GAD-Based iC CEBU Model

Lesson Exemplar

Grade Level: Grade 3 Learning Area: Science

Learning Area/s Integrated: Araling Panlipunan, Arts, Science and Mathematics
Integration Approach Used: (Please tick.)
Multidisciplinary Interdisciplinary / Transdisciplinary

I. 21st Century Skills to be developed (Please tick.)

/ Communication / Learning and Innovation / Problem Solving
/ Critical Thinking / Information Media and Technology / Life and Career
II. Focused Learning Competencies (LC)
ENG6RC-Ic-6.5,6.6,6.7 determine tone, mood and purpose of the author
III. Focused GAD principle/s to be integrated: Everyone regardless of gender, age,
ethnicity, or religion has the right to safe and secure community.
IV. Intended Learning Outcomes
Knowledge explain the meaning of mood in a reading text
Skills determine the mood of the text given
Attitude manifest sensitivity to the feelings of others
Values show concern for others
IV. Learning Content/s Determining the tone, mood, and purpose of the author
Concept Mood is the emotion a selection/text arouses in a reader.
Through words, an author may create moods of despair,
sadness, violence, peace, fear, happiness, and mystery.
demonstrate disaster preparedness and mitigation actions
DRRE based on given situations (typhoon signals)
GAD promote safe and secure communities for all regardless of
gender, age, ethnicity or religion
Reference/s Curriculum Guide, Rainbows in English 6 by Alicia R.
Bambico et.al., pp. 155-158, English for Global
Communication Grade 6 by Jaquilyn T. Belagan et.al., pp.
94-105, An Integrated Reading and Language Series
English Links Grade 6, pp. 370-374
https://www.google.com/search?q=revised+public+storm+
signal+warning&client=firefox-b-
d&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi555KDtu
DiAhUh7GEKHfuiASsQ_AUIECgB&biw=1366&bih=654#i
mgrc=OMIxuE0DuiH_WM:

IMs flash cards, pictures, charts

V. Learning Experiences
Engage (5 minutes)

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 En1. gage (5 minutes)
Preliminary Activity

A. Game: Making faces. Learners are to show immediate fac

A. Making Faces
Note: Teacher shows video clips of the given situations.
SAY: Show your feelings through facial expressions when you see the
following situations.
lightning

fallen trees

raging sea

house on fire

worms on a dead cat

rainy day

ASK: What have you noticed to the situations you have just viewed?
Possible Answer: I have noticed that the situations show things
that happen during a typhoon.

SAY: Today we are going to read a story about a family that

experienced typhoon.But before reading the story, let us first
familiarize some words in the text.

Unlocking of Difficulties
Directions: Give the correct meaning of the words on the table by
filling it with the correct picture and definition.

Vocabulary Picture Meaning

1. field an open area of and

with grass like a
park or farm

2. typhoon a strong whirling

wind that may
cause damage in
property or loss of
lives

3. string a strong, thin rope

made by twisting
very thin threads
used for fastening
or tying things

4. amazed Greatly surprised

The pictures and definition of the difficult terms are posted on the board. The
pupils are to choose the correct picture and definition and place it on the
table presented above.

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 1. Explore (10 Group Activity
minutes)
Teacher distributes activity cards containing the reading
text and questions to be answered.
Directions: Read the story silently. Then answer the
questions given.Choose a reporter to present your
answers to the class.
In a small barangay of Cebu, there lived Jose and his
younger sister Pilar with their family. One Saturday
afternoon of November, Pilar and her brother Jose were
playing in the field near their house. Pilar and Jose spent
their weekend flying kites. Pulling the string of the kites as
they go up the sky gives them the thrill. Pilar helps her
kuya in designing the kites with colorful materials. She is
always amazed seeing them glide with the wind.
“Pilar! Jose!” shouted Pilar’s mother.
“Come, get inside the house!”
“Wait mama, Kuya and I still want to fly
kites,”answered Pilar.
A barangay tanod, the Municipal Disaster-Risk
Reduction In-Charge and their Purok Leader went from
house to house announcing about the coming typhoon.
Signal Number 2 was raised in their municipality with
maximum sustained wind of 61-120 kph and was expected
within 24 hours.
Suddenly, a strong wind blew their kites away, tearing
them to pieces.
Then, drops of rain started to fall until a downpour
soaked the earth. Pilar and Jose rushed toward their
house.
“Brrr…! I’m so cold,” trembled Jose.
“Come Pilar and Jose, let us pray for the safety of
everyone in our town,” exclaimed mother.

Answer the following questions:

1. Who are the characters in the story?
Answer: Pilar, Jose and mother
2. What is the setting of the story?
Answer: In a small barangay in Cebu, one Saturday in
November
3. How did Pilar and her kuya spend their weekend?
Answer: Pilar and Jose spend their weekend flying kites.
4. Who were the community helpers mentioned in the

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 story? What was the information being passed around by
the community helpers?
Answer: The community helpers mentioned were
barangay tanod , Municipal Disaster-Risk Reduction In-
charge and Purok leader.
The information being passed around was that
a typhoon signal number 2 was raised in their municipality
with maximum sustained win of 61-120 kph and was
expected within 24 hours.
5. Why is it important to listen to our parents?
Possible Answer: We should listen to our parents
because they know what is best for us.
6. What should we do when a typhoon signal is raised in
our place?
Possible Answer: We should follow safety measures
before, during and after a typhoon. (Please refer attached
appendix)
Fill the table below with the safety measures we should
follow before, during and after a typhoon. List at least 3
safety measures in each column.
Safety Measures Safety Measures Safety Measures
Before A During A After A Typhoon
Typhoon Comes Typhoon

2. Explain (10 Publishing of Group Outputs

minutes) Pupils present their group answers on the questions given
during the exploration phase.

ASK:
What emotion or mood is shown in the following
statements? (Let pupils also show the mood of the
statements through their facial expressions.)
a. “Pilar! Jose!” shouted Pilar’s mother.
Answer: worry/anxiety
b. Pulling the string of the kites as they go up
the sky gives them the thrill.
Answer: happiness/ excitement/thrill
c. She is amazed seeing them glide with the
wind.
Answer: amazement/happiness/thrill

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 d. A strong wind blew their kites away, tearing
them to pieces.
Answer: sadness
 What then is a mood? How can we identify the
mood of a text read?
Answer:
A mood is the emotion a selection/text arouses in a
reader. Through words, an author may create moods of
despair, sadness, violence, peace, fear, happiness, and
mystery.

Note:
Teacher helps pupils deepen understanding through a
lecturette on determining the mood of a given text and typhoon
signals and safety measures to observe before, during and after
a typhoon.

 What are the 5 typhoon signals? What safety

measures should we observe if signal no.1 is raised
in our area? signal no. 2? signal no. 3? signal no.
4? signal no. 5?
 How can we promote safe and secure communities
before, during and after a typhoon?
3. Elaborate (10 Paint Me a Picture
minutes) Pupils are grouped into 5. They are to act out the mood of the
given situations while one member writes the mood on the meta
card. The goup with the most convincing and appropriate mood
earns a point. First group to score 3 points wins the game.

1. Strong wind shook the shanties and small nipa huts in the
barangay. Lightning and thunder seemed to run after each
other. The people prayed for the typhoon to pass.
The mood of the text is ______fear___________.
2. After the typhoon, Pilar’s family lost their house and most of
their belongings.
The mood of the text is_______sadness______.
3. The people in the barangay helped each other rebuild their
houses after a strong typhoon destroyed them.
The mood of the text is_unity/hopefulness.

4. Evaluate Identify the mood of the given selection. Choose the appropriate
(8minutes) mood from the box below.
excitement sorrowful frightening

gloomy anger

1. It was the first day of school. Alex and Jenny packed their
bags with the new school supplies that their mother bought.
They liked the color and design of their new bags. They couldn’t
wait to see who their classmates would be.
Mood:____excitement________
2. It was Jose’s first time in kindergarten class. Going up the
stairs, Jose’s heart beat faster while his knees trembled. He
could not let go of his mother’s hand.

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 Mood:____fright/fear_________.
3. Amy wanted to listen to their teacher during class discussion
but could not focus because Anna kept pulling her hair.
Mood:_____anger_______.
4. Susan’s mother passed away last night. Susan couldn’t help
her tears from falling.
Mood:_____sorrow/sadness______.
5. Sarah wanted to join the cooking contest in school. She
practiced with the help of her mother. During contest day, Sarah
could not wait for the contest to start.
Mood:_______excitement_________.

VI. Learning Enablement
(8 minutes)
Make a poster showing safety measures before, during and
after a typhoon.
Group 1- Before a Typhoon
Group 2- During a Typhoon
Group 3- After a Typhoon

Rubrics for Making a Bookmark

Category 5 pts. 4 pts. 3 pts.

Content Showed at least 5 Showed at least 3 Showed at least 1-2
safety measures safety measures safety measures
before, during or after before, during or after before, during or after
a typhoon. a typhoon. a typhoon.
Aesthetics/Creativity The poster is The poster is The poster is fairly
exceptionally attractively designed. designed.
designed.

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

Prepared by:

RACEL W. TURA
Master Teacher I
Cordova Central School, Cordova District

EDMOND C. APORA
Master Teacher I
Maya National High School, Daanbantayan District II

CHRISTY P. KIMEIAFAR
Master Teacher I
San Remigio National High School, San Remigio I

Reviewed by: Verified:

MA. CHONA B. REDOBLE, Ed.D. MARY ANN P.FLORES, Ed.D.

Education Program Supervisor-English Chief, Curriculum Implementation Division

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 Recommending Approval:

LEAH B. APAO, Ed.D., CESE

Assistant Schools Division Superintendent

Approved:

RHEA MAR A. ANGTUD, Ed.D., CESO VI

Schools Division Superintendent

Appendix

A. Engage

Unlocking of Difficulties

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https://www.google.com/search?q=field&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj0s_Lkk-
3iAhUOZt4KHValBv8Q_AUIECgB&biw=1366&bih=608#imgdii=BWE4-
0RZwy677M:&imgrc=GAtslLA8CODNQM:

https://www.google.com/search?q=typhoon&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjah6r_k-
3iAhXbA4gKHSutBIIQ_AUIECgB&biw=1366&bih=608#imgrc=1uA1X26rf2LzdM:

https://www.google.com/search?q=string&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi-
uc66lO3iAhWTd94KHXnHDg4Q_AUIECgB&biw=1366&bih=608#imgdii=MlhJOpP9NhzfgM:&imgrc=M-s--
zUJMzcKLM:

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https://www.google.com/search?q=amazed&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiO1s_glO3iA
hVPFogKHR-KCxEQ_AUIESgC&biw=1366&bih=608#imgrc=qhN7t4CCCdZZ8M:

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