. -What makes it unique?
-Presentation of each group
(It is characterized by animals having the Millie: “Rizza, Please help me finish my
attributes of humans.) homework”.
Rizza: “Sure”.
The teacher reads 10 statements and the
pupils will identify whether it is a fact or a Raffy:
bluff. (FACT OR BLUFF CARD) Millie Rizza finish project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her finish her
Bluff 2. The goat is a friend to the fox. project.
H. Making generalizations and Ask: How do we get the significant Pupils will state the Fable’s concepts. Ask: What is Command? What is Request? Ask: What is the importance of Ask; How do we show tactfulness in
details in the story read? -What is a direct discourse? organizing ideas through graphic communicating with others?
abstractions about the lesson -What is indirect discourse?
Concept Formation: organizer? Concept Formation:
Concept Formation: Noting the Fable is a fictional story that has a Concept Formation: The clustering 1. Be honest but always consider the
purpose of entertaining and informing the Concept Formation: feelings of others. There are many ways
significant detail is reading between the graphic organizer shows and separates
readers. It is peopled by animals that are In the reported command, the verb “said” is in communicating without hurting the
lines to get the main idea of the story, the developed ideas from other ideas.
capable of talking and expressing feelings not used, instead, “told”. The word “to” is feelings of others.
how it started, developed and ended The use of the CGO provides the
as humans added before the verb.
with the help of the characters and organization of ideas easy to
other elements of the story. understand, making learning more
-In reporting request, the verb “asked” or
“requested” is used instead of “told”. enjoyable
The word “please” is dropped. .
Examples:
Direct:
SWBS: Plot Chart AUTHOR:
TITLE: 1. “Put down your bag,”
PURPOSE
mother said to Leo.
_
S-Somebody
2. “Please try the other button,” Lyka said.
W- Wanted
I. Evaluating learning Number each statement according on B- But
The teacher will read the selections orally Read the short paragraph below. Follow what Use a graphic aid to organize the ideas Write T if it shows tactfulness for each
how the story happened. S- the
and So pupils will identify its purpose. you are asked to do. in the given paragraph. situation.
The old shrimp advised the 1. Ultra was lying down on the back porch
handsome shrimp not to show off too when suddenly his friend Kitten went to It was vacation time. Being the eldest, Provide a Title to the paragraph. 1. Kindly do your work on time
much. him and she invited him to visit their friend Lina was assigned by her mother to clean the pp.428-429 because it can help in our performance
When one day a fisherman was Sky at the pen. house. In order to finish early, she called her rating.
looking for a good catch. 2. The Frog went out for she hate himself brothers and sisters to help her. 1. The Filipino is a very respectful
The handsome Shrimp starts for being useless. He couldn’t croak and person. He shows due respect to his 2. Work fast, you waste our time.
to brag about his handsomeness and jump. After he fell into a deep well and Identify her statement if it is a command or parents, elders and to people in
athletic figure. was about to face his death, he was able request then transform each into a reported authority. He never misses saying the 3. We can finish the task on time
He was caught by fishing net of to bring his best and did even better. He form. word “po” and “opo”. This is a Filipino if we will help each other.
the fisherman. is certain that no one could help us except way 4. It is much better if we are
The boastful shrimp was cooked our own self. 1. “Kevin, please dust the furniture”. Of showing respect, which we are very a help than a burden to other,
and eaten at lunch. 3. The Free Bird cried, “My Darling 2. “Susie, arrange the books and proud of. He kisses the hands of
sing the song of the woodlands.” magazines”. parents and grandparents as a unique 5. Speak like no one is
The caged bird said, “Sit by my side; I’ll 3. “Husk the floor, Ruben.” way of showing respect to elders. He listening to you.
teach you the speech of the learned.” 4. “Help me put some plants inside, calls his older brother “Kuya and his
4. There was a turtle that couldn’t stop Roy”. older sister “ate”.
talking and the geese made a challenge 5. “Please be careful with the plates,
to bring her to the nice place if she could Susie”.
promise not to talk because she will be
carrying a stick on her mouth. The turtle
agreed and so they flew to the place.
They heard people saying something
about them and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so wise ate all
the bananas and went down without
noticing the thorns planted by his friend
turtle. His selfishness ruined him.
J. Additional activities for Read a short story or dialogue. Write Read and tell what the person in each Write a paragraph from the given topics Cut out a comic strip and compose a
application or remediation the plot in 5 sentences. sentence said. and present it to the class using a comic balloon for each conversation.
graphic organizer. Always use a tactful way of
-Be ready to share it in class. 1. Father said, “Avoid playing near the pool, A. Effect of Smoking on One’s Health communicating your thoughts and
John”. B. Students’ Addiction to Internet feelings.
2. “Please help me with my toy, Sandy”, Gaming
Sam said. C. How Do You Celebrate Christmas?
3. “Pray before sleeping Ela”, aunt Norma
said.
4. Estella said, “Please allow me to visit
Read another fable and fill up the SWBS my friend, Grandma.”
Chart meeting the details in the story. 5. “Proceed to my office” the Principal said.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation who
scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?