EN6-w9-day 1-5

I.
OBJECTIVES
A. Content Standards July 31,
2017
The learner demonstrates understanding…
 Of various linguistic nodes to comprehend various texts
 Of different formats to write for a variety of audiences and purposes
 That words are composed of different parts to know that their meaning changes depending in
content
 Of the oral standards of English in order to participate in various oral communication demands
(situation, purpose and audiences)
 That English language is stress timed to support comprehension
 Of the various forms and conventions of prints, non-print, and digital materials of non-verbal
communications to communicate with others
B. Performance Standards
The learner…
 Of various linguistics nodes to comprehend various texts
 Analyzes text types to effectively understand information/message(s)
 Uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of
purposes
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses the correct function of noun pronouns, verbs, adjectives in general and their functions in
various discourse (oral and written
 Prepares for and participates effectively in a range of conversations and collaboration with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively
 Reads with sufficient accuracy and fluency to support comprehension
 Evaluates effectively the message constructed and conveyed in various viewing texts
 Applies knowledge of non-verbal skills to respectfully give the speaker undivided and
acknowledge message
A. Learning Competencies/ Objectives Write the LC code for each
EN6RC-Ii2.24.4: EN6RC-Ii2.24.5 Evaluate narrative based on how the author developed the element: theme
EN6RCF-Ii-1.13 Read grade level text with 135 words correct per minute
I. CONTENT:
Theme
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages: Activity Sheet in English 6 (Quarter 1: Week 9)
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal Activity Sheet in English 6 (Quarter 1:
Week9)
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson

Do “Let’s Try This”
Picture Prediction Look at the picture below then answer the following questions.  What do you think are the
red hen, the duck, the cat, and the dog talking about? Do you think they agree with each other?  What do you
think is the narrative going to be about?
Sharing One’s Experience Answer the following questions then share your answers to the class.
 Have you experienced asking someone to help you carry out a task?
 Did he/she help you? How? If not, why?
 How does it feel to be turned down by your friends after asking them a request or favor? Explain your
answer.
Do you know that the red hen (in the narrative you are about to read) was refused by her friends when she had
asked them to do some favors? Let’s find out.
Let’s Read and Learn Read the following narrative then answer the questions that follow.
The Red Hen and Her Friends

Once, there lived a hen with her five chicks. The hen was as red as beetroot. She had three friends: a duck, a cat
and a dog. They all lived happily.
One day, the red hen stumbled on to a wheat seed. “Hey, who among you wish to plant this seed?" she asked.
“Not me, friend" refused the duck.
“Nor can I." declined the cat.
“Count me not." the dog turned his back.
“All right. I will do it then by myself," said the hen.
What do you think would the red hen do? Why do you think so?
She planted the seed and watered it. Alas! It grew quickly to yield the brownish wheat. “Hi! There, who among
you wish to harvest the wheat?" asked the red hen.
“Not me, friend," the duck sounded bored.
“Nor can I." shrugged the cat.
“Count me not!" avoided the dog.
“If so, I will do it by myself," the red hen spoke up as she labored all day along. By evening she had two gunny
bags full of wheat.
What did the red hen ask her friends to do? Did they help her? What are the clues that tell you that the red
hen’s friends did not help her?
“Hello pal! Who among you will lend me a hand to grind this wheat? She queried. All the three refused as usual.
"I will see that I grind this by myself. I will make flour, knead dough and bake bread!" she announced. The next
day she baked delicious bread.
What did the red hen ask her friends to do? Did they help her? What did the red hen do all by herself?
“Howdy, who among you wish to eat this bread?" she asked merrily.
“I want to!" answered the duck, smacking her lips.
“Me too!" said the cat with his mouth watering.
“Yummy, smells good," spoke up the dog, shuffling his feet eagerly.
What did the red hen ask her friends to do? What was the reaction of the duck, the cat, and the dog? What do
you think will be the response of the red hen to her friends? Will she let them eat the bread?
“None of you can have a bite! I slaved in the field and at home. Only my children and I are entitled to eat this
bread!" So saying, the red hen fed her chicks and ate a sumptuous meal that day.
What was the response of the red hen to her friends? Did she let them have a bite of the bread? Can you
identify the clues that help you figure out the red hen’s response?
Answer “Let’s Do This”

Task 1. Questions for Discussion
1. Who are the characters in the story?
2. What did the red hen ask her friends to help her with?
3. What did the three animals tell the red hen when she asked them to help her?
4. What specific tasks did the red hen do in the story?
5. When did the red hen’s friends finally want to help her? Why? 6. Why didn’t the red hen let them eat the
bread?
C. Presenting Examples/Instances of the new lesson
Read: “Let’s Study This”
UNDERSTANDING NARRATIVE
A narrative refers to a story or an account of something, dealing with sequences of events and experiences,
though not necessarily in strict order. It may be actual or fictional, and can be expressed orally or in writing.
(Harris and Hodges, eds, 1995).
A narrative contains several elements, such as characterization, plot and setting, that all work together to
construct the narrative’s theme.
UNDERSTANDING THEME
Narratives always contain at least one theme. Single themes can build on one another to convey a larger
message, or a work may stick to one key theme.
The theme is the central message or idea of a narrative. It tells the reader what the literary piece is all about. It
is expressed through what the characters say, do and think, and through the actions that take place within the
story. The theme is also revealed in how the plot and setting of the narrative are constructed and presented.
By telling the reader what the story is about, the theme expresses what ideas or issues are raised within the
story. Though a longer narrative, like a novel, might deal with several themes at once, most narratives contain
one theme.
Examples of themes include friendship, family, love, respect for others, helping one another, world peace,
equality, patriotism and nationalism, loyalty, cooperation, determination to succeed, etc.
EVALUATING THE STORY'S END

The way a narrative ends can provide key insights into the author's message. If something bad happens to a
character, the author may be trying to convey that the character made the wrong choices or that the world is
unfair. In some narratives, the end of the story attempts to sum up the theme or provide additional clues to the
story's point, so pay careful attention to any surprises in the ending or any insight the characters themselves
offer.
D. Discussing new concepts and practicing new skills #1

Do “Let’s Do More”
Task 2. Let’s Read Aloud Read the narrative “The Red Hen and Her Friends” aloud in the class. Read it aloud
again - this time, with your partner, then with your groupmates.
Task 3. Pair and Share Answer the following questions in each column in the table. Write your answer inside the
box. Then, choose your partner and discuss your answers with each other. Share your common answers to the
class.
Title of the Narrative: The Red Hen and Her Friends
What have you learned What is your reaction about the narrative?
about the narrative? about the narrative? What is your reaction about the
narrative?
What message do you think the author tried to
convey in this narrative? (theme)
E. Discussing new concepts and practicing new skills#2
F. Developing mastery (leads to Formative Assessment 3)

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

Ask: Why is learning how to analyze theme in narratives important?
H. Making generalizations and abstractions about the lesson

Read “Let’s Remember This”
Themes in narratives are oftentimes varied. They may be stated directly or indirectly Therefore, it is
necessary to read, understand, and analyze the entire narrative to figure out its underlying theme – the
message or idea the author wants to convey in the narrative.
I. Evaluating learning
Answer “Let’s Test Ourselves”
Task 4. Read and Analyze Read the following narratives then answer the questions that follow.
Narrative 1:
Long ago in a little town in the East, there lived a couple. They lived in a modest house together with their son
and the father of the husband. For a while, the old man lived happily with his son, his daughter-in-law and his
grandson.
But when he grew very old, he became very feeble. Every time he ate at the table, he always broke a plate
because his hands trembled so much. The old man’s awkwardness soon made his son angry, and one day he
made a wooden plate for his father. The poor old man had to eat all his food on his wooden plate.
When the grandson noticed what his father had done, he took some tools and went down under the house. The
he took a piece of board and began to carve it. His father saw him and said, “What are you doing son?” The boy
replied to him, “Father, I am making wooden plates for you and my mother when you are old.”
As the son uttered these words, tears gushed from the father’s eyes. From that time on, the old man was
allowed to eat at the table with the rest of the family. He was no longer made to eat from a wooden plate.
1. What would happen if the man did not change his attitude towards his own father, the old man?
A. He would have a peaceful and orderly life.
B. He would have lived happily and abundantly.
C. His own son would also be afraid of the old man.
D. His own son would be angry with him.
2. What human right is highlighted in the last two sentences of the selection?
A. Right to acquire property
B. Right to be respected
C. Right to education
D. Right to vote
3. What is the theme of the narrative?

A. Treat others as you would wish them to treat you
B. Presence of mind does more good than harm
C. The old man and the weak never deserve good treatment
D. Treat parents well only when they are young and capable
Narrative 2:
A traveler once lost his way in a desert. The sun was so hot. He was very tired and thirsty. Soon, he came to an
oasis. An oasis is a low fertile place in the desert where there is water. The weary traveler exclaimed, “I guess
I’m too lucky.” As the traveler, came to the water, he saw lying upon the bank, a sack half filled with something.
“Oh, God!” he exclaimed as he knelt beside the sack, opening it with his both hands. “May there be some fruits
or coconuts inside so that I may have something to eat as well as water to drink.” With his thought, he took his
knife and hurriedly cut the sack. When he saw what’s inside, he said in a sad, disappointed way, “How poor I
am. It’s only diamonds!”
1. How did the traveler feel when he lost his way in a desert?
A. Happy and contented C. Tired and hungry
B. Afraid and worried D. Surprised and excited
2. What is the appropriate title for the narrative?

A. The Traveler and the Oasis B. Only Diamonds
C. The Legend of Desert D. The Poor Man in the Desert

A. Fruits are none existent in the desert B. Priority of man depends upon his needs
C. A traveler can never appreciate diamonds D. Disappointment is part of life
Narrative 3:
There was once a shepherd boy who tended his sheep at the foot of a mountain near a forest. His life was
pretty boring, so he thought of a plan to amuse himself and have a little fun. He ran towards the village calling
out "Wolf! Wolf!" and the villagers came out to help him, only to find him laughing like a hyena. The boy
enjoyed his trick very much, so the next day he tried it again, and fooled the villagers for the second time. But
shortly after this, a wolf actually did come out from the forest and began to chase the sheep, and the boy of
course cried out again, "Wolf! Wolf!" But this time, the villagers didn’t pay attention to him, thinking the boy
was playing again with them. So the Wolf made a good meal of the boy's flock and then went back into the
forest.
1. What plan did the shepherd boy do to amuse himself?

A. He played with his sheep at the foot of a mountain
B. He told the villagers that a wolf was around
C. He called his friends to go to the forest
D. He went back to the forest and tried to hunt the wolf
2. How did the villagers respond to the boy after crying out that a wolf actually did come out of the forest?
A. They did not believe him B. They went out to help him
C. They showed concern towards him D. They got mad at him

A. Take good care of animals
B. Regret is always at the end
C. The search for the truth is a never ending process one has to face
D. Liars are not believed the moment they speak the truth
J. Additional activities for application or remediation

Answer “Let’s Enrich Ourselves”
Task 5. The Search for the Narratives Complete the table below by writing down the titles of the five narratives
that you have read in the left column and by identifying the theme in each narrative in the right column.
Title of the Narrative Theme
1.
2.
3.
4.
5.
II. REMARKS:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______
III. REFLECTION
GRADE SIX-FSA GRADE SIX-EBE GRADE SIX-MDD
No. of learners who ___Lesson carried. Move on ___Lesson carried. Move on to ___Lesson carried. Move on
earned 80% in the to the next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
evaluation ___% of the pupils got 80% ___% of the pupils got 80% ___% of the pupils got 80%
mastery mastery mastery
No. of learners who ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find
difficulties in answering in answering their lesson. difficulties in answering
require additional their lesson. ___Pupils found difficulties in their lesson.
activities for remediation ___Pupils found difficulties answering their lesson. ___Pupils found difficulties
in answering their lesson. ___Pupils did not enjoy the in answering their lesson.
___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the
lesson because of lack of knowledge, skills and interest lesson because of lack of
knowledge, skills and about the lesson. knowledge, skills and
interest about the lesson. ___Pupils were interested on interest about the lesson.
___Pupils were interested the lesson, despite of some ___Pupils were interested
on the lesson, despite of difficulties encountered in on the lesson, despite of
some difficulties answering the questions asked by some difficulties
encountered in answering the teacher. encountered in answering
the questions asked by the ___Pupils mastered the lesson the questions asked by the
teacher. despite of limited resources used teacher.
___Pupils mastered the by the teacher. ___Pupils mastered the
lesson despite of limited ___Majority of the pupils finished lesson despite of limited
resources used by the their work on time. resources used by the
teacher. ___Some pupils did not finish teacher.
___Majority of the pupils their work on time due to ___Majority of the pupils
finished their work on time. unnecessary behavior. finished their work on time.
___Some pupils did not ___Some pupils did not
finish their work on time finish their work on time
due to unnecessary due to unnecessary
behavior. behavior.
Did the remedial lessons ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
work? No. of learners who 80% above above 80% above
have caught up with the
lesson
No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for
remediation remediation remediation
remediation
Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

strategies worked well? ____ of Learners who ____ of Learners who caught up ____ of Learners who
caught up the lesson the lesson caught up the lesson
Why did these work
What difficulties did I ___ of Learners who ___ of Learners who continue to ___ of Learners who
encounter which my continue to require require remediation continue to require
remediation remediation
principal or supervisor can
help me solve?
What innovation or Strategies used that work Strategies used that work well: Strategies used that work
localized materials did I well: ___Metacognitive well:
use/discover which I wish ___Metacognitive Development: Examples: Self ___Metacognitive
Development: Examples: assessments, note taking and Development: Examples:
to share with other Self assessments, note studying techniques, and Self assessments, note
teachers? taking and studying vocabulary assignments. taking and studying
techniques, and vocabulary techniques, and vocabulary
assignments. ___Bridging: Examples: assignments.
Think-pair-share, quick-writes,
___Bridging: and anticipatory charts. ___Bridging:
Examples: Think-pair-share, Examples: Think-pair-share,
quick-writes, and quick-writes, and
anticipatory charts. ___Schema-Building: anticipatory charts.
Examples: Compare and contrast,
jigsaw learning, peer teaching,
___Schema- and projects. ___Schema-
Building: Examples: Building: Examples:
Compare and contrast, Compare and contrast,
jigsaw learning, peer ___Contextualization: jigsaw learning, peer
teaching, and projects. teaching, and projects.
Examples:
Demonstrations, media,
___Contextualizati manipulatives, repetition, and ___Contextualizati
on: local opportunities. on:
Examples: Examples:
Demonstrations, media, Demonstrations, media,
manipulatives, repetition, ___Text manipulatives, repetition,
and local opportunities. Representation: and local opportunities.
Examples: Student
created drawings, videos, and
___Text games. ___Text
Representation: Representation:
___Modeling: Examples:
Examples: Student Speaking slowly and clearly, Examples: Student
created drawings, videos, modeling the language you want created drawings, videos,
and games. students to use, and providing and games.
___Modeling: Exa samples of student work. ___Modeling: Exa

mples: Speaking slowly and mples: Speaking slowly and
clearly, modeling the Other Techniques and Strategies clearly, modeling the
language you want students used: language you want students
to use, and providing ___ Explicit Teaching to use, and providing
samples of student work. ___ Group collaboration samples of student work.
___Gamification/Learning throuh
Other Techniques and play Other Techniques and
Strategies used: ___ Answering preliminary Strategies used:
___ Explicit Teaching activities/exercises ___ Explicit Teaching
___ Group collaboration ___ Carousel ___ Group collaboration
___Gamification/Learning ___ Diads ___Gamification/Learning
throuh play ___ Differentiated Instruction throuh play
___ Answering preliminary ___ Role Playing/Drama ___ Answering preliminary
activities/exercises ___ Discovery Method activities/exercises
___ Carousel ___ Lecture Method ___ Carousel
___ Diads Why? ___ Diads
___ Differentiated ___ Complete IMs ___ Differentiated
Instruction ___ Availability of Materials Instruction
___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Discovery Method ___ Group member’s ___ Discovery Method
___ Lecture Method collaboration/cooperation ___ Lecture Method
Why? in doing their tasks Why?
___ Complete IMs ___ Audio Visual Presentation ___ Complete IMs
___ Availability of Materials of the lesson ___ Availability of Materials
___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn
___ Group member’s ___ Group member’s
collaboration/cooperati collaboration/cooperatio
on n
in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the lesson of the lesson
I. OBJECTIVES
A. Content Standards
August 1, 2017
 That words are composed of different parts to know that their meaning changes depending in content
 Of the oral standards of English in order to participate in various oral communication demands (situation,
purpose and audiences)
 Of the various forms and conventions of prints, non-print, and digital materials of non-verbal communications to
communicate with others
The learner…
 Uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
 Uses the correct function of noun pronouns, verbs, adjectives in general and their functions in various discourse
(oral and written
 Prepares for and participates effectively in a range of conversations and collaboration with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively
 Applies knowledge of non-verbal skills to respectfully give the speaker undivided and acknowledge message
II. Learning Competencies/ Objectives Write the LC code for each

EN6RC-Ii2.24.5 Evaluate narratives based on how the author developed the element: -point of view
III. CONTENT:
Point of View
IV. LEARNING RESOURCES

A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal Activity Sheet in English 6 (Quarter 1: Week9)
V. PROCEDURES
Revisiting the Previous Lesson  Can you still recall the title of the story you read in the previous
meeting?  What is it all about?  Who are the characters?  What problem did the main character go
through in the story?  How did the story end?  What is the theme of the story?  What did you learn
about theme?
In the previous meeting, you’ve learned about one of the elements of narratives and that is the theme.
Today, you are about to learn another element of narratives. You will evaluate narratives based on how
the author developed the element.

Do “Let’s Do This”
Task 1. Taken from the Story Now, read the following excerpt from the story, “The Red Hen and Her
Friends.”
Once, there lived a hen with her five chicks. The hen was as red as beetroot. She had three friends: a
duck, a cat, and a dog. They all lived happily.
 What pronouns are used in the narrative?
 Who do you think is the narrator in the story? Is he/she one of the characters? Why do you say
so?
 From what perspective do you think the narrative is narrated? Why?

Read “Let’s Study This”
UNDERSTANDING POINT OF VIEW
The point of view is the perspective from which a narrative is told. This also refers to the mode of
narration that authors employ to let the readers hear and see what takes place in the story.
Authors strategically choose the point of view that allows them to most effectively develop the
characters and tell the story. They may choose to tell their story on three perspectives:
1. First person point of view involves the use of either of the two pronouns “I” and “we.” In the first
person point of view, the narrator who may also be a character, participates in the action of the story.
Example: “I felt like I was flying above the clouds.”

2. Second person point of view employs the pronoun “you.” In the second point of view, the writer uses
a narrative onlooker who is saying something about you - the reader. For example: “You went to school
that morning.”
The second person point of view is rarely used in narratives since it is difficult to develop a set of
characters and a story in which the second person is appropriate. Moreover, it is not easy to maintain a
second-person narrative in a longer piece of writing.
Example: “Sometimes, you have to think twice or even several times before you decide.
3. Third person point of view uses pronouns like “he,” “she,” “it,” “they” or a name of a character. In the
third person point of view, the narrator does not participate in the action of the story as one of the
characters, but lets us know exactly what the characters think, and how the characters act and feel. We
learn about the characters through this outside voice.
Example: Once, there lived a hen with her five chicks. The hen was as red as beetroot. She had three
friends: a duck, a cat, and a dog. They all lived happily.
As you read and evaluate narratives, think about these:  How does the point of view affect your
responses to the characters?  How is your response influenced by how the narrator tells the story?

Task 2. Let’s Sort Out With your partner, read each passage from different narratives and identify the
narrators' point of view. Complete the table by writing the number of the passage under the
appropriate column.
First Person Point of View Second Person Point of View Third Person Point of View
Passage 1: The Wizard of Oz by L Frank Baum The Scarecrow found a tree full of nuts and filled Dorothy's basket with
them, so that she would not be hungry for a long time. She thought this was very kind and thoughtful of the Scarecrow,
but she laughed heartily at the awkward way in which the poor creature picked up the nuts. His padded hands were so
clumsy that he dropped almost as many as he put in the basket. But the Scarecrow did not mind how long it took him
to fill the basket, for it enabled him to keep away from the fire, as he felt that a spark might get into his straw and burn
him up.
Passage 2: The Skull of Truth: A Magic Shop Book by Bruce Coville and Gary A. Lippincott To his astonishment, Charlie
found himself standing next to his bicycle, back where he had entered the swamp. That was bizarre and upsetting but
not as bad as the realization that he was still holding the skull. He thought he had dropped it before he raced out the
door. He certainly hadn't intended to steal the thing. He didn't even really want it!
Passage 3: Invitation to the Game by Monica Hughes And we scrounged. Next to survival, scrounge was probably the
most important word in our new vocabulary. We found a store that was throwing out water-damaged mattresses.
Getting them home was a problem, since we had to make two trips, leaving Brad and Katie, armed with sticks to guard
over the remained. I truly expected them to be challenged by some gang boss, but they said that the only person who
came by was a scrawny little rat of a girl living alone. We let her have one of the mattresses.
Passage 4: To Make French Toast
First, take out a skillet to cook and turn the stove on low. Second, you will melt the butter in the pan and stir it with a
spatula. Third, beat the eggs. Fourth, lay the bread, white or wheat, on both sides in the eggs. Fifth, sit the bread on
top of butter for 30 seconds and then turn over. Now, you have a slice of French toast.
Passage 5:
"Do you love candy?" I asked my friend Roxanne. I always make friends with other people.
Passage 6:
At the pizza place, Tony, the baker, was getting the pizzas ready for baking. He flattened out a ball of dough into a large
pancake and tossed it in the air. He spread tomato sauce on it, sprinkled it with cheese, and shoved it in the oven. Then
the telephone rang. "A fellow from the factory wants a large pizza delivered in a hurry," Tony's wife called. "OK, I'll get
my coat," said Tony.

Ask: Why is learning how to analyze point of view in narratives important?

Narratives provide a lens through which readers look at the world. Point of view is the way the author
allows you to “see” and “hear” what’s going on in the story. Skillful authors can fix their readers’
attention on exactly the detail, opinion, or emotion they want to emphasize by manipulating the point
of view of the story.
Task 3. Read and Analyze Read the following excerpts of the narratives then identify the narrators' point of
view. On the blank before each number, write F if the excerpt of the narrative is in the first person, S if it is
in the second person, and T if it is in the third person.
_____1. Some dark night, Shelly said, "I hate squirrels,” but really she loved them. Carol said, “They smell,”
but really, she loved them too. Both of them thought that squirrels were pretty cute.
_____2. You are a mountain climber. Three years ago, you spent the summer at a climbing school in the
mountains of Colorado. Your instructors said that you had natural skills as a climber. You made rapid
progress and by the end of the summer you were leading difficult rock and ice climbs. (excerpt from The
Abominable Snowman by R.A. Montgomery)
_____3. It all began when Ms. Frizzle showed our class a film strip about the human body. We knew trouble
was about to start, because we knew Ms. Frizzle was the strangest teacher in the school. (excerpt from The
Magic School Bus: Inside the Human Body by Joanna Cole and Bruce Degen)
_____4. I have told you, reader, that I had learnt to love Mr. Rochester: I could not unlove him now, merely
because I found that he had ceased to notice me--because I might pass hours in his presence (excerpt from
Jane Eyre by Charlotte Bronte)
_____5. Lorraine, Cindy's mother, came out of her bedroom carrying a small mirror. She peered at her
reflection as she walked, carefully examining the lipstick she had just put on. "Stop whinin' baby. Just
straighten things up before you leave for school. I'm late for work." "I'm not going to school today,” Cindy
declared. She waited to see if her mother would get angry and insist that she go. (excerpt from Someone to
Love Me by Anne Schraff)
_____6. We lived on the main residential street in town Atticus, Jem and I, plus Calpurnia, our cook. Jem
and I found our father satisfactory: he played with us, read to us, and treated us with courteous
detachment... Our mother died when I was two, so I never felt her absence. (excerpt from To Kill a Mocking
Bird by Harper Lee)
_____7. They spoke no more until camp was made. Henry was bending over and adding ice to the bubbling
pot of beans. Henry grunted with a tone that was not sympathy, and for a quarter of an hour they sat on in
silence, Henry staring at the fire, and Bill at the circle of eyes that burned in the darkness just beyond the
firelight. (excerpt from White Fang by Jack London)
_____8. 168. That’s how many hours there are in a week. If you’re a student, you probably feel like this isn’t
enough. I know … You have so many assignments to do, projects to work on, and tests to study for. Plus, you
have other activities and commitments. And I’m sure you want to have a social life, too. Wouldn’t it be nice
if you could study smarter (not harder), get good grades, and lead a balanced life? (excerpt from How to
Study Smart: 20 Scientific Ways to Learn Faster by Daniel Wong)
_____9. As I walked inside the department store, I saw a woman and a child arguing with each other. The
child was asking her mother to buy him an expensive toy. Then, I remembered my childhood days when I,
myself, also did the same thing.
_____10. Once upon a time, there was a beautiful young duck named Ping. Ping lived with his mother and
his father and two sisters and three brothers and eleven aunts and seven uncles and forty-two cousins.
Their home was a boat with two wise eyes on the Yangtze river. Each morning as the sun rose from the east,
Ping and his mother and his father and sisters and brothers and aunts and uncles and his fortytwo cousins
all marched, one by one, down a little bridge to the shore of the Yangtze river. (excerpt from The Story
About Ping by Marjorie Flack)

Task 4. The Search for the Narratives Complete the table below by writing down in the left column the
titles of the three narratives that you have read. In the middle column, write down excerpts of the
narratives. Then, write down the corresponding point of view in the right column.
Example:
Title of the Excerpt Point of

Narrative View
The Red Hen and Once, there lived a hen with her five chicks. The hen was as red as Third
Her Friends beetroot. She had three friends: a duck, a cat, and a dog. They all Person
lived happily.
Title of the Narrative Excerpt Point of View

1.
2.
3.
4.
5.
VI. REMARKS:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________
VII. REFLECTION

require additional difficulties in answering in answering their lesson. difficulties in answering
their lesson. ___Pupils found difficulties in their lesson.
behavior. behavior.
lesson
remediation

Why did these work
help me solve?
anticipatory charts. anticipatory charts.
___Schema-Building:
___Schema- jigsaw learning, peer teaching, ___Schema-
Building: Examples: and projects. Building: Examples:
jigsaw learning, peer jigsaw learning, peer
___Contextualization:
Examples:
___Contextualizati Demonstrations, media, ___Contextualizati
on: manipulatives, repetition, and on:
local opportunities.
Examples: Examples:
manipulatives, repetition, manipulatives, repetition,
and local opportunities. ___Text and local opportunities.
Representation:
Examples: Student
___Text created drawings, videos, and ___Text
Representation: games. Representation:
Examples: Student ___Modeling: Examples: Examples: Student

created drawings, videos, Speaking slowly and clearly, created drawings, videos,
and games. modeling the language you want and games.
students to use, and providing
___Modeling: Exa samples of student work. ___Modeling: Exa
clearly, modeling the clearly, modeling the
language you want students Other Techniques and Strategies language you want students
to use, and providing used: to use, and providing
samples of student work. ___ Explicit Teaching samples of student work.
___ Group collaboration
Other Techniques and play Other Techniques and
Strategies used: ___ Answering preliminary Strategies used:
___ Explicit Teaching activities/exercises ___ Explicit Teaching
___ Group collaboration ___ Carousel ___ Group collaboration
___Gamification/Learning ___ Diads ___Gamification/Learning
throuh play ___ Differentiated Instruction throuh play
___ Answering preliminary ___ Role Playing/Drama ___ Answering preliminary
activities/exercises ___ Discovery Method activities/exercises
___ Carousel ___ Lecture Method ___ Carousel
___ Diads Why? ___ Diads
___ Differentiated ___ Complete IMs ___ Differentiated
Instruction ___ Availability of Materials Instruction
___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Discovery Method ___ Group member’s ___ Discovery Method
___ Lecture Method collaboration/cooperation ___ Lecture Method
Why? in doing their tasks Why?
___ Complete IMs ___ Audio Visual Presentation ___ Complete IMs
___ Availability of Materials of the lesson ___ Availability of Materials
learn learn
on n
I. OBJECTIVES
A. Content Standards
August 2, 2017
 Of the various forms and conventions of prints, non-print, and digital materials of non-verbal communications
to communicate with others
The learner…
 Uses the correct function of noun pronouns, verbs, adjectives in general and their functions in various
discourse (oral and written
C. Learning Competencies/ Objectives Write the LC code for each

EN6G-Ih-3.9 Compose clear and coherent sentences using appropriate grammatical structures: Subject-Verb
Agreement
EN6A-Ii-16 Observe politeness at all times EN6A-Ih-17 Show tactfulness when communicating with others
EN6A-Ih-18 Show openness to criticism
II. CONTENT:
Subject-Verb Agreement
III. LEARNING RESOURCES

A. References

3. Textbook pages
IV. PROCEDURES
Read “To the Learner”
You’re doing an amazing job finishing the previous exercises on basic rules on subject-verb agreement last
week. Now, it’s time for you to deepen your knowledge and skills in subject-verb agreement. I bet you’ll enjoy
this even more.
You will learn how to compose clear and coherent sentences using appropriate grammatical structures
following the rules in Subject-Verb Agreement. Always remember that whenever you communicate with
others and as you present your work in the class, you should always observe politeness at all times, be tactful
and open to criticism. Being open for correction shows a good attitude towards the people around you.
and “Let’s Learn This”

In this activity sheet, several exercises are prepared for you to enhance your knowledge and skills on Subject-
Verb Agreement so you can compose clear and coherent sentences.

Task 1: Circles, Boxes, and Arrows With your partner, read the following sentences. Encircle the subjects and
box the verbs. Then, make an arrow from the verb to its subject.
1. An urban habitat refers to areas dominated by human activities.
2. Nowadays, an urban habitat is already a home to many animals.
3. Birds like pigeons nest on tall buildings.
4. Mice and rats build their habitats inside or near houses.
5. Perhaps, the favorite city animals live in the homes of people - cats, dogs, and other pets.

Read “Let’s Study This”
SUBJECT-VERB AGREEMENT
Basic Rule The basic rule in subject-verb agreement states that a singular subject takes a singular verb, while a
plural subject takes a plural verb.
Hint: Verbs that end with s are singular. Verbs do not form their plurals by adding an s as nouns do. In order to
determine which verb is singular and which one is plural, think of which verb you would use with he or she and
which verb you would use with they.
Example:
talks, talk
Which one is the singular form?
Which word would you use with he?
We say, "He talks." Therefore, talks is singular.
We say, "They talk." Therefore, talk is plural.
RULES IN SUBJECT-VERB AGREEMENT
1. General Rule: A singular subject takes a singular verb. A plural subject takes a plural verb.
e.g. Ann always tells the truth.
We are ready for lunch now.
2. Intervening words & phrases: A phrase or clause that interrupts a subject and its verb does not affect the
subject verb agreement (of phrases, together with, as well as, with, in addition to, accompanied by, etc.)
e.g. The captain of the guards stands at attention.
The troopers whom the captain put in charge of the roadblock stand on either side.
The teacher, together with her students, visits the library.
COMPOUND SUBJECTS 3. Two or more singular subjects joined by or or nor must have a singular verb.
e.g. Beth or Sam is going to win.
4. Two or more plural subjects joined by or or nor must have a plural verb.
e.g. The girls or the boys are going to win.
5. If one or more singular subjects are joined to one or more plural subjects by or or nor, the subject closest to
the verb determines the agreement. The verb in an or, either-or, or neither-nor sentence agrees with the noun
or pronoun closest to it.
e.g. Beth, Sam, or the twins are going to win.
Either the twins or Sam is going to win.
6. A compound subject joined by and is generally plural and must have a plural verb.
e.g. Jenny and Rose are going to New York.
The boys and the girls perform on stage.
Exceptions:
If the parts of the compound subject are thought of as one item, then a singular verb is needed.
e.g. Bacon and eggs is my favorite breakfast.
A singular verb is also needed if the word every and each precedes a compound subject.
e.g. Every boy and girl in the class does volunteer work.
CONFUSING SUBJECTS
7. Hard to Find Subjects: A subject that comes after its verb must still agree with it in number.
Inverted Sentence: Under the table is the cat.
On top of the hill are two tractors.
Sentences with “Here” and “There”:
There is only one orange in the basket.
There are many projects to be made.
Here is a box of chocolate cake.
Here are my friends from the province.
8. Subjects of Linking Verbs: A linking verb must agree with its subject regardless of the number of its
predicative nominative.
e.g. Speeding cars are one reason for the high accident rate.
9. Collective Nouns: A collective noun takes a singular verb when the group it names acts as a single unit. It
takes the plural verb when the group it names acts as individuals with different points of view.
e.g. The jury orders a verdict.
The committee disagree on the issue.
10. Plural-Looking Nouns: Nouns that are plural in form but singular in meaning agree with singular verbs.
(news, measles, Mathematics, Physics, ethics, Social Studies)
e.g. Mathematics becomes my favorite subject.
Measles is a dangerous disease for unborn children.
11. Indefinite Pronouns: Singular indefinite pronouns take singular verbs. Plural indefinite pronouns take plural
verbs.
e.g. One of the paintings is missing.
Everyone is going to the trip.
Either of your plans is acceptable to me.
Both of the players were late.
The pronouns all, any, more, most, and some usually take a singular verb if the antecedent is singular and a
plural verb if it is plural.
e.g. All of the soup is eaten.
All of the seats were taken.
12. Titles: A title of the book, story, novel, literature, or any work of art is considered singular and takes a
singular verb.
e.g. Wuthering Heights is a novel by Emily Bronte.
The Last Leaf is written by O. Henry.
13. Amounts and Measurements: A noun expressing an amount or measurement is usually singular and
requires a singular verb.
e.g. Fifty pesos is more than enough.
40 feet is the length of the room.
10 kilometers is the distance of this school to his house.
14. In a sentence with a fraction and an “of-phrase” before the verb, the verb agrees with the object of the
preposition.
e.g. Half of the cupcakes are eaten.
Three fourth of the crop is rotten.
MISCELLANEOUS RULES
15. The pronoun “You” always takes the plural verb.
e.g. You are the best in the class.
16. Clausal subjects are singular even if the nouns referred to are plural.
e.g. What we need is more reference books.
17. With “a number of” as a subject, use a plural verb. With “the number of” as a subject, use a singular verb.
e.g. A number of students take the exam.
The number of students is 60.
18. With “none” as a subject, use a singular verb.

e.g. None of the magazines is here.
19. Subject nouns which are derived from adjectives and describe people take plural verbs.
e.g. The rich are in favor of the tax cut.
The poor need the help of the government.
20. For items that have two parts, when the word pair is used, the verb is singular. But without the word pair,
the verb is plural. (scissors, tongs, trousers, pants)
e.g. My scissors are lost.
A pair of scissors is needed for the activity.
*** Can you give sample sentences applying the rules in subject verb-agreement?

Do “Let’s Do This” Task 3
Task 3: Oral Drill Identify the subject in each sentence and tell whether it is singular or plural. Then choose the
correct verb inside the parenthesis to make the statement correct.
Example: The survey covering seven schools (reveal, reveals) a growth in enrollment.
Subject: The survey Form: singular Verb: reveals
1. My sister and my brother (lives, live) in Davao City.
2. Either the man or his friends (knows, know) the answer.
3. Three weeks (is, are) a long time.
4. The news (surprise, surprises) me today.
5. Each student and teacher (was, were) aware of the difficulty.
6. A car and a bike (is, are) my means of transportation.
7. My aunt or my uncle (is, are) arriving at the airport.
8. Neither Jenny nor the others (is, are) available.
9. The serving bowl or the plates (go, goes) on that shelf.
10. Each of the students (read, reads) well.
11. Five years (is, are) the maximum sentence for that offense.
12. Dennver, a campus journalist, (write, writes) the reports.
13. The Red Hen and Her Friends (is, are) the narrative that we read last time.
14. Social Studies (is, are) my favorite subject.
15. Mumps (is, are) a viral disease.

Task 4: Choosy Me! Choose the correct form of the verb in each of the following sentence.
1. Everyone _____ happy and contented.
A. looks B. look
2. The number of chopper crashes _____ clamming.
A. is B. are
3. My friend and classmate _____ left for abroad.
A. has B. have
4. Ten months _____ long enough for the physician to detect care-giving tendency of a nurse.
A are B. is
5. Both _____ good in English.
A. are B. is
6. The teachers, as well as the principal, _____ for vacation.
A. has gone B. have gone
7. Either I or you _____ going to represent the school.
A. are B. is
8. Three-fourths (3/4) of the workers _____ working visa abroad.
A. has B. have
9. His favorite food ____ ham and sandwich.
A. is B. are
10. Tongs ____ what I need to pick up the hot fried chicken.
A. is B. are
11. The hopeless _____ immediate counselling.
A. need B. needs
12. None of the pupils ____ to be late in the class this morning.
A. appear B. appear
13. Androcles and the Lion _____ written by Aesop.
A. is B. are
14. Several people _____ the earthquake drill.
A. observe B. observes
15. On top of the mountain _____ the wild animals.
A. is B. are

Task 5: Compose Our Own Work with your partner and compose your own sentences using the following
subjects. Be sure to observe rules in subject-verb agreement to compose clear and coherent sentences. Present
your work in the class.
1. The Philippines ___________________________________.

2. Filipinos _________________________________________.
3. One of the Filipino traditions _________________________.
4. Either sinigang or adobo ____________________________.
5. What make us proud as Filipinos ___________________________________.

Ask: What is the importance of learning subject-verb agreement? Cite real-life situations.

 You may know something or have a meaningful experience that you want to share to others, but if you
cannot communicate effectively, your ability to share knowledge, information, or experiences is affected.
 It is therefore necessary that you learn subject-verb agreement. In this activity sheet, you’ve learned that in
sentences, verbs must always agree with the noun or pronoun subject.
 Subjects and verbs should agree with one another in number- singular or plural.
 Thus, if the subject is singular, the verb must also be singular. If the subject is plural, the verb must also be in
plural form.
 There are different rules in subject-verb agreement and learning each of them will help you become effective
communicator of the English language.

V. REMARKS:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
___________________________________________
VI. REFLECTION
behavior. behavior.
lesson
remediation

Why did these work
help me solve?
anticipatory charts. anticipatory charts.
___Schema-Building:
jigsaw learning, peer jigsaw learning, peer
teaching, and projects. ___Contextualization: teaching, and projects.
Examples:
Examples: Examples:
manipulatives, repetition, ___Text manipulatives, repetition,
and local opportunities. Representation: and local opportunities.
Examples: Student
Representation: Representation:
___Modeling: Examples:
samples of student work.
___Modeling: Exa ___Modeling: Exa
play
Other Techniques and ___ Answering preliminary Other Techniques and
Strategies used: activities/exercises Strategies used:
___ Explicit Teaching ___ Carousel ___ Explicit Teaching
___ Group collaboration ___ Diads ___ Group collaboration
___Gamification/Learning ___ Differentiated Instruction ___Gamification/Learning
throuh play ___ Role Playing/Drama throuh play
___ Answering preliminary ___ Discovery Method ___ Answering preliminary
activities/exercises ___ Lecture Method activities/exercises
___ Carousel Why? ___ Carousel
___ Diads ___ Complete IMs ___ Diads
___ Differentiated ___ Availability of Materials ___ Differentiated
Instruction ___ Pupils’ eagerness to learn Instruction
___ Role Playing/Drama ___ Group member’s ___ Role Playing/Drama
___ Discovery Method collaboration/cooperation ___ Discovery Method
___ Lecture Method in doing their tasks ___ Lecture Method
Why? ___ Audio Visual Presentation Why?
___ Complete IMs of the lesson ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
learn learn
on n
I. OBJECTIVES
A. Content Standards August
3, 2017
 Of the various forms and conventions of prints, non-print, and digital materials of non-verbal communications
to communicate with others
The learner…
 Uses the correct function of noun pronouns, verbs, adjectives in general and their functions in various discourse
(oral and written

EN6VC-h-16 Describe the different forms and conventions of film and moving pictures (set-up)
EN6G-Ih-3.9 Compose clear and coherent sentences using appropriate grammatical structures: Subject-Verb
Agreement
EN6A-Ii-16 Observe politeness at all times EN6A-Ih-17 Show tactfulness when communicating with others
EN6A-Ih-18 Show openness to criticism
VII. CONTENT:
Subject-Verb Agreement
VIII. LEARNING RESOURCES

A. References

3. Textbook pages
IV. PROCEDURES
Ask:
How do we form singular noun/verb? How do we form plural noun/verb?
What are the different rules in subject-verb agreement?

Ask the learners to recite their own clear and coherent sentences using appropriate grammatical structures:
Subject-Verb Agreement.

Review the learners on the rules in subject-verb agreement discussed last meeting.

Do “Let’s Do More” Task 6
Task 6. Team Work: Correct the Errors Although it might defy what you would expect, composing grammatically
incorrect sentences can help you learn the rules of subject-verb agreement. After all, to break the rules
intentionally, you have to know the rules in the first place.
Your teacher will divide you into two teams. With your teammates, compose five sentences containing a variety
of subject-verb errors. The other team should also do the same. Then exchange your work with other team and
let them correct the errors in your sentences and vice versa. Be able to show your work to the class.

Ask: What is the importance of learning subject-verb agreement? Cite real-life situations.

 You may know something or have a meaningful experience that you want to share to others, but if you
cannot communicate effectively, your ability to share knowledge, information, or experiences is affected.
 It is therefore necessary that you learn subject-verb agreement. In this activity sheet, you’ve learned that in
sentences, verbs must always agree with the noun or pronoun subject.
 Subjects and verbs should agree with one another in number- singular or plural.
 Thus, if the subject is singular, the verb must also be singular. If the subject is plural, the verb must also be in
plural form.
 There are different rules in subject-verb agreement and learning each of them will help you become effective
communicator of the English language.
Task 7. Read, Choose, Rewrite Read the following sentences in the first column. In the second column, write the
correct verbs that agree to the subjects in the sentences. Then, in the third column, rewrite the sentences with
the correct verbs.
Sentence Correct Verb Rewritten Sentence
1. We (is, are) always delighted to spend
our summer vacations in my father’s
hometown.
2. Sometimes, I also (goes, go) to my
mother’s home province on long
vacations
3. Wherever we (arrives, arrive) from
Manila, a neighbor (comes, come) with a
basket of fresh fruits.
4. Everyone (takes, take) interest in all of
us ten children.
5. My grandmother (receives, receive)
intermittent reports during the day on
our whereabouts.
6. My grandma (tells, tell) us that we
(belongs, belong) to the whole town just
as we belong to her.
7. We (is, are) amazed that the whole
town knows of our activities.
8. In the province, the people (takes,
take) pains to trace each other’s family
tree.
9. They (manages, manage) to find a
solution, no matter how hard the
situation is.
10. Everything in the community
(becomes, become) communal.

Task 8. Pick-A-Boo Underline the subject first then encircle the correct verb form.
1. My sister, accompanied by my mother (visits, visit) our relatives in my mother’s hometown.
2. In fact, the age-old customs of sharing still (prevails, prevail) in the provinces.
3. Not only in rejoicing but also in grief (is, are) the spirit of sharing felt.
4. When someone in the family dies, the whole town (commiserates, commiserate).
5. Because of their lack of resources, Filipinos (tries, try) to maximize every little resource, by sharing it with
others.
6. The care of the sick and aged (is, are) not much of a problem because the family can always find someone to
come and bathe the sick, give him a massage or keep him company.
7. After the funeral, neighbors (arranges, arrange) for the care of the children or aged parent while the family
adjusts to the situation.
8. For this reason, nobody in the community ever (feels, feel) alone or unloved.
9. A worker from Saudi, HongKong or the US (comes, come) home loaded with pasalubong.
10. The loving unity of the Filipinos (is, are) being felt in all the communities around the Philippines.
Task 9. We Are the Sentence Composers Compose your own clear and coherent sentences using the following
subjects. Be sure to observe rules in subject-verb agreement. Present your work in the class.
1. Bread and butter _______________________________________________.

2. The visitors ___________________________________________________.
3. The teacher, as well as her students, _______________________________.
4. Rice and fish __________________________________________________.
5. The singers, accompanied by the guitarist, ___________________________.
6. The principal, together with the master teachers, ______________________.
7. Either my friend or her relatives ____________________________________.
8. The treasurer and the secretary of the club ___________________________.
9. Three kilos of grapes ____________________________________________.
10. A pair of trousers _______________________________________________.
II. REMARKS:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
___________________________________________
III. REFLECTION
behavior. behavior.
lesson
remediation

Why did these work
help me solve?
Examples:
Examples: Examples:
Demonstrations, media, ___Text Demonstrations, media,
manipulatives, repetition, Representation: manipulatives, repetition,
and local opportunities. and local opportunities.
Examples: Student
Representation: ___Modeling: Examples: Representation:

play
learn learn
on n
IV. OBJECTIVES
A. Content Standards August
4, 2017
 Of the various forms and conventions of prints, non-print, and digital materials of non-verbal
communications to communicate with others
The learner…
 Uses the correct function of noun pronouns, verbs, adjectives in general and their functions in various
discourse (oral and written
EN6VC-Ii-3.3.1 EN6VC-Ii-3.3.2 EN6VC-Ii-3.3.3 Analyze the characters used in print, non-print, and digital materials
(Age and gender, Race and nationality, Attitude and behavior)
EN6VC-Ii-3.3.4 Analyze the setting used in print, non-print and digital materials (Urban or Rural; Affluent or Poor)
II. CONTENT:
Analyzing the Characters and Setting used in Print, Non-print, and Digital Materials
III. LEARNING RESOURCES

A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal Activity Sheet in English 6 (Quarter 1:
Week9)
IV. PROCEDURES
Read “To The Learner”
It has been a challenging week. You did a great job doing all the previous activities and it’s time for our next
activity. I bet you’ll have a great time.
In this activity sheet, you will learn how to analyze the characters used in print, nonprint, and digital
materials (age and gender, race and nationality, attitude and behavior) and how to analyze the setting used
in print, non-print and digital materials (urban or rural; affluent or poor).
Sit back. Relax and enjoy.

Task 1: Picture Analysis Choose your partner. Look at the picture below. Then answer the following
questions.
What is the picture all about?

What can you say about the characters in the picture?
What do you think is their gender? How old do you think are they?
What can you say about their attitude towards their work?
Where can you usually see this scene? Urban or rural?

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

Task 2: Analyzing the Characters Look at the picture below. Complete the following table by describing
and analyzing the picture in terms of age and gender, race and nationality, and attitude and behavior.
Attitude and
Characters Age and Gender Race and Nationality
Behavior

Task 3: Picture vs. Picture Analyze the pictures by answering the following questions. Discuss your
answers with your partner.
Which of the following pictures have an urban setting? rural? Describe each.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Which of the following pictures can be described as affluent? poor? Describe each.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
Task 4. Viewing the Video Your teacher will let you view a video. Complete the following tables by
describing and analyzing the video in terms of the criteria in the columns. Discuss your answers with
your partner.
Reference "Ripple." Accessed July 27, 2017. https://www.youtube.com/watch?v=s6v8OPX4p1A .
Attitude and
Characters Age and Gender Race and Nationality
Behavior
Setting Urban or Rural Affluent or Poor

Ask: Why is it necessary to learn how to analyze characters and setting in print, non-print, and
digital materials?
What are the bases for analyzing the characters in in print, non-print, and digital materials?
What are the bases for analyzing the setting in in print, non-print, and digital materials?
Task 5. Take A-ways and Insights Answer the following questions. Share your answers to the class.
What can you say about the video? Explain.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What did you feel while watching the video? Why?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What have you learned after watching the video? Explain.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

K. REMARKS:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
___________________________________________
L. REFLECTION
behavior. behavior.
lesson
remediation

Why did these work
help me solve?
Examples:
Examples: Examples:
Demonstrations, media, ___Text Demonstrations, media,
manipulatives, repetition, Representation: manipulatives, repetition,
and local opportunities. and local opportunities.
Examples: Student
Representation: ___Modeling: Examples: Representation:
play
learn learn
on n

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I.

B. Other Learning Resources

B. Establishing a purpose for the lesson

The Red Hen and Her Friends

“Not me, friend" refused the duck.

“Nor can I." declined the cat.

“Count me not." the dog turned his back.

“All right. I will do it then by myself," said the hen.

“Not me, friend," the duck sounded bored.

“Nor can I." shrugged the cat.

“Count me not!" avoided the dog.

“I want to!" answered the duck, smacking her lips.

“Me too!" said the cat with his mouth watering.

Answer “Let’s Do This”

EVALUATING THE STORY'S END

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills#2

F. Developing mastery (leads to Formative Assessment 3)

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

H. Making generalizations and abstractions about the lesson

3. What is the theme of the narrative?

2. What is the appropriate title for the narrative?

3. What is the theme of the narrative?

1. What plan did the shepherd boy do to amuse himself?

3. What is the theme of the narrative?

J. Additional activities for application or remediation

Title of the Narrative Theme

Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

___Modeling: Exa samples of student work. ___Modeling: Exa

II. Learning Competencies/ Objectives Write the LC code for each

IV. LEARNING RESOURCES

B. Establishing a purpose for the lesson

C. Presenting Examples/Instances of the new lesson

Example: “I felt like I was flying above the clouds.”

D. Discussing new concepts and practicing new skills #1

Passage 4: To Make French Toast

E. Discussing new concepts and practicing new skills#2

F. Developing mastery (leads to Formative Assessment 3)

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

H. Making generalizations and abstractions about the lesson

J. Additional activities for application or remediation

Title of the Excerpt Point of

Title of the Narrative Excerpt Point of View

GRADE SIX-FSA GRADE SIX-EBE GRADE SIX-MDD

Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

Examples: Student ___Modeling: Examples: Examples: Student

C. Learning Competencies/ Objectives Write the LC code for each

III. LEARNING RESOURCES

1. Teacher’s Guide pages

and “Let’s Learn This”

B. Establishing a purpose for the lesson

2. Nowadays, an urban habitat is already a home to many animals.

3. Birds like pigeons nest on tall buildings.

4. Mice and rats build their habitats inside or near houses.

C. Presenting Examples/Instances of the new lesson

RULES IN SUBJECT-VERB AGREEMENT

18. With “none” as a subject, use a singular verb.

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills#2

F. Developing mastery (leads to Formative Assessment 3)

1. The Philippines ___________________________________.

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

H. Making generalizations and abstractions about the lesson

J. Additional activities for application or remediation

Which of my teaching _Yes _No _Yes _No _Yes _No

_Modeling: Exa samples of student work. _Modeling: Exa

Which of my teaching _Yes _No _Yes _No _Yes _No

Which of my teaching _Yes _No _Yes _No _Yes _No

Which of my teaching _Yes _No _Yes _No _Yes _No

Which of my teaching _Yes _No _Yes _No _Yes _No