1st Grading Lesson Plan English Vi

LESSON PLANS IN ENGLISH
VI USING THE FOUR

PRONGED APPROACH
4. Motive Question:
Have the pupils ask questions
about the story.
The teacher will write all the
questions to be asked by the pupils.
1ST GRADING PERIOD
LESSON NO I:
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Distinguish changes in meaning
of sentences caused by stress.
TS: 4. Decode meaning of unfamiliar
words using structural analysis.
(Prefixes)
Green Dreams
It was a beautiful night. Henry and his
parents lay on their backs by the fire and
looked at the sky.
Henry didnt know there were so many
stars in the sky.
II. Subject Matter:
Theres the Big Dipper, Henrys

mother said.
GLR:
Green Dreams
GOLD: Distinguishing Changes in
Meaning caused by shift in
intonation
TS:
Using Prefixes
Theres the Little Dipper, said Henry.

Theres E.T. , said Henrys dad.
Mudge wasnt looking at the stars. He
was chewing on a log. He couldnt get
logs this good at home. Mudge loved
camping.
References: 2002 BEC Handbook in English

PELC Listening 1; Reading 1.1
Reading for Meaning 5 p. 158; p 103
Materials: strip of cartolinas, pictures,
Henrys father sang one more sappy love

song. Then everyone went inside the tents
to sleep.
III. Procedure:
GLR; (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the
following:
Henrys father and mother snuggled.

Henry and Mudge snuggled.
It was as quiet as quiet could be.
Everyone slept safe and sound and there
were no bears, no scares.
Should she sell sheers sheets or

should she sell shaggy shawls?
Just the clean smell of treesand

wonderful green dreams.
2. Motivation:
Recite the poem Twinkle,
twinkle, little stars with a little
modification using jazz chant.
(Adapted)
C. Post Reading Activities:

1. Answering the motive questions.
2. Comprehension Check:
Have the pupils answer the
following questions:
3. Vocabulary Development:
Have the pupils identify the
meaning of the following words:
1.
2.
3.
4.
Big Dipper (through pictures)

tent (through picture)
snuggle (action)
scares (through action)
a. Who are the characters in the

story?
b. When does the story happen?
c. What details in the story tell about

the time the story happens?
d. Where does the story take place?
e. What details tell about the place
the story takes place?
f. What happens in the story?
g. How does the setting affect the
events or happenings in the story?
1.
2.
3.
4.
Miss Magalona is absent today.

This is simple but exquisite gown.
A nuclear plant is expensive.
Hospitality is a national trait of
Filipinos.
5. Liza turned twelve last
Wednesday.
4. Presentation:
In real speaking situations, a
person puts the heaviest stress on the
word(s) which s/he wants to emphasize
in order to express her/his particular
meaning.
Have the pupils read the
following sentences giving stress on
the underlined words:
3. Engagement Activities:
Have the pupils perform
the following activities under time
limit.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
1. Miss Magalona is absent today.

(The speaker wants to emphasize
Miss Magalonas absence.)
GROUP 2: DRAW ME
2. It is impolite to eavesdrop.
the impoliteness of
eavesdropping.)
Pretend the story is a movie and

you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
3. This is a simple but exquisite

gown.
the exquisiteness of the gown.)
GROUP 3: WRITE ME A LETTER

Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
4. A nuclear plant is expensive.

that it is the nuclear power plant,
not any other kind of power plant,
which is expensive.)
GROUP 4: SING ME A SONG

Identify the lesson in the story and
compose a song that tells the lesson.
Prepare to sing your song to the class.
5. Hospitality is a national trait of

Filipinos.
that hospitality is a Filipino trait
not only in some areas of the
Philippines but all over the
country.)
GOLD: (Grammar, Oral,

Language, Development)
Betty bought a bit of butter but she
found the butter bitter/
So she bought a bit of butter to
make the bitter butter better.
5. Discussion:
What does the first sentence mean?
nd
2 sentence? 3rd? 4th? 5th?
How does emphatic sentence stress
change the meaning of the sentence?
How do we read emphatic stress?
Discuss further.
2. Review: Stress
3. Motivation:
Have the pupils read the following
sentences putting heaviest stress with the
underlined words:
6. Fixing Skills:
sentences putting stress on the
underlined words.
2
1. Liza turned twelve last Wednesday.

2. Success is never accidental.
3. When are you going to have your
interview?
4. Winners and losers deserve to be
congratulated.
5. A hobby can be both profitable and
relaxing.
She wanted his fire/ and she

wanted to fly. //
An elf said, / The fair fairy is
being funny, //
She can make fire/ and she can fly/
Even without a firefly!/
2. Motivation:
What are some other ways
by which we can learn the meaning
of a new word?
7. Generalization:
How does intonation affect
the meaning of a word in a
sentence?
How do we distinguish
changes in the meaning of a sentence?
3.
Incomplete
Insoluble
Unclean
Irregular
8. Application:
A. Guided Practice: Have the pupils
read the following intonation drill.
1.
2.
3.
4.
5.
Is Miss Milan a nurse?

Are you going to the concert?
Did you do your homework?
Can you do me a favor?
Have you met our new parish priest?
Dina bought a new calendar.

Michael wants to learn karate.
Bens favorite sport is table tennis.
Tina plays the ukulele.
Judys score is perfect.
5. Fixing Skill:
Have the pupils read the prefixes
given on the hearts. Decide which one
goes with each of the root words
below.
IV. Evaluation:
A. GOLD: What does the speaker
wants to imply with the following
sentences?
1.
2.
3.
4.
5.
incapable
insufficient
illogical
impossible
4. Discussion:
What do we mean when we say
incomplete? (not complete)
What is the root word of the word
incomplete? (complete)
What is added at the beginning of
the word complete? (in)
What does in mean? (not)
Where did we add the word in? (at
the beginning)
How do we call this word part
added at the beginning of a word to
make new word? (prefix)
Discuss further.
B. Independent practice:
Have the pupils give the meaning
of the following sentences by putting
stress on the underlined words.
1.
2.
3.
4.
5.
Presentation:
following words:
I ate a cheese sandwich.

This is Noras needle.
Everybody will join the parade.
My mother is beautiful.
An aardvark is a piglike animal.
Pre-
Mis-
in
Un-
ReDis-
super
Tri-
TS (Transfer Stage)
Tie
Play
Heat
Correct
1. Drill: Have the pupils read the

following verse drill:
A fairy fell in love/ with a beautiful
firefly
honest
market
woman
print
angle
cycle
6. Generalization:
What is the word part added at
the beginning of a word?
3
A. GOLD: Direction: Identify the

meaning of the following sentences.
Remember:
Affixes are letters or syllables added at the
beginning or end of a root word. Prefixes are
word part added at the beginning of a root word
or the base form of a word. A root word is the
form of a word after all affixes are removed.
Prefix
ImInUnDisIlIrNon-
Meaning
Not
Not
Not
Not
Not
Not
Not or
without
1. There are many books about the

Philippines.
2. Girls are interested in dresses,
make-up, parties and boys.
3. Mr. Francisco teaches gardening.
4. Rosa loves to study.
5. Please lend me your pencil.
Example
Impossible
Inexpensive
Unclean
Dishonest
Illogical
Irregular
nonfat
B. TS. Direction: Read the following

sentences. Complete each sentence
using a word with a prefix im-, in-, un, dis-, il-, ir-, mis- or non-.
1. Juan Tamad is a lazy, ______ and
good-for-nothing fellow. (not
responsible)
2. Using dynamite fishing is ______
(not legal)
3. How many words did you ______
in the test? (wrongly spell)
4. We did not want to listen to his
talk because the reasons he gave
were _______. (not logical)
5. The flood victims are hungry
because there is _____ food for all.
(not sufficient)
7. Application:
Have the pupils answer the following
questions:
Using Prefixes:
1. If correct means right, what does
incorrect mean?
2. If approval means giving permission,
what does disapproval mean?
3. If connect means to link, what does
disconnect mean?
4. If a conformist is someone who
follows accepted rules, what is a
nonconformist?
5. If regular means the usual, what does
irregular mean?
LESSON NO 2:
I. OBJECTIVES:
IV. Evaluation:
TS. Direction: Complete each sentence
with a word corresponding to the
meaning in the parentheses.
GLR:
CT:
GOLD:
1. I had to turn in my assignment

_________ because I was sick last
night. (not finished)
2. It was __________ for Kyle to turn
me down because I am not wearing
red shirt at that day. (not reasonable)
3. The boys sounded _________ when
they gave their alibis to their teacher.
(not honest)
4. The writing was ____ and hard to
read. (not clear)
5. It is best to avoid saying ______
words to others. (not kind)
TS:
1. Enjoy listening to a story

2. Answer questions from
the story listened to.
3. Relay information accurately
using different discourse:
statement; questions;
commands; Exclamatory
4. Decode meaning of
unfamiliar words using
structural analysis. (Suffixes)
II. Subject Matter:

GLR:
The Sampaguita
GOLD: Relaying Information
Accurately Using Different
Discourse: Statements
Questions; Commands;
Exclamatory
TS:
Using Suffixes
V. Assignment:
References: 2002 BEC Handbook in English

PELC Speaking 1.1.1; Reading 1.1
Across Border through Language pp 266 269
Materials: strip of cartolinas, pictures,
slim and beautiful. Her skin was

kayumangging-kaligatan, golden brown
with light touches of rose. She was
attractive with her black dreamy eyes.
One bright morning when the
orchids and ferns were still sparkling with
dew drops, Liwayway went to the woods.
She went with her maids to gather wild
flowers and luscious fruits.
In the woods, however, Liwayway
got lost. As she searched for her maids,
she came face to-face with a wild beast.
It was the same animal that scared the
maids away. Liwayway was confused. She
did not know what to do. She was so
frightened that she, too, took to her heels.
She ran as fast as he could until she fell
into a deep ravine and lay unconscious.
When she awoke, she saw a
handsome young man beside her. He
looked sad; sitting there silently. He sat
quietly as if guarding her. The handsome
young man was Lakan Galing. He was the
son of a neighboring lakan who was
known far and wide as a brave warrior.
Liwayway, upon waking up, smiled
shyly at Lakan Galing. He smiled, too, and
helped her sit down on the thick grass.
After telling each other the stories
of their lives and their homes, Lakan
Galing led Liwayway to her home. By
then, they had come to know each other
even if they went on without saying any
word. Galing, on his part, did not express
his love for LIwayway, fearing that he
might be scorned. On the other hand,
LIwayway, who was a modest maiden,
simply kept her feelings to herself.
Lakan Galing stopped walking
when they were near Lakan Bungabongs
house. Liwayway waved her hand in
parting. The she turned away and walked
on towards her home. But as she did so,
she sighed loudly. It escaped heer lips and
Lakan Galing heard it. It meant that
Liwayway loved him and was sorry to part
from him. He rushed forward excitedly
and in a moment she was in her arms.
They sang sweetly together and
promised to be true to each other no
matter what happened. For some time,
they were happy in the company of each
other.
One day, Lakan Galing told
Liwayway he was leaving soon. He must
help Gat Maytan fight Legaspis men who
have made friends with Lakandula. He
must help in order to send away the white
III. Procedure:
GLR: (Genuine Love for Reading)

Pre- reading Activities:
1.Drill: Pronunciation Drill:
Tongue Twister:
Jack Sprat will eat no fat,
And Jill will eat no lean;
And yet between them both you see;.
They lick the platter clean.
2. Motivation:
What is our national flower?
Describe a sampaguita.
3. Unlocking of Difficulties:
Have the pupils know the
meaning of the underlined words using
the context clues given.
1. She held the garland, that long
strand of pure, sweet sampaguita
flowers, close to her heart.
2. The visitors gave the sick luscious
fruits, those sweet, delicious fruits
from Laguna, after praying for his
recovery.
3. Society thinks that the parents of
street children are mean for letting
their children work for them. They
are by scorned by the people.
4. Dawn, with its soft diffused light,
gives me so much pleasure.
4. Motive Question:
Why did Lakan Galing have to leave
soon?
Have the pupils listen to the story.
Have them take down important
details about the story listened to.
THE SAMPAGUITA
Long time ago when Spain was just
beginning to spread her rule by force upon
the islands, Masamyo, with the surrounding
villages, was under the rule of a good native
chieftain, Lakan Bungabong. His only
daughter, Liwayway, meaning dawn, was
men who want to get their land by force. In

his absence, he made Liwayway promise to
remember him always.
Oh, must you go right away?
cried Liwayway
Yes, duty calls and we must be
courageous. Will you promise to be true to
me forever? asked her lover.
I promise to remember you always
and to be true to you till the end. Even in
death, I shall still remember you! the youth
dais filled with emotion.
And may Bathala protect you!
Liwayway added.
The
Lakan
Galing
clasped
Liwayways hand and as he did so, she said,
Sumpa kitang di lilimutin. She swore
never to forget.
Sadly, Lakan Galing was killed in
the fight. When Liwayway learned that he
had been killed, she become lonely. She was
so broken-hearted that she soon died. Even
on her death-bed, she whispered his name.
Many months passed. One day, a
plant with small, white, fragrant flowers was
seen growing on her grave. The flowers
filled the air with a sweet scent.
Those sweet white flowers are
reminders of pure love for Lakan Galing ,
said the people.
Soon the young men and young
women began pledging their love by
exchanging garlands made of these flowers.
And as they exchanged garlands, they said,
Sumpa kita to each other.
Later, the flowers came to be called
Sampaguita.
6. What grew out of her grave as

months passed by? What did they
symbolize?
7.
3.
Engagement Activities:
Have the pupils perform the different
activities assigned to them.
GROUP 2: DRAW ME

him/her.
Allow the pupils to perform the

activities under time
-Adapted-

1. Answering the motive question:
Why did Lakan Galing have to leave
soon?
GOLD (Grammar, Oral

Language Development)
1. Drill: Pronunciation Drill:
Have the pupils read the rhymes:
questions:
I woke with a start

When I heard my dog bark.
He was out in the storm,
Alone in the dark.
With a short sleep cry,
I jumped to the floor,
And patted his coat
As he came through the door.
1. Who was the daughter of the

chieftain? How did she look?
2. Who was Lakan Galong? How did
he look like?
3. How did they become closer? Did
they fall in love?
4. What happened to Lakan Galing in
his figt against Legaspis men?
5. How did Liwayway feel about what
happened?
2. Motivation:
Present a picture of a boy playing
basketball.
What does the boy doing in the

picture?
2. People using credit cards and

ATMs are a common sight.
3. How do we use the credit card?
4. You use it instead of cash to pay
for products you have bought.
5. Use a telephone and a fax machine
to fax message.
3. Presentation:
Have the pupils read the dialogue
given.
Mother:
Allyson:
Mother:
Allyson:
Mother:
Allyson:
Goodness! Weve run out of

groceries!
Thats not a problem,
Mother! Use my automated
teller machine card.
But sometimes the ATM is
off-line.
Dont worry. I have a credit
card.
Well, okay. But my problem
isnt over yet. Our electric
and water bills are due for
payment. What shall I do if
the collectors come today?
Please stop fretting. Well
use the express phone for
that. We just dial a number
and tell the responding
computer to pay those bills
and charge the payment to
our savings account.
6. GENERALIZATION:
What are the different kinds
of sentences?
REMEMBER:
There are four kinds of sentences.
These are:
a. Declarative sentence states a
fact. It ends with a period. (.)
b. Interrogative sentence asks a
question. It ends with a question
mark. (?)
c. Imperative sentence gives or
expresses a command or request. It
ends with a period.
d. Exclamatory sentence expresses
a strong feeling such as joy,
surprise, anger, excitement or other
strong feeling. It ends with an
exclamation point. (!)
4. Discussion:
Have the pupils identify the sentence
that states a fact.
Have them identify the sentence that
asks question. Have them also identify the
sentence that expresses a command or
request.
Have them read the sentence that
expresses a strong feeling.
What punctuation marks are used for
each kind of sentence?
What are the different kinds of
sentences?
How do these sentences help in relaying
information?
Discuss further.
Use the information given under
GENERALIZATION about the different
kinds of discourse.
7. Application:
A. Guided Practice:
Have the pupils study the picture
given Based on each pictures, write two
declarative sentences, two interrogative
sentences, two imperative sentences and
two exclamatory sentences. (The teacher
will provide the pictures for each group.)
B. Independent Practice:
1. Direction: Identify whether the
following sentences are declarative,
interrogative, imperative or exclamatory/
1.
2.
3.
4.
May I borrow your pen?

Bring those books to the library.
I feel so nervous!
They do not want to get involve
with the projects of the city.
5. Call me at 8:00 in the morning
tomorrow.
5. Fixing Skills:
Direction: Write D if the sentence states
a fact; I if it is interrogative; Ip for
imperative and E for exclamatory.
2. Direction: Punctuate the following

sentences. Then write D for declarative, I
for interrogative, IM for imperative and E
for exclamatory.
1. Unbelievable! Today we have a

cashless society and a wireless
world.
1.
2.
3.
4.
The dancers wear toe shoes

Please wait for me Cora
What a nice movie
Would you like to go with me in
Tagaytay
5. Life is very mysterious
magic
-ian
history
1. Mr. Lee is an ________ cook.

(excel)
2. Do you have any ________ of
accounting? (know)
3. It is _______ how he manages to
stay underwater for so long. (remark)
4. It is not _______ to wear a tie to a
picnic. (practice)
5. He invested quite a ______ amount
of money in the business venture.
(substance)
6. The _________of dinosaurs have
been widely accepted. (exist)
7. Napoleon was an ______ general
who wanted to conquer the world.
(ambition)
8. He is a _____ artist from China.
(fame)
9. The __________ disappearance of
the billionaire baffled the police.
(mystery)
10. Children are usually very ________
when they watch television. (attend)
1. The girls are chatting aloud even

though classes are going on
2. That was a fast horse
3. Is the whale a mammal
4. You should plan to take a trip this
summer
5. How sweet this perfume is
TS TRANSFER STAGE
following verses:
If a shipshape ship shop stocks
Six shipshape shop-soiled ships,
How many shipshape shop-soiled ships
Would six shipshape ship shops stock?
2. Review: Using Prefixes
Direction: Read the following
sentences. Complete each sentence using
a word with a prefix im-, in-, un-, dis-,
il-, ir-, mis- or non-.
(Answer: 1. excellent 2.knowledge

3. remarkable 4. practical
5. substantial 6. existence
7. ambitious
8. famous
9. mysterious
10. attentive)
1. Juan Tamad is a lazy, ______ and goodfor-nothing fellow. (not responsible)

2. Using dynamite fishing is ______ (not
legal)
3. How many words did you ______ in the
test? (wrongly spell)
4. We did not want to listen to his talk
because the reasons he gave were
_______. (not logical)
5. The flood victims are hungry because
there is _____ food for all. (not
sufficient)
5. Discussion:
Were you able to form the words?
What is the root word of the
excellent?
What is added to its root words?
How do we call this word?
Where did we add this word?
Discuss further.
6. Fixing Skills:
Connect the suffix to the correct
word to make a new word.
3. Motivation:
Game: Have the pupils form a word
out of the given clues.
perform
-er
mathematics
4. Presentation:
Direction: Complete each
sentence with the correct form of the
word in the brackets.
IV. EVALUATION:
Direction: Place the correct punctuation
at the end of each sentence.
Then identify the kind of
sentence.
Play
music
ful
er
or
dance
able
teach
less
1. The birthday party last night was

wonder_____.
2. John Lloyd Cruz is a very good act____.
3. The farm_____ began planting rice in
May.
4. Reck____ drivers are likely to cause
accidents in the superhighway.
5. Hermie is friendly, outgoing and
approach______.
8. in a brave way - ______________

9. without fear - _________________
IV. Evaluation:
Answer the following questions.
Choose the letter of the correct answer.
1. What does the suffix ed in
camped mean in this sentence?
She never camped before.
7. Generalization:
What are suffixes?
A. The action will happen in the

future.
B. The action is happening now.
C. The action happened in the past.
Remember:
Affixes are letters or syllables added
at the beginning or end of a root word. A
root word is the form of a word after all
affixes are removed.
2. Star watching is a ________ activity.

A. wonderful
B. wondering
C. wondered
Suffixes are letters or syllables

added at the end or after the stem or the root
word.
(Note: These may be written on charts.
Include also the different prefixes and
suffixes and their meanings.)
Root
Word
care
Suffix
Ful
New
Word
careful
friend
Ly
friendly
help
Er
helper
home
Less
homeless
3. What does brightly mean in the

sentence: Stars twinkle brightly in the
night sky.
A. in a bright way
B. full of brightness
C. without bright
Meaning
4. Boy scouts love to go ______.

A. camped
B. camper
C. camping
full of
care
in a
friendly
way
one who
helps
without
home
5. What is the root word in painting?

A. tiny
B. paint
C. pain
V. Assignment:
A. GOLD: Write a simple dialogue of
participating in a club meeting.
8. Application:
Write the word that goes with each
definition. Use the words in the box.
B. TS. Think of a word that will be

formed from the given suffixes. Use
these words in a meaningful
sentence.
1. less
2. ful
3. able
4. ness
5. ly
Word Box
Bravely
Loudness
Useless
1.
2.
3.
4.
5.
6.
7.
cheerful
sadly
hopeful
fearless
slowly
kindness
being loud - ________________

in a slow way - ______________
full of cheer - ________________
in a sad way - ________________
without use - _________________
being kind - __________________
full of hope - _________________
c.
d.
e.
f.
LESSON # 3:
I. OBJECTIVES:
GLR:
CT:
GOLD:
TS
mounted
scooped
grief
devoured
1. eager -

2. Answer questions from the
story listened to.
3. Use the correct intonation for
a Yes No Questions
1.
4. Decode meaning of unfamiliar
words using the dictionary.
2. Present
3. got on
4. picked up swiftly with the arms-
II. SUBJECT MATTER:

GLR: Gelert
a.
CT: Answering questions from the story
listened to.
GOLD: Using the Correct Intonation for b.
a
Yes No Questions
TS: Decoding meaning of unfamiliar
c.
words using the dictionary.
5. very sad
6. ate greedily
Reference: 2002 BEC Handbook in English

PELC Speaking 1.2; PELC Reading 1.1.3
English Lesson: The Animal World p. 7
English For You and Me Reading p. 9 - 12
Materials: picture of a dog; strips of
cartolina; index cards;
4. Motive Question:
Who was Gelert? What was
Gelert doing while the prince was
away?
1.
III. PROCEDURE:
A. Pre- reading Activities:
Tongue Twister:

teacher reads the story:
GELERT
When his daughter Princess Joan

married Prince Llewelyn of Wales, King
John gave the royal couple his favorite
haunting dog, Gelert, as a wedding
present. Llewelyn, who was a keen
huntsman, was pleased to have a welltrained dog as a gift. About a year after
his marriage, he was blessed with a baby
boy.
Jack Sprat will eat no fat,

And Jill will eat no lean;
Yet between them both,
They lick the dishes clean.
2. Motivation:
Who is your best friend?
What is your favorite pet? How do
you take care of your pet?
Present a picture of a dog.
Ask: How does man consider a dog?
(The dog is considered as mans best
friend.)
One morning, as Llewelyn mounted

his horse to go hunting, he noticed that
Gelert was missing. An impatient man, he
rode off without his dog. When the hunt
ended, he returned to the castle and was
about to enter his room when Gelert came
rushing out excitedly to greet him. The
prince froze in horror when he saw that
the dog had bloodstains on his jaws.
(Pause for awhile then ask: Why do you
think Gelert had bloodstains on his jaw?)
Have the pupils know the meaning
of the following words by answering the
puzzle below: (Group Work)
a. willing
b. gift
10
Has it gone mad? the horrified

prince thought to himself. is my son all
right?
(Why do you think the prince asked
himself, is my son all right?)
(Divide the class into 4 groups. Then

give each group the task assigned to
them.)
d. Can the prince trust Gelert? Prove
that Gelert could be trusted. Group
one present your work.
e. What is the moral lesson of the
story? Group two present your
work.
f. If you will be Prince Llewelyn,
what would you do when you saw
that Gelert had bloodstains on his
jaw? Express your feeling through
writing a letter. Group three
present your work.
g. How will you take care of your
pet? Group four present your work.
Rushing into the room, Llewelyn was

shocked to see the babys cradle overturned.
There were several patches of dried blood
on the floor. (What do you think happened
with the baby? What do you think did the
prince do with Gelert?)
Overcame by grief and blinded with
fury, he drew his sword from its sheath and
rained several blows on Gelert, crying,
Monster! You have devoured my son!
As Gelert collapsed and lay dying on
the floor, Llewelyn heard a cry from under
the overturned cradle. (What do you think
did the prince see under the overturned
cradle?)
It was his little baby who lay
unharmed. His head was resting on the body
of a dead wolf. As he scooped up his son,
Llewelyn realized that while he had been out
hunting, his faithful dog had been protecting
the baby.
With the baby safe in one arm, he
held the dying dog in the other. Gelert
looked at him with doleful eyes and lied
without a whimper in its masters arm.
Filled with remorse, Llewelyn buried
Gelert at a place that he named Beth-Gelert.
To this day, there is still a pile of stones
marking the grave of the unfortunate dog.
GROUP 1: LIGHTS, CAMERA, ACTION!
Prove that Gelert could be trusted. Make a

script and dramatize the part to prove that
Gelert could be trusted.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story and compose

a song that tells the moral lesson of the story.
GROUP 3: WRITE ME A LETTER!
If you will be given a chance to write to

Prince Llewelyn, what will you say to him after
what he had done to Gelert?
Source: English Lesson Book 6 p. 7

GROUP 4: CREATE ME A POEM!
Compose a poem about your favorite pet.

Describe your pet.
Who was Gelert? What was Gelert

doing while the prince was away?
(Answer: Gelert was a well-trained
dog given by King John to Princess Joan
and Prince Llewelyn. Gelert had been
protecting the baby while Prince Llewelyn
had been out hunting.)
Allow the pupils to perform their task

under time limit.
GOLD: (Grammar Oral,

CT (Critical Thinking)
a. Who were the royal couple?
b. Why did the prince ask himself
is my son all right?
c. Why couldnt Llewelyn see his
son when he first rushed into the
room?

Say: Peter Piper picked a
peck of pickled pepper.
A peck of pickled pepper
Peter Piper picked.
11
If Peter Piper picked a peck of

pickled pepper,
Wheres the peck of pickled pepper
Peter Piper picked?
7. Generalization:
Remember:
The rise and fall of the voice when
speaking or reading is called intonation.
The rising intonation is used with
questions answerable by Yes or No.
The falling intonation is used in
statements or questions not answerable by
Yes or No.
2. Review:
Kinds of sentences.
What are the kinds of sentences?
What is the intonation when we are
asking questions?
stating a fact?
8. Application:
Divide the pupils into four. Have
them perform the different task
assigned to them.
3. Motivation:
sentences:
a. I am new here.
b. Are you new here?
GROUP I:
Work with your group. Make a question
and - answer game with the topic:
A. Favorite Fruit
What kind of sentence is sentence

A? Sentence B?
How did you read sentence a?
Sentence B?
GROUP 2: Read the dialog with your group.

Observe the correct intonation.
Pupil A:
4. Presentation:
Have the pupils listen as the teacher
reads the following sentences.
A.1.
2.
B. 1.
2.
Pupil B:
Pupil A:
Pupil B:
Pupil A:
Pupil B:
Pupil A:
Have you been in Cebu?

Yes, I have been in Cebu.
Its an amazing creature, isnt it?
Yes, it is.
5. Discussion:
Which utterances are statements? (No. 2
sentences for A & B)
How did I read the statements? (Falling
intonation)
Which utterances are questions? (No. 1
sentences for A & B)
How did I read the questions? (Rising
intonation)
Are these questions answerable by yes
or no? (Yes)
I am thinking of my favorite
flower which is white in
color, having a sweet
fragrant.
Is it a sampaguita?
No, it isnt.
Is it a rose?
No, it isnt.
Is it a dahlia?
Yes, it is. I really love that
flower.
GROUP 3: Put an arrow to show a rising or

falling intonation. Put the correct punctuation
mark for each sentence.
1.
2.
3.
4.
The baby is crying

Do we have a new teacher
Does a crocodile give a thundering roar
Did you used the talents given to you by
God
5. Sherwin will join the field trip tomorrow
6. Fixing Skills:
Have the pupils read the dialog.
Have them observe the correct
intonation.
Jazzer: Are you looking for something,
Karl?
Karl: Yes, I am. I am looking for my new
ball pen.
Jazzer: Is this the one youre looking for?
Karl: Yes, it is. Thank you very much.
Jazzer: Youre welcome.
IV. EVALUATION:
Direction: Write whether the following
sentences have a rising or falling
intonation. Put the correct punctuation
after each sentences.
Ex. Is this your book? Rising
1.
2.
12
Is a rainbow an unexciting sight

Do people in organizations work
together for a common cause
3.
When seeds are beginning to grow,

they are sprouting
4. Plants that are used for seasoning food
are called herbs
5. Would a public notice be kept hidden
1. What is engraved on the reverse side

of your watch? _____
2. I can reverse my jacket so that the
outside is red instead of blue. _____
3. Why do you always want the reverse
of what I want? _____
7. Generalization:
What are the different information
that we could get from a
dictionary?
TS (Transfer Stage)
Please place the pleated pressed
pants on the plain pressing plank. (3x)
2. Review: Checking of assignment.
Think of a word that will be
these words in a meaningful sentence.
1.
2.
3.
4.
5.
REMEMBER:
A dictionary contains alphabetical entries
that tell how to pronounce the entry word and
what the word means. A dictionary entry is shown
on the left-hand column in heavy black type.
Pronunciation is shown in sound symbols
between slant lines after each entry word. The
primary accent is shown by the darker accent
mark (). The secondary accent is shown by the
lighter accent mark. The word division or
syllabication of an entry word is also given. The
part or parts of speech for an entry word are
shown by abbreviations. A plural of noun is
shown if it does not form the plural regularly by
adding s or es to the singular. The past tense and
ing verb forms are shown if the spelling of an
entry word changes before the ending are added
and if the verb is irregular. The origin of an entry
word is shown in brackets at the end of the entry.
less
ful
able
ness
ly
3. Motivation:
What reference are we going to use if we
want to know the meaning of a certain
word? (Dictionary)
4. Presentation:
Have the pupils open their own

dictionary. (This must be assigned one day
before the topic)
What can you see in a dictionary?
Example:
pennant /penent/ n. A flag,
usually long and narrow, used for
signaling on ships; a school
banner. [fr L penne feather]
5. Discussion:
How are the words in the dictionary
arranged?
What are the different information
presented in a dictionary?
Discuss further. (You can be guided
with the information given in the
generalization under Remember.)
In looking for the meaning of a word in

a dictionary, remember to:
6. Fixing Skills:
A. Read the dictionary entry for the
word reverse. It gives three definitions for
reverse. Then read the sentences and write
the number of the definition that fits the
way reverse is used in each sentence.
Use the guide words found on the

top left hand or the top right hand
of the page;
Follow the alphabetical order of
words; and
Read the first few pages that
contain the directions on how to
use it.
8. Application:
Use the definition to answer questions
1 -3.
_________________________________
reverse (ri vurs) adj., n., v.

1. the opposite or contrary
2. the back
3. to turn the other way; to
turn inside out or upside
down
be*lu*ga (ba lyooga) n. A small white

whale of Arctic waters.
13
ca*jo*ler*y (ka jo le re) n. Persuasion by

flattery and false words.
found*er (founder) n., v. 1. One who
helps to establish something. 2. To
stumble
man*a*tee (man e te) n. A plant-eating
sea creature of the tropical Atlantic coast.
thread*bare (thredber) adj. 1. So worn
and frayed that the threads show. 2.
Overused and commonplace or stale.
_________________________________
(1) loss of
(3) dose of
(2) waste in
(4) lack of
____5. The floor looked new and glossy

after we waxed it.
(1) smooth
(2) clean
(3) bright
(4) shiny
Answer: 1. (3)
4. (4)
1. In what way is a beluga and a manatee

alike? ___________________________
2. (2)
3. (4)
5. (4)
V. ASSIGNMENT:
1. A. GOLD:
Make a question and
answer game talking about your
favorite subject.
2. Is a person who uses cajolery an

honest person? Why or why not?
_______________________________
B. TS. Read each set of guide words.

Then write the words from the box that
would appear on a page with those
guide words.
3. Write the number of the meaning of

the underlined word in each sentence.
a. Emmas old shirt was almost
threadbare. ____
b. The puppy foundered in the
mud. ___
Capture
Chisel
Compass
IV. EVALUATION:
TS.
A. Direction: Arrange the following
words in alphabetical order.
personal
pencil
dream
birthday
paper
production
decoration
accidental
tired
cardboard
Chores
compose
calico career
chilled
circuit
____________
____________
____________
____________
commotion conductor
___________________
___________________
B. Direction: Replace the underlined

word (s) with another of similar meaning
and write its number on the space
provided.
LESSON # 4
_____1. Beavers are known to be
industrious animals.
(1) fierce
(2) timid
(3) hardworking
(4)
cunning
I. OBJECTIVES:
listened to.
GOLD: 3.Ask questions with appropriate
interrogatives.
TS:
4. Write a composition showing
introduction,
body
and
conclusion.
_____2. The children love the famous story

of Robin Hood and his merry men.
(1) fact
(2) legend
(3) novel
(4) theory
____3. I have no confidence in his promise.
(1) belief
(2) worth
(3) value
(4) faith
II. SUBJECT MATTER:

GLR: The Parable of the Division
GOLD: Asking questions with appropriate
interrogatives.
____4. Night blindness is caused by a

deficiency in Vitamin A.
14
TS:
Writing a composition Showing

introduction, Body and Conclusion
c. unfair
4. Kuya is an appellation for older
brother.
a. a court appeal
b. a friendly greeting
c. a title
Reference: 2002 BEC

PELC Speaking 1.2.2; PELC Writing 1
New Dynamic Series in English 6 p. 56
English for all Times Language p. 3 9
Reading Links pp 23 - 34
Materials: strips of cartolina, index cards
5. To be disappointed is to ____.
a. be unhappy
b. fail in expectation
c. be fatigued
III. Procedure:
GLR:
A. Pre-Reading Activities:
Have the pupils read the following:
6. The refreshing fluid eddied out down

into his throat.
a. chicken out
b. flow away like a whirlpool
c. fail in something
The f and p in a word

f
p
friend
Filipino
flipper
flippant
fifty
fan
4. Motive Question:
Why did the younger brother drink
all the contents of the whole bottle?
piece
puzzle
prisoner
put
profane
people
B.
During
Reading
Activities:
1.
Have the pupils listen to
the story. Let them take down notes about
the story listened to.
Read: Captain Philips four ships/

suffered fearfully in the conflict/ / Philip
refused to accept his defeat / as final// for
five years / off and on, / he had fought his
defiant foe/ with only brief intervals for
refitting his fleet. / Being a philosopher as
well as fighter./ Philip reflected / that if he
could raised funds, / he could still carry on
effective warfare.
THE PARABLE OF THE DIVISION

The young boy and his older
brother were taught by their parents to
divide material things equally and fairly.
This they tried to follow.
A system evolved in which one
does the dividing and the other gets the
selecting first. This guaranteed an
equitable cutting. Otherwise, the one who
divided would be in the losing end.
One day, the two boys had a pair
of fish for lunch. One big fish and the
other a small one. The young boy thought
his older brother would give in
(magparaya) to him as a younger and
weaker sibling so he said, Kuya
(appellation for older brother), please go
ahead and make the first selection.
The older brother quickly got the
bigger fish. The younger boy was
disappointed to get the much smaller fish.
If I were you, said the younger
boy to his older brother, I would have
taken the smaller fish.
What are you complaining
about? answered the older brother. You
got what you want.
2. Motivation:
Is it good to share things equally
with your brother/sister? Why? Why not?
Try to draw out the meaning of the
underlined words through context clues.
1. A system evolved in which one does the
dividing and the other gets the selecting
first.
a. run away from
b. produced by natural means
c. go around
2. To guarantee means the same as _____.
a. answer joyfully a question
b. to answer for something as in loan
or pledge
c. announce something
3. Equitable would mean _____.
a. a bank
b. fair and equal
15
Next time around, the two boys had

to share a bottle of soft drink. They were in
the rice field with no glasses or containers
available.
Lets just drink direct from the
bottle, suggested the older brother. Be
sure it is exactly half. You go ahead and
drink your share.
The younger boy took the bottle and
raised it to his mouth. The refreshing fluid
eddied out and down his throat in successive
big gulps. He practically held his breath
while the older brother waited.
After a minute, the content of the
whole bottle was gone. The younger brother
had drunk all and wiped his mouth with his
wrist. He smiled contentedly.
Why did you drink all of it?
accosted the older boy.
The younger brother replied, My
half share was at the bottom part of the
bottle.
-Juan M. Flavier

him/her.
GOLD
(Grammar,
iy
i
leaves
jeep
reach
heel
speak
A. Post Reading Activities:

Why did the younger brother
drink all the contents of the whole
bottle?
fish
him
rich
hill
spick
Oral
e
them
get
wretch
hell
speck
Sentence Drill:
1. Place the fish inside the jeep and
cover it with leaves.
2. Karl gets the clean meat in a house
near that small hill.
3. Sit on the high seat when the table
is set.
following question.
1. What good value have the parents of
the two boys taught them?
2. To make sure that equitable division
is guaranteed, what practiced was
observed by them?
3. What lesson is the parable wishing to
share?
2. Review: Checking of assignment:

Making questions and answers
game.
3. Motivation:
Present a picture. Have the pupils
ask questions about it. (Any picture
will do as long as there will be
questions for the pupils to formulate.
Have the pupils perform the different
activities assigned to them:
4. Presentation:
questions:

Who are in the picture?

Where are the children working?
What are they doing?
How long have they stayed there?
What does the librarian do?
GROUP 2: DRAW ME
5. Discussion:
With what words do the questions
begin?
16
What word is used in asking about a

person? Place? Thing? Manner? Degree?
Extent or condition? Time? Place?
What are these words?
Discuss further. (Refer to the
generalization given for further
discussion)
8. APPLICATION:
A. Guided Practice:
Have the pupils perform the
different activities assigned to
them under time limit.
GROUP 1:
Look at the picture. Think of possible
questions that you would like to ask to the
president of the Philippines, Benigno Aquino
III.. Use the different interrogatives to begin
the questions. Play the question-and-answer
game.
6. Fixing Skills:
Independent Practice:
Transform the following sentences
into questions using the correct
interrogative pronoun that corresponds
to the underlined noun:
GROUP 2:
Ask the correct wh questions
for each expected answer. Be sure to
observe the proper intonation:
Example:
Edgars brother will hold a oneman painting exhibit.
Whose brother will hold a oneman painting exhibit?
Expected answers:
Swimming
December 25
To buy new t-shirt for my birthday
Early morning
Biking
1. Mrs. Reyes taught him the basic

lessons in painting.
2. The proceeds of his painting exhibit
will be given to the street children.
3. The exhibit will be held at the Quezon
Memorial Circle.
4. He will hold his exhibit next month.
5. He attained success through hard
work and determination.
GROUP 3:
Complete the following questions
with correct interrogatives:
1.
2.
3.
4.
_____ is the name of the girl?

_____ is she from?
_____ old is she?
_____ did she save the old
woman?
5. _____did the incident happen?
7. GENERALIZATION:
What are interrogatives?
When do we use interrogatives?
GROUP 4:
Work with your group. Study
picture very carefully. Then agree
questions that you want to ask about
picture. Make sure to begin with
different
interrogatives.
Write
questions down on a piece of paper.
REMEMBER:
Words that are used in asking
questions are called interrogatives.
These are:
Who for persons
What for things
Why for reasons or causes
When for time
Where for place
Whose for persons; when speaking
of ownership
Which for person and things
indicating one of a kind or
definite class.
How
for degree, extent, condition
or manner.
Whom for a sentence that requires a
pronoun in the objective case.
the
on
the
the
the
IV. EVALUATION:
GOLD: Direction: Complete each
question with appropriate interrogatives.
1. ______ do you wish to talk to?
2. ______ is he going to Davao?
3. ______ the last person to see him?
4. ______ number did you dial?
5. To ____ shall I give the letter?
17
TS (Transfer Stage)
REMEMBER:
A good paragraph must have an

effective beginning and ending. The body
contains the details that support the topic
well.
Have the pupils read the pair of

words. Note the difference in their sounds.
/e/
tell
sell
/i/
till
sill
dead
red
bless
fell
spell
lead
wet
did
rid
bliss
fill
spill
lid
wit
2.
7. APPLICATION:
Have the pupils write the
composition on a piece of paper. Be
sure to apply the correct punctuation
and capitalization. Note the indention
at the beginning paragraph. Write
neatly and clearly.
IV. EVALUATION:
TS. Direction: Call on a volunteer to read
aloud his/her composition in class. Guide
the pupils to evaluate it considering these
questions:
Review:
How do we write sentences?
3. Motivation:
How do you feel about a storm?
1. Does it have an effective beginning

sentence?
2. Do all the supporting details keep
to the topic?
3. Is the ending sentence effective?
4. Presentation:
Present the picture of a storm and its
effect.
Have the pupils talk about their
feeling about a storm.
V. ASSIGNMENT:
A. GOLD: Choose the correct
interrogative pronoun:
1. (Who, What) did you say?
2. (Who, Whom) does she want to
see?
3. (Whose, Which) paper is this?
4. (What, Which) project will we do
next?
5. (Who, Which) do you like better, a
dog or a cat?
5. Discussion:
(Give each pupil a meta card for
them to write all the answers to the
questions to be given by the teacher.)
What do you encounter/ experience
during and after storm?
What activities do you enjoy when
there is a storm?
What activities cant you enjoy?
What things delight you?
(Have the pupils paste their answers
on the board)
B. TS. Have the pupils rewrite the

composition on their theme notebook.
LESSON # 5
Have the pupils arrange all the details

written on the board in order. Have them
also formulate sentences out of the details
on the board. Then the teacher guides the
pupils in arranging them in logical sequence
to create a meaningful body. Then the
teacher will also guide the pupils in
formulating the ending of the paragraph.
I. OBJECTIVES:
GLR:
CT:

2. Answer questions from the
story listened to.
GOLD: 3. Use courteous expressions on
appropriate situations:
participate in club meetings.
TS:
4. Decode meaning of unfamiliar
words using the dictionary:
6. GENERALIZATION:
What are the characteristics of a
good paragraph?
18
words with multiple meaning of

words.
5. Mr. and Mrs. Rat were convinced with

the words of Mr. Wall. (F)
6. They want Rena to marry a respectable
man. (A)
II. SUBJECT MATTER:

GLR:
The Vanity of the Rat
GOLD: Participating in a Club Meeting
TS:
Words with Multiple meaning
7. The vanity of Mr. and Mrs. Rat led

them to choose a high stationed
husband for their daughter. (G)
Reference: 2002 BEC

PELC Speaking 2.1; PELC Reading 1.4
Effective Reading Book Lesson 2 p. 8
Effective Reading Book p. 5 6
Using the Dictionary; English For You and
Me, Reading p 49.
English For You and Me Language pp 8 - 13
3. Motivation:
Do you know anything about
Filipino customs/traditions about
marriage?
4. Motive Question:
Why did Mr. Sun, Mr. Cloud,
Mr. Wind and Mr. Wall refuse to
marry Rena?
Materials: picture of a rat, sun cloud, wind;

dictionary; strips of cartolina
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre Reading Activities:
Of all the felt I ever felt
I never felt a piece of felt
That felt the same as that I felt,
When I first felt that felt.

1.
Have them take down important
details about the story.
THE VANITY OF THE RAT
In Korea, it was formerly the
custom for parents to arrange their
childrens marriages. Mr. and Mrs. Rat
were anxious for their darling daughter,
Rena to marry into a respectable family.
Have the pupils identify the meaning
of the following words. Match column
with A with column B. Use the given
sentence as your clues.
A
1. anxious
2. high stationed
3. acquaintance
4. coyly
5. convinced
6. respectable
7. vanity
From the first, they had taught that

Mr. Sun was the most high-stationed and
well-descended person they knew, and
they decided that he was just the person to
marry their daughter.
Hello, Mr. Sun, said Mr. Rat
importantly. I would like you to know
that my daughter is old enough to marry
now and that we would be very pleased to
welcome you into our family as Renas
husband. We chose you from all the men
we know because of your high position
and your great power. (Do you think Mr.
Sun accepted the offer of Mr. Rat?)
You offer is indeed kind, Mr.
Rat, replied the smiling Mr. Sun, who
had no desire to marry a member of the
Rat family. I feel that it is only fair to tell
you, however, that I am not the most
powerful person of your acquaintance. I
would like to recommend to you Mr.
Cloud, who can cover up my face and keep
me from shining.
Yes, of course, of course! Mr.
Cloud is certainly more powerful, said
Mr. Rat as he and his wife went to see the
B.
a. decent
b. friend
c. worried
d. most powerful
e. shyly
f. influenced
g. pride
1. Mr. and Mrs. Rat were very anxious fro

their darling daughter, Rena, to marry
into a respectable family. (C)
2. They believed that the sun is the most
high stationed person they knew. (D)
3. Mr.Sun said that he was not the most
powerful person of the Rat familys
acquaintance. (B)
4. Rena giggled coyly and tried not to let
Roger know how she felt. (E)
19
gentleman. (How about Mr. Cloud? Do you

thin he will also accept Mr. Rats offer?)
When Mr. Cloud heard of Mr. Rats
offer, he too was not eager to choose his
wife from the House of the Rats. He waved
his hands, saying, You seem not to know
that there is one who is more worthy of your
honor than I. Though I sometimes get the
better of Mr. Sun, I am still a mere servant
of Mr. Wind. His blast and growl make me
go anywhere he pleases, whether I want or
not.
Leaving Mr. Cloud, Mr. Rat
mumbled to his wife, Mr. Wind is indeed
much more powerful; much more powerful.
He is certainly the proper husband for our
daughter. (Did Mr. Wind accept the offer
of Mr. Rat?)
Once again, Mr. Rat offered the
hand of his daughter in marriage, but Mr.
Wind was no more anxious than the others
to become Mr. Rats son-in-law. Laughing
hoarsely, he said, I am indeed powerful
enough, for forests tremble and ships toss in
fear of me. But there is one more powerful
than I. It is Mr. Wall. He sets his strong legs
firm upon the earth and stands immovable
in my way, arms folded, eyes blinking. But
for him, how I could meddle in the lives of
families?
So saying, Mr. Wind gave another
laughed and whizzed on.
Wondering how his wise brain could
ever have overlooked so powerful and close
a neighbor, Mr. Rat visited Mr. Wall, who
likewise apologized. It is quite true that I,
without any sign of outward exertion, can
check the progress of the wind, which
commands the cloud, which overpowers the
sun. But what am I to you, oh, Mr. Rat?
Your prosperous race can undermine me
and make me fall in the twinkling of an eye,
if need be. Oh, Mr. Rat, I am at your
mercy. (Who could be the best groom for
Rena?)
How true, very true! Mr. Rat said
proudly. Of course the race of rats is the
most powerful of all. And my glorious race
is next to none yes, next to none in
respectability. The only person for our
darling Rena is to marry another rat.
Yes, said Mrs. Rat. And I know
just the person: that nice Roger Rat who
seems to like Rena so much. And his parents
are such good friends of ours, too.
Old Roland Rats boy? An excellent
idea! agreed Mr. Rat. Lets see if he is in
now.
When Roger rat appeared, Mr. and

Mrs. Rat told him of their offer, which he
accepted immediately. They led him to
their hole, where they found Rena giggled
coyly, hanging on to her mothers hand.
Although she tried not to let Roger know
how she felt, she was very much delighted
that her parents were arranging for her to
marry him. Like most Korean girls, she
was shy when she was with boys.
Mr. and Mrs. Rat were every bit as
pleased as Rena and Roger were about the
arrangement. And Mr. Rat was convinced
that he had made the best possible match
for his darling daughter. (Who was the
best match for Rena?)
Source: Effective Reading p. 8-10

1. Answering the motive
question:
Why did Mr. Sun, Mr. Cloud,
Mr. Wind and Mr. Wall refuse to marry
Rena?
CT. (Critical Thinking)

Have the pupils
answer
the
1. What was the early Korean custom

of marriage?
2. Who were the choices of Mr. and
Mrs. Rat?
(Divide the class into 4 groups. Then
give each group the task assigned to
them.)
1.
Why did the couple choose Mr.

Sun? What did Mr. Sun do? Group
one present your work.
2. What is the moral lesson of the
story?
Group two present your
work.
3. If you will be Rena, what will you
say to your parents with regards to
your marriage? Express your feeling
through writing a letter. Group three
present your work.
4. Who was finally chosen to be the
groom of Rena? Group four present
your work.
20
5. Discussion:
Who attended the meeting?
Who presided the meeting?
Why?
How did the chairperson start the
meeting?
What did the members do if they
wanted to speak?
What did the chairperson do to
indicate that a member was permitted to
speak?
What were discussed in the meeting?
How did the meeting end?
What does the expression The
meeting may now come to order mean?
Discuss further.

Why did Mr. and Mrs. Rat choose the sun for
their daughter? What did the sun do? Make a
script and dramatize the part to prove your
answer.
Identify the lesson of the story and
compose a song that tells the moral lesson of
the story. Prepare to sing your song to the
class.
If you will be Rena, what will you say to your
parents with regards to your marriage?
Express through a letter.
6. Fixing Skills:
Tell who uses the following
expressions in an election meeting.
GROUP 4: CREATE ME A POSTER!
1. The meeting will please come to

order.
2. The table is now open for
nomination.
3. I nominate ____ for President.
4. I move that the nomination for
President be closed.
5. I second the motion.
Who was finally chosen to be the groom of

Rena?
Draw a poster showing Rena and his groom in
an altar.

under time limit.
7. Generalization:
What do we have to observe in
participating in a meeting?

Remember:
To hold a club meeting, one must
observe proper behavior and must follow
the correct procedure. Courteous
expressions must also be observed. Such
expressions as:
Amidst the mists and coldest frosts;

With barest wrists and stoutest boasts,
He thrusts his fists against the posts,
And still insists he sees the ghosts.
2. Review:
asking questions?
stating a fact?
A. The meeting may now come to

order.
b. The table is now open for
_____.
c. I suggest that _______.
d. I move that _____
e. I second the motion ________.
f. How many are in favor?
g. It has been moved and
seconded that ___________.
h. The meeting is adjourned.
i. Is there any objection?
3. Motivation:
Does your own class conduct
meetings and elect officers?
What are some of the courteous
expressions that you used in conducting
meetings?
4. Presentation:
Have the pupils read the dialog about
the club meeting on p. 8 English for You
and Me Language.
8. Application:
Divide the pupils into four
groups. Have them perform the
different activities.
21
G. The presiding officer asks fordiscussion

motion/suggestion.
H. It has been approved..
I. The meeting is finished.
J. Ask for some questions
GROUP 1: LIGHTS, CAMERA,

ACTION!
Do your own class meeting
and elect officers.
TS (Transfer Stage)
GROUP 2:
1. Drill: Pronunciation drill: Have

the pupils recite the following
verses:
Make and pass a motion

to give a gift to a much-liked
teacher who is leaving the school.

Would six shipshape ship shops stock?
GROUP 3:
Meet with the class to vote
or whether not to go on a trip to the
nearest museum.
2. Review: How to write a composition

correctly.
GROUP 4:
3. Motivation:
What I am holding? (a neckerchief)
What are the uses of this?
(A neckerchief is used by boy
scouts.
.. a sling if you have a broken arm
.. signal flag
.. tie on the head if you have
headache
.. tie on the waist if you have
stomachache
.. others (answer may vary)
Meet with the class to vote on

whether or not to invite parents as
judges in the forthcoming painting
contest sponsored by your club.
IV. EVALUATION:
A. GOLD:
Direction: Match the
expressions used in the meeting under
Column A with its meaning under
Column B. Write your answer on the
space provided.
Like a neckerchief, words also have

many uses.
A
_____1. The meeting may now come to
order
_____2. The table is open ______.
_____3. I suggest that
_____4. The minutes of the meeting is
_____5. I move that
_____6. I second the motion .
_____7. How many are in favor?
_____8. It has been moved and seconded
that
_____9. The meeting is adjourned.
____10. Is there any objection?
4. Presentation:
following sentences:
1. a. It is hard to break the fairys
spell.
b. The hard glass broke when it
dropped on the floor.
2. A. The boy hits the ball with a
bat.
b. The bat is hanging on a branch
of a tree.
B
A. To put something forward for
consideration
B. The meeting is now open.
C. To support the motion so that it can be
voted on
D. The presiding officer is ready to receive
suggestions or motions
E. Ask how many agree with the suggestion
F. The things discussed in the previous
meetings
5. Discussion:
What does hard in the first
sentence mean? What about in the
second sentence?
What does bat mean in the 1st
sentence? 2nd sentence?
Have the pupils read another
example:
22
A.
B.
Cinderella lost her slipper at the

ball.
The center player shot the ball.
for a certain word. Guess and

win the game. Write your answer
in the lucky card/blank card.
What are the two different meaning

of the word ball in the given sentences?
Discuss further.
1.
6. Fixing Skills:
A. Which meaning of the
underlined word is used in each
sentence?
2.
track:
1. A mark left by someone or something.
2. A path.
3. A set of traits that trains move on.
3.
______ The car raced around the track.

______ The railroad track cuts across the
road.
______ Is that a bear track in the dirt?
dance:
1. To move the body in time to music.
2. A party where people move to music.
4.
..an open space

in the city.
..to settle
..
..a large boat
..a hallow
container
..a tube that

carries blood.
..
..the upper body

part of the nose
..a card game
..a structure for

crossing a river.
..
the degree
of highness
or lowness
of sound
_______ The dance started at seven oclock.

_______ Denise likes to dance to fast music.
B. Direction: Read each sentence, and
then select the right definition for it.
..a figure with

four equal sides.
to
throw
to
fix
firmly on
the ground
Hand A. part of the arm

B. keep assistance
1. When the terrorists attack, many
people offered to lend a 5.
hand.
2. Raise your hand if you want to say
something.
5.
March A. step together in rhythm

B. third month of the year
bomb
placed under
the surface of
the sea
..belonging
to me
1. The band will march in the Araw ng

Kalayaan celebration.
2. My birthday is on March 15.
Answer Key:
1. square
2. vessel
3. bridge
4. pitch
5. mine
7.
GENERALIZATION:
Some
words
have
multiple meanings; the meaning
can be identified through context.
8. Application:
A. Play the multiple-meaning card
game. Given is a set of meanings
23
deep hole
for digging
out coal, etc.
B. Read the sentences and write the letter o

the illustration that best explains the
meaning of the italicized word in each
sentence.
____1. A diploma carries the seal of the

school.
____2. The seal can do many tricks.
____1. The boy puts a stamp on his letter.

____2. Stamp your foot twice
IV. Evaluation:
Read each sentence below and
note the definition of each underlined
word. Decide which definition gives the
meaning of the words as it is used in the
sentence. Write the letter of your
answer on the blank space on the left.
Sentences
___1. The
newly promoted
general
delivered
an
inspirational
talk to the
soldiers.
____2. He made
some general
observations
regarding
the
peace and order
situation in the
country.
A
B
____1. The athlete hurt his foot.
_____2. This ruler is one foot long.
A
B
____1. The leaves are falling.
____2. Mother leaves for work every
morning.
___3. The deer

tail
leads
toward the main
channel of the
Mississippi
River.
____4. The
official made hi
request through
channels.
____1. Father will sign a letter.

____2. The artist is making a sign.
Words and their

Meaning
General
a. concerned with
the main points
rather than the
details
b.
something
applicable to an
entire group
c. holding superior
a rank
channel
a. the bed of a
stream or river
b. any means of
passage
c. the proper or
official course
for the
transmission of
communication
d. a long groove
or furrow
e. a frequency
band assigned
to a single
transmitting
station
V. Assignment:
A. GOLD: Write a simple dialogue of

participating in a club meeting.
24
TS: Read each sentence. Decide which
Reference: 2002 Basic Education

Curriculum
PELC Speaking 3; PELC Reading 1.4
Reading for Meaning 6 p.78
meaning applies to the underlined word.

Write the letter of your answer on the
blank.
New Dynamic Series p 163

Explore Your World Through Language
and Literature pp 34 - 35
1. Lorenzo has a firm belief in God.

a. fixed in place
b. determined
c. a company
Materials: strips of cartolina. Index cards
2. During the summer, children

spend a lot of time wading in the pool.
a. a group
b. a game
c. swim tank
III. PROCEDURE:
the pupils recite the verse drill
given:
3. Above the pointed church roof

was a crucifix.
a. spiked
b. showed
c. strong
Dont lose your keys,/

Dont lose your face.//
If you lose your keys,/ dont fuss.//
If you lose your face./ dont wince//
Dont lose your lace,/
4. Tourists are entertained in the

Fiesta Islands.
a. considered
b. interested
c. received as guests
Dont lose your sax.//

If you lose your lace,/ dont
gaze.//
If you lose your sax,/ dont
laze.//
5. By feeling, the faith healer knows

where to apply the necessary treatment.
a. condition of being aware
b. sense of touch
c. emotion
2. Motivation:
Did you know that long ago
the rose plant did not have thorns?
Why do you think they have
thorns now?
LESSON # 6

I. OBJECTIVES:
a. perched (The butterfly perched on

a beautiful flower in the garden.)
b. admired (The animals that lived
during that time admired the rose
greatly.)
c. dangerous (The rose plant became
a dangerous plant to touch.)
d. proud
(God did not like the rose
plant to be proud.)

listened to.
GOLD: 3. Ask and answer questions about
oneself/others using pictures and
or dialogues
words
by
learning
homonyms/homophones.
4. Motive Question:
Have the pupils create their own
questions about the story. The teacher will
write all the questions on the board.
II. SUBJECT MATTER:

The Proud Flower
GOLD: Asking and answering questions
about oneself/others
TS:
Learning homonyms/homophones
GLR:
B.
During
Activities:
Reading
25
the story. Let them take down important

details about the story.

Write a letter to the rose telling her
your feeling about her being proud.
The Proud Flower

Many, many years ago, when the
earth had only the sun and the moon, the
flowers and the animals, the rose was
thought to be the most beautiful flower.
It was so beautiful that all the
animals that lived during that time admired
it greatly.
GROUP 3: USING A TIME LINE

STORY GRAMMAR ORGANIZER
Have the pupils complete the story

grammar organizer:
Title: _________________________
Author: _______________________
One day, a butterfly got tired flying.

It perched on the lovely rose to rest. The
rose became mad. It did not like nay
butterfly or insect to perch on its petals or
leaves. It thought it should do something
about it. At last it came up with an idea.
Thorns! It could surround itself with thorns.
The rose plant became a dangerous
plant to touch. Many could admire it but
only a few could touch it. God did not like
this. He did not like the rose plant to be
proud. So He created other beautiful flowerbearing plants. He created other flowers
that are more beautiful than a rose. God
created orchids, tulips, chrysanthemum, and
many other more beautiful flowers.
Who is the main character?
Where and when did the story take place?
What is the problem or conflict?

What did the main character do to solve
the problem?
How did the story end?
Adapted- New Dynamic Series
CT. CRITICL THINKING
GROUP 4: DRAW ME

1. Answering the motive question.
Have the pupils answer the given
questions on the board.
What did God do to make the rose

plant realize that being very proud is not
good? Answer this question by drawing.

activities under limited time.
questions:
a. What was admired by all the
animals?
b. What perched on the lovely rose
to rest?
c. What makes a rose harmful?
GOLD
(Grammar
Oral,

Have the pupils read the verse
drill:
following activities.
As Daddy loses his hair,/

And Mommy loses her maid./
I burn the toasts/ and break the eggs.//
As I burn the toasts/
And break the eggs,/
Daddy reproaches Mommy/
And Mommy pinches me!//

Choose the part that you liked best
in the story. Then make a script and
2. Review: Checking of assignment
26
3. Motivation:
Do you help your friends in times of
needs? How?
6. Fixing Skills:
A. Have the pupils listen
once again to the story The
Proud Flower. Have them ask
questions about the story.
B. Have the pupils study the
picture given. Let them ask
questions about the picture.
4. Presentation:
Have the pupils read the dialogue.
Beating the Deadline

Sherwin, Karl and Jazzer are the best
of friends. Whatever one does, the rest try to
help.
Jazzer:
Sherwin:
Karl:
Sherwin:
Jazzer:
Karl:
Jazzer:
Karl:
Sherwin:
Karl:
I can submit my project this

afternoon. How about you,
two?
Im still doing some finishing
touches. Maybe I can give it
by Monday, next week.
Well Im ready to hand it to
Mrs.
Castillo
tomorrow
morning.
How I hope I can finish it on
Friday.
Why cant you? Ill help you,
now!
Youre really a good friend,
Jazzer.
Oh, thats nothing. What are
friends for?
Youve got a true friend,
Sherwin, havent you?
Yes, I have. You two are my
real friends, arent you?
Of course! All for one and
one foe all!
7. GENERALIZATION:
What are the important things that
we should remember in asking
questions?
REMEMBER:
In asking questions, one should
remember to use the wh questions such
as who, what, when, where, why, whom,
and how.
8. APPLICATION:
Have the pupils ask questions
about the following pictures:
5. Discussion:
Have the pupils study the dialogue
given. Let them ask questions about the
dialogue given. (Possible questions to be
given are:
GROUP
1:
(Computers)
1.
2.
3.
4.
5.
What are the three boys busy about?

Who are the three boys?
Who works fast? Why?
Whos the slowest? Why?
How did they show concern for each
other?
6. Were they able to beat the deadline?
How?
What information was included in
the dialogue?
How did you ask questions?
What words did you use in order to
ask questions?
Discuss further.
27
GROUP
(Coral
Reefs)
2:
GROUP
(Forest)
3:
GROUP 4:
(Astronaut)
5. Discussion:
What did you notice about the
pairs of words?
What is common among these
words?
Give another word that sounds the same
as these words.
does dash
course-coarse
eye-I
whole-hol
which-witch
to-too
and-end
will-wheel
be-bee
new-knew
IV. EVALUATION:
GOLD: Direction: Ask questions about
the given pictures.
A.
What do you notice with these

words?
- They sound the same but they
differ in meaning and
spelling.
How do we call words that sound
the same but differ in
meaning and spelling?
- Homophones
Can you give some examples of
homophones?
B.

Discuss further.
TS. Transfer Stage:
6. Fixing Skills:
A. Fill each blank with the correct
word. Refer to the list of
homonyms in the box.
1. Drill: Pronunciation drill.

Have the pupils read the verse drill:
Please, little star,/ tell me who you are,//
Why do you stay/ up there in the sky?//
Where do you stay when it rains?//
Where do you stay when it snows?//
Please, little star,/tell me who you are.//
1. Father bought a _____ car for the

family.
2. The ____ for the low cost housing
was already assigned.
3. Mother would like to ____ her
sons teachers.
4. Everyday, Kyle and Gabriel ____in
the library.
5. Gale cooks adobo using pork and
chicken ______.

3. Motivation:
Present the picture of an animal hare
and a woman with long hair.
How do you call this animal?
What does a woman have?
new - knew
sight - site
meet meat
ad - add
4. Presentation:
Have the pupils read the pair of
words given.
ant
aunt
deer
dear
B. Encircle
parentheses.
ate
made
eight
maid
fare
meat
fair
the
correct
word
in
1. (Its, Its) never too late to change.

2. (Youre, Your) the only person I know
who like opera.
meet
28
3. I bet you cant (beat, beet) Andrei in

munching carrots.
4. The (sight, site) of the new sports center
is beside the lake.
5. You have to take your time and plan
when you (right, write) a story.
7. GENERALIZATION:
C. From each pair of homophones, choose

the word that fits the given meaning.
Say the word and spell it out. (In this
activity, encourage pupils to enjoy the
relay game in giving answers.)
steak - stake
rowed road
sole - soul
way - weigh
vale veil
HOMONYMS or HOMOPHONES
are words that are pronounced the same but
differ in spelling, meaning and often have
different origins as well.
1.
Example: main-mane (meyn)
a. Main give the main idea (the most
important or the primary)
b. Mane the mane of horse is black
(the hair at the back of the
neck of a horse)
2.
8. Application:
A. Circle the homophones to make the
sentence correct.
5.
6.
1. I think ____ is going to be a

thunderstorm today.
a. their
b. there
7.
3.
4.
8.
2. The rainy _____ is driving me crazy.
a. weather
b. whether
9.
10.
3. This is better ____ that.

a. than
b. then
4. History is all about what happened in
the _____.
a. passed
b. past
A stick or post as of wood sharpened

for driving into the ground
STAKE
A slice of meat as of beef, usually
broiled or fried STEAK
The bottom surface of the foot
SOLE
The
rational,
emotional
and
volitional faculties in man SOUL
Direction; turn; route WAY
To determine the weight of as by
measuring on a scale or balance
WEIGH
Propelled across the surface of the
water with roars as a boat
ROWED
An open way for public passage; a
highway ROAD
A valley; a low lying tract of land
VALE
A piece of thin and light fabric, worn
over the face or head for
concealment, protection, or ornament
VEIL
IV. EVALUATION:
TS. Direction: Supply the correct word
for each blank in the sentence.
5. You have to walk ____ the doorway to

go to this classroom.
a. threw
b. through
1. We ____ our bikes on a very

bumpy ____. (road, rode)
2. Father left _____ house an ____
before we left for school. (hour,
our)
3. The ____ quickly_____ the beds
and dusted the furniture. (maid,
made)
4. Mother will ____ my dress, ____ I
can wear it tomorrow night. (sew,
so)
5. Did you ____ that? The circus is
coming _____. (here, hear)
B. Write the correct homophones on each

blank.
1. We couldnt decide ____ to go to
Baguio or Laoag City. (weather,
whether)
2. We chose to visit Laoag City, the
_____ of Ilocos Norte.
3. We drove ____ the city in ____ days.
(to, too, two)
4. We ____ many sign and giant
billboard along the way.(read, red)
5. It was interesting to ____ the accent of
the Ilocanos. (here, hear)
29
V. ASSIGNMENT:
A. GOLD: Direction: Ask questions about
the picture given.
III. PROCEDURE:
A. Pre reading Activities:
following verse:
If many men knew,
What many men know;
If many men went,
Where many men go;
If many men did,
What many men do;
The world would be better,
I think so; dont you?
B. TS. Underline the correct word in

parentheses to complete each sentence.
2. Motivation:
Do you perform good deeds
because of the praise and honor youll
receive?
What does greediness do to
mankind?
Is it good to share things with
others? Why or why not?
1. Do you know how birds got (their,

there) colors?
2. Birds (cheep, cheap) while ducks
quack.
3. Lions eat (meet, meat) that is why they
are called carnivores.
4. We pray for (peace, piece) on earth.
5. Allyson cannot wait to wear her
(knew, new) dress to church tomorrow
morning.
words:
dense
sheer
exhausted
holy man
sculptor
tailor
incantations
claim
retrieves
as to set to
do
LESSON # 7:
I. OBJECTIVES:
GLR: 1. Enjoys listening to a story
CT:
2. Answers questions from the story
listened to.
GOLD: 3. Change statements into
questions. (Using the linking
verbs: is, are, was, and were)
words using context clues. .
Write Yes or No before each

statement. (can be assigned one day before
the topic)
____ 1. A dense forest has too many trees
standing close to one another.
_____2. One feels exhausted after a long
and rigid exercise.
_____3. A sculptor is an artist who carves
figures.
_____4. Sheer can also mean transparent
and pure
_____5. A holy man is always praying.
_____6. A tailor is someone who drags a
long tail when he walks.
_____7. Incantations are prayers or
charms spoken as part of ritual;
or magic.
_____8. To claim is to deny something.
_____9. When one retrieves something, he
gets it back.
____10. To plan out something is the same
as to set to do something.
II. SUBJECT MATTER:

GLR: The Parable of the Forest
GOLD: Changing Statements into
Questions
TS:
Decoding meaning of unfamiliar
words using context clues.
PELC Speaking 3.1; PELC Reading 1.5
New Dynamic Series in English p. 1
Materials: picture of a sculptor, tailor, holy
man, native man, strips of cartolina,
30
4. Motive Question:
What problem confronted the three
when the work was accomplished?
CT. (Critical Thinking)

A. Comprehension Check:
1. How did the sculptor, the tailor and
the holy man meet?
2. To get out of the forest, what did
they set their minds to do?
(Divide the class into four groups.
Have them perform each group
activity)
3. What did each contribute to the plan?
Group 1, present your work.
4. When the problem confronted the
three, was the problem solved?
5. What is the moral of the story?
6. What kind of mentality was shown in
the story? How does this loosen our
progress as people? Group 4, present
your work.

1. Have the pupils listen to
the story. Let them take down
important details about the story.
THE PARABLE OF THE FOREST

Three men got lost in a dense forest.
For several days, they could not find their
own way out. Exhausted, the three men
camped on a common site and discovered
that one was a sculptor, another was a
tailor, and the third was a holy man.
Out of sheer desperation, they
agreed to create native man who could then
guide them out of the thick forest to safety.
(What do you think each man did to create
a native man?)
The sculptor got a piece of trunk from
a fallen tree and carved the figure of a man.
The tailor gathered several leaves
and sewed together a coat and pants and put
them on the carved wooden structure.
Then the holy man murmured his
deepest incantations whereby life soon
began to breathe out of the wooden man.
A problem immediately arose. (What
do you think was the problem?) Each
began to claim the native as his creation.
If not for the wooden form, this
native would not exist, said the sculptor.
If not for the attire, this native
would not be made! exclaimed the tailor.
If not for my prayers, no life would
have lived! shouted the holy man.
Since they could not agree on who
should get the credit and the ownership of
the creation, (What do you think they did
with the native man?) the three decided to
retrieve each ones contribution. The holy
man got back his prayers, the tailor stripped
out the clothes, and the sculptor reduced the
low lifeless log into a pile of flitches with his
ax. (What happened to the native man?)
The native man who could have led the
three to safety was dead.
B. Engagement Activities:

What did the sculptor, the tailor and the
holy man contribute to the plan? Make a script
and dramatize the part to prove your answer.
When the problem confronted the
three, was the problem solved? Answer the
question through a poem consisting of 2
stanzas, free verse.
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 4: DRAW ME
What kind of mentality was shown
in the story? How does this loosen our
progress as people? Present your answer
through a poster.
(Juan M. Flavier)

under time limit.

What problem confronted the three
when the work was accomplished?
31
3. Technology in the new millennium

is fast advancing.
4. The parrot was caught in Palawan.
5. Your relatives were businessmen.
GOLD: (Grammar, Oral,

A great way to break plates is
to take plates of great weight in
great height/
Facing or gazing or gaping one way
While pacing or hazing another way.
7. GENERALIZATION:
How do we change statement into
question?
REMEMBER:
2. Review:
What do we have to observe in
participating in a meeting?
3. Motivation:
What does your family love to do
together?
To change statement into question,

invert the position of the subject and
the first word in the verb phrase in
the statement.
Ex. S:
Q:
S:
Q:
4. Presentation:
sentences:
A. 1. It is spring when he arrived in Vienna.
2. Is it spring when he arrived in
Vienna?
My father is coming home today.

Is my father coming home today?
Lilia was a Franciscan novice.
Was Lilia a Franciscan novice?
8. APPLICATION:
Guided Practice:
Divide the class into four groups.
Have them perform the activities given to
them.
B. 1. Accidents are prone to happen again

and again.
2. Are accidents prone to happen again
and again?
GROUP 1:
Transform the following statements
into question:
1. Allen was happy that her mother is
now well and fine..
2. You are going to see a nice movie
tonight.
3. Marlon is leaving tonight for Canada.
4. They are going to present their report
on Monday.
C. 1. Our deacon was transferred to Bian.

2. Was our deacon transferred to
Bian?
D. 1. Those people were our neighbors.
2. Were those people our neighbors?
5. Discussion:
Which of these sentences are
statements? Which are questions?
Have the pupils take a look on
sentence A # 1. What is the subject used
in the first sentence?
What is the verb used?
Take a look on sentence A #2.
What kind of sentence is it?
How did we change statement #1
into question? (Do the same questioning for
statement B, C and D #1 & #2)
GROUP II:
Change the following statements into
question. Write your answers on the shirts to
be hanged on the clothesline. (Provide 5 shirts
for the answer)
1. We are going to have a long quiz
tomorrow.
2. St. Francis was a native of Assisi.
3. Wenn Deramas is a good director.
4. Janelle was sleeping when I arrived.
GROUP III:
question:
1. Mother Seton, a saint, was a Catholic
convert.
2. The Last Front is a movie about an
AIDS victim.
3. Joyce is writing a poem for her friend.
4. Precious and Lei are listening to their
favorite music.
6. Fixing Skills:
Change the following statement into
question:
1. Allyson is reading the book of Harry
Potter.
2. Most doctors are women.
32
2. A moat, a water canal to keep

enemies away, was built around
the castle.
GROUP IV:
into questions:
1. The sperm whale is the only giant
among the toothed whales.
2. They are reporting for work.
3. He was the visitor.
4. We are taught not to rely on our own
interpretation of biblical passages.
5. Discussion:
What is being described in the first

sentence?
(Answer: moat)
What does it tell about a moat? (have
the pupils read the description of the
moat.)
Discuss the two main types of
contextual clues. Refer to generalization.
Discuss further.

under time limit.
IV. EVALUATION:
A. GOLD: Direction: Change the
following statement into question.
6. Fixing Skills:
1. The survivors were so weak that they

could hardly walk.
2. The steak I ordered was as tough as
leather.
3. Jesus Christ is our Lord.
4. Aluminum is a useful metal.
5. The eyes are the windows of the soul.
Read each sentence carefully and get

the meaning of the underlined word as
used in the sentence. Encircle the letter of
your answer.
1. His fathers voice startled him and made
him look back to the direction toward
the town.
a. surprised
b. frightened
c. anxious
TS. (Transfer Stage)

Say: A twister of twist
Once twisted a twist,
And the twist that twisted,
Was a twisted twist.
2. Then they hailed a cab to take them to

Manong Kadyos house near the
butchers place.
a. to produced a sound
b. to greet with shout
c. to stop
Think of a word that will be

these words in a meaningful sentence.
1.
less
2.
ful
3.
able
4.
ness
5.
ly
3. The other members of the household

spilled into the cool, clean veranda.
a. furniture
b.
couch
c. an open porch
4. I appreciate that you chose to come
here.
a. to recognize gratefully
b. to apprehend
c. to understand
3. Motivation:
How do we find meaning of words

aside from using a dictionary?
5. Mang Pidong patted all the other

children on their heads.
a. to recognize
b. to strike gently
c. to look
4. Presentation:
Aside from using a dictionary, we

can get or guess the meaning of words
with the help of several clues, called
contextual clues.
sentences:
7. GENERALIZATION:
What are the two main

types of contextual clues?
1. The castle was surrounded by a

moat, which is a water canal, to
keep enemies away.
33
There are two main types of

contextual clues; the definition clues and
the appositive clues.
4. I thought it would be more sophisticated

and more elegant to order something
different.
a.
refined
b.
expensive
c.
cheap and simple
@ A definition clue gives a statement

explaining or describing.
@ An appositive clue is a word or phrase
that identifies or explains further the
word it follows.
Answer Key:
1. b
2. a
3. c
4. b
8. APPLICATION:
A. Underline the context clue that helps

you guess the meaning of the
italicized word in each sentence. Tell
whether it is an appositive clue or a
definition clue.
IV. EVALUATION:
TS: Direction: Underline the
word or words that give the
meaning of the underline word in each
sentence.
1. Mother gave her a pouch, a small
bag, which contained thirty gold
pieces.
2. The boys were frightened to see a
beast, a terrible looking animal.
3. There is a possibility or a chance
that you might win the first prize.
4. His success was attained or
achieved through hard work and
dedication.
5. The old haunted house, believed to
be visited by ghosts, horrified the
children.
1. The soldiers attack the fort, a military

enclosure that served as the
headquarters of the enemies.
2. Intramuros is actually a pentagon, a
figure with five sides.
3. Puertas are openings with elaborate
gates and were built with chambers for
the guards.
4. Sunset, the time when the sun goes
down the horizon, makes me sad.
5. Mother had a hard time ascending or
climbing a flight of stairs to reach the
5th floor.
B. Read each sentence carefully. Choose
the meaning of the underlined word by
looking for word clues in the sentence.
V. ASSIGNMENT:
GOLD: A. Change the
following statement into question:
1. The explorers were attacked by
hostile natives.
2. The pupil was punished fro his
insolent behavior.
3. She is amiable.
4. A babys skin is smooth.
5. Those plans are hazy.
1. The operator in charge of the central

switch-board rang Dorothys telephone
number for me.
a. a bus-line owner
b. a person who makes switch
connections
for
telephone
callers
c. a doctor operates on a patient
TS. From each sentence, draw out the

meaning of the underlined word.
2. Nervous and excited, I blurted out to

Dorothy on the phone, Would you like
to go with me to a movie?
a. said hurriedly without thinking
b. whispered softly and slowly
c. sang sweetly
1. The court where the wise judge sat

was not an ecclesiastical court, a
court run by the church.
2. The courts in Ethiopia have complete
autonomy; in other words, they are
independent.
3. At last, the bailiff, a courts
policeman, made them understand
the judges decision.
4. Farmer Mulugeta did not hear what
she said, for he had grown deaf.
3. My neck was hurting before the movie

was over.
a. twisting
b. swelling
c. painful
34
2. Birds nourish themselves when they

___
a. chase each other
b. fly high
c. feed on grains
d. sleep well
LESSON # 8:
I. OBJECTIVES:
CT: 2. Answers questions from the story
listened to.
GOLD: 3.Change statements into questions.
(Using do, does and did)
TS: 4. Follow a series of direction in
cooking and in written directions.
3. Flowers in panicles are usually

_____.
a. hanging
b. in bunch or
cluster
c. swinging d. alone
II. SUBJECT MATTER:

4. Alibis are ____.
a. excuses
b. flowers
c. diseases
d. stories
GLR: The Parable of the Perfect Alibi

GOLD: Changing statement into questions.
(Using Do, does and did)
TS:
Following series of direction.
5. A goner is someone with ____.

a. a gun
b. a hopeless case
c. an animal d. a wanderer

PELC Speaking 3.3.1; PELC Reading 2.
Readings and Communication Skills in
English p.35 - 37
6. Someone who is hapless is ___.

a. not whole
b. unhappy
c. unfortunate
d. without parents
Materials: strips of cartolina, index card
7. Apprehensions comes whenever

____
a. we are peaceful.
b. we are afraid
c. we are well
d. we are happy
III. PROCEDURE:
phrases correctly:
8. A fractured leg is ___.

a. long
b. short
c. broken
d. dirty
tardy as usual
tarried along the way
flocks of bird
length of our delay
above the newly harvested
perfect alibi
leftover grains on the panicles
listened patiently
invariably has good alibis
4. Motive Question:
Why were the three barrio school
boys always tardy?
2. Motivation:
Is it good to tell a lie? Why or why
not?
3. Unlocking of difficulties:
Choose the letter of the right word or
phrase which will complete the thought of
the statement.
B.
During
Reading
Activities:
1. Have the pupils
listen to the story. Let them
take down important notes about the story.
THE PARABLE OF THE PERFECT
ALIBI
1. A person who is tardy is ___.

a. prompt
b. late
c. busy
d. honest
The three barrio schoolboys were

tardy as usual. Like in the past, they
tarried along the way instead of
proceeding directly to school.
35
Enough of your lunacy, she said

with a trace of anger. Now, spread out,
one each corner of the room. Get a piece
of paper and ready your pencil.
Are you giving us a special
quiz? asked the fat one with
apprehension. The three were certainly
not ready for a test. (What do you think
the teacher will do?)
No, this is not a quiz, she said
with a naughty and big smile. I just
want you separately to write a short
essay indicating which of the four legs of
the carabao got fractured. And be
specific whether it is hind or front leg
and whether right or left.
A flock of birds attracted them. They

spent the better part of the morning firing
their slingshot. (What did they do with the
bird?) The birds hovered around the newly
harvested field to nourish on the left over
grains on their panicles. The boys had fun
chasing the birds. And as each animal flew
to safety, the stone from the force of the
slingshot followed them.
Now, they were late for school by
almost an hour. It was not the first time.
But somehow, they always put one over
their young city-bred teacher. They always
had good alibis. (What do you think are
some of the alibis that they say to
convince their teacher?
It was either the farm chores or some
last minute unavoidable errand or some
mishap. One time, they spent the morning
swimming in the river. Yet, they convinced
their teacher of an emergency. A little girl
was drowning so they took time to save
her.
Or the alibi of helping an old woman
carry her heavy load. Their excuses were
endless. (Do you think their teacher
believe their alibis?)
They also knew their teacher was
getting suspicious and fed up. So the three
boys made sure their next explanation was
fool-proof.
I have a good idea, said the fat
one of the three boys. Let us tell the
teacher we saw this carabao in pain.
Yes, the second agreed. The
carabao was wounded.
No, the third remarked. It must
be more serious than a wound. Let us say
a leg was fractured. That way, it is
acceptable and will justify the length of
our delay.
Right! Brilliant. The perfect alibi,
they chorused.
And so, in as dramatic a way they
could master, the alibi was presented. The
teacher listened patiently.(Do you think
their teacher believe on their alibis?)
How pitiful is the carabao, she
commented. It is good the three of you
were on the spot to assist and save the
poor hapless animal.
That is right, Maam, confirmed
the fat one with a shade of cocksureness.
Without us, the carabao is a goner (tepok
na). It is good only one leg got broken.
Otherwise, it is the slaughter house for the
hapless animal. We should be commended.
Maybe even awarded medals.
-Juan M. Flavier

Why were the three barrio school
boys always tardy?
Comprehension Check:
Have the pupils
answer
the
following
questions.
a. What alibis had been given by
these three boys before?
b. Why did the three boys want to
make sure their next explanation
was credible?
Divide the pupils into four. Have them
perform the activities that are assigned to
them.
1. What alibi about the carabao did they
agree to present? Group 1, present
your work.
2. Prove that this time, the three boys
were not able to fool or put one over
their young teacher. Group 2, present
your work.
3. How did the teacher later on prove that
the alibi presented about the carabao
was untrue? Group 3, present your
work.
4. What is the moral of the story? Group
4, present your work.
(Allow the pupils to perform under
time limit)
36
The Kitchen and My Family

My family loves to eat and talk.
In fact, we are often in the kitchen
together more than in any other room in
our home. In the kitchen, my sisters talk
for hours, my father gives advice to my
kuya, and my mother listens to my
stories from school. As we talk, we share
hearty food as we exchange jokes or
ghost stories. Indeed, this makes us one
happy family.

What alibi about the carabao
did they agree to present? Make a script
and dramatize it to your class.

Prove that this time, the three boys
were not able to fool or put one over their
young teacher. Group 2, present your
work.
5. Discussion:
What does my family love to do?
What does my father do to kuya?
What does mother do?
sentences:
(To be written on strips of
cartolina)
GROUP 3: WRITE A LETTER

How did the teacher later on prove
that the alibi presented about the carabao
was untrue? Pretend that you are the teacher
and you are going to write a letter to your
best friend telling her the situation about the
three barrio schoolboys.
A. 1. My family loves to eat and talk.

2. Does my family love to eat and talk?

compose a song that tells the moral lesson of
the story. Prepare to sing your song to the
class.
B.1. My sisters talk for hours.

2. Do my sisters talk for hours?
C. 1. My father collected leaves and
twigs from his nature trip.
2. Did my father collect leaves and
twigs from his nature trip?
GOLD (Grammar Oral,

What is the verb used in the first

sentence? (loves)
What form of the verb is loves? (-s
form of the verb)
How was it change into question?
Please read.
Why did we use does? (The subject is
singular and the s form of the verb is
used.)
Discuss further. Do the same
questioning for sentences B & C. (You
may use the information given under
REMEMBER.)

following verse:
A good baker bakes good cookies.
If a good baker bakes good cookies,
How many good cookies
Can a good baker bake?
A. Change the following statement into
question:
1. The explorers were attacked by hostile
natives.
2. The pupil was punished fro his
insolent behavior.
3. She is amiable.
4. A babys skin is smooth.
5. Those plans are hazy.
1.
2.
3. Motivation:
What does your family love to do?
Where do you usually do it?
3.
4.
4. Presentation:
Have the pupils read the paragraph.
5.
37
6. Fixing Skills:
Direction: Change the following
statements into questions.
The priest gives us the sacrament
of penance.
Our friends acknowledge the
roaring cheers.
Letty fears those men.
We expressed our ideas in
writing.
The postman handed over the
letter to me.
7. GENERALIZATION:
How do we change statement into
question?
GROUP 4:
questions.
1. Children hear the mass every morning.
2. Warm blooded animals produce milk to
feed their young.
If the statement uses the simple tense,

as in the example below, the question
starts with do, does, depending on the
number of the subject.
3. Some shops advertise their products

in the newspaper to attract customers.
4. They choose the best orator from among
the thirty contestants.
Examples:
S:
Karl goes to the library every
Tuesday.
Q:
Does Karl go to the library every
Tuesday?
S:
Sherwin and Jazzer enjoy reading
science fiction.
Q:
Do Sherwin and Jazzer enjoy reading
science fiction?
IV. EVALUATION
A. GOLD: Change the following
statements into questions.
1. You work in school.
2. Jillian works in a bank.
3. Prayers
bring
peace
and
contentment to the spirit.
4. We show our gratitude by
our deeds.
5. You worked in a car park
last year.
If the statement uses the simple past

tense, the question starts with did.
Example:
S:
The tsunami killed thousands of
people.
Q:
Did tsunami kill thousands of
people?
TS (Transfer Stage)
1. Drill: Pronunciation
drill:
If Titay can tie a tie
and untie a tie
Why cant I tie and untie a tie
The way Titay ties and unties a tie?
8. Application:
Have them perform the tasks assigned to
them.
GROUP 1
questions:
2. Review:
Choose the correct meaning of the
underlined word from the choices given.
1. Margie wants to attend the general

assembly.
2. Lilian scatters the seeds for the
birds.
3. The cats stare scares me.
4. John sings at a first class hotel.
1. The police surrounded the bank before

the robbers could escape.
a. set up
b. get away
c. look about
d. run down
GROUP 2:
into questions.
2. What were the points raised at the

directors meeting?
a. made up
b. left out
c. led off
d. brought up
1. We bought them from a handicraft

store.
2. I brought the salad to the reunion.
3. We flew to Toronto from New York.
4. Last Wednesday, Mildred wore a
Malong to the party.
GROUP 3:
into questions:
1. Mercy and Rosa dig for dirt in the
empty lot.
2. Warm blooded animals produce milk
to feed their young.
3. Willy sailed through the Pacific
Ocean on a luxury liner.
4. Lilian saw the accident.
3.
Can you recognize the signature at

the end of this letter?
a. own up
b. point out
c. brush off
d. make out
3. Motivation:
What should you do if you do not
know the procedures on how to cook
spaghetti?
38
4. Presentation:
Life in a way is similar to cooking. If
we put the right ingredients, and follow
the procedure correctly, we will have a
beautiful and fruitful life.
Have the pupils read the Recipe for
Daily Life below.
3. Draw a small triangle below

the two small circles.
4. Put an oblong below the small
triangle.
5. Put two curve lines opposite
each at the outer side of the big
circle.
6. What did you draw?
Recipe for Daily Life

Ingredients:
1 kilo of FAITH
4 cups of LOVE
1 tsp. of PRIDE
4 slices of CHARITY
500 gms. of KNOWLEDGE
5 tbsps. of UNDERSTANDING
3 tbsps. of FORGIVENESS
1 tsp of CARING
500 gms. of WISDOM
7. GENERALIZATION:
In baking or in
any other forms of cooking,
what must one do to come up with
delicious meals?
8. APPLICATION:
A. To prepare Philippine fruit
cocktail, you have to follow the following
steps. Number the sentences 1 6 to show
the steps.
Procedure: Put your 1 kilo of faith

in briskly boiling 4 cups of love. Simmer
for an hour. Add your 1 tsp. of pride,
boil until tender. Then add your 4 slices
of charity, 500 gms. of wisdom, 500
gms. of knowledge, and 5 tbsps. of
understanding. Add 3 tbsps. of
forgiveness and mix well until blended.
Add 1 tsp. of caring to taste. Makes 2
servings. Then store it in your heart and
serve it to your nation, especially to
GOD.
_____ Boil the saba bananas.

_____ Boil the syrup and add the frits,
stirring carefully.
_____ Cook the kaong aand nata de
coco.
_____ Wash all the fruits and peel them.
_____ Prepare syrup enough to cover the
fruits and add teaspoon
calamansi juice.
_____ Cut fruits into 1 centimeter cubes.
B. Follow the directions below. Do this
on a piece of cartolina/manila paper.
5. Discussion:
a. What should you do after adding 3
tbsps. of forgiveness?
b. For how long would you let your
pride simmer? How would you know If
its already done?
c. How many servings will each
recipe make?
d. What should you first add when
your pride is already tender?
e. To improve taste, what must be
added to the mixture?
Discuss further. Discuss also
following directions in prescriptions.
1. First draw a big circle in the box.

2. Second, write a capital A at the center
of the circle.
3. Third, draw a small diamond below
letter A.
4. Fourth, draw two small circles with
spaces between them just above the
letter A.
5. Fifth, draw two small triangles, one
attached to the right part of the big
circle and the other attached to the left.
What figure did you make?
6. Fixing Skills: Listen to the following

instructions. Follow what is asked to
do.
IV. EVALUATION
TS: Read the following
sentences then follow the
instructions given:
1. Draw a big circle.

2. Draw two smaller circles side by
side a bit higher than the big
circle.
1. Write the past form of the verb in this

sentence.
39
2. Place a cross mark (x) over the eight

word in this sentence. Then draw a
square and write that word inside the
square.
3. One of the words below ends with the
sixth letter of the alphabet. Draw a line
across the word.
a. below
b. with
c. letter
d. thief
4. f I have a large box with 3 small boxes
in it and 5 very small boxes in each box,
how many boxes are there in all?
_______
5. Put an (X) over the second letter of the
word that is rat spells backward.
1. tar
2. rta
3. atr
4. tra

Curriculum
PELC Speaking 3. 3.1; PELC Reading 2.
Readings and Communication Skills in
English p.35 - 37
Materials: strips of cartolina, index card
III. PROCEDURE:
Have the pupils recite the tongue
twister:
A maid with a duster made a
furious bluster dusting a bust in the
hall,
Only to find when the bust was
dusted, the bust was busted, the bust
was the dust!
V. ASSIGNMENT:
GOLD: A. Change the following
statements into questions:
1. A path leads from the clearing.
2. Collection and sale of corals destroy
the habitat of many sea animals.
3. The baby turtles hatched in the sand.
4. Mary accepted her role as Gods
mother without question.
5. My story beginning provokes interest.
2. Motivation:
How do words help people?
Complete the puzzle with the
meaning below.
B.TS: Direction:
1. Make a diagram showing your
residence from your school. Write the streets
you will pass and write your address on the
spot where you will find your house.
LESSON # 9
I. OBJECTIVES:
CT: 2. Answers questions from the story
listened to.
GOLD: 3. Change questions into
statements.
TS: 4. Give the details that support the
big idea.
R
T
U
3
A
S
ACROSS:
1. to pardon
2. showing disrespect
3. to demolish; to ruin
4. to cure; to mend
DOWN:
5. to soothe in distress
6. strength
7. to utter; to represent
8. flaw; defect
II. SUBJECT MATTER:

GLR: The Power of Words
GOLD: Changing Questions into
Statements
TS: Distinguishing Changes in
Meaning of Sentence Caused by Stress
Have them choose the answer from the

given words:
40
1.
2.
3.
4.
5.
6.
7.
8.
forgive
comfort
contempt
heal
express
fault
destroy
power
GROUP 1: DRAW ME!!

How will a person look like if
unwholesome expressions will be given to
him?.

Prepare a skit showing appropriate
expression in any of the following scenario:
a. How to reject or refuse
b. How to disagree
4. Motive Question:
What can we do to avoid uttering
unwholesome expressions?

1. Have the pupils listen to the story. Let
them take down important details about the
story.
1. Do you think that unwholesome

expressions help a person? Explain
your answer through a letter to a
friend.
THE POWER OF WORDS

Dont let unwholesome talk come

out of your mouths, but only what is helpful
for building others up (Eph. 4:29)

the class.
One destroys a person (himself

included) every time he says, Ill get even
with him! or I cannot forgive him! or
Mine is mine alone! Yes, one destroys a
person and himself every time he says words
that express contempt.
On the contrary, one builds a person
every time he says, Im sorry, it was my
fault. One builds a person every time he
says, I love you or May I help you?
Yes, one builds a person every time he
expresses words that comfort and heal the
soul.

under time limit.
GOLD (Grammar Oral,
verse:
A good baker bakes good cookies.
If a good baker bakes good cookies,
How many good cookies
Can a good baker bake?
-Adapted

What can we do to avoid uttering
unwholesome expressions?

question:
B. Comprehension Check:
1. What is the selection all about?
2. What
are
the
unwholesome
expressions in the passage? What do
they do to a person?
3. What are the wholesome expressions
in the passage? What do they do to a
person?
4. Do the unwholesome expressions
affect the speaker, too? Why? Why
not?
1. The victim begged the robbers to

spare his life.
2. The explorers were attacked by
hostile natives.
3. I showed my passport to the
immigrant officer.
4. He wants to be an archaeologist
someday.
5. The pupil was punished for his
insolent behavior.
3. Motivation:
C.
41
What does technology do to people

now a day? How does it help us
especially the artists?
How do we change question into

statement?
5. Presentation:
Technology means the new tools that
people develop to make their jobs and lives
easier. Artists use tools in their work. These
tolls change overtime. Writers, for example,
started with quill pens, then fountain pens,
before moving on typewriters. Now, most
writers use computers. The tolls that painters
use have also changed and in some cases
improved.
To change question into statement,

invert the position of the subject and
the first word in the verb phrase in
the question.
Ex. Are the blue whales the largest
animals in existence? (Q)
The blue whales are the largest
animals in existence. (S)
6. Discussion:
What are the tools used by the writers to
write their stories?
What other tools are shown in the
selection?
sentences:
If the question starts with do or

does, the statement uses the simple
tense, as in the example below,
depending on the number of the
subject.
Ex. (Q) Do butterflies love and enjoy
sunshine as they alight on flowers
with wings erect?
S) Butterflies love and enjoy
sunshine as they alight on flowers
with wings erect.
A. 1. Do artists use tools in their work?

2. Artists use tools in their work.
B. 1. Does technology mean the new tools
that people develop to make their
jobs and lives easier?
2. Technology means the new tools that
people develop to make their jobs
and lives easier.
C. 1. Did writers start with quill pens?
2. Writers started with quill pens.
Ex. (Q) Does the dainty butterfly seek

and
like
unpleasant
odor,
especially of decaying matter?
(S) The dainty butterfly seeks and
likes unpleasant odor, especially of
decaying matter.
If the question starts with did,

the statement uses the simple
past tense.
Ex. (Q) Did the rain fall all day,
creating big puddles of water on the
roads?
(S) The rain fell all day, creating
big puddles of water on the roads?
What are the interrogative/questions in

the given sentences?
How is interrogative sentence A # 1
changed into declarative sentence? (Do the
same questioning for sentence B & C # 1)
Discuss further. (You may use the
information given in generalization)
9. Application:
Have them perform the tasks assigned
to them.
7. Fixing Skills:
Direction: Change the following
questions into statements.
1. Does father join tennis tournaments
regularly?
2. Is winning a tournament exciting?
2. Did the boy tear a hole in his new
jacket?
3. Did Nancy throw a cover over the
animal cage and ran out?
4. Do some guests prefer swimming?
GROUP 1:
Transform the following questions
into statements.
1. Do many small creatures scamper
among the three?
2. Did Ivy run across the wooded land?
3. Does a walrus move fast in water?
4. Is Belinda from Mindanao?
8. GENERALIZATION:
42
though dough
seethe seed
breathe breed
GROUP 2:
Transform the following questions
into statement:
1. Should Allan see the doctor now?
2. Has Jazzer been hooked on anime
programs lately?
3. Is Marlon leaving tonight for Canada.
4. Are they going to present their report
on Monday?
Voice th and d in Phrases

Their days
They dare
Those dozes
These ds
GROUP 3:
Change the following questions into
statements:
1. Did Chester practice with the choir this
morning?
2. Do children hear the mass every
morning?
3. Does Joyce write to her pen pal once a
month?
4. Are Precious and Lei listening to their
favorite music?
5. Does Laurence bike around the
neighborhood?
2. Review: Checking of the

assignment.
main idea in the paragraph.
Mary Frances loves to watch
movies. She even has DVD collection of
her favorite movies. On weekends, her
parents take her to the mall to see a movie.
She is fond of comedy and horror films.
3. Motivation:
Have the pupils give examples for
the following nouns. (You can make
this a sort of game.)
GROUP IV:
into questions:
1. Do Mercy and Rosa dig for dirt in the
empty lot?
2. Does everyone pitch in to help clean
the lot?
3. Do warm blooded animals produce
milk to feed their young.
4. Has the whale a hole for breathing
on the top of its head.
5. Is the sperm whale the only giant
among the toothed whales?
Name of the Game:

Give Me
The teacher will ask the pupils
to give her a particular name of the
person/place/or things/ that she
will provide.
1. Give me 5 names of planets in the
solar system.
2. Give me 5 names of body parts.
3. Give me 5 names of Asian
countries.
IV. EVALUATION
A. GOLD: Change the
following questions into
statements:
1.
2.
3.
4.
5.
dine with thee

gather the seeds
bathed in bath
though the dough
4. Presentation:
Study the ideas inside the box and
determine which ones are big ideas
and which ones are small ideas.
Do you work in school?

Does Jillian work in a bank?
Is Betty absent?
Can he swim?
Did you work in a car park last year?
Mars
Camia
Jasmine
Planets
Dama de Noche
Flowers
Ilang-ilang
TS (Transfer Stage)
1. Drill:
Pronunciation
drill:
words:
Voices th vs d
they day
then den
thy die
there dare
those doze
5.
Earth
Jupiter
Venus
Discussion:
What are the big ideas in the given
small ideas?
What is a main idea?
What are supporting details?
What do supporting details give
about the main idea?
Discuss further.
43
B. TS: Direction: Identify the main idea

and the supporting details in the
selection given:
6. Fixing Skills:
Identify the main idea in the
selection and give the details that support
the main idea.
1. Sleeping is a good way to rest.

When you sleep, your muscles relax.
Your bodily functions slow down.
Your heart beats a little slower it
odes not work so much. You feel
refreshed after sleeping.
1. Filipinos are ready to help one another

especially in times of need. They help
one another in building houses. They
help one another when there are
calamities like floods, earthquakes and
volcanic eruptions. Filipinos are very
helpful people.
2. Clay can be made into many

things. It can be made into vases, jars,
and cooking pots. It can be made into
plates, saucers and cups. It can also be
made into figures of people, plants and
animals.
Main Idea:
___________________________________
___________________________________
______________
Supporting Details:
___________________________________
___________________________________
___________________________________
___________________________________
________
V. Assignment:
GOLD: Change the
questions into statements:
1. Are crabs experts at disguise?

2. Do collection and sale of corals
destroy the habitat of many sea
animals?
3. Did the baby turtles hatch in the
sand?
4. Has human and industrial waste
been dumped in the sea for years?
5. Does my story beginning provoke
interest?
7. GENERALIZATION:
What do supporting details give about
the main idea?
8. APPLICATION:
Classify the small ideas inside the box
under the big ideas in the chart below.
Ipil-ipil
Bacolod
Neck
Airplane
Sister
Boat
Arms
Coconut
Father
Cebu
uncle
Batangas
calesa
acacia
legs
Pampanga
cousin
Mindoro
head
mangrove
Davao
hands
jeepney
mother
narra
ship
motorcycle
relative
transport Body
ation
parts
trees
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
16.
17.
18.
19.
20.
11.
12.
13.
14.
15.
following
LESSON # 10
I. OBJECTIVES:
listened to.
GOLD: 3. Use tag questions.
TS: 4. Note significant details in a
selections listened to setting,
main and secondary characters,
climax, and ending of the story.
Philip
pine
Provi
nces
21.
22.
23.
24.
25.
II. SUBJECT MATTER:

GLR: The Old Woman and the Physician
GOLD: Tag Questions
TS:
Noting significant details in a
selection.
IV. EVALUATION:

Curriculum
44
PELC Speaking 3. 3.2; PELC Reading 3

Phoenix 21st Century English 6 p. 153.
him most generously if he could restore

her eyesight. However, he was to receive
nothing if he did not cure her blindness.
Upon agreeing to these conditions, the
physician treated the old ladys eyes from
time to time without the intention to make
much progress.
In the meantime, he succeeded in
carrying off all her goods little by little.
After a few weeks, he finally set about his
task in earnest and cured her, whereupon
he requested his reward. But, when the old
woman recovered her eyesight, she saw
that her house had been ransacked and
continually put off the physician with
excuses whenever he demanded payment.
Consequently,
he
had
her
summoned before the judges of the court
and charged with neglect of payment. In
her defense, she said, What this man says
is true enough. I promised to reward him if
he restored my sight and give him nothing
if he did not. He now maintains that I am
cured, but I say just the opposite. When I
was first struck by my disease, I could still
see all sorts of my furniture and goods in
my house. But now, even though he asserts
that he has restored my eyesight, I cannot
see even a tiny trace of my furniture or my
other possessions.

III. PROCEDURE:
A. GLR (Genuine Love for Reading)
twister:
A maid with a duster made a furious
bluster dusting a bust in the hall,
Only to find when the bust was
dusted, the bust was busted, the bust
was the dust!
2. Motivation:
Who helps cure our illness?
What does a physician do to us?
Fill in the blanks with the word that
best completes each sentence. Choose your
answer from the words inside the box.
reward
ransacked
restored
neglect of
intention
-Adapted from Aesops Fables

by Jack Zipes
3. The old woman called an eye doctor and

promised him big _____.
4. The physician treated the old ladys eyes
from time to time without the ____ of
curing her immediately.
5. When the old woman recovered her
eyesight, she realized that her house had
been _____.
6. The doctor accused the old woman of
____ payment.
7. The old woman promised to reward the
physician of he ____ her eyesight.

What did the old woman promise
to the doctor if he could cure her
ailment?
A. Comprehension Check:
1. What was the old woman
suffering from?
2. What did the doctor do after
every treatment?
3. Divide the class into four groups.
Have them perform the task
assigned to them.
10. Motive Question:

What did the old woman promise to
the doctor if he could cure her
ailment?
1. Have the pupils listen to the
story. Let them take down
B.
1. What did the physician do when

he failed to get the payment for his
service? Group 1, present your
work.
THE OLD WOMAN AND THE

PHYSICIAN
An old woman, who had become blind,
called in a physician and promised him
before many people that she would reward
45
2. How did the old woman defend her

side? Group 2, present your work.
3. Do you think that the old womans
defense was right? Explain.
4. What is the moral of the story?
3. Did the baby turtles hatch in the

sand?
4. Has human and industrial waste
been dumped in the sea for years?
5. Does my story beginning provoke
interest?
GROUP 1: DRAW ME
What did the physician do when he
failed to get the payment for his service?
Present your answer through a poster.
3. Motivation:
Have you been a class officer
before?
4. Presentation:
questions:

How did the old woman defend her
side?
Make a script and dramatize it to your
class.
2. Do you think that the old womans

defense was right? Explain.
Pretend that you are the old woman
and you are going to write your
answer through a letter.

the class.

under time limit.
Have them comment on each groups
presentation.
You have been a class officer before,

havent you?
You are willing to be a class officer,
arent you?
You would like to be a Press Relations
Officer, wouldnt you?
You havent been a class officer, have
you?
You arent willing to be a class officer,
are you?
You wouldnt like to be a Press
Relations Officer, would you?
Marlon goes to church every Sunday,
doesnt he?
The children play at the park, dont
they?
Sherwin caught a fish yesterday, didnt
he?
5. Discussion:
What do you notice of the question
above?
How many parts do the questions
have?
What is the first part? What is the
second part?
How do we call the question part at
the end of the statement?
Discuss further. You may use the
information given in the generalization
under Remember for the discussion of
the topic.
GOLD (Grammar Oral,

Language, Development)
words correctly: You may use these words
in spelling.
committee
occasion
appetizer
community
necessity
arrangement
assembly
pattern
billboard
accommodate
occurrence
disappear
6. Fixing Skills:
A. Give the missing parts of these tag
questions:

Change the following questions into
statements:
1. Karl is the head of the group,

_____?
2. He hasnt applied for a job,
______?
1. Are crabs experts at disguise?

2. Do collection and sale of corals
destroy the habitat of many sea
animals?
46
3. Some children cant read aloud,

____?
4. We will attend the meeting, ______?
5. I have the highest score, ________?
GROUP 1:
Supply the missing tag questions.(Use a
balloon)
1. Those slippers are yours,
________?
2. My prayer was answered, _____?
3. Vincent isnt complaining, ____?
4. The boys didnt lose hope, ____?
5. People should continue asking help
from God, ______?
B. Tell whether the question tags are

right or wrong.
____ 1. Filipinos are creative, arent
they?
____ 2. They can be great artists, cant
they?
____ 3. Science is fascinating, is it?
____ 4. There are no plants in the
moon, arent there?
____ 5. Susan is an artist, isnt he?
GROUP 2:
Complete the following tag questions with did
and didnt.
1. The girls danced very well, ____?
2. Aurefe wore a beautiful dress, ____?
3. The play did not last long, _____?
4. Salie sang the song sweetly, ____?
5. The boys didnt help at all, _____?
7. GENERALIZATION:
What are tag questions?
When do we use tag
questions?
GROUP 3:
Rewrite these sentences with tag question
to express past time.
1. Mrs. Francisco teaches music,
doesnt she?
2. We memorize poems in class,
dont we?
3. Myra writes stories, doesnt she?
4. I tell you interesting stories, dont
I?
5. The principal sees everything
fairly, doesnt she?
REMEMBER:
Tag questions are used when the
speaker wants the hearer to agree with
him/her or confirm something. A rising
intonation on the tag question implies that
he or she is not certain.
Tag Questions are questions with
two parts. The first part is a statement
followed by a question part. Tag questions
can be stated in two ways. If the statement is
affirmative, the question tag is negative. If
the statement part is negative, the question
tag is affirmative. The auxiliary is followed
by the appropriate subject pronoun.
am
is
are
must
GROUP 4:
Add the appropriate tag questions to each
statement.
1. The Badjaos are sea dwellers,
______?
2. Christian recited very well, _____?
3. Narra is our national tree, _____?
4. Not all stories are interesting,
____?
5. Math is a challenging subject,
_____?
The following auxiliaries can be

used:
have can
shall should
has
could will might
had
may was were
IV. EVALUATION:
GOLD: Direction: Add the appropriate
tag questions to each statement:
In cases that no auxiliary is present, do

and does are used for the simple present
depending on the number of subject and did
for the simple past.
1. You are making cartoon strips of

outstanding woman, _____?
2. You mustnt forget St. Joan of Arc,
_____?
3. Sherwin and Karl are brothers,
_____?
4. Plants need water, ______?
5. Toys and candies catch the
attention of the child, ______?
8. Application:
Have them perform the task assigned
to each.
47
REMEMBER:
TS (Transfer Stage)
following pair of words:
tin thin
true through
taught thought
tick thick
temple thimble
A good reader is skilled in noting

details and also in selecting details relevant
to the main idea. Details usually answer the
questions that begin with who, what, when,
where and why.
Noting details is determining and
identifying the specific parts of a story or
selection. To do this, you should be able to
identify the important elements of a story:
title; characters (primary and secondary);
setting; important events (climax); and the
ending.
tank thank
tie thigh
team theme
torn thorn
7. Application:
Read the story carefully. Then,
answer the questions that follow.
3. Motivation: How do you return good

things given to you?
4. Presentation: Have the pupils read the
paragraph given then answer the
questions that followed.
The Learned Son

A son once returned from the city
to his father, who lived in the country.
Were moving today, said the
Father. Take a rake and come and
help me.
But the son was so lazy and did not
want to work, so he said, Im a
scholar and I have forgotten all those
peasant words. What is a rake?
As we walked across the yard, he
stepped on a rake that was lying in his
way, and it struck him on the forehead.
He suddenly seemed to recall what a
rake was and, clutching his head, he
cried, What fool left a rake lying
here?
The Dove and the Ant

An ant once fell from the edge of a
brook in a forest when a dove stepped on it
to drink. The ant floated helplessly, for to it,
the little brook was an ocean. The dove saw
the poor ant and so she took a blade of
grass and threw it towards the ant. The ant
drifted ashore on the leaf.
One day, a hunter happened to pass by.
Seeing the pretty dove, he set his gun and
aimed at the dove. The timely bite of the ant
on his heel saved the dove from death.
The dove flew away safely as the ant
looked happily.
Write the answers on the shirts

hanging on the clothesline. (Provide 5
shirts for the answers to the given
questions.)
5. Discussion:
questions:
1.
2.
3.
4.
What is the title of the story?

Where did the story happen?
Who are the characters in the story?
What are the two most important
events that happened in the story?
5. What is the ending of the story?
3.
4.
5.
6.
What word did the son forget?

Where did the son come from?
How did the son recall the word?
Why doesnt the son want to
work?
7. What were the father and the son
suppose to do that day?
IV. EVALUATION:
6. Generalization:
What are the important
elements of the story?
TS. Read the given short news article.

Then answer the questions that follow.
48
Armed robbers broke into the

Equitable Trust Bank in Calapan City
yesterday. The security guard was
shot dead while a bystander was
wounded in the chest. A witness told
investigators that four armed men
entered the bank while four others
acted as look-outs. They got away in a
red Toyota Corolla with four million
pesos in cash.
LESSON # 11
I. OBJECTIVES:
listened to.
GOLD: 3. Give commands and requests.
TS: 4. Give the main idea that is
explicit or implied.
1. Who broke into the Equitable Trust

Bank?
2. Where is the bank located?
3. How many men entered the bank?
4. Who was killed by the bank robbers?
5. How much money were the robbers able
to get?
6. What getaway car did they use?
II. SUBJECT MATTER:

GLR: Latona and the Frogs
GOLD: Giving Commands and Requests
TS:
Giving the main idea that is
explicit or implied.
V. ASSIGNMENT:
A. GOLD: Supply the missing tag
question:
Reference: 2002 BEC Handbook in

English PELC Speaking 3. 3.2; PELC
Reading 4.1
New Dynamic Series in English 6 p. 67
English for All Times Lang. p 14 - 23
1. She opened and closed the box

repeatedly, ______?
2. Carol and Noel left for Pampanga early
in the morning, _______?
3. Adjectives and adverbs are modifiers,
_____?
4. I love reading magazines, _____?
5. The Filipinos elect their president,
______?
Materials: strips of cartolina, index cards,

pictures for the activities
III. Procedure:
Have the pupils read the following;
Three gray greedy geese,
Feeding on a weedy piece,
The piece was weedy
The geese were greedy,
Three gray greedy geese.
B. TS. Read the paragraph. Then answer

the given questions:
Planets are bodies in space which are
not luminous. In the solar system, there are
nine planets that revolve around the sun.
The planet nearest to the sun is Mercury,
while the farthest is Pluto (which is
considered now as dwarf planet and no
longer part of the solar system). Pluto is the
smallest planet and the largest is the Jupiter.
Earth, the third planet from the sun, is the
only planet where life exists.
1. What are planets?
2. How many planets are there in the
solar system?
3. Where do the planets revolve
around?
4. What is the smallest planet and the
farthest from the sun?
5. Which of these planets is the largest?
2. Motivation:
What are the things that you
can share with others?
3.
Unlocking of Difficulties:
meaning of the following words by
arranging the scrambled letters.
faint
greedy
threaten
pleaded
hasten
4.
49
alpe
hnrguy
bluly
bge
hrury
Motive Question:
What favor did Latona ask
of the men beside the lake?
their feet till the water was too muddy for

the thirstiest traveler to drink. Then
Latona in her great anger forgot her thirst
and the misery of her children. She
remembered that she was a powerful
goddess. Lifting up her hands to heaven,
she cried out, Live you forever in that
muddy pool!
At once, a strange change took
place in the forms of the rude men. Their
jaws grew wide, their necks disappeared,
their backs turned green, and as newmade frogs, they went on jumping about in
the muddy water.
And its still their delight to live in
water, sometimes with their bodies entirely
under the surface, sometimes with their
heads above, sometimes swimming about,
above, or below the surface. And often,
they sit upon the bank, basking in the sun,
till with mighty leap they plunge again into
the water and stir up the mud at the
bottom of the pool. And even now, their
voices are hoarse, their throats swell up,
their mouths are wide when they cry out in
their quarrelsome tones! Go away! Go
away!

Have the pupils listen to the story.
Let them take down important details
about the story.
LATONA AND THE FROGS
An old story is told of a Greek goddess
whose name was Latona. Once, when the
hot sun was shining fiercely upon the fields,
Latona went traveling through the land with
her two young children. The day grew
warmer and warmer, and at last, all three
were weary and faint from the heat, and
their throats were dry with thirst. The
children cried for water, and Latona
comforted them as well as she could, saying
that surely they should soon come to a
stream of fresh cold water, where they could
drink and rest.
And sure enough, before too long, they
saw in a green valley ahead of them a
beautiful lake sparkling in the light. They
hastened forward, happy to know that they
would soon wet their dry throats and rest
from the heat. But as they neared the water,
some rude countrymen, who were gathering
bushes from the banks of the lake, looked up
and saw the thirsty travelers. These
countrymen were so greedy that they did not
wish to share anything good with strangers,
not even anything as plentiful as the water
in the lake. As Latona and her two children
knelt down at the waters edge to drink from
the sparkling lake, the rude men rushed up
to them crying in loud hoarse voices: Go
away! Go away!
The travelers raised their pale, weary
faces and Latona said: Why do you deny us
water? Water is free to everyone, like the
sunshine, the air and the sky.
But the rude men raised their arms
threateningly and still cried harshly: Go
away! Go away!
We do no harm to you here, pleaded
Latona. We do not ask to bathe our weary
bodies in the lake. We ask only to cool our
parched throats with a drink.
No, no, shouted the cruel men. Go
away! Go away!
Only look at these fainting children,
Latone begged them. See, they stretch out
their little arms toward the water. Their
throats are so dry that they cannot cry out.
A drink will mean life to them.
But the men, far from pitying the poor
children, jumped into the margin of the lake
and stirred up the soil from the bottom with
-An Adaptation

What favor did Latona ask of
the men beside the lake?
2.
a.
b.
c.
d.
e.
f.
g.
50
Comprehension Check:
Who is Latona?
There are many words in the story that
best describe those men beside the
lake. How will you describe those men
in the lake?
Do you think Latona was right to
punish them?
What was the punishment of Latona to
those men in the river? Group 2,
present your work.
What would you do if you meet people
like those men and they do to you what
they did to Latona? What punishment
would you think is fitting for them?
What characteristics of frogs suggest
the acts of the rude men? Explain your
answer through a letter. Group 3,
present your work.
What is the moral lesson of the story?
C. Engagement Activities:
2. Motivation:
Have the pupils play a game. Have
them guess the word by answering the
clues or meanings given. If one group
commits an error, a consequence can be
given by the other group. (Group
Activity)

What would you do if you meet people
like those men and they do to you what
they did to Latona? What punishment
would you think is fitting for them? Make a
script and be ready to act it out.
a. R__ __ __ A four letter word that

means a contest. (RACE)
b. __ __ Y A three letter word that
mean shed tears. (CRY)
c. __ O __ A three letter word that
means this instant. (NOW)
d. D __ __ __ A four letter word that
means a singing partners. (DUET)
e. F __ __ A three letter word that
means not close. (FAR)
GROUP 2: DRAW ME
What was the punishment given by
Latona to these men? Draw your answer to
the question.

What characteristics of frogs suggest
the acts of the rude men? Explain your
answer through expressing your feelings in
a letter.
3. Presentation:
Have the pupils read the following sets
of sentences.
A
1. Speak up
2. Get a glass of water.
3. Stand up.
4. Wait.
5. Carry my luggage.
B
1. Please speak up.
2. Kindly get a glass of water.
3. Please stand up.
4. Can you wait?
5. Please carry my luggage.

GOLD (Grammar, Oral,

words:
committee
possess
really
possibility
succession
appreciation
tomorrow
accommodation
beginning
narrate
4. Discussion:
Which set of sentences express
requests?
Which set of sentences express
commands?
What polite expressions are used in
the requests?
Do
the
commands
appear
incomplete?
Do they make sense?
Discuss further. (You can use the
information
given
under
Generalization)
What do these words have in

common?
Complete the word with the correct
double consonants:
1. begi__ing (opposite of ending)
2. na__ate (as in tell a story)
3. ba__io
(synonymous to village)
4. mi__le
(in between)
5. fe__ow
(a companion, a mate)
6. tomo__ow (the day after today)
7. di__atisfied (not satisfied)
8. co__unity
(as in group of
people)
9. ha__y
(opposite of lonely)
10. rea__y (as in truly, certainly)
5. Fixing Skills:
Have the pupils identify whether
the following sentences is in the form
of command or request.
2. Get up and sell these rice
cakes.
3. Please read the given sentence.
4. Kindly open your book now.
51
5.
6.
7.
8.
Could you clean your room?

Unload my groceries.
Give me a glass of juice.
Please open the door. There is
somebody out there.
9. Give me a break.
10. Will you go with me to the
supermarket?
11. Please open the box for me.
GROUP 4:
Write a command or request that you
might give in the following situations:
1.
2.
3.
4.
5.
6. GENERALIZATION:
What is a command?
What is a request?
IV. EVALUATION:
A. GOLD. Direction: Give a
command or request for the given
situation:
It was 6:30 in the evening. The
electric lights in the neighborhood
suddenly went out. Paul and Baden
were watching the television. Hans
was in the yard talking to some of his
friends. The baby was sleeping in the
room upstairs. Mother was cooking
something in the kitchen. What will
Mother tell her children to do?
REMEMBER:
A sentence that tells someone to do
something is called a command. It ends with
a period. It begins with imperative verb.
A sentence that tells someone to do
something using the expression please or
wont you at the beginning or ending of the
sentence is called a request.
Commands or requests end with a
period or questions mark. They may be oneword or two-word or one or more sentences.
7. APPLICATION:
Have the pupils
different activities given.
perform
TS (Transfer Stage)
1. Drill:
Pronunciation
drill:
following words:
the
Voices th vs d
they day
then den
thy die
there dare
those doze
though dough
seethe seed
breathe breed
GROUP 1:
Supply the appropriate sentence in
the following dialog.
Allyson:
Jazzer:
Allyson:
Jazzer:
A woman carrying a heavy basket.

Mother cooking supper.
Father planting vegetables.
Withering plants in the garden
Sherwin sweeping the floor.
(commands Jazzer to turn on the

television.)
(request Allyson to open the can of
juice for him.)
(strongly tells Jazzer to look for her
missing doll)
(with humility asks Allyson to pray
for his sick friend.)
Voice th and d in Phrases

Their days
They dare
Those dozes
These ds
GROUP 2:
Study the pictures given. Give five
commands and five requests about the
scenes given.
dine with thee

gather the seeds
bathed in bath
though the dough
2. Review: Checking of the

assignment.
GROUP 3:
Change the following command into
request.
Have the pupils identify the main

idea in the paragraph.
1. Be careful while Im away.

2. Turn off the television when the
program is over.
3. Replace the broken chair.
4. Talk to her now.
5. Catch me if you can.
Mary Frances loves to watch

movies. She even has DVD collection of
her favorite movies. On weekends, her
52
parents take her to the mall to see a movie.

She is fond of comedy and horror films.
Sometimes, I wonder. Which life is

better - our great-grandparents or ours?
Do you also wonder if yours is a better life
than your grandparents?
3. Motivation:
Crossword Puzzle
Adapted from:
Harnessing English Arts Today p. 102
ACROSS
DOWN
1. not simple
2. long time ago
3. suggested idea
1. clear in text
2. at this time
3. desire to know
Answers:
1. complex
2. past
3. implied
1
5. Discussion:
What does paragraph 1 says?
Paragraph 2? Paragraph 3? Paragraph 4?
Are all the paragraphs have the
topic sentence that tells the whole message
of the writer?
What do supporting details give about
the main idea?
Discuss further.
1. explicit
2. now
3. wonder
1
3
6. Fixing Skills:
Identify the main idea in the
selection and give the details that support
the main idea.
3
2
1. Filipinos are ready to help one another

especially in times of need. They help
one another in building houses. They
help one another when there are
calamities like floods, earthquakes
and volcanic eruptions. Filipinos are
very helpful people.
4. Presentation
Have the pupils read the given
paragraph.
Then and Now
Main Idea:
__________________________________
__________________________________
________________
Our world is completely different

from that of our great-grandparents! Ours is
more pleasant and comfortable because of
scientific discoveries and inventions, but it is
more complex too. Theirs was not very
comfortable and easy but it was very simple
one.
Our great-grandparents had no
movies or radio sets, but theirs was a life of
peace and quiet. Our grandmother had no
electric stoves. Hers was only a clay stove,
but she cooked good meals in it. Our
grandfather had no tractor and modern
farming tools. His were only the plow and
the carabao, but he did all right.
Now, we have electric stoves,
refrigerators and electric fans but the
problem of earning enough to pay for them
is ours. Now, we have radio, movie and TV
sets, but ours is difficulty of not having
enough time for all of these.
Supporting Details:
__________________________________
__________________________________
__________________________________
__________________________________
____________
7.
GENERALIZATION:
What are supporting
details?
What do supporting details
give about the main idea?
(Main idea of a paragraph tells us
what the paragraph is all about. It may
be stated in the paragraph or explicit
and it may not be stated or implied)
53
8. APPLICATION:
What main idea do the following
paragraphs imply? Underline the right
word in the parenthesis.
Plants depend heavily in soil.

Soil has nutrients needed by plants.
Soil is very important to plants.
1. Sgt. Cruzado was about to enter his

tent when he saw one of his comrades
lying flat near his post. He quickly
reached him. He asked for water and
he gave him his reserve water.
(merciful, forgiving, brave, friendly)
3. Many farm crops are very specific in

their
temperature
requirements.
Examples are melons, squash, sweet
potatoes and beans. They grow best in
warm temperatures. Slight rain can
destroy them. Pechay, mustard,
Kangkong, and radish, on the other
hand, grow well during summer and
can also withstand rain.
2. A young soldier volunteered to walk

ahead of the troop to check if the way
was safe to pass through. When he
spotted a troop of enemies, he quickly
made a signal to pass other way and
they reach their camp safely.
Many farm crops are very specific

in
their
temperature
requirements.
Plants can grow in warm
temperature.
Slight rain can destroy plants.
(merciful, kind, forgiving, brave)

3. A soldier carried to safety a wounded
companion through continuous firing
from the enemies.
(merciful,
brave,
sacrificing,
reckless)
IV. EVALUATION:
B. TS: Direction: Identify the main idea
and the supporting details in the
selection given:
2. Activity 2
1. Sleeping is a good way to rest.

When you sleep, your muscles relax.
Your bodily functions slow down.
Your heart beats a little slower it
odes not work so much. You feel
refreshed after sleeping.
Choose the main idea of the following

paragraphs. Put a check before the right
sentence.
1. Plant pests and disease are the worst
enemies of cultivated crops for food and
seed production. Municipal pest control
officers may be consulted as soon as
these pests and diseases are observed in
the farm. For more protection, clean
cultural practices should be observed.
Removing and destroying all possible
breeding places of plant pests and
diseases around the vicinity of the
garden is suggested.
4. Clay can be made into many

things. It can be made into vases, jars,
and cooking pots. It can be made into
plates, saucers and cups. It can also be
made into figures of people, plants and
animals.
V. ASSIGNMENT:
A. Give a command or request for
the following situation:
Municipal pest control officers may

be consulted about pests.
_______Plant pests and diseases are the
worst enemies of cultivated crops.
_______Plants pests and diseases need to be
controlled.
1. Faye was left alone in the house with

Adriel, his younger brother. Her baby
sister was asleep so she started cleaning up
the kitchen and at the same time boiling
the water for her baby sisters milk. Adriel
is busy cleaning the yard. After a while,
Faye heard her baby crying but she was
not able to attend to her because the water
was boiling. What will she tell to Adriel?
2. Soil is very important to plants. Plants

depend heavily on the soil for root
anchorage and for essential nutrients
such as nitrogen, phosphorous and
potash. They also depend upon the soil
for water and other mineral nutrients
B. Underline the main idea twice and

once the supporting details.
54
Precious and Allyson hang out together

all the time. In school, you hardly ever see
one of them without the other. I often see
them at the mall. They also love to play
volleyball and tennis.
B. Select the right word in Set A to

complete the sentence.
1. President Aquino made a _______ for
peace during Christmas Season.
2. Baguio and Nueva Ecija were mostly
______ by the July 16, 1990
earthquake.
3. Mr. Francisco asked the receptionist to
_____ a seat for him in the convention
hall.
4. People began to evacuate their homes
out of ______.
5. He tried to move his _____ hands.
LESSON # 12
I. OBJECTIVES:
GLR: 1. Enjoys listening to a
story
CT:
2. Answers questions from the story

listened to.
GOLD: 3. Report commands and requests.
TS: 4. Learn some common idioms.
5. Motive Question:
What did Mangosparos ask the
monkeys to do?
II. SUBJECT MATTER:

GLR:
Mangosparos and the Monkeys
GOLD: Reporting Commands and
Requests
TS:
Learning some Common Idioms.

1. Have the pupils listen to the story
using the DRTA (Direct reading
thinking activity)

Curriculum
PELC Speaking 3. 3.2; PELC Reading 1.1
New Dynamic Series in English 6 p. 120; p.
188 - 192
English for All Times Lang. p 14 -
MANGOSPAROS AND THE

MONKEYS
Once there was a man named
Mangosparos. He and his wife lived near
a forest. Mangosparos grew bananas. You
could find many kinds of bananas in his
yard such as yellow bananas, green
bananas and even red bananas.
His banana plantation attracted the
monkeys living in the forest. They trooped
in Mangosparos yard, climbed up the
banana trees and ate all the ripe fruits.
At first, Mangosparos and his wife
were not affected by the monkeys. They
could still keep some fruits for themselves.
But somehow, more monkeys came and
feasted upon the bananas. Soon enough,
the couple could hardly have bananas for
themselves.
One morning, while the monkeys
were eating bananas, Mangosparos
approached them and politely requested
them to leave some bananas for himself
and his wife. But the animals laughed at
him. They ignored his request by
saying;You may have planted the banana
trees but does not mean that you should
also eat their fruit.
Mangosparos continued to plead
the monkeys to spare some bananas for
him and his wife, but his plea was ignored
all the time.

III. PROCEDURE:
A. Pre-reading Activities
1. Drill: Pronunciation drill
Have the pupils recite the following
verse:
Amidst the mists and coldest frosts,
With barest wrists and stoutest
boasts,
He thrusts his fists against the posts,
And still insists he sees the ghosts.
2. Motivation:
What do monkeys love to eat?
A. Match the words in column A
with their proper meanings in column B.
A
B
___1. affected
a. hopelessness
___2. plea
b. rigid, numb
___3. spare
c. bothered
___4. desperation
d. request
___5. stiff
e. reserve
55
In his anger, Mangosparos started

setting traps for the animals. He threw
stones at them and shot them with bows and
arrows. But still, the monkeys came and
stole bananas. Out of desperation, the
couple thought of a plan on how to save the
bananas and get rid of the monkeys.
One early morning, the monkeys
were awakened from their sleep by the loud
wailing of Mangosparos wife. Ai!
Mangosparos is dead! Poor Mangosparos is
dead! Gone is the planter of banana!
Neighbors, come and see his body, for you
will never see him again Hu! Hu! Hu!
The
monkeys
talked
among
themselves. Listen! The old woman says
that Mangosparos is dead His wife is
crying over him! Another hush of noise
started within them. Come, lets go and see
for ourselves. If he is dead, no one will ever
bother us again.
They all rushed to Mangosparos
place and found the windows shut and
bolted. They climbed up the ladder and
entered through the narrow door. They saw
the woman crying over the husband, who lay
stiff and still on a straw mat. The monkeys
were overjoyed at this, We will never be
bothered by that cruel man again. We now
all have the bananas for ourselves.
Little
did
they
know
that
Mangosparos was still alive and breathing.
He and his wife were just acting as if he was
really dead.
As soon as all the monkeys gathered
inside the house, Mangosparos wife quickly
bolted the door. At that instant,
Mangosparos rose and took a bolo which he
hid at his side. His wife brought out another
bolo and in a few moments, all the monkeys
trapped inside their house were dead.
Mangosparos and his wife finally got rid
of the abusive monkeys.
-Adapted
c. How did Mangosparos initially

deal with the monkeys?
d. How did Mangosparos and his
wife finally get rid of the
monkeys?
e. Would you justify the killing of
the monkeys? Why or why not?
different activities assigned to them.
GROUP 2: DRAW ME

him/her.

the class.

activities under time limit.
GOLD
(Grammar
Oral
B. Post Reading Activities:

What did Mangosparos ask the
monkeys to do?

Have the pupils recite the following
verse:
She sells seashells in the seashore,
If she sells seashells in the seashore,
Wheres the seashells she sells in the
seashore?
a. What did Mangosparos grow in
his yard?
b. What was the reaction of the
monkey when Mangosparos asked
them to spare some bananas for
him and his wife?

Give a command or request for
the following situation:
56
3. Cook banana cue for our snack,

Dianna, Father said.
4. Please help me with this heavy
load, Karl, the old woman said.
5. Class, please arrange your chairs
now, said Mrs. Francisco.
Faye was left alone in the house with

Adriel, his younger brother. Her baby
sister was asleep so she started cleaning
up the kitchen and at the same time boiling
the water for her baby sisters milk. Adriel
is busy cleaning the yard. After a while,
Faye heard her baby crying but she was
not able to attend to her because the water
was boiling. What will she tell to Adriel?
7. GENERALIZATION:
How do we change command into
a reported one?
How do we change request into a
reported one?
3. Motivation:
Play the game: I pass the
message.
REMEMBER:
The teacher will give each group a
passage and then one by one, they are
going to pass the message to the group.
The last pupil of the group will be the
one to echo the message given. The
group with the correct message relayed
will win the game.
The exact words of the speaker are

enclosed in quotation marks. They are
introduced by the quotation tag. Told is
used when the sentence being reported is a
command. It is also called a reported
command. In a reported command or
request, the quotation marks and commas
are dropped. The infinitive to introduces
the imperative verb.
4. Presentation:
sentences. (To be written on strips of
cartolina)
a. Mother said, Replace the broken
bulb, Kyle.
b. Mother told Kyle to replace the
broken bulb.
c. Miss Castro said, Please erase the
writings on the board, Tricia.
d. Miss Castro asked Tricia to erase the
writings on the board.
The exact words of a speaker in a

request tell someone to do something
using the expressions please or wont you.
They are also enclosed in quotation marks.
Asked is used when the sentence being
reported is a request. It is also called a
reported request. The infinitive to
introduces the imperative verb.
8. APPLICATION:
Group Activity:
Have the pupils do the following
activities:
5. Discussion:
What are the exact words of mother?
What are the punctuation marks
used?
What happened to the exact words of
the speaker in sentence A when it was
reported in sentence B?
What word is used instead of said?
(Do the same questioning in sentence
C and D.)
Discuss further. (You may use the
information
given
under
GENERALIZATION)
GROUP 1:
Write a reported command or request for
each of the following reminders.
1. Agnes said, Dan, be home before
six.
2. The bill collector said, Give the
electric bill to your mother, Rio.
3. Mrs. Merano said, Please pay the
bill for me John.
4. Jamaica said, Please take our
computer to the repair shop, Jester.
5. Aurefe said, Please move the
electric fan to the left, Bong.
6. Fixing Skills:
Can you change the following into
reported commands or requests?
1. Mother said, Alex, fetch some
water for the hogs.
2. Mrs. Pedraza said, Class, bring
some nails for your picture frames
tomorrow.
57

GROUP 2:
Write a reported command or
request.
1. The doctor said, Mr. Castillo, avoid
staying in air conditioned rooms.
2. Mr. Sison said, Mike, have your
fathers transistor radio fixed.
3. Mother said, Please give me some
of your orange juice, Gale.
4. Donna said, Please take your
medicine now, Mr. Garcia.
2. Motivation
Children, listen how I speak to
you!
(The teacher speaks with a very loud
voice saying: Children, listen to me! Then
in a gentle manner, say again the same
words.) Which way do you like me to
speak? Why?
Let us say it together in two ways.
Which way do like to say it?
Why?
GROUP 3:
Being the youngest in the family, John is
always reminded by his brothers and sisters
to do some things. Here are some of their
reminders. Change each reminder into a
reported form.
1. Dave: Sweep the floor, John.
2. Ingrid: Please do your Science
experiment right away.
3. Marlyn: Please dust the furniture.
4. Jillian: Stop playing with the switch.
5. Vince: Please be careful in cleaning
the electric appliances.
3. Unlocking of Difficulties
- Hidden Words Find the word described by the phrases
from the row of letters at the left. Encircle
the word you find within.
a. raharshlmo irritating; offensive
b. daccentson - a modulation of the
voice
c. caremaingep to remember; to
stay
d. msgrievetlos - fail; cause pain;
sadness
e. thecare-wornte - harassed with
troubles or
worries
f. meatdepartment to leave; to go
away
g. reneternityork endless or
limitless time
h. armarke to inflict serious bodily
harm on; destroy
GROUP 4:
Write three commands which are
likely to be given in the situation:
Bert and his father were on their way
to school in a bus. They were suddenly
caught in a traffic jam. A jeepney, few meters
ahead of them broke down. A policeman was
directing the jeepney drivers, bus drivers,
and the car owners on what to do.
IV. EVALUATION:
A. GOLD: Write a reported command
or request for the following:
(Answer: harsh; accent; grieve; worn;

depart; eternity; mark)
1. Myra said, Read the story carefully,

Jane.
2. Ramona said, Take care of your
brother, James.
3. Lisa said, Please stop playing with
your guitar, Serj.
4. Mrs. Tolentino said, Children, be
alert wherever you are.
5. Mona said, Girls, please put the
baby to sleep.
B. Development of Lesson
1. Presentation
Reading of the poem by the
teacher/pupils
What is the message of the poem?
(on a chart)
SPEAK GENTLY
David Bates
TS (Transfer Stage)
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh word mar
The good we may do here.

following verses:
58
Speak gently to the little child;

Its love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.
3. Eden has a very attractive getup.

4. My mother looks forward to the
coming of my sister from Hawaii.
5. We have to look up to our parents.
Speak gently to the aged one;

Grieve not the care-worn heart,
Whose sands of life are nearly run;
Let such in peace depart.
Activity 2:
Read each of the sentences and put
an (x) mark on the blank beside the phrase
which fit the underlined part of the
sentence.
Speak gently; its a little thing

Dropped in the hearts deep well;
The good the joy that it may bring
Eternity shall tell.
2.
1. Francis ran from third base to home

plate like a flash.
__angrily
__in bright light
__with great speed
Discussions:
a. What is the poem all about?
b.What do the following phrases
mean?
2. Edgars heart was in his mouth while

the votes were being counted.
Tis a little thing dropped in the

hearts deep well
rule by love; rule by fear
its love be sure to gain
teach in accents soft and mild
care-worn heart
sands of life are nearly run
let such in peace depart
hearts deep well
eternity shall tell
__ Edgars stomach felt angry

__ Edgars heart had a pain
__ Edgar felt very anxious
3. That is big talk for a little boy, said
the father.
__a long speech
__bold talk
__ using long words
4. Thomas inched his way across the raft
to the rope.
__ moved an inched at a time
__ counted each inch of the way
__ crept very slowly
c. How do we learn the meaning of each

phrase? What help us understand it?
d. We learn the meaning of phrases
through the context of the poem. These
phrases are called idioms.
e. What are the importances of idioms?
5. Evelyn is counting on her friends to

finish the project.
__ is numbering
__ is adding the number of
__ is depending upon
3. Generalization
What are idioms?
Idioms are words/phrases
used in a way that is different from the
usual dictionary meaning of each word
that makes it up. Idioms can liven up your
writing. To figure out the meaning of
idioms, use context clues and individual
word meanings.
2.
Enrichment Activity
Complete the sentences with
the appropriate idiom in the
box.
raining cats and dogs
well-to-do family
call on
come to light
cleared the air
rubbed elbows
4. Application
Activity 1
Read and analyze the sentences.
Underline the idioms used in each.
1. The foreigner can easily get along with
the native.
2. The sampaguita in your car gives off a
sweet smell.
1.
The
truth
will
always
___________.
2.
The streets are flooded, its
___________.
59
3.
4.
5.
She was born to a ___________. She

never had any problem with money.
My sister will ___________ me for a
visit.
The
president
____________
between Jose de Venecia and
Benjamin Abalos.
4.
5.
LESSON # 13
IV. Evaluation
Put your heart on the right place.
T
R
E
H
A
Her beauty made her standout

in the crowd.
My allowance was cut down
by my mother because I
overspent my pocket money.
I. OBJECTIVES:
wears his heart on his

sleeve
heart to heart
have hearts of stone
to lose heart
by heart

listened to.
GOLD: 3. Give accurate announcements.
TS: 4. State the main idea of a
paragraph that is explicit or
implied.
1. When you try and fail, it is easy

___________.
2. They must ___________ to say
no to the kittens cries.
3. Good actors know their lines
____________, so their acting is
great.
4. Moon
and
I
had
a
____________ talk about the
problem.
5. Todd cares so much for Jill that
he _____________.
II. SUBJECT MATTER:

GLR:
The Story of Our Flag
GOLD: Giving Accurate
Announcements
TS:
Stating the main idea of a
paragraph that is explicit or
implied.
Curriculum
Reading for Meaning 5 p. 27
Reading Links p.
English for You and Me Reading
V. Assignment
A. GOLD: Change the following into a
reported command or request.
1. Mrs. Ante said, Submit your project
on time, Ralph.
2. Marlon said, Please call me when
you reach your destination, Adie.
3. Vic said, Give me the guitar,
Boyet.
4. Karl said, Please turn off the radio,
Andrei.
5. Father said, Paint the walls white,
Jessie.
III. PROCEDURE:

the pupils pronounce the following
words.
The Vowel /ey/
B. TS. Give the meaning of the idioms in

each sentence and use it in a
sentence.
gate
cake
bass
flake
radio
tail
plain
stay
pray
.
1. The fatal blow of Kid Kidlat killed

his opponent.
2. The cold war between the girls
was reported by the boys to
their teacher.
3. Our teacher put end to the
negative relationship of the
girls.
60
steak
break
great
weight
freight
reign
prey
they
gauge
President of the Philippine Republic.

But this did not last long because the
Americans took over the country.
During the early part of the American
Occupation, I was not allowed to fly
again.
2. Motivation:
Do you know where our flag
started?
Do you know who made our first
flag?
a. symbolize
b. struggle
c. freedom
d. progress
e. hauled
On December 8, 1941, World War

II broke out and I flew with my red
field up. I was hauled together with the
American flag. The Japanese flag was
raised and this marked the Japanese
rule in the country. This lasted for
almost five years.
y
h
I flew together with the American

flag
when
the
Commonwealth
government was declared in 1935.
President Manuel L. Quezon became
President
of
the
Philippine
Commonwealth.
The American liberation forces

under General Douglas MacArthur
landed in Leyte on October 20, 1944. I
was taken out of my hiding place and
was raised again in Tacloban, side by
side with the American flag.
4. Motive Question:
On what event was our flag made to
fly with its red field up?

the story. Let them take down
America granted full independence

to the country on July 4, 1946. In the
ceremony that marked this important
event, the American flag was lowered
while I was raised. From that day
onward, I have always flown alone to
show that my country is free.
The Story of Our Flag

If our flag could talk, this is the story
that it would tell.
Reading for Meaning 5 p. 27
CT. CRITICAL THINKING:
I am the Philippine Flag. My life has

been both sad and happy. I symbolize
the many struggles undergone by the
country to be free. My ardent hope is to
remain a symbol of unity of all the
Filipino in the whole archipelago. If
there is unity among Filipinos, then
there will be progress throughout the
nation.

On what event was our flag
made to fly with its red field up?
a. Where was the Philippine flag
made?
b. Who sewed it?
c. Where and when the Philippine
flag was first raised?
d. What was the occasion?
e. How many years had the
Philippine flag not been allowed
to fly?
I was sewn in Hongkong by Marcela

Agoncillo, Lorenza Agoncillo and
Delfina Natividad. Then I was brought
home to the country.
I was first raised in Kawit, Cavite on
June 12, 1898 when Philippine
Independence was declared. General
Emilio Aguinaldo was named first
61
f. Give the number of years that the

Philippine flag flew with the
American flag.
g. How many years have the
Philippine flag been flying alone?
Have the pupils
following activities.
perform
GOLD
(Grammar
Oral,
Language
Development)
teacher says the following words and
phrases. Note that both p and t are
sounded.
the
GROUP 1: USING A TIME LINE
kept
apt
wept
Below are significant dates in The

Story of our Flag. Use a vertical time line to
show the important dates and historical events
mentioned in the selection.
June 12, 1898
October 20, 1944
July 4, 1946
December 8, 1941
1912
1935
Dates
Events
slept
adapt
abrupt
adopt
crept
accept
in rapt attention
wept and slept
adapt to the environment
an apt quotation
kept some souvenirs
accept the abrupt chnages
2. Review:
Change the following into a
reported command or request.
1. Mrs. Ante said, Submit your
project on time, Ralph.
2. Marlon said, Please call me
when
you
reach
your
destination, Adie.
3. Vic said, Give me the guitar,
Boyet.
4. Karl said, Please turn off the
radio, Andrei.
5. Father said, Paint the walls
white, Jessie.
June 12, 1898
3. Motivation:
Do you make it a habit to read the
bulletin board in school? Why is it
important to read the bulletin board
every day?

4. Presentation:
following announcements given. Have
the pupils note the two different styles
of giving announcement.
Write a letter to Gen Emilio

Aguinaldo for bringing freedom to the
Philippines.
GROUP 4: DRAW ME
Draw the Philippine Flag. Color it correctly.
What: Meeting
Who: Glee Club
Where: Rm. 201
When: Oct. 5, 2010;
2:00 p.m.
Why: Discuss plans for a
benefit show.
Allow the pupils to perform the activities

under limited time.
62
5. Is the announcme4nt complete, clear

and straight to the point?
The National Heroes

Memorial club will present a
play on the life of Jose Rizal
at the school auditorium on
Thursday, October 16, 2010
at four-thirty in the afternoon.
Tickets are available at Room
101.
7. GENERALIZATION:
What are the important things that
we should remember in giving an
announcement?
REMEMBER:
In cases of impending disasters,
important upcoming events such as field
trip, contest, a tryout for singing, drama ,
or sports and other, or appeals,
announcements should be made. Giving
out announcements is very important. It
tells people what they should know.
5. Discussion:
What information does each
announcement give?
Why is this information necessary?
What information was included in
the announcement?
What is the purpose of the
announcement?
Discuss further.
An announcement should be:

Clear and complete with the necessary
information.
Brief and direct to the point.
Attractive and noticeable
Remember to tell what, who, when,
where and in some cases why.
6. Fixing Skills:
A. Study the given announcement.
Write an announcement similar to
what is given in the example.
8. APPLICATION:
Have the pupils
announcement.
Whats Up?
The Young Writers Club will have a filed
trip to the historic Kawit, Cavite on November
8, 2010.
Fee is P250 including transportation and
entrance fee.
Bring packed lunch and snacks.
Assembly place is at the school ground at
6:00 a.m. See you there!
Sign up now at Room 123. For more
inquiries, ask Mrs. Adel Francisco, YWC
adviser.
write
an
GROUP 1:
Write an announcement
about an Upcoming Dance for a
Cause party in your school.
GROUP 2:
about the Requirements for Boy
Scouts/Girl Scouts organization in
your school.
B. Read the announcement and answer the

questions that follow:
The Grade V English Club
will hold its Spelling Contest on
February 12, Tuesday. Please
proceed to Room 103 at 3:00 P.M.
GROUP 3:
using the following important
details.
United Nations Day Parade and
Program
October 16, 2010
7:00 a.m. 10:00 a.m.
Provincial Capitol Parade Ground
Attire: National costumes of
different countries
All pupils
1. What is the purpose of this

announcement?
2. Who is holding the contest?
3. What is the contest?
4. When and where will the meeting be
held?
63
GROUP 4:
Main Idea
A cow is a useful animal.
Write an announcement in
paragraph form about a science
quiz bee.
Detail
Gives us milk
IV. EVALUATION:
GOLD:
Direction:
Write
an
announcement in two different styles of
giving an announcement. Choose one from
any of the following:
Detail
Gives us leather
1. an art contest
2. a fire and earthquake drill
3. a spelling contest
4. invitation for young journalists club
5. Discussion:
Where is the main idea found?
Discuss further.
6. Fixing Skills:
A. Have the pupils read the paragraph
then answer the questions given:
TS. Transfer Stage:

1. Drill: Pronunciation drill.
How do you spell a word
which has a root word ending
in ce or ge and has a suffix beginning
with a or o?
Hurricanes are enormous, powerful

storms. When a hurricane strikes, trees are
uprooted, buildings are flattened, and rain
falls on large areas. A hurricane can travel
hundreds of miles and can last eighteen or
more hours. The winds can blow at the
speed of 130 to 150 miles (209) to 241
kilometers) per hour.
A good rule to remember is to keep the e before adding the suffix except in
words like gracious and ridiculous.
Have the pupils read and study the
following words. (You may use these words
in spelling drill)
trace
notice service
change
manage
knowledge
outrage
hide
courage
advantage -
Detail
Gives us meat
1. What is the topic of the

paragraph?
2. Which sentences states the
topic of the paragraph?
traceable
noticeable
serviceable
changeable
manageable
knowledgeable
outrageous
hideous
courageous
advantageous
Fill in the inverted pyramid on the

details of the paragraph.

Main Idea:
3. Motivation:
What does a cow give us?
B. Read the paragraph and then fill the

diagram below.
4. Presentation:
Have the pupils read the paragraph
given;
Good health habits are always of service.

They keep the body in good health condition.
They ward off diseases. With their aid, the
person becomes energetic and sound in body.
A cow is a useful animal. It gives us

milk. From its flesh, we get meat. It
gives us leather from its skin.
64
Main Idea:
___________________________
Details:
1. ___________________________
2. __________________________
3. __________________________
4. __________________________
Main Idea
Detail
Detail
2. It pays to be kind to animals. They are

helpless and in many cases hungry. In
gratitude, they will return double love.
They become true friends.
Detail
Main Idea:
___________________________
Details:
1. ___________________________
2.__________________________
3. _______________________
4. __________________________
8. GENERALIZATION:
REMEMBER:
Main Idea tells what the story is
mostly about. Usually the main idea is
the key sentence of a paragraph. It is the
most important idea or the main point in
a paragraph or in the story.
V. ASSIGNMENT:
A. GOLD.
Direction: Make an
announcement. Choose from any of the
following suggestions:
a. about a badminton championship
game.
b. Invitation to an art club
c. A singing contest
9. Application:
Read the paragraph. Find the main
idea of the paragraph.
Trees are very important. They give us
shade. They give us food, fuel and medicines.
They make the places around us beautiful.
They also give us lumber.
B.TS. Read the given paragraph. Find

the main idea of the paragraph then write
it on the first blank. Write the details on
the other lines.
The Muslims carve their furniture.
They carve parts of their houses. They carve
their boats. They carve vases and jewelry.
They carve on gold, silver, bronze and brass.
Carving was well-developed long ago among
the Muslims.
Some plants can protect themselves

from people and animals. Roses protect
themselves by the thorns in their stems.
Some plants have a bad smell that keeps
children and animals away from them. Other
plants have fine hair that makes those who
touch them itchy.
Main Idea:
___________________________
Details:
1. ___________________________
2.__________________________
3._________________________
4._________________________
IV. EVALUATION:
TS. Direction: Read the given
paragraphs. Find the main idea of each
paragraph then write it on the first blank.
Write the details on the other lines.
1. The intelligence of the elephant has long
been known. Given a set task, it
immediately proceeds to get it done. A
single command is sufficient to make it
understand. The elephant is mans most
reasoning friend.
65
Have the pupils formulate

their own questions about the story
they will listen.
LESSON # 14
I. OBJECTIVES:

teacher reads the story.

listened to.
GOLD: 3. Read orally poems cast for a
verse choir.
TS: 4. Write a composition showing
introduction, body and conclusion
THE POT OF GOLD

Berto and his mother lived in the
forest. They worked hard every day. Berto
cut firewood and sold them in them
market. He had to walk several miles to
reach the nearest village where he could
sell the firewood.
I want to play. I want to play all
day. I dont want to work. Berto said to
himself on his way home.
II. SUBJECT MATTER:

GLR:
The Pot of Gold
GOLD: Reading Orally Poems Cast for a
Verse Choir
TS:
Writing Composition Showing
Introduction, Body and Conclusion
One day, Berto told his mother, I

want to be rich.

Curriculum
PELC Speaking 4.1; PELC Writing 1
New Dynamic Series p 173
Explore Your World Through Language and
Literature pp 34 - 35
Then you have to work very hard,

answered Mother.
But Im tired of working all day. I
want to play, complained Berto.
How can you become rich if you

will only play all day? asked Mother.
III. PROCEDURE:
1. Drill: Pronunciation drill: Have the
pupils recite the verse drill given:
Oh, I wish I had a fairy friend, he

said. Ill go to her and ask for some
gold.
The timid candidate was Nick./

Though inarticulate he was quick/
With quips of wisdom that
intimidate/
The businessman,/ the pirate,/ and
the delegate!//
Ask her some gold? You work, my

son, Mother said. Thats the way to get
rich.
The next day, Berto went into the
forest to gather firewood. Again, he said to
himself, I wish I had a fairy friend. Just
then, a lovely lady dressed in white
appeared to him. It was a Fairy!
2. Motivation:
What do you do if you want to
achieve something?
What do you want? the Fairy

asked.
following:
a.
b.
c.
d.
Oh, good Fairy, said Berto., I

want a pot of gold.
pot of gold (through drawing)

forest
fairy
firewood
A pot of gold? Come, the Fairy

said to Berto.
4. Motive Question:
66
Berto was very happy. I will have a

pot of gold. I will play. I will play all day. I
will not work, said Berto.
following activities under limited time.
Close your eyes, the fairy said.

Now, open them.

Suppose that you have a fairy friend,
write her a letter telling about your wish.
Berto saw many, many trees.

The Fairy pointed to a tree.
GROUP 2: DRAW ME
See that tree with a mark? It has a

round white mark. Dig under the tree. Youll
find your pot of gold.
What do you consider to be the most

wonderful thing in this world? Draw it and
GROUP
LIGHTS, CAMERA, ACTION!
color
your3:drawing.
Then the fairy disappeared.

Good fairy, where are you? Berto
shouted.
GROUP 4: WRITE A SONG!
Good Fairy was gone.

the class.
How many trees there are! Why,

every tree has a mark! Every tree has a
round white mark, he wondered.
Berto could not find his tree. How sad
he was.
GOLD: (Grammar,
Oral, Language
Development)
He went home to his mother. He was

very sad. Berto said, Youre right, Mother.
I cannot ask for gold. I will work. Then, Ill
be rich.
-Adapted
1. Drill: pronunciation drill:

given verse drill.
Monica Hue has a unique menu/
Says she during a museum
interview/
Monica Hues menu wins rave
reviews/
Its main course is humor/
That rescues and renews!//
CT. CRITICAL THINKING:

C. POST READING ACTIVITIES:

3. Motivation:
How does a baby cry?
How does a youth cry?
What is the difference of
the cry of the youth to that of
the cry of a baby?
a. Where did Berto and his Mother

live?
b. What did he want to do?
c. What did he tell his mother?
d. What was the advice of his
mother?
e. Who appeared to Berto in the
forest?
f. What did Berto ask from the
fairy?
g. Did the fairy give what he
wanted?
h. What did Berto realize after the
fairy disappeared?
4. Presentation:
poem entitled: The Cry of Youth
THE CRY OF YOUTH

Raul Manglapus
67
MEDIUM:
The cry of youth is no longer

the cry of the crib.
DARK:
The cry of youth is the

summons to act, to build, to
labor,
DARK:
I am a laborer.
MEDIUM:
I am a builder.
to dream if you will, but it is

cry that will be heard.
LIGHT:
I am a dreamer.
ALL:
I AM YOUTH. HEED ME
FOR THE FUTURE IS
MINE.
LIGHT:
MEDIUM:
I am youth,
DARK:
I am he,
LIGHT:
I am she who dreams,
DARK:
but who shall make your

dreams come true?
MEDIUM:
I am he,
LIGHT:
I am she who shall take the

green pastures,
DARK:
the gold of your hills, the

might of your rivers,
MEDIUM:
fashion them with my hands,
LIGHT:
my heart, my mind and

transform them into life and
power.
DARK:
I am he,
LIGHT:
I am she who has a passion to

build,
DARK:
MEDIUM:
LIGHT:
every field and every valley

of this land.
5. Discussion:
Have the pupils read the poem
correctly. The teacher reads first the
pupils try to imitate the correct way of
reading the poem cast for verse choir.
Discuss further how to read the
poem.
The teacher models an
interpretation of the poem for the
pupils. Have them glance at the poem
every now and then, but should
maintain eye contact with the
audience.
Discuss further.
6. Fixing Skills:
Have the pupils read the poem with
correct diction, pronunciation and with
proper interpretation.
7. Generalization:
How do we read poem cast for a
verse choir?
In reading poem cast for verse
choir, one should remember the
following:
who shall take this structure

which you will someday
bequeath to me.
1. Pronunciation, phrasing, blending

and intonation should be as polished
as possible.
breathe into it the warmth of

my ideals,
build it firm and higher into
the stars until the universe
shall know of its strength,
2. There must be a variety

expression, tempo, volume, etc.
of
3. The different voice groups in the

choir should know their respective
cues --- where to begin and end.
DARK:
I am he,
LIGHT:
I am she who shall think,
MEDIUM:
work, act, until that figure on

the ricefield,
4. Gestures, kept down to minimum,

should be meaningful and wellexecuted.
DARK:
that erect and fearless form of

dignity shall be found on
5. Music and sound effects may be used

to enhance the presentation.
68
Pam palm
pat part
Dan darn
Lads large
6. A conductor should lead the choir.

(The conductor may be a pupils or the
teacher her/himself)
8. Application:
The teacher forms two teams. Have
each team perform and read the same
poem correctly.

3. Motivation:
How do humans communicate with
each other?
IV. EALUATION:
Oral evaluation: Given the criteria,
have the group read the same poem given
correctly. Discuss thoroughly the criteria to
be given to the pupils:
4. Presentation:
Have the pupils read the paragraph
given:
POEM INTERPRETATION CAST FOR

VERSE CHOIR
COMMUNICATION
Humans communicate with each
other every day using sounds and body
movements. Most commonly, we share
information about the world around us
through spoken languages. These are
special sounds we make to represent
objects, actions, numbers, colors and other
features.
We use our brains to remember
words, put them in the correct order, and
make the larynx, or voice box, produce the
correct sounds. If a person is unable to
speak, he or she can communicate in other
ways, often by using sign language. We
also have written and pictorial language,
which are signs, symbols, and squiggles
that represent spoken words.
The whole body works together to
help us convey our innermost thoughts and
feelings through language.
Group:_________________ Rating:
________
General Comment: ( ) Excellent
( ) Very Good
( ) Good
( ) Fair
( ) Needs Intensive
Practice
Criteria:
Maximum
Points
1. Volume and Quality of

Voice10
2. Expression20
3. Phrasing, Blending and Intonation.. 20
4. Diction.20
5. Posture10
6. Audience Rapport (eye contact and
ability to command
attention)10
7. Poise ( ease of manner).10
Total Points
5. Discussion:
What is a paragraph?
What are the three parts of a
paragraph?
What does the beginning sentence
tell us?
Do the middle sentence develop
the though of the beginning sentence?
What is the ending sentence?
Discuss further.
100%
TS. (Transfer Stage)

following word drill.
6. Fixing Skills:
Write a short paragraph about your
ideal person. Paste the picture (or if
not available, draw him/her) inside the
box.
/ae/
and a
MAT MART
lad lard
cat cart
bad bard
hat heart
ban barn
ham harm
match - march
patch - parch
stack - stark
back - bark
mash - marsh
chat - chart
Sam - psalm
badge - barge
shack - shark
PASTE
PICTURE
___________________________
HERE
___________________________
69
____________________________
____________________________
_________________________
LESSON # 15
I. OBJECTIVES:
7. GENERALIZATION:
What is a paragraph?
What are the three parts of a
paragraph?

listened to.
GOLD: 3. Give a report based from an
observation.
TS. 4. Write a model composition
through a diary/journal.
REMEMBER:
A paragraph is a group of closely
related sentences that develops one topic.
The paragraph is made up of three parts:
II. SUBJECT MATTER:
1. The beginning sentence or the

introduction attracts the attention
and gives and idea of what is to
follow.
2. The middle sentence or the body
develops the thought given in the
first sentence.
3. The ending sentence or the
conclusion either tells us the last
thing that happen or summarizes
what has been written in the middle
sentence.
GLR:
How the Turtle Saved Its Life
GOLD: Giving a report based from an
observation.
TS:
Writing a model composition
through a diary/ journal.
References:
2002 Basic Education Curriculum
PELC Speaking 2.1.1; PELC Writing 3.3
Enjoying Workbook in English pp. 82 - 83
and Literature pp 34 35
8. Application:
Think of a topic of your interest.

Write a descriptive paragraph about it.
III. PROCEDURE:

the pupils recite the verse drill
given:
IV. EVALUATION:
Write a paragraph showing the
introduction, body and the conclusion of
your paragraph. Choose from any of the
following topics.
Some cats went to a ranch,/

Wearing belts and hats/
Which belonged to the coach/
Who led a putsch.//
The coach wanted to catch the cats/
Wearing his belts and hats;/
But the cats lead a putsch/
And caught the coach instead!//
A. Interesting place that you have

visited.
A. Favorite food.
B. Interesting hobby.
C. Interesting person
V. Assignment:
GOLD: Have the pupils be ready to present
their oral presentation of the poem given to
them.
2. Motivation:
Why is it important to be
smart?
Do you think being smart will
lead you to a better place?
TS: Have the pupils write a descriptive

paragraph from the topics which were not
chosen.
a. courtyard
70
(patio)
b. rafts
c. delighted
d. demon
e. dreadful
do such a dreadful things to me? The other

plans were bad enough, but to throw me
into the lake! Dont speak of such cruel
thing!
(happy)
(terrible)
When the king heard what the turtle

said, he told his men to take the turtle at
once and throw it into the lake.
4. Motive Question:
Have the pupils organize or
create their own questions about the
story.
The turtle laughed to himself as he slid

down the river to his old home. Good!
he said, those people who do not know
how safe I am in the water.

reads the story.
How the Turtle Saved Its Life
CT. CRITICAL THINKING

A king once had a lake made in the
courtyard for the two young princess to play
in. They swam about in it, and sailed their
boats and rafts on it. One day, the king told
them he had asked the men to put some fish
in the lake.

Off the boys ran to see the fish. Now,

along with the fish was a turtle. The boys
were delighted with the fish, but they have
never seen a turtle. They were afraid of it;
thinking it was a demon. They ran back to
their father crying, There is a demon on
the bank of the lake.
1. Why did the king have a lake made

in the courtyard?
2. What did he order to be placed in
the lake?
3. What did the kings sons say when
they saw the turtle?
4. Why did the king decide to have
the turtle killed?
5. Did the turtle die? Why?
The king ordered his men to catch the

demon and bring it to the palace. When the
turtle was brought in, the boys cried and ran
away.
Have the pupils perform
following activities given:
The king was very fond of his sons, so he

ordered the men who brought the turtle to
kill it.
the
GROUP 1:
Recreate the events that took place
in the story. Fill in the episodal web.
How shall we kill it? they asked.

Pound it to powder, said someone.
Bake it over a bed of hot coals, said

another.
So one plan after another was spoken of.
Then an old man who had always been
afraid of the water said, Throw the thing
into the lake where it flows out over the
rocks into the river. Then, it will surely be
killed.
How the Turtle

Saved Its Life
When the turtle heard what the old man

said, he thrust out his head and asked,
Friend, what have I done that you should
71
GROUP 2: Value Chart:

Fill in the value chart with the values
you may have learned from the characters in
the story.
Character
King
Princess
Turtle
Sherwin Jhed Francisco of

Grade VI St. Mark won the
Regional Spelling Contest held at
the Rizal Stadium in Manila on
October 5. Sherwin Jhed will
represent the region in the national
spelling contest scheduled at
Quezon City on November 8.
Values learned
GROUP 3: Draw Me:

Draw a turtle. Then write a slogan
which will show the character of the turtle.
5. Discussion:
What does the news article all about?
How was it reported?
What questions are answered in the
news article?
Discuss further. Use the information
given under Remember.
GROUP 4: Write a short prayer.

In the space, draw your favorite
animal then write a short prayer for its
safety.
6. Fixing Skills:
_________________
_________________
_________________
_________________
_________________
_________________
Think of an important event that

had happened in your school with which
you had observed. Report that event in the
class.
7. GENERALIZATION:
How do you make a good report?
GOLD:
(Grammar,
Oral,
Language
Development)
REMEMBER:
To make a good report, one should
remember the following suggestions:

says the following words:
knee
knock
knead
knight
1. Gather information about your

topic by reading related materials
to
give
you
background
information on the topic.
2. Write down your observations
regarding the matter.
3. Organize your information by
making an outline. Write the
information in an orderly manner
according to what you wish to say.
4. Practice giving the report exactly
as you plan to give it in class.
5. Follow your outline when you
present your report.
6. Present your report briefly.
7. Speak clearly and distinctly.
knife
wrap
wrist
knack
write
wrong
knuckle
wring wriggle
knowledge wreck wrinkle
What did you notice about these words?

Use the following words in spelling drill.
3. Motivation:
How many times have you been
asked to report o your classmates on
things you have observed?
4. Presentation
report:
8. Application:
Observe some of the pressing
problems in your community. Prepare
a report on one of them.
72
There is no format for writing a

diary entry. All you do is think of your
diary as a friend whom you can talk to
in confidence.
IV. Evaluation:
GOLD: Direction: Write a report
based on the effect of air pollution in the
environment. Make the report brief and
concise.

tongue twister:
7. Application:
Write down as a diary entry your
thought and feelings about a current
problem that you have observed in
your community. (e.g. Drug addiction;
gambling;
over-population;
malnourished children etc)
Kathy thinks it is pathetic/

that Theodore is apathetic;/
but Theodore is apathetic//
That Kathy thinks it is pathetic/
That he is apathetic//
IV. EVALUATION:
TS. Write down as a diary entry your
thought and feelings about a current
situation in our environment: The effect
of the denudation of our forest.
TS. TRANSFER STAGE:

1. Drill:
Pronunciation
drill:
V. ASSIGNMENT:
GOLD: Observe some of the pressing
problem in your community. Be ready to
report on one of them.
2. Review: Checking of assignment

3. Motivation:
Have you seen a diary?
Do you have a diary?
What do you usually write in your
diary?
TS. Write down as a diary entry your

thought and feelings about a pressing
problem that you have observed in your
community.
4. Presentation:
Present an example of a diary.
What is a diary?
Keeping a diary helps you express
your feelings and pour out your secrets
without the risks of having others know and
talk about them.
LESSON # 16
I. OBJECTIVES:
5. Discussion:
How do you keep a diary?
What are the things that are written in
a diary?
How does a diary help you?
What is the correct way of writing a
diary?
Discuss further.

listened to.
GOLD: 3. Use nouns.
TS: 4. Identify the appropriate title for
a selection.
6. GENERALIZATION:
GLR: The Parable of the Sower

OLD: Using Nouns
TS:
Identifying the appropriate title
for a selection.
II. SUBJECT MATTER:
Keeping a diary helps you express

your feelings and pour out your secrets
without the risks of having others know
and talk about them.

Curriculum
and Literature p. 102 103.
Reading Links Work text p 37
Dynamic Series in English p. 4 - 8
The diary serves as reference when

you want to recall some events. It also
helps improve your communication
skills.
73
III. PROCEDURE:
1. Drill: Pronunciation drill: Have the
pupils listen as the teacher reads the
following words. Have them note the
pronunciation of the - ate and ify
suffixes.
THE PARABLE OF THE SOWER

When a great multitude came
together, and people from every city were
coming to him, he spoke by a parable.
The farmer went out to sow his seeds. As
he sowed, some fell along the road, and
they were trampled under foot, and the
birds of the sky devoured them. Other
seeds fell on the rock, and as soon as they
grew, they withered away, because they
had no moisture. Others fell amid the
thorns, and the thorns grew with them,
and choked them. Others fell into the good
ground, and grew, and brought forth fruit
one hundred times.
As he said these things, he called
out, He who has ears to hear, let him
hear!
Then his disciples asked him,
What does this parable mean?
He said, To you it is given to
know the mysteries of the Kingdom of
God, but to the rest in parables; that
seeing they may not see, and hearing
they may not understand.
Now the parable is this: The seed is
the Word of God. Those along the road are
those who hear, then the devil comes, and
takes away the word from their heart that
they may not believed and saved. Those
on the rock are they who, when they hear,
receive the word with joy but these have
no root, who believe for a while, then fall
away in time of temptation. That which
fell among the thorns, these are those who
have heard, and as they go on their way
they are choked with cares, riches and
pleasures of life, and bring no fruit to
maturity. That in the good ground, these
are such as in an honest and good heart,
having heard the word, hold it tightly, and
bring forth fruit with patience.
-Matthew 13:3-23; Mark 4:2-20; Luke 8:4-
-ate as /eyt/
motivate
consolidate
evaluate
perpetuate
reactivate decorate
activate
validate
i. ify as /ifai/
classify
verify
unify
clarify
signify
pacify
purify
dignify
Have the pupils read the phrases:

Motivate the children
Decorate the altar
Pacify the quarrelsome boys
Unify the different groups
Purify the water
Activate the organization
Perpetuate what is good
Verify and evaluate
2. Motivation:
What did Jesus Christ use in order to
preach?
Have the pupils know the meaning
of the following words:
multitude
devoured
trampled
parable
disciple
(huge in number)
(ate greedily)
(compressed)
(story)
(follower)
15

Among which type of soil or soils
represent the redeemed?
4. Motive question:
Among which type of soil or soils
represent the redeemed?
following questions.
1. What do the seeds in the parable
represent in real life?
2. What is the growing process
mentioned in the parable?

1. Have the pupils listen to the story. Let
them take down important details
about the story.
74
3. Along the path: How does the devil

take away the word from their
hearts?
4. Among the rocks: What do the rocks
represent? Why do you suppose they
fell away?
5. Among the thorns: How do these
things choke the Christian life?
6. On good soil: What are common
characteristics of soil which is good
for growing plants and those who do
not only receive the message well,
but also produce fruitfulness after
much perseverance?
7. What type of soil are you growing
on? How do you know?
8. How can people in the first three
develop good soil?
sad
end
dead
lot
pat
must
Sentence Drill:
1. The lad played lead role but lost
the prize.
2. A sad man pats the lad on the head.
3. At the end of the bend, one must
beg for the rent.
4. One who lost a game felt sad but
not dead.
2. Motivation:
Game: Have the pupils give a
known brand for each of the
following nouns:
Ex. refrigerator Westinghouse
1.pen
2.medicine
3.car
4.camera
5.paint
Have the pupils do the activity
given:
3. Presentation:
sentences:

1. Taiwan is a small island off the

China coast.
2. Durable shoes are manufactured in
Marikina.
3. The pyramids of Egypt are
wonders of the world.
4. The hospitality of Filipinos is
proverbial.
5. Dr. Jose P. Rizal is the greatest
of the Malay race.
GROUP 2: DRAW ME
him/her.
4. Discussion:
Have the pupils underline all the
nouns given in the sentence.
What are nouns?
What are the two main classes of
nouns?
(Discuss the two main classes of
nouns. Use the information given
under Remember).

the class.

words:
1. The troop of soldiers reported for

the noontime regiment.
2. The covey of geese took shelter
under the pile of old tires.
3. Will there be justice in our land?
The /d/ and /t/ Sounds

/d/
/t/
played
lost
lead
but
75
What are the underlined words in the

sentences?
What kind of nouns are these?
Discuss further.
7. Application:
A. Encircle all the proper nouns in
the sentences. Underline all the
common nouns.
Fixing Skills:
Direction: Underline all the nouns in
the sentences. Identify its kind. Write
your answer on the space provided.
_____1. Marinduque and Mindoro are island
provinces.
_____2. The family is the first community
to which man belongs.
_____3. He grew up to be a man of selfcontrol.
_____4. Are these all a dream?
_____5. Carlos P. Romulo is an orator,
soldier, diplomat and a writer.
1. The Youth Club has met for a very
5.
noble mission.
2. Gabriela Silang is the Ilocanos Joan
of Arc.
3. The secret of success is constant
practice.
4. Last Sunday, my family went to Ocean
Park.
5. It was in December when they decided
to leave for Canada.
B. Write C for concrete noun and A for
abstract noun before each number.
_____ 1. dignity _____6. meadow
_____ 2. building _____ 7. justice
_____ 3. trait
_____ 8. freedom
_____ 4. fan
_____ 9. garden
_____ 5. right
____ 10. story
6. GENERALIZATION:
What are nouns? What are
the kinds of nouns?
REMEMBER:
IV. EVALUATION:
A. GOLD: Direction: Underline all
the nouns in the sentences. Then
write whether the noun is proper,
common, collective, concrete or
abstract.
A noun is a name of person, place or

things. There are two main classes of nouns:
- A proper noun names a particular person,
place, or thing. A proper noun begins with a
capital letter.
- A common noun names things in general.
Proper Nouns
Atty.
Sherwin
Santos
The Manila Times
Sto.
Domingo
Church
Common Nouns
lawyer
newspaper
church
Nouns have concrete,

abstract forms.
collective
and
Concrete nouns name persons, places

or things that can be seen, heard,
smelled, tasted or touched.
Ex. car radio apple tree
Collective nouns name a group of

persons, animals, or things considered
as one.
Ex. group class family fleet
1. John will meet his mother today after

several months working abroad.
2. Mary cannot wait to wear her new
dress to church tomorrow morning.
3. Captain Lara, a Spanish soldier wooed
Maria Makiling by bringing her gifts
from Europe.
4. The school orchestra played wonderful
pieces during the ball.
5. The covey of geese took shelter under
the pile of old tires.
TS ( Transfer Stage)
1. Drill:
Pronunciation drill:
following words:
/a/
mat
man
rack
lad
past
batter
mass
flash
Abstract nouns name intangible things

that cannot be seen or touched such as
qualities, feelings and ideas.
Ex. bravery happiness justice
76
/e/
met
men
wreck
led
pest
better
mess
flesh

Read each set of guide words. Then
write the words from the box that would
appear on a page with those guide
words.
Capture
Chisel
Compass
calico career
____________
____________
2. Based on the main idea of the

paragraph, which of the following is
the best title for it?
a. Sherwin and the Young
Inventors Week
b. Sherwins Special Project
c. Sherwin, The Great Inventor
cardboard
Chores
compose
5. Discussion:
How do you go about choosing the
most appropriate title for a selection?
Discuss
further.
Use
the
information given under Remember.
chilled circuit
____________
____________
commotion conductor
___________________
___________________
6. Fixing Skills:
Identify the most appropriate title
for the following selection:
3. Motivation:
poem. Let them give a title for it.
Karl and Jazzer found a pool in the

farm. It was not deep and the two boys
swam and splashed in it happily. The
next day, when they returned to take
another dip in the pool, they found four
carabaos wallowing in it. It was the
carabaos cooling off pool.
I look at you, and you look at me

What I do, you do, too.
When I smile, you smile.
When I frown, you also frown
I look at you and its me I see
Oh mirror, tell me what your magic
could be!
-Myra R. Labay
A. An Unhappy Discovery
B. Taking Care of Carabaos
C. Pools on the Farm
4. Presentation:
Then have them answer the questions
that follow:
7. GENERALIZATION:
How do we choose the
most appropriate title for a
selection?
REMEMBER:
Sherwin is excited about the

coming Young Inventors Week to be held
in their school. He has been working on his
project for many days. Much of his time is
spent researching and putting together his
new invention an electricity-saving
device. He wants to show how households
can save 30% on electricity by using the
device. Sherwin is hoping to win the gold
medal for his wonderful project.
The most important thing to remember

is that when you read, concentrate and take
note of the main message or the main idea
that the selection wants to put across.
Indeed, the best title for a selection is
one that was based on the main idea. It need
not be the most cute, clever or funny, but the
one that is most illustrative of the main idea.
8. APPLICATION:
Identify the most appropriate
title for the following
1. Which of the following is the main

idea of the paragraph?
selection:
a. Sherwin is excited to attend the

Young Inventors Week.
b. Sherwin works hard on his special
project for the Young Inventors
Week.
c. Sherwin is eyeing the gold medal
in the Young Inventors Week.
All over the world, people have

been known to use herbs not just to
improve the flavor of food but also for
their medicinal value. The Philippines is
abundant with various herbs that have
been used as alternative medicine for
various ailments. Lemon grass as well as
guava and mimosa leaves have been used
77
to cure diarrhea, while oregano, alagao and

mansanilla leaves are also known to be
effective against cough. Herbs commonly
used as fever remedies are balimbing,
ginger, lily and camias leaves.
TS. Direction: Choose the most

appropriate title for the following
selection:
1.
Find out the best title for the

paragraph by completing PUZZLE A. To
do this however, you need to fill in the
missing letters of the word listed in
PUZZLE B. Your clues are in
parentheses.
__________________________
Title
A. The Importance of Living

with People
B. The Importance of Good
Manners
C. The Importance of Friends
COMPLETE THE MAGIC TITLE:

1
13
10
11
12
14
15
2.
Water plants have adequate water

supply, but they do not get as much air
as other plants. Therefore, many
aquatic plants have soft tissues which
hold air while some even have special
air cavities. The leaves of some are
kept afloat where they are exposed to
air by an air bladder or because of their
broad, flat shape. Floating plants often
have waxy leaves which reduce the
amount of water they absorb.
A. Floating Plants
B. Water Plants
C. Water Supply
3.
Have you ever wondered why we

look like our parents? Thats because
we carry in our bodies a mixture of
their genes. Genes contain hereditary
information. Physical characteristics
such as the color of your hair, the color
of your eyes and your height were
inherited from your parents through
genes. Genes may also transfer mental
abilities or even hereditary disorders
from parent to child.
Supply the missing letters to

complete the following lists of words.
The clues to each word are in
parentheses. Then, use the numbered
letters to complete PUZZLE A and come
up with the Magic Title.
1. R
Good manners are important for

two reasons. First, good manners make
living with other people more pleasant
and comfortable. Second, good
manners are contagious. If one
behaves well, those around him will
treat him with courtesy and respect.
Although good manners may cost us
time and effort, we gain more than we
give in the long run.
_____ _____ ( a contest)

6
12
2. G __ __ S T (the spirit of a dead person

1 15
3. H E ___ L ___ H (ones well-being)
7
13
4. . D _____ _____ T (singing partners)
10
2
5. _____ O L _____ (alone)
5
14
6. C A _____ (taxi)
4
7. _____ O W (this instant)
8
8. _____ O P (policeman)
9
9. F
A _____ (not close)
3
10. C _____ Y (shed tears)
11
A. Its All In the Genes

B. Where Genes Come From
C. You and Your Parents
V. ASSIGNMENT:
A. GOLD. Direction: Underline the
noun given in each sentence and identify
its kind.
1. Jose Rizal was a model citizen of
our country.
IV. EVALUATION:
78
2. As a boy, he was fond of reading

stories.
3. But his mother taught him to study his
lessons first.
4. In this way, Rizal attended to duty
first instead of pleasure.
5. He grew up to be man of great selfcontrol.
III. PROCEDURE:
words:
/a/
same
B. TS. Direction: Read the following

sentences. Rewrite them in a paragraph
form. Then identify the most appropriate
title for it.
away
cave
wave
Filipinos are very religious people.

They are devoted and committed to their
chosen religion.
In towns all over the country, people hold
lavish festivals in honor of their patron saint.
Many Filipinos also offer novenas and
special devotions to different saints.
Most importantly, Filipinos are firm
believers in miracles and the power of
prayers.
stay
Monday
baby
paper
date
day
2. Motivation:
How does it feel when nobody
believes in you?
Have the pupils know the meaning of
the following words.
1.
2.
3.
4.
5.
i. God and the Filipinos

ii. Religious Practices of the Filipinos
iii. The Fiesta Loving People
4.
LESSON # 17
wolf (picture)
shepherd (picture)
chore (action)
yelled loudly (action)
joke (action/ context clues)
Motive Question:
Why did the shepherd boy cry
wolf?
During Reading Activities:
1. Have the pupils read the
story. Have them take down
important notes about the story
read.
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
CT:
2. Answer questions from the story
read.
GOLD: 3. Use plural of nouns.
TS: 4. Write from dictation.
The Boy Who Cried Wolf

A shepherd boy was tending his sheep
alone. He got bored with his chore and
couldnt stand it anymore. He thought of
something to bring people quickly to him.
He blew on his horn and yelled loudly.
Wolf! Wolf!
II. SUBJECT MATTER:

GLR: The Boy Who Cried Wolf
GOLD: Using Plural of nouns.
TS:
Writing from dictation.
Curriculum
PELC Speaking 5; PELC Writing 5
Explore Your World Through Language and
Literature p. 102 103.
Reading for Meaning p 45.
Across Borders through Language pp. 5 -7
Dynamic Series in English p. 4 - 8
Quickly a dozen men came running up

to the mountain only to find out it was a
joke. They were very angry and they told
the boy not to do it again. After a week, he
got bored once more so he cried, Wolf!
Again, the men ran to him and they were
very, very angry.
79
Soon afterwards, a wolf really came.

The shepherd was scared. Wolf! He cried.
Wolf! Wolf!
GROUP 4: CAUSE AND EFFECT

CHART
What effect did the incident have on the
shepherd boy? What was the cause?
Illustrate through the cause and effect
chart.
He blew his horn but alas, no one come.

The wolf ate all his sheep.
B. Post Reading Activities:
Why did the shepherd boy cry
wolf?
Cause
questions:
GOLD
(Grammar,
Oral
a. What happened when the

shepherd cried wolf?
b. How did the men react when they
learned they were tricked?
c. What did the men do about this?
d. What was the mens reaction
when the boy repeated his trick?
e. If you were one those men, will
you do the same thing? Why?
f. What did the boy do when a real
wolf came?
g. Did anybody come for help?
Why?
h. How do you think the boy feel
when no one believes in him and
all his sheep were eaten by the
wolf?
Have the pupils
following activities:
perform
Effect

twister:
All I want is a proper cup of coffee
Made in a proper copper coffee pot
You can believe it or not
But I just want a cup of coffee
Made in a proper copper coffee pot
Tin coffee pots
Or iron coffee pots
Are no use to me.
2. Review: Checking of assignments.
Direction: Underline the nouns given
in each sentence and identify its
kind.
the
1. Jose Rizal was a model citizen of

our country.
2. As a boy, he was fond of reading
stories.
3. But his mother taught him to study
his lessons first.
4. In this way, Rizal attended to duty
first instead of pleasure.
5. He grew up to be man of great selfcontrol.
GROUP I: LIGHTS, CAMERA ACTION!

Choose the part that you liked best in the
story. Then make a script and dramatize
the chosen part.
3. Motivation:
What kind of flower do you like
best? Do rains like flowers too?
Choose your most liked character or most

disliked character and write a letter to the
character expressing your feelings to
him/her..
4. Presentation:
paragraph given.

the class.
People love rain as flowers do.

Rain makes farmers happy. It gives water
and life to plants, whether its a tree, a
80
vegetable or a vine. It brings health and

wealth to every living creature on earth.
Take the case of flowers. Without
rain, they wither and die. But rain makes
flowers lovely, colorful, and attractive.
Flowers uplift the dampened spirit of sick
people. A bouquet of beautiful red roses
given by a beloved can make a lady glad.
1. Most nouns form their plural by

adding s.
boy boys
tree trees
2. Nouns ending in s, -ss, -z, -ch, -sh,
and x form their plural by adding es.
ax axes
brush brushes
3. Many nouns ending in f or fe form
their plural by changing f or fe to
ves.
knife knives wife wives
Some exceptions are:
roof roofs
chief
chiefs
belief beliefs
chef chefs
5. Discussion:
What are the nouns used in the
paragraph?
Have the pupils classify the nouns as
singular or plural.
Discuss further how nouns form their
plural.
(You can use the information given
under REMEMBER. Discuss the different
ways how nouns form their plural.)
4. Nouns ending in y preceded by a

consonant form their plural by
changing y to -i and adding es.
city cities
lily lilies
6. Fixing Skills:
A. Write the plural form of the
following nouns:
1. tax
2. candy
3. toy
4. echo
5. cello
6. army
7. zoo
8. day
9. gas
10. waltz
5. Nouns ending in y preceded by a

vowel form their plural by adding s.
key keys
toy toys
11. sky
12. roof
13. loaf
14. moo
15. boy
16. garden
17. 100
18. tongs
19. cameo
20. man
6. Some nouns ending in o preceded by

a consonant form their plural by
adding es.
mango mangoes potato potatoes
7. Other nouns ending in o preceded by
a vowel form their plural by adding s.
radio radios
igloo igloos
B. Fill in the blanks with the plural

of nouns at the parentheses.
8. Some nouns form their plural by

changing their whole spelling.
tooth teeth
goose geese
1. The peasants of Central Luzon raise

many _______ (goose) throughout
the year.
2. (Sheep) _______ roam the wide and
rolling meadows beside the hillsides.
3. The innocent looking children ran
after the numerous and multicolored
(butterfly) ________ in the field.
4. Many (life) were lost when the
jetliner was shot down by the
enemies.
5. Malaria is carried to man by the bite
of some (mosquito).
9. The following nouns have the same

form in the plural.
sheep sheep
deer deer
10. A few nouns form their plural by
adding en or ren.
ox oxen
child children
11. Some nouns are always plural.
goods
proceeds
scissors
trousers
shears
tongs
pliers
pincers
tweezers
7. GENERALIZATION:
How do nouns form their plural?
12. Some foreign nouns form their plural

as in the original language.
cactus cacti
datum data
REMEMBER:
Nouns form their plural in different
ways:
81
13. Numbers, letters and symbols form their

plural by adding s.
As
15s
30s
Ms
1.
2.
plural form of each underlined

noun.
The child and adults enjoy games.
The composer repeated the line
several times.
My friend sang in the concert.
The ditty told of life on the ranch.
The cloud in the sky wept for him.
14. Mass nouns name things that cannot be

counted. They need their counters to
make their meanings complete.
A glass of milk
a can of oil
A grain of salt a cube of ice
3.
4.
5.
15. Proper nouns form their plural by adding

s. Those that end in s, sh, ch, x or z add
es.
Ana Anas
Reyes Reyeses
Manalo Manalos
Sanchez Sanchezes
TS (Transfer Stage)
following rhymes.
Jack Sprat could eat no fat
His wife could eat no lean
And so between them both you see
They licked the platter clean.
16. Compound nouns form their plural by

adding s to the important name part.
mother in law - mothers in law
major general - major generals
Molly, my sister, and I fell out

And what do you think it was all
about?
She loved coffee and I loved tea
And that was the reason we could not
agree.
Compound nouns that end with ful form

their plural by adding s.
cupful cupfuls
teaspoonful teaspoonfuls
17. Some nouns derived from Latin roots
form their plural by changing the last
letter or letters.
alumnus alumni crisis - crises
datum data
radius radii

Read the following sentences.
Rewrite them in a paragraph form. Then
identify the most appropriate title for it.
Filipinos are very religious people.
They are devoted and committed to their
chosen religion.
In towns all over the country, people hold
lavish festivals in honor of their patron
saint.
Many Filipinos also offer novenas and
special devotions to different saints.
Most importantly, Filipinos are firm
believers in miracles and the power of
prayers.
18. Some nouns though plural in form have

singular meaning.
athletics
mathematics
8. APPLICATION:
Change the nouns in the parentheses
to plural form.
1. Our tour took us to several (ranch) in
(valley) and (mountain)
2. But the exciting (rodeo) and
beautiful (view) made up for all our
(difficulty)
3. (Duck), (goose), and (turkey)
scattered their (feather) as they fled
to get out of the way.
4. (Ox), (sheep) and (deer) stood and
stared at the whole scene.
5. Some (place) could be reached only
after passing near steep (cliff)
A. God and the Filipinos

B. Religious Practices of
Filipinos
C. The Fiesta Loving People
the
3. Motivation:
How do we start a sentence in a
paragraph?
4. Presentation:
sentences.
IV. EVALUATION:
A. GOLD:
Direction:
Rewrite
the
following
sentences by changing the
82
1. The whole village went under water

during the typhoon.
2. I was overwhelmed with both fear
and apprehension.
3. Maintain your poise and dignity.
4. The imposter again eluded the
arresting policemen.
5. He tried to bribe the fiscal and the
judge.
2. The picture showed cactus,

pebbles, dried flowers and insects.
3. Jose made a poster about lakes and
rivers in the Philippines.
4. Students can make a design with
photographs.
5. Cut the pictures out with scissors.
V. ASSIGNMENT:
A. GOLD:
Direction:
Write each sentence. Complete
the sentences with the correct
plural form of each noun in
parentheses.
1. Three ____ and three boys form a
team. (man)
2. Two ____ play water polo.
(woman)
3. A family brought their ____ so
they can play musical chairs.
(radio)
4. These soccer players can run as
fast as _____. (deer)
5. The players voices created _____
(echo)
Let the pupils know the spelling of

the different words in the sentences.
5. Discussion:
How do you write the beginning of the
sentence?
Discuss further how to write from
dictation.
Have the pupils write the sentences as
the teacher dictates the sentences.
6. Generalization:
How do write from dictation?
REMEMBER:
The most important thing to remember
is that when you write from dictation, you should
write legibly and neatly, observing correct letter
form, capitalization, punctuation and spelling.
7. Application:
Have the pupils
write
END OF 1ST GRADING PERIOD
the
1. The Greek islands are warm in the

summer.
2. The Arabian climate is very warm.
3. What have you heard about Icelandic
weather?
4. South American seasons are the
opposite of ours.
5. I do not enjoy cold European winters.
6. It is always extremely hot in the North
African deserts.
7. A Mexican vacation would be nice.
8. The cold makes us dream of Jamaican
sunshine.
9. A Hawaiian holiday would bring
relief.
10. Canadian air will make the
temperature fall.
IV. EVALUATION:
TS. Write the following sentences:
1. Materials
for
everywhere.
artwork
are
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LESSON PLANS IN ENGLISH

VI USING THE FOUR

1ST GRADING PERIOD

II. Subject Matter:

Theres the Big Dipper, Henrys

Theres the Little Dipper, said Henry.

References: 2002 BEC Handbook in English

Henrys father sang one more sappy love

Henrys father and mother snuggled.

Should she sell sheers sheets or

Just the clean smell of treesand

C. Post Reading Activities:

Big Dipper (through pictures)

a. Who are the characters in the

c. What details in the story tell about

Miss Magalona is absent today.

1. Miss Magalona is absent today.

Pretend the story is a movie and

3. This is a simple but exquisite

GROUP 3: WRITE ME A LETTER

4. A nuclear plant is expensive.

GROUP 4: SING ME A SONG

5. Hospitality is a national trait of

GOLD: (Grammar, Oral,

1. Liza turned twelve last Wednesday.

She wanted his fire/ and she

Is Miss Milan a nurse?

Dina bought a new calendar.

I ate a cheese sandwich.

1. Drill: Have the pupils read the

A. GOLD: Direction: Identify the

1. There are many books about the

B. TS. Direction: Read the following

1. I had to turn in my assignment

1. Enjoy listening to a story

II. Subject Matter:

References: 2002 BEC Handbook in English

slim and beautiful. Her skin was

GLR: (Genuine Love for Reading)

men who want to get their land by force. In

6. What grew out of her grave as

GROUP 3: WRITE ME A LETTER

Allow the pupils to perform the

C. Post Reading Activities:

GOLD (Grammar, Oral

I woke with a start

1. Who was the daughter of the

What does the boy doing in the

2. People using credit cards and

Goodness! Weve run out of

May I borrow your pen?

2. Direction: Punctuate the following

1. Unbelievable! Today we have a

The dancers wear toe shoes

1. Mr. Lee is an ________ cook.

1. The girls are chatting aloud even

(Answer: 1. excellent 2.knowledge

1. Juan Tamad is a lazy, ______ and goodfor-nothing fellow. (not responsible)

1. The birthday party last night was

beluga (ba lyooga) n. A small white

cajoler*y (ka jo le re) n. Persuasion by