Rainbows in English - 6 PDF

Teacher’s Manual
and Resource Materials
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Rainbows
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n Aurora Zenaida Lourdes M. Caro

Author
Rainbows in English Grade 6
K to 12 Edition
Teacher’s Manual and Resource Materials
ISBN 978-971-07-3132-9
Copyright © 2015 by Vibal Group, Inc. and Aurora Zenaida Lourdes M. Caro
All rights reserved. No part of this book may be reproduced or transmitted in any
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form or by any means––digital, electronic, or mechanical, including photocopying,
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recording, or any information storage and retrieval system––without permission in
writing from the publisher and authors.
Artworks belong solely to Vibal Group, Inc.
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Published and printed by Vibal Group, Inc.
Manila: 1253 G. Araneta Ave., Quezon City

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Cebu: 0290 Nivel Hills, Lahug, Cebu City
Davao: Kalamansi Street cor. 1st Avenue,
Juna Subdivision, Matina, Davao City
Member: Philippine Educational Publishers Association (PEPA), Book Development

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Association of the Philippines (BDAP), and National Book Development Board (NBDB)
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PREFACE
The Rainbows in English, K to 12 Edition, is a set of instructional materials for the

Basic Education English Language Arts curriculum. For each grade level, the set is
made up of a Pupil’s Textbook-Workbook (worktext), and a Teacher’s Manual and
Resource Materials (TM-RM).
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The overarching principles/understandings about language that govern the edi-
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tion are as follows:
• Language is a system of symbols used for human communication.
• Language is functional and purposeful. Language is used for information and
understanding, for critical analysis and evaluation, for literary response and
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expression, and for social interaction.
• Language is a rule-governed behavior. Language is governed by both language
and social conventions—sound-to-spelling correspondences, grammatical conven-
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tions, rhetorical conventions, pronunciation and usage conventions, and basic
interpersonal communication conventions.
• Language processes are meaning-making processes. The language arts macro-
skills—listening, speaking, reading, writing, viewing, and representing—are think-
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ing, discovering, ordering, and meaning-making processes. They allow individuals
to make their thoughts and feelings visible and lead them to explain, interpret,
apply, empathize, assess, organize, analyze, and synthesize ideas, concepts, and
principles.
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• Language allows individuals to communicate through varied literary genres.

Language can be used to convey imaginations and enable human beings to
understand themselves and their immediate and non-immediate environments.
• Language is best learned and acquired when individuals have positive attitudes
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towards themselves as language users and when they engage in meaningful

literary activities.
The Rainbows in English, K to 12 Edition is guided by the Department of Educa-

tion-recommended integration of the fourteen domains of the Integrated Language
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Arts Curriculum and the five substrands of the Language Arts and Multi-literacies
Curriculum (LAMC).
Furthermore, the Rainbows in English, K to 12 Edition is informed by the tenets

of Understanding by Design advocated by Grant Wiggins and Jay McTighe. Hence,
the processes involved in “backward designing” have been adopted in the develop-
ment of these materials.
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In sum, the significant features of the Rainbows in English, K to 12 Edition are
as follows:
• recognizes the interrelationship of the Language Arts domains and the Multi-
literacies substrands;
• reflects current trends and developments in instructional planning, language
and literacy instruction, and assessment and evaluation;
• uses electronically-driven instructional resources to complement and supplement
printed resources;
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• recognizes content standards, performance standards, and grade-specific com-
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petencies which are attainable within specific and appropriate conditions and
periods of time;
• develops language and literary skills in both hierarchical and spiral fashion;
• provides fun learning and practice of specific forms and structures in meaningful
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and realistic communication situations;
• provides for the use of language and language skills in both content and skill
areas across the curriculum;
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• recognizes learner characteristics and differences in terms of motivation, interests,
and learning styles, and provides differentiated instruction to cater to these
differences; and
• inculcates desirable Filipino values and develops deeply both Philippine and
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foreign cultures, thus, preparing the learner for global citizenship.
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Rainbows in English K to 12 Series
(Pupil’s Worktext Walkthrough)
The Rainbows in English K to 12 Series is a set of instructional materials for the
English Language Arts curriculum. The series integrates the five substrands of the
Language and Literacy Domains, namely: Listening, Speaking, Reading, Writing, and
Viewing and the fourteen integrated Language Arts domains. The series consists of
a Pupil’s Textbook and a Teacher’s Manual and Resource Materials. It has Web links
to i-learn.vibalpublishing.com.
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The essential features of the pupil’s textbook are marked by icons that enable
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the user to anticipate what the section includes.
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The titles of the lessons taken
up in a unit are listed in this
sidebar
up The unit opener includes

a big question on the unit
theme. At the end of the
unit, the learners come up
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with a broad statement that
answers this Big Question.
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The lesson opener in-

cludes a broad statement
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that summarizes the les-

son theme. Throughout
the lesson, the learners
are made aware of how
the activities contribute
to the Big Idea.
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In LISTEN, the learners are introduced to the text type they will listen to and the questions
they are expected to respond to demonstrate their listening comprehension. The activities
for the development of phonological awareness are likewise taken up in this section.
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In SAY IT RIGHT, activities for the de-
velopment of pronunciation skills and
for the acquisition of language forms
for basic interpersonal communication
are provided.
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In READ, texts from various gen-
res, both fiction and nonfiction,
to be read by the learners for
various purposes, are presented.
Activities for the development
of book and print knowledge,
alphabet knowledge, phonics
and word recognition strategies,
receptive and active, vocabulary,
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comprehension, study and strate-
gic-metacognitive strategies, and
literary skills are also provided in
this section.
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In GRAMMAR, direct instruction

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on the form, meaning, and use

of English grammar is provided.
Opportunities for their applica-
tion in the various language and
literacy domains are likewise
provided.
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This icon signals that a related

activity can be accessed in the
given web link.
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In WRITE IT DOWN, activities for
the acquisition of handwriting
skills, mechanical skills (spelling and
other writing conventions), and the
processes required for composing
various text types, both literary and
non-literary, are provided.
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Each strand has an objectives box.
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The lesson objectives of a strand
are listed in this box.
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VIEW IT introduces the learners to various
forms of illustrations, visuals, and media
for purposes of enjoyment and meaning
construction. The images are presented in
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the pupil’s textbook itself.
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TEST YOURSELF is made up of various types of

paper-and-pencil tests as a form of assessment.
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These are supplemented by alternative assessment

strategies which are found in the Teacher’s Manual,
and in the web links.
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Link and Write is found at the end of every unit and
is aimed at developing and honing the learner’s ability
to write various kinds of text types. The pupils learn to
use the steps in the writing process as they work on the
suggested composing tasks linked across the standards
of language arts.
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The Performance Task is a unit ender that
enables pupils to get exposed to and work
on a complex assessment—a performance
task assessment. It challenges their ability to
think and reason, make decisions, demonstrate
higher-order thinking skills, and construct fully-
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developed writing on oral presentations in
real-world contexts.
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The Unit Test provides various types of paper-and-pencil
tests as a form of summative assessment. These tests are
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supplemented by alternative assessment strategies found

in the teacher’s edition and in the web links.
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The Unit Learning Assessment is a unit

ender that addresses the development of the
learner’s metacognitive ability. It empowers
the pupils to manage their own non-learning
system through synthesis and reflection—
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what they have learned from the lessons in

the unit, how they have learned them, and
how they have assessed their own learning
by themselves.
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(Teacher’s Manual Walkthrough)
The Rainbows in English K to 12 Series is a set of instructional materials for the
Department of Education English Language Arts Curriculum. The series integrates the
five substrands of the Language Arts and Multi-literacies Curriculum (LAMC), namely:
Listening, Speaking, Reading, Writing, and Viewing and the fourteen Integrated
Language Arts domains, namely: Oral Language, Phonological Awareness, Book and
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Print Knowledge, Alphabet Knowledge, Phonics and Word Recognition, Fluency,
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Spelling, Writing and Composition, Grammar Awareness and Structure, Vocabulary
Development, Reading Comprehension, Listening Comprehension, Attitudes Towards
Language, Literacy and Literature, and Study Strategies. The series consists of a
Pupil’s Textbook and a Teacher’s Manual and Resource Materials. It has Web links
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to i-learn.vibalpublishing.com.
The Teacher’s Manual and Resource Materials is made up of two parts, namely:
Part I – Teacher’s Manual
Part II – Resource Materials
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The contents of Part I, the Teacher’s Manual, are the following:
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The Preface which presents the following:
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• the instructional materials that compose

the Rainbows in English K to 12 Series;
• the Language, Language Teaching, and
Language Learning Principles that underlie
the materials;
• the curriculum towards which the materials
are geared, that is, the Department of
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Education (DepEd) Integrated Language

Arts Curriculum;
• the instructional materials design that
guided the preparation of the materials,
that is, Understanding by Design; and
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• the significant features of the Rainbows in

English K to 12 Series.
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the Grade 6 Curriculum Guide in English the Content and Learning Activities Overview
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Each lesson guide has the following
subparts:
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Lesson Objectives This is a list of the

specific objectives for each of the five LAMC
substrands/macroskills, namely, listening,
speaking, reading, writing, viewing, and
for grammar.
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Subject Matter This is a list of the specific

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content to be taken up in each of the

substrands and language domains.
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Instructional Materials/Resources This is
a list of the print, audio, and visual materials to
be used in the lesson.
Lesson Learning Plan Each Learning Plan

is made up of seven sections. The first five
sections correspond to the five LAMC substrands/
macroskills which in turn correspond to the five
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main sections in the pupil’s worktext. These
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sections are as follows: Listening (Listen), Speaking
(Say It Right), Reading (Read), Writing (Write It
Down), and Viewing (View It). The two additional
sections are Test Yourself and Wrap Up. These
sections provide specific teaching and assessment
suggestions in order to confirm achievement
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of the specific lesson objectives and unit goals
through the Link and Write, Performance Task,
Unit Test, and Unit Learning Assessment as well.
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The Answer Key to specific exercises are provided

in sections such as this.
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Informal Assessment strategies are provided

alongside the specific objective to be assessed.
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Part II, Resource Materials, aims to provide the teacher with instructional materials
which he or she needs in the various teaching-learning situations. This part includes
the following:
Pronunciation Key
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handwriting Model
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Assessment Tools These include rubrics
for Spelling and Handwriting, Punctuation
and Capitalization, Oral Communication,
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Listening, Writing, Vocabulary, Sentence

Structure and Grammar, and Social
Conventions. A Fluency Scale for Reading
Prosody and a set of Handwriting Rubrics
are also included.
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Professional Articles These are a set of

articles that aim to enhance the teacher’s
competencies.
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TABLE OF CONTENTS

Pupil’s Worktext Walkthrough.................................................................. v
Teacher’s Manual Walkthrough........................................................................ ix
Grade 6 Curriculum Guide in English..................................................................... xv
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Part 1: Teacher’s Manual
Unit I Content and Learning Activities Overview.................................... 3
UNIT I The Roles We Play.................................................................... 6
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Lesson 1 Protectors of Freedom.................................................... 7
Lesson 2 Responsible Citizens...................................................... 13
Lesson 3 Warriors of Hope........................................................... 18
Lesson 4
Lesson 5
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Givers of Joy.................................................................
Those Who Value the Simple and True..............................
Unit II Content and Learning Activities Overview................................... 35

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UNIT II Earth, Our Home....................................................................... 38
Lesson 6 When Mother Earth Makes a Call................................... 39

Lesson 7 Responding to the Call................................................... 45
Lesson 8 Preserving the Wild....................................................... 51
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Lesson 9 Coping with Nature’s Challenges..................................... 57

Lesson 10 Nurturing Mother Earth................................................. 63
Unit III Content and Learning Activities Overview.................................. 70

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UNIT III Miracles of Science and Technology........................................ 74

Lesson 11 Some Miraculous Beginnings......................................... 75
Lesson 12 Technology: Past and Future........................................... 81
Lesson 13 Coping with Technology................................................. 87
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Lesson 14 Marvels in Science and Mathematics................................ 92

Lesson 15 Creativity Started It All................................................... 98
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Unit IV Content and Learning Activities Overview.................................. 105
UNIT IV Going and Staying Global Around and Beyond..................... 110

Lesson 16 Kindness Is Everywhere................................................. 111
Lesson 17 Respect and Appreciation for Other Lands........................ 117
Lesson 18 Familiar Sights and Moves in Other Cultures..................... 122
Lesson 19 Equality in Diversity...................................................... 130
Lesson 20 Breaking Walls and Barriers............................................ 136
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Part 2: RESOURCE MATERIALS
Pronunciation Key................................................................................. 144
Zaner-Bloser Cursive Handwriting Model............................................... 145
Assessment Tools................................................................................... 146
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Spelling and Handwriting Model Rubric............................................ 146
Punctuation and Capitalization Rubric.............................................. 146
Oral Communication Rubric.............................................................. 147
Listening Rubric................................................................................ 147
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Writing Rubric..................................................................................
Vocabulary Rubric.............................................................................
Sentence Structure and Grammar Rubric...........................................
Social Conventions Rubric.................................................................
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148
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Multidimensional Fluency Scale for Reading Prosody......................... 149
Cursive Handwriting Rubric............................................................... 150
Professional Articles.............................................................................. 151
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Curriculum Guide in English
Grade 6
Source: Department of Education
Content Performance
Domains LEARNING COMPETENCIES
Standards Standards
• demonstrates un- • orally communi- • Share brief impromptu remarks about topics of interest to oneself
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derstanding of vari- cates information, and others
ous verbal elements opinions, and ideas • Speaking from notes or an outline, relate an experience in descrip-
in orally communi- effectively to differ- tive detail, with a sense of timing and decorum appropriate to the
cating information ent audiences using occasion
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a variety of literary • Perform expressive oral readings of prose, poetry, and drama
activities • Prepare and conduct interviews
• demonstrates • prepares for and • Present a coherent, comprehensive report on differing viewpoints
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understanding of participates effec- on an issue
various non-verbal tively in a range of • Evaluate the content of the material presented
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elements in orally conversations and • Organize the presentation in a manner appropriate to the audience
communicating collaboration with • Differentiate between formal and informal contexts and employ
information diverse partners, an appropriate style of speaking, adjusting language, gestures,
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Oral Language building on others’ rate, and volume according to audience and purpose
ideas and express-
ing their own clearly
and persuasively
• demonstrates un- • prepares for and • Distinguish between fact and opinion and provide evidence to
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derstanding of the participates effec- support opinions
oral standards of tively in a range of • Use appropriate strategies to keep a discussion going
English in order to conversations and • Observe the appropriate etiquette when expressing thanks and
participate in various collaboration with receiving praise
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oral communication diverse partners, • Reflect on the ideas and opinions of others and respond thoughtfully
demands (situation, building on others’ • Follow agreed-upon rules for discussions
purpose and audi- ideas and express- • Ask questions to check understanding of information presented,
ence) ing their own clearly stay on topic, and link their comments to the remarks of others
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and persuasively • Summarize information conveyed through discussion
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• demonstrates • Reads with suffi- • Read aloud grade six level text with an accuracy rate of 95– 100%
understanding that cient accuracy and • Read with automaticity 300 sixth grade high-frequency/sight
English language is fluency to support words
stress timed to sup- comprehension
port comprehension
• demonstrates • uses knowledge of • Read grade-level text with purpose and understanding.
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Fluency understanding that stress and intona- • Read grade-level prose and poetry orally with accuracy, appropri-
a change in stress tion of speech to ate rate, and expression on successive readings.
entails a change of appropriately evalu- • Use context to confirm or self-correct word recognition and under-
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meaning to evaluate the speaker’s standing, rereading as necessary.
ate the speaker’s/ intention, purpose • Use informal English when appropriate to task and situation with
author’s purpose and meaning correct intonation (stress, pitch, juncture)
and meaning
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• demonstrates • analyzes text types • Analyze figures of speech to evaluate a variety of literary text
understanding of to effectively under- (Onomatopoeia, Alliteration, Assonance, Consonance, Personifica-
various linguistics stand information/ tion, Apostrophe)
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nodes to compre- message(s) • Listen to narrative texts paying extra attention to descriptive details
hend various texts and clear event sequences (Situation, Narrator and/or characters,
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Sequence of events, Conclusion that follows from the narrated
experiences or events)
• Identify the elements of an informational/factual text (Informa-
Listening tional Reports, Dialogues, Procedures, Explanations, Descriptions,
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Comprehension Expositions (Cause and Effect, Problem-Solution-Contrast)
• demonstrates un- • uses linguistic cues • Distinguish among purposes for listening, such as gaining informa-
derstanding of text to effectively con- tion or being entertained, and take notes as appropriate s
types to listen for struct meaning from • Recall significant details and sequence accurately
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different purposes a variety of texts for • Follow a speaker's argument and represent it in notes
from a variety of a variety of purposes • Evaluate the reliability of information in a communication, us-
texts ing criteria based on prior knowledge of the speaker, the topic,
and the context and on analysis of logic, evidence, propaganda
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devices, and language
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• demonstrates • uses literal infor- • Paraphrase portions of a text read aloud
understanding of mation from texts • Recall significant details and sequence accurately
text types in order heard to construct • Summarize and explain the information conveyed in an oral com-
construct feedback an appropriate munication, accounting for the key ideas, structure, and relation-
feedback ship of parts to the whole
Alphabet
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Knowledge
Phonics
and Word
Recognition
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Phonological
Awareness
Spelling
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• demonstrates • uses knowledge of • Use combined knowledge of all letter-sound correspondences,
understanding that phonics (analytic syllabication patterns, and morphology (e.g., roots and affixes) to
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printed words are and synthetic) to read accurately unfamiliar multisyllabic words in context and out
made up of inter- effectively decode of context.
connected letters grade-appropriate • Compare and contrast the varieties of English (e.g., dialects, regis-
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with separate words ters) used in stories, dramas, or poems.
sounds that are
blended together to
form coherent pat-
Vocabulary tern of sounds
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• demonstrates • uses strategies to • Use context (e.g., cause/effect relationships and comparisons in
understanding that decode correctly the text) as a clue to the meaning of a word or phrase.
words are com- meaning of words • Use common, grade-appropriate Greek and Latin affixes and roots as
posed of differ- in isolation and in clues to the meaning of a word (e.g., photograph, photosynthesis).
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ent parts to know context • Acquire and use accurately grade-appropriate general academic
that their meaning and domain-specific words and phrases, including those that sig-
changes depending nal contrast, addition, and other logical relationships (e.g., how-
in context ever, although, nevertheless, similarly, moreover, in addition).
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• Consult reference materials (e.g., dictionaries, glossaries, thesau-
ruses), both print and digital, to find the pronunciation and deter-
mine or clarify the precise meaning of key words and phrases.
• demonstrates • uses figurative lan- • Interpret figurative language, including similes and metaphors, in
understanding of guage appropriately context.
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figurative language, in various contexts • Recognize and explain the meaning of common idioms, adages,
Vocabulary
word relationships and proverbs.
and nuances in • Use the relationship between particular words (e.g., synonyms,
word meanings to antonyms, homographs) to better understand each of the words.
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develop word con-
sciousness
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Book
Knowledge
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• demonstrates • uses linguistic cues • Analyze figures of speech to evaluate a variety of literary texts
understanding of to appropriately (simile, metaphor, personification, culture-based euphemism)
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various linguistics construct meaning • Analyze figures of sounds to evaluate a variety of literary texts
nodes to compre- from a variety of (onomatopoeia, alliteration, assonance, consonance)
hend various texts texts for a variety of • Identify the elements of narratives
purposes 1. Theme
2. Setting
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Reading 3. Characters (Heroes and Villains)
Comprehension 4. Plot (chronological-sequential, en medias res, flashback)
• demonstrates un- • uses knowledge of • Locate, explain and use information from text feature and organ-
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derstanding of text text types to correct- ize information to show understanding of main ideas within a text
elements to compre- ly distinguish literary through
hend various texts from informational
texts
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• demonstrated • uses diction (choice • Identify the elements of an informational/factual texts
understanding of of words) to accu- 1. Informational Reports
writing styles to rately analyze au- 2. Dialogues
comprehend the thor’s tone, mood, 3. Procedures
author’s message and point of view 4. Explanations
5. Descriptions
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• demonstrates • uses literal infor- 6. Expositions (advertisements, movies, etc.)
understanding that mation from texts 7. Recounts
reading a wide to aptly infer and 8. Response
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range of texts predict outcomes
provides pleasure
and avenue for
self-expression and
personal develop-
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ment
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Handwriting
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• demonstrates • drafts texts using • Write a poem on a given topic to express thoughts on experiences,
understanding of appropriate text people or events using visual imagery, appropriate language and
different formats to types for a variety music (raps, jingles, chants)
write for a variety of audiences and • Write a narrative showing comparison and contrast using effective
of audiences and purposes technique, clear and concise language and systematic organization
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purposes of ideas
Writing and
Composition • edits texts using ap-
propriate text types
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for a variety of audi-
ences and purposes
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• express ideas effec- • rewrites/revises texts • Write various texts using appropriate propaganda/s (band wagon,
tively in formal and using appropriate plain folks, glittering generalities, testimonial)
informal composi- text types for a • Write various informational/factual texts to produce spontaneous
tions to fulfill their variety of audiences and planned speech/utterances
own purposes for and purposes 1. Informational Reports
Writing and writing 2. Dialogues
Composition
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• publishes texts using 3. Procedures
appropriate text 4. Explanations
types for a variety 5. Descriptions
of audiences and 6. Expositions (advertisements, movies, etc.)
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purposes 7. Recounts
• demonstrates com- • uses the correct NOUNS

mand of the con- function of nouns, • Use single-word nouns Noun phrases
ventions of standard pronouns, verbs, ad- • Use foreign pluralization (forming plurals by changing the spelling)
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English grammar jectives, and adverbs VERBS
and usage when in general and their • Form and use the progressive (e.g., I was walking; I am walking; I
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writing or speaking functions in various will be walking) verb tenses.
discourse (oral and • Use modal auxiliaries (e.g., can, may, must) to convey various condi-
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written) tions.
• Form and use the perfect (e.g., I had walked; I have walked; I will
have walked) verb tenses.
• Use verb tense to convey various times, sequences, states, and
Grammar
conditions.
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• Recognize and correct inappropriate shifts in verb tense.*
• demonstrates com- • uses the correct PRONOUNS

mand of the con- function of nouns, • Use relative pronouns (who, whose, whom, which, that) and rela-
ventions of standard pronouns, verbs, ad- tive adverbs (where, when, why).
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English grammar jectives, and adverbs ADJECTIVES
and usage when in general and their • Order adjectives within sentences according to conventional pat-
writing or speaking functions in various terns (e.g., a small red bag rather than a red small bag).
discourse (oral and
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written)
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ADVERBS
• Order adverbs within sentences according to conventional patterns
PREPOSITIONS
• Form and use prepositional phrases.
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• demonstrates com- • speaks and writes • Use a variety of sentence functions (declarative, imperative, interroga-
mand of the con- using good com- tive, exclamatory)
ventions of standard mand of the con- • Produce complete sentences, recognizing and correcting inappropriate
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English grammar ventions of standard fragments and run-ons.
and usage when English • Use compound complex sentences
writing or speaking • Use correlative conjunctions (e.g., either/or, neither/nor).
• Use transitions markers that denote cause-effect and similarities-
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differences
• Use correct capitalization.
• Use comma and quotation marks to mark direct speech and quotations
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from a text.
• Use a comma before a coordinating conjunction in a compound
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sentence.
• Use a comma to separate an introductory element from the rest of
the sentence.
• Use punctuation to separate items in a series
• Use a comma to set off the words yes and no (e.g., Yes, thank you),
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to set off a tag question from the rest of the sentence (e.g., It’s true,
isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
• Use underlining, quotation marks, or italics to indicate titles of works.
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• demonstrates • utilizes discrete tech- • Use glossary and index of texts
understanding niques (general or • Use the dictionary to determine information of unknown or unfamiliar
of library skills to specific) and applies words
research a variety of appropriately them to • Use basic library skills to research for familiar topics
topics all or most fields of • Conduct short research projects that build knowledge about a topic.
study
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Research
(used to be • demonstrates un- • uses a variety of • Identify sources and gather relevant information for use in shared
Study Strategies) derstanding of the research strategies writing
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research process to to effectively write • Participate in shared writing about familiar topics, topics introduced
write a variety of a variety of texts for through printed materials and other classroom activities (Ex. Writing
texts various audiences as a group about a book unit, field trip, or other shared experiences
and purposes
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• demonstrates • applies knowledge • Describe different forms and conventions used in print, non-print
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understanding of the various forms and digital materials (colors, lines, layout, icons and images, verbal
of the forms and and conventions use)
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conventions of of print, non-print, • Describe different forms and conventions of film and moving pic-
print, non-print, and and digital materi- tures (lights, blocking, direction, characterization, acting, dialog,
digital materials to als to appropriately setting or set-up, cinematography)
understand various comprehend print,
viewing texts non-print, film and
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Viewing moving texts
• demonstrates un- • evaluates effec- • Analyze the forms and conventions used to establish the following
derstanding of the tively the message (Meaning/ message, Identity)
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various forms and constructed and • Analyze the versions of reality created and their effects to the
conventions of print, conveyed in various viewer and society (Limited reality, Make believe, Realities embed-
non-print, and digital viewing texts ded in fantasy, Facts and non-facts)
materials
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• demonstrates • applies different • Identify the target audience
understanding of views of the real • Analyze the setting used in print, non-print and digital materials
the various forms world to effectively (Urban or Rural; Affluent or Poor)
and conventions interpret (decon- • Analyze the characters used in print, non-print, and digital materi-
materials to critically struct) constructed als (Age and gender, Race and nationality, Attitude and behavior)
analyze the mean- meaning in print, • Determine constructs that are explicitly used to influence viewers
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ing constructed in non-print and digital (Stereotypes, Point of view, Propagandas
print, non-print, and materials
digital materials
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• demonstrates under- • applies understand- • Design simple visuals (Crop, Extract, Modify, Transform, Draw)
standing of construc- ing of forms and con- • Analyze the characters used in print, non-print, and digital materials
tion, deconstruction, ventions of viewing (Age and gender, Race and nationality, Attitude and behavior)
and reconstruction of texts to appropriately • Creates simple non-print materials (Video clips, Still pictures)
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print, non-print and create and recreate
digital materials meaning/ messages
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• demonstrates • applyies knowledge • Participate in discussion by listening attentively, demonstrating
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understanding of of non-verbal skills respect for the opinions of others, and responding responsibly and
non-verbal commu- to respectfully give courteously to the remarks of others
nication to commu- the speaker undi- • Explain and advance opinions by citing evidence and referring to
nicate with others vided attention and sources
acknowledge the • Accept and use helpful criticism.
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message
Attitude • Attend to the content of discussion rather than the speaker
• Evaluate the stated ideas and opinions of others, seeking clarifica-
tion through questions
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• Invite ideas and opinions of others into the discussion, responding
clearly and tactfully to questions and comments
• Establish and maintain an open mind when listening to others'
ideas and opinions
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• demonstrates • uses paralanguage • Nod occasionally
understanding of and non-verbal cues • Smile and uses other facial expressions
verbal and non- to respond appropri- • Encourage the speaker to continue with small verbal comments
verbal elements of ately like “yes” and uh huh”
communication to • Assert your opinions respectfully
respond back • Treat the other person as he or she would want to be treated
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• Allow the speaker to finish
Attitude
• demonstrates • uses a variety of • Summarize the main points of a discussion, orally and in writing,
understanding of strategies to provide specifying areas of agreement and disagreement and paraphrasing
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verbal and non- appropriate feed- contributions
verbal elements of back • Display and maintain facial expressions, body language, and other
communication to response cues that indicate respect for the speaker and attention
respond back to the discussion Participate in discussion without dominating
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• Distinguish between supported and unsupported statements
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Rainbows
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P A R T
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TEACHER’S
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MANUAL
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UNIT I: The Roles We Play
Content and Learning Activities Overview
Lesson
Listening Speaking Reading Grammar Writing Viewing
Title
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Lesson 1 Listening to an Saying the Poem: Cry Recognizing Spelling Literary Freedom Is . . .
Protectors of Article Correct Stress Freedom the Types of Terms
Freedom in Statements Sentences
Recognizing Identifying Composing
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pp. 4–25 Stress in Reciting a Generic and Rhymes
Statements Poem Excerpt Specific Words
Big Idea:
Analyzing
Those who love
Sound Devices
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freedom with
responsibility
tends to fight
boldly to
protect it.
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Lesson 2 Listening to Asking Story: Kirab Using Speliing The Spolarium
a Series of Questions with the Artist Interrogatives Content Words
Responsible
Directions the Correct (Art)
Citizens Using
Intonation
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pp. 26–49 Recognizing Synonyms Filling Out
Intonation Forms
Analyzing
Big Idea: Patterns
the Element
Responsible of Imagery in
citizens fulfill Poetry
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their duties and
responsibilities
faithfully.
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Unit I: The Roles We Play | 3

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Lesson 3 Listening to a Using the Story: The Using Spelling The Wrath of a
Narrative Correct Dragon Rock Sentences Content Words Superstorm
Warriors of
Intonation for a Specific (Science)
Hope Recognizing Using
Patterns Purpose and
pp. 50–73 the Intonation Antonyms Composing a
Audience
Patterns for Haiku
Statements and Identifying
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Big Idea:
Imperatives Time and
Optimistic Mood
people
naturally are
4 | Rainbows in English • Grade 6

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warriors of
hope.
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Lesson 4 Listening to a Speaking with Story: Changing Spelling Words Genuine Joy in
Short Story Proper Rhythm The Little Statements Into with Roots Giving
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Givers of Joy
Daughter of Questions
pp. 74–97 Recognizing Composing a
the Snow
Rhythm Cinquain Poem
Big Idea: Recognizing
There is so Latin Roots
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much joy in Identifying the
giving and Elements of a
serving others. Short Story
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Lesson 5 Listening to a Observing Play: The Using Tag Spelling Words Amorsolo and
Narrative Poem Proper Blending Baker’s Questions Specific to Rice Planting
Those Who
Neighbor HELE and ICT
Value the Mapping the
Simple and Elements of a Recognizing Writing a Free
True Narrative Poem Greek Roots Verse
pp. 98–129 Listened To
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Analyzing a
Story Plot
Big Idea:
Presenting
There is
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a Reader’s
nothing like
Theater
valuing the
simple and true Blocking
because these Diagram
make up the
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real essence of
life.
Link and Write: Writing a Four-Stanza Poem

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Performance Task: Be a Poet Laureate!
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Unit I
BIG QUESTION
What is your role in school and at home?
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The Roles We Play
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Introduce the unit by asking the pupils: What does the word role mean?
You may write this word on the board. Then, instruct the pupils to open
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their books on pages 2–3. Direct their attention to the unit title and to
the background image. Have them read the title aloud in unison. Ask
why they suppose the unit is given that title. Have them also describe the
background image and relate it to the unit title. Next, read the verse to the
class and explain the meaning of it.
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Draw the pupils’ attention to the sidebar on page 3. Tell the class that
those are the lesson titles they will encounter in the unit. Elicit expecta-
tions or comments. You may ask: What title interests you most? Why?
Instruct the whole class to read the Big Question aloud. Tell the pu-
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pils that they are expected to answer this after working on the unit.
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Lesson 1 Protectors of Freedom
Time Allotment: 8–10 days BIG IDEA
Pages: 4–25
Those who love freedom
with responsibility tend to
fight boldly to protect it.
I. Objectives
A. Listening
.
• Recall details of an informational text listened to
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• Recognize the correct stress in statements to convey the right meaning
B. Speaking
• Say statements with the correct stress to convey the right meaning
• Recite an excerpt of a poem observing correct stress of words
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C. Reading
• Read with automaticity sixth grade high-frequency/sight words
• Identify generic and specific words
D. Grammar up
• Analyze sound devices used in literature such as alliteration and onomatopoeia
Recognize and use the different types of sentences

E. Writing
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• Spell specific content words related to literature
• Compose rhymes using the different schemes
F. Viewing
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• Interpret visual media

• Draw conclusions about the perspective and values found in visual images
II. Subject Matter

A. Listening
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• Listening to an informational text

• Recognizing stress in statements
B. Speaking
• Saying the correct stress in statements
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• Reciting a poem excerpt

C. Reading
• Reading selection: “Cry Freedom”
• Identifying generic and specific words
• Analyzing sound devices
D. Grammar
Recognizing the types of sentences

E. Writing
• Spelling literary terms
• Composing rhymes
F. Viewing
Freedom Is . . .
G. Valuing
Bravery, Nationalism
.
III. Instructional Materials/Resources
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Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
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Word chart
Drawing materials
IV. Learning Plan

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Direct the pupils’ attention to the lesson title, verse, and big idea. Ask: Who are the protectors
of freedom? Do we have to rely on our leaders, our heroes? Have pupils identify the sculpture
(who it is) and how he became a protector of freedom.
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A. Listening (Listen)
Listening to an Informational Text
Ask: Do you ever wonder where the name of our country came from? Have the pupils listen
to “Honoring the Name” and answer the questions in Talk About These.
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Honoring the Name
Why is our country called “The Philippines?”

The Philippines was named after King Philip II of Spain. But even before the Philip-
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pines acquired its present name, the archipelago or group of islands was already known
to Chinese traders as “Ma-yi” or “Ma-i” as early as 982 A.D. When Magellan came to the
Philippines in 1561, he called the islands “Archipelago de San Lazaro.” It was also around
this time that the Philippines was nicknamed “Las Islas del Poniente” or the islands of
the West.
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But the name that stayed was given by Ruy Lopez de Villalobos in 1543. When the
Spanish expedition he headed reached the shores of Mindanao, the Spanish explorer
called the archipelago “Filipinas” in honor of Prince Felipe who later became King Philip
II—the greatest king of Spain. In 1554, the name “Filipinas” first appeared on a rare map
published in Venice. Filipinas was later on changed to “Philippine Islands” by the Ameri-
cans and finally to “Republic of the Philippines” at the Declaration of Independence in
1946.

Recognizing Stress in Statements
Have the pupils listen as the teacher reads the sentences on page 5. Have the pupils pay
attention to the emphasized words and how the meaning changes depending on the word
that is stressed. Then, have them answer the exercise on page 6.
1. c 3. b
2. a 4. c
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B. Speaking (Say It Right)
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Saying the Correct Stress in Statements
Have the pupils say the sentences on page 7, paying attention to the extra stress placed
on the italicized words. Direct them to the discussion that follows. Have them read the
generalization in Remember before answering the exercise.
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The stressed words are the following:
1. heroes 4. shout
2. freedom
3. free
Reciting a Poem Excerpt

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5. strong
Direct pupils to the discussion and exercise on page 8. Have them recall the importance of
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putting stress on certain words. Have them apply this as they do the exercises.
C. Reading (Read)
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“Cry Freedom”
1. Motivation
Ask: Do you think our country, the Philippines, is truly free? What makes you say so??
2. Word Study
a. High-frequency Words
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Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the practice
on them.
b. Word Power
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Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
Answers may vary.

3. Reading for Fluency
Have pupils read the excerpt of the poem “Cry Freedom” by Aurelio S. Alvero on
pages 10–11. Have pupils take turns in reciting the different lines.
4. Comprehension Check (Think It Over)

Answer and discuss questions 1–8 as a class. Relate the questions to current issues
such as the INC rally. Show pictures.
5. Skill Building (Build Your Reading Skills)

Identifying Generic and Specific Words
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Direct pupils to the discussion on generic and specific words found on page 12. Have
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pupils differentiate based on the list of words found there. Have pupils read and un-
derstand the generalization in Remember before answering the exercise.
A. 1. move 5. head
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2. house 6. science
3. narrative 7. musician
4. personnel 8. reference
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B. Answers may vary.
Analyzing Sound Devices

Direct pupils to the discussion and descriptions of the various sound devices found
on pages 13–14. Have pupils analyze the examples for each before answering the ex-
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ercise.
1. CA 4. AS
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2. CO 5. CA
3. AL
D. Grammar (Check Your Grammar)

Recognizing the Types of Sentences
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Direct pupils to the dialogue on page 16 and have them carry it out with a classmate.
Then, direct them to the discussion on kinds of sentences on pages 17–18. Have them
identify the different sentences found in the dialogue. Have them understand and analyze
the types before answering the exercises.
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A. 1. ? 6. !
2. . 7. .
3. ! 8. ?
4. ? 9. ?
5. . 10. ?

C. Answers may vary.
E. Writing (Write It Down)

Spelling Literary Terms
Direct pupils to the list of literary terms found on page 20. Have them study the words
using the Pronounce-Look-Write-Check (PLWC) method explained on the same page.
Then, have them do the exercise.
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Answers may vary depending on words dictated.
Composing Rhymes
Direct pupils to the types of poetry found on page 21. Have them understand each type
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based on the examples given. Then, have them understand the generalizations in Remem-
ber before accomplishing the exercise.
F. Viewing (View It)

Freedom Is . . .
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Direct pupils to the image of the monument found on page 23. Draw out from them what
they know about the monument, what the body language of the people convey, among
others. Have them do the tasks that follow.
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G. Test Yourself
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A. Answers may vary. Possible answers are the following:

1. artist
2. musician
3. sports
4. literary work/literature
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5. nationality/language
6. value
7. leader
8. culture/abstract noun
9. board game
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10. pronoun
B. 11. cacophony – booming
12. alliteration – buzzing (of) busy bees, birds (on the) brittle branches
13. assonance – thinking, brink, sinking, bridge
14. cacophony – roar of thunder, clasps of lighting
15. assonance – measure, azure

16. cacophony – ringing of phones, tolling of bells
17. alliteration – pitter and patter
18. cacophony – clanging
C. 19. question
20. question
21. statement
22. question
23. exclamation
24. exclamation
.
25. statement
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26. question
27. imperative
28. statement
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H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils create
statement shirts on how they could be protectors of freedom.
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Lesson 2 Responsible Citizens
Time allotment: 8–10 days BIG IDEA
Pages: 26–49
Responsible citizens fulfill their
duties and responsibilities
faithfully.
I. Objectives
A. Listening
• Follow a series of directions listened to
.
• Recognize intonation patterns in informative questions and questions answerable by
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yes and no
B. Speaking
• Ask questions with the correct intonation patterns
• Retell a procedure in an experiment
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C. Reading
• Read with automaticity sixth grade level high-frequency/sight words
• Read grade level text aloud with expression, accuracy, and appropriate rate
D. Grammar
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• Use synonyms as context clues to word meaning
• Recognize the elements of poetry
Use the correct interrogatives in asking questions

E. Writing
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• Spell content words (specific to art)
• Fill out forms (bio data, application forms, etc.)
F. Viewing
Make inferences based on presentation and prior knowledge
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II. Subject Matter

A. Listening
• Listening to a series of directions
• Recognizing intonation patterns
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B. Speaking
Asking questions with the correct intonation
C. Reading
• Reading selection: “Kirab the Artist”
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• Using synonyms
• Analyzing the elements of imagery in poetry
D. Grammar
Using interrogatives

E. Writing
• Spelling content words (art)
• Filling out forms
F. Viewing
The Spoliarium
G. Valuing
Gratitude and Friendship
.
III. Instructional Materials
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Word cards
Phrase cards
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Word chart
Drawing materials
IV. Learning Plan

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Direct the pupils’ attention to the lesson title, verse, and big idea. Ask: What are your duties
and responsibilities as Filipino citizens?
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Listening to a Series of Directions
Direct pupils to the pictures found on page 27. Have them listen to the steps in making a
paintbrush and list these down in the spaces provided. Then, have the pupils answer the
questions in Talk About These.
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Kirab is a young boy who loves to paint. He wants to join a painting contest but he
does not have the money to buy a new and expensive paintbrush. Thus, he thought of us-
ing recycled materials he could readily pick from garbage and from the things he already
has.
Help Kirab make his improvised paintbrush by following these series of directions.
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Then label the diagram in your book. These are the materials he will use:
1. dried grass stalks (e.g. cogon grass)
2. twig (pencil size)
3. nylon string/abaca/fine wire
4. masking tape
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5. glue or paste
6. knife
This is the procedure in making the improvised paintbrush.
1. Using a knife, make a slit of about 1/4 inch deep on one end of the twig.
2. Fill the slit with glue and insert the pre-cut (1 1/2 inches) stalks of dried grass.
3. Add more stalks around the slit to achieve a fuller brush.
4. Wind and tie securely with nylon string, abaca, or fine wire.

Recognizing Intonation Patterns
Have the pupils listen as you read the questions found on page 28. Have them take note of
the intonation patterns used. Have the pupils understand the difference between the rising-
falling intonation and the rising intonation by reading the generalization in Remember.
Then, have them answer the exercise.
Answers may vary depending on the questions asked.
B. SPEAKING (Say It Right)
.
Asking Questions with the Correct Intonation
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Have the pupils say the questions on page 29, after modeling them. Then, have pupils do
the exercise.
C. Reading (Read)
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“Kirab the Artist”
1. Motivation
Ask: Have you ever sacrificed something in order to do what is right? What happened?
2. Word Study
a. High-frequency Words up
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
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b. Word Power
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A. 1. audience 5. judge
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2. organization 6. sample
3. contest 7. scraps
4. exhibited
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Have pupils read the story “Kirab the Artist” found on pages 31–34. Assign pupils to
read the lines of the different characters and the narrator.
Answer and discuss questions 1–8 as a class. For Question 3, create a Venn Diagram
of Kirab and his friend. For Question 5, have pupils write a letter from Kirab to the
narrator expressing his feelings about his sacrifice. Have pupils share their experiences

of sacrifice (Questions 6 and 7) with a partner. For Question 8, have pupils think of
someone who has done a sacrifice for them and have them express their gratitude to
this person in whatever way they could think of. Have the pupils present this in class.
Using Synonyms
Direct pupils to the discussion on synonyms found on page 35. Have them apply
the skill of using synonyms in figuring out the meaning of a word by answering the
exercises.
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A. Answers may vary.
B. expensive, saved, get, shoot, clearer, animals, forest, home,
expert, showed, use
Analyzing the Element of Imagery in Poetry
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Direct pupils to the discussion on imagery found on pages 36–37. Have pupils analyze
the imagery found in the two excerpts given based on the italicized words. Have
pupils read and understand the generalizations in Remember before answering the
exercise.
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1. Rivers are like people – visual
Or so it seems to me – thermal
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When running to the sea – visual
Like ocean’s stormy tide – auditory
Running wild and furious – tactile
Fields of waving grain – visual
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Ripening fruits and garden’s store—for the world gain – visual/

gustatory
2. They led in wagons home – visual
And they piled here on mountaintops – visual
From mountaineers to roam – tactile
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3. O, what a joy to clamber there – tactile

O, what a place to play – tactile
With the sweet, the dim, the dusty air – tactile
The happy hills of hay – thermal
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Using Interrogatives
Direct pupils to the article found on page 39 and have pupils answer the questions that
follow. Direct them to the discussion on interrogatives afterwards. Have pupils under-
stand the types and purposes of interrogatives. Have them read and understand the gen-
eralizations in Remember before answering the exercises.

A. 1. Who 5. Who 9. Whose
2. What 6. Why 10. What
3. Why 7. When
4. What 8. What
B. 1. What 4. How 7. Why
2. Where 5. When 8. What
3. How 6. Who
.
C–F. Answers may vary.
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Spelling Content Words (Art)
Direct pupils to the words found on page 43. Have pupils find out the meaning of the
words using a dictionary. Have pupils practice the pronunciation as well. Then, have the
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pupils do the exercise.
Filling Out Forms

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Direct pupils to the discussion on filling out forms found on page 44. Go over each entry.
Have pupils analyze the sample form and the corresponding information needed based
on what is asked. Have pupils apply the given tips as they answer the exercise.
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Answers may vary.

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The Spoliarium
Direct pupils to the image of the Spoliarium found on page 46. Have pupils answer the
given questions then do the tasks that follow. Have pupils create their own rendition of
the Spoliarium.
G. Test Yourself
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A. 1. a 5. a 9. c
2. a 6. b 10. d
3. b 7. b
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4. a 8. c
B–C. Answers may vary.
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have them use inte-
rrogatives in interviewing various people about their duties and responsibilities as Filipino
citizens.

Lesson 3 Warriors of Hope
Time Allotment: 8–10 days
Pages: 50–73 BIG IDEA
Optimistic people naturally
are warriors of hope.
I. Objectives
A. Listening
• Note significant details in a narrative listened to
.
• Recognize the correct intonation patterns for statements and imperatives
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B. Speaking
• Use the correct intonation patterns for the different types of sentences
• Observe proper intonation in dialogues or conversations
C. Reading
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• Read grade level text aloud with expression, accuracy, and appropriate rate
• Use antonyms as context clues to word meaning
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• Determine the tone and mood in a selection or text
D. Grammar
Recognize and use more sentences for a specific purpose or audience
E. Writing
• Spell content words (specific to science)
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• Compose a haiku
F. Viewing
Determine images/ideas that are explicitly used to influence viewers
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II. Subject Matter

A. Listening
• Listening to a narrative
• Recognizing the intonation patterns for statements and imperatives
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B. Speaking
Using the correct intonation patterns
C. Reading
• Reading selection: “The Dragon Rock”
• Using antonyms
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• Identifying the tone and mood

D. Grammar
Using sentences for a specific purpose and audience
E. Writing
• Spelling content words (Science)
• Composing a haiku

F. Viewing
The Wrath of a Superstorm
G. Valuing
Helpfulness, Compassion

Word cards
.
Phrase cards
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Word chart
Drawing materials
IV. Learning Plan
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Direct the pupils’ attention to the lesson title, verse, and big idea. Ask: What does being OPTI-
MISTIC mean? How does being optimistic help one in becoming a warrior of hope?
Listening to a Narrative
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Ask: Have you every experienced losing hope? Have you ever given hope to someone who
needed it? Have pupils listen to the story “A Helping Hand” and answer the questions in
Talk About These.
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Anna is the eldest among the eight children of Mang Delfin and Aling Puring. Her
parents work as dishwashers in a Chinese restaurant at the town proper.
Her parents’ income cannot provide for the family’s daily expenses. One afternoon,
Anna talked with her best friend Jean and told her that she might stop going to school.
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Her parents could not afford to send her to school anymore. Jean comforted Anna and
assured her that everything will be fine.
At home, Jean told her parents about Anna’s problem. Her parents suggested that
Anna become one of the scholars since she belongs to the top ten of their class. They
promised Jean that they will help Anna apply in the scholarship foundation as soon as
possible.
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The next day, Anna hugged her best friend Jean for the help she has done.
Recognizing the Intonation Patterns for Statements and Narratives

Have the pupils listen as the teacher reads the statements found on pages 51–52 and note
the rise and fall of the voice. Then, have the pupils do the exercise.
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Answers may vary – oral activity

Using the Correct Intonation Patterns
Have the pupils repeat the sentences on page 53 after the teacher. Have pupils pay atten-
tion to the use of proper intonation. Then, have pupils read and understand the generali-
zations in Remember before answering the exercise.
C. Reading (Read)
“The Dragon Rock”
1. Motivation
.
Ask pupils that they know about El Niño. Tell pupils that the story they are about to
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read is related to one of the effects of El Niño—drought.
2. Word Study
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practice on them.
b. Word Power
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1. Yes 5. Yes
2. No 6. Yes
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3. No 7. Yes
4. No 8. No

Have pupils read the story “The Dragon Rock” found on pages 55–60. Assign pupils
to read the lines of the different characters. Assign other pupils to take turns in read-
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ing the narrations.

Discuss the answers to Questions 1–10 as a class. Have pupils work in groups to ac-
complish activities in order to deepen their understanding of the story.
a. an informative paragraph describing the time of the year and why
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b. a cause-effect chain showing the effect of the drought

c. an interview with the villagers to share their beliefs about the dragon
d. an award for the person who solved the problem of the village
e. character profiles of the children
f. a drawing depicting how the villagers showed gratitude to the water dragon
g. a Real vs. Fantasy Chart
h. a plan of action showing how they as Grade 6 pupils can help their community

Using Antonyms
Direct pupils to the discussion on antonyms found on page 61. Have them apply
the skill of using antonyms in figuring out the meaning of a word by answering the
exercises.
A–B. Answers may vary.
Identifying Tone and Mood
.
Direct pupils to the discussion on identifying tone and mood found on page 63. Have
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pupils use the examples given to help them identify tone and mood. Have pupils read
and understand the generalizations in Remember before answering the exercise.
Answers may vary. Possible answers are the following:
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1. Tone: hopeful; Mood: optimistic
2. Tone: joyful; Mood: jubilant
3. Tone: direct/honest; Mood: amazed
D. Grammar (Check Your Grammar) up

Using Sentences for a Specific Purpose and Audience
Have pupils work with a partner in carrying out the conversation found on page 65 and
have them answer the questions that follow. Direct them to the discussion on the different
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purposes of sentences afterwards.
INFORMAL ASSESSMENT
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Have pupils give their own examples for each specific purpose.
Then, have pupils answer the exercise.
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Answers may vary.

Spelling Content Words (Science)
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Direct pupils to the words found on page 68. Have pupils find out the meaning of the
words using a dictionary. Have pupils practice the pronunciation as well. Then, have the

Composing a Haiku
Direct pupils to the discussion on haiku found on page 69. Go over the pattern. Show
more examples of haikus. Then, have pupils do the exercise that requires them to create
their own haiku.
Answers may vary.
.
The Wrath of a Superstorm
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Direct pupils to the images of the aftermath of Typhoon Haiyan found on page 70. Ask
pupils what they know about this. Show a video in order to deepen their understanding.
Then, have pupils do the tasks.
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G. Test Yourself
A. 1. mirth 6. winter 11. weakness

2. decrease
3. dishonesty
4. indigent
5. morbid
up 7. relaxed
8. disagreement
9. disperse
10. lively
12. pleasure
13. minute
14. release
15. plump
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C. 21. a 25. b
22. g 26. d
23. e 27. f
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24. c 28. d
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have them share how they
can be Optimistic Warriors of Hope for the Philippines.
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Lesson 4 Givers of Joy
There is so much joy in
I. Objectives giving and serving others.
A. Listening
• Note the important details of a story listened to
• Recognize rhythm units in a sentence
B. Speaking
.
• Say sentences or expressions with proper rhythm units
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• Recite a poem with proper rhythm
C. Reading
• Recognize Latin roots and their meanings
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• Identify the elements of a short story
D. Grammar
Transform statements into questions
E. Writing
• Spell words with Latin roots
• Compose a cinquain, a form of poetry
F. Viewing
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Interpret the message conveyed by a viewing text, connect it to personal experiences, and
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construct meaning out of it
II. Subject Matter

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A. Listening
• Listening to a short story
• Recognizing rhythm
B. Speaking
Speaking with proper rhythm
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C. Reading
• Reading selection: “The Little Daughter of the Snow”
• Recognizing Latin roots
• Identifying the elements of a short story
D. Grammar
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Changing statements into questions

E. Writing
• Spelling words with roots
• Composing a cinquain poem

F. Viewing
Genuine Joy in Giving
G. Valuing
Generosity and Sincerity in giving

Word cards
.
Phrase cards
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Word chart
Drawing materials
IV. Learning Plan
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Direct the pupils’ attention to the lesson title, verse, and Big Idea. Have pupils share their
experiences in giving and serving others and how it made them feel.
Listening to a Short Story
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Have pupils listen to the selection “Noel’s Christmas” and answer the questions in Talk
About These.
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Noel’s Christmas
It was Christmas vacation in Davao.

“Son, won’t you stay with Lola this time?” asked Noel’s mother.
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“But, Mommy, I will miss you,” Noel objected.

“You won’t be sad there. Lola will take you around Manila. She wants to show you
how beautiful it is there. Don’t be afraid, your Lola will take care of you. Besides, Daddy
and I will call you regularly,” his mother said persuasively.
“Yes, spend Christmas at Lola’s,” said his father.
After a while, Noel agreed at last.
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Noel’s parents took him to the airport. He flew to Manila alone. He was greeted by
his grandmother warmly. He rested on his first day in Manila. The following day, his
grandmother took him to places he had not seen before.
Noel found out that Christmas in Manila was no different from Christmas in Davao.
There were lots of Christmas decorations from the smallest to the biggest building. Lan-
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terns lighted with tiny colorful bulbs wound around everywhere, and there were gor-
geous Christmas trees with astonishing ornaments.
There were also lots of food. His grandmother served lechon kawali, fried fish, and
his favorite, adobo.
There were kids and adults singing Christmas carols, children kissing the hands of
their elders, visiting, giving gifts, window shopping, and doing other exciting activities.

A week passed. Noel enjoyed his stay at his grandmother’s. But he missed his parents.
“Why haven’t Mommy and Daddy called yet?” he wondered.
One night, there were carolers outside. Noel’s grandmother went to the door. After
a while, she called Noel.
“Noel, come here just a second,” called his grandmother.
Noel was surprised to see who were the carolers singing. It was his mother and father.
“Lola! Lola! Mommy and Daddy are here!” Noel exclaimed.
His parents followed him to Manila. The whole family also spent New Year’s Day at
his grandmother’s house.
.
“Mommy, Daddy, how about coming back here this summer?” He was very happy.
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Recognizing Rhythm
Have the pupils listen as the teacher reads the word groups found on page 75 aloud. Have
pupils pay attention to the pronunciation, particularly the rhythm. Have them read the
,I
generalization in Remember and apply these in the examples given as well as in answering
the exercise.
Answers may vary.

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Speaking with Proper Rhythm
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Have the pupils repeat the word groups on page 77 after the teacher. Have the pupils
say each word group with the correct stress and rhythm unit. Then, have them do the
exercise.
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C. Reading (Read)
“The Little Daughter of the Snow”
1. Motivation
Present the saying “It is better to give than to receive.” to the pupils. Elicit their reac-
tions from it.
ba
2. Word Study
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practice on them.
b. Word Power

1. frosty 6. paws
2. ancient 7. sturdy
3. plump 8. peals
4. boots 9. flashed
5. edge 10. bench
Have pupils read the story “The Little Daughter of the Snow” found on pages 79–84.
.
Assign pupils to read the lines of the different characters. Assign other pupils to take
turns in reading the narrations.
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Have pupils do Think-Pair-Share with the questions in Think It Over.
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Recognizing Latin Roots
Direct pupils to the discussion on Latin roots found on page 85. Have them under-
stand the Latin roots and their meanings in the table found on the same page. Have
A. B.
1. scribe
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1. describe
2. rupt 2. disrupt
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3. cede 3. proceeded
4. pose 4. position
5. scend 5. ascend
6. duct 6. product
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7. port 7. describe
8. scope 8. telescopic
INFORMAL ASSESSMENT
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Have pupils use the words in their own sentences.
Identifying the Elements of a Short Story

Direct pupils to the discussion on story elements found on page 87. Have them un-
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derstand the different elements and analyze the story they just read using the graphic
organizer found on page 88. Have them apply the story elements in doing the exercise
with a partner.
Answers may vary.

Changing Statements Into Questions
Direct pupils to the discussion found on page 89. Have them pay attention to the changes
when statements are changed into questions. Have them analyze the examples of state-
ments and questions found on page 89. Then, have pupils understand the guidelines
found in Remember before answering the exercises.
A. 1. Is our Christmas tree six feet tall?
.
2. Are the gift baskets for the carpenters’ families?
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3. Did the little children go caroling?
4. Did you attend the aguinaldo masses regularly?
5. Were Theody and Thea in the Christmas play?
6. Is there so much joy in giving?
7. Did we spend our holidays with the farmers?
,I
8. Does mother bake cookies for the street children?
9. Is Christmas the most awaited holiday of the year?
10. Can we celebrate Christmas in different ways?
working on the fields.

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B. 1. Masses at dawn are called misa de gallo.
2. Simbang Gabi gives farmers a chance to hear mass before
3. Lanterns are hung to give light to church goers.

4. You sip ginger tea on a cold dawn mass.
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5. Salabat is sold at stalls in church courtyards.
6. Children open their gifts on Christmas Eve.
7. I have had Christmas time in another country.
8. The church has prepare for the dawn masses.
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9. The people went to mass.

10. Christmas is a season of love and charity.

Spelling Words with Roots
Direct pupils to the Latin roots and their meanings found on page 92. Have pupils under-
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stand the meanings and apply these in the exercise that follows.
Answers may vary.

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Composing a Cinquain Poem

Direct pupils to the discussion on cinquain found on page 93. Go over the patterns and
corresponding examples. Then, have pupils do the exercise that requires them to create
their own cinquain.

Genuine Joy in Giving
Direct pupils to the discussion and questions found on page 94. Then, have pupils watch
the music video “Happiness” and do the tasks that follow.
G. Test Yourself
A. 1. act – traces 6. fer – prosper
.
2. cent – accent 7. fix – pixel
3. audi – applaud 8. cend – present
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4. avia – caviar 9. ject – gesture
5. end – deafen 10. move – innovate
B. 11. ✔
12. Was help from non-government organizations tremendous?
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13. Did relief goods flood the evacuation centers?
14. ✔
15. ✔
16. ✔
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17. Did you bring a box of canned goods?
18. Did some donate noodles?
19. ✔
20. ✔
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C.
21. c 27. e
22. f 28. e
23. a 29. i
24. b 30. g
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25. e 31. i
26. d 32. j
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have them write a narra-
tive about their experiences in feeling joy in giving.
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Lesson 5 Those Who Value
the Simple and True
Pages: 98–129
There is nothing like
valuing the simple and true
because these make up
the real essence of life.
I. Objectives
.
A. Listening
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• Identify the elements of a narrative poem listened to
• Map out the elements of the narrative poem listened to
B. Speaking
• Observe proper blending of words in saying sentences
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• Recite a narrative poem with proper blending
C. Reading
• Read with automaticity grade six level high-frequency/sight words
• Present a readers’ theater

D. Grammar
Use tag questions correctly
up
• Recognize Greek roots and their meanings
• Analyze the details of a story plot on a plot map/diagram chart
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E. Writing
• Spell content words specific to Home Economics and Livelihood Education (HELE)
and Information and Communications Technology (ICT)
• Compose a free verse
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F. Viewing
Use pragmatic, textural, and other cues (visual elements and techniques used) to construct
and confirm meaning
II. Subject Matter

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A. Listening
• Listening to a narrative poem
• Mapping the elements of the narrative poem listened to
B. Speaking
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Observing proper blending

C. Reading
• Reading selection: The Baker’s Neighbor
• Recognizing Greek roots
• Analyzing a story plot
• Presenting a readers’ theater

D. Grammar
Using tag questions
E. Writing
• Spelling words specific to HELE and ICT
• Writing a free verse
F. Viewing
Amorsolo and Rice Planting
G. Valuing
.
Truth, Simplicity, Honesty, Fairness
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Word cards
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Phrase cards
Word chart
Drawing materials
IV. Learning Plan

up
Direct the pupils’ attention to the lesson title, verse, and big idea. Have pupils share what is
really important in life. Ask: If there was a fire in your house and you could only take five things
with you, what would these be?
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Listening to a Narrative Poem
Have pupils listen to the excerpt from the poem “The Walrus and the Carpenter.” Have
pupils answers the questions in Talk About These in order to identify the elements of the
poem.
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The Walrus and the Carpenter

by Lewis Carroll
ba

Were walking close at hand;
They wept like anything to see
Such quantities of sand:
“If this were only cleared away,”
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they said, “it would be grand.”

The moon was shining sulkily,
Because she thought the sun
Had got no business to be there
After the day was done—

“It’s very rude of him,” she said,
“To come and spoil the fun!”
Walked on a mile or so,
And then they rested on a rock
Conveniently low;
And all the little oysters stood
And waited in a row.
.
“The time has come,” the Walrus said,
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“To talk of many things:
Of shoes—and ships—and sealing wax—
Of cabbages and kings—
And why the tea is boiling hot—
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And whether pigs have wings.”
Mapping the Elements of a Narrative Poem Listened To
up
Direct pupils to the generalizations in Remember found on page 100. Have pupils listen
to your reading of the poem “The Wreck of Hesperus” on pages 226–228 of the textbook
and have them answer the exercise that follows with a partner.
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Observing Proper Blending
Have the pupils repeat the phrases on page 101 after the teacher. Have pupils analyze the
phrases. Direct pupils to the discussion and guidelines on proper blending found on the
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same page. Then, have them answer the exercises.
C. Reading (Read)
“The Baker’s Neighbor”
1. Motivation
ba
Ask: What do you value most in life?

2. Word Study
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practice on them.
b. Word Power

1. d 5. c
2. e 6. f
3. g 7. b
4. a

Have pupils read the play The Baker’s Neighbor found on pages 105-112. Assign pupils
to play the parts of the different characters.
.
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Discuss the answers to questions 1–8 as a class.

Recognizing Greek Roots
,I
Direct pupils to the discussion on Greek roots found on page 113. Have them under-
stand the Greek roots and their meanings in the table found on the same page. Have
1.
2.
3.
anthrop – a
thermo – c
zo – a
up 6.
7.
8.
path – b
chron – b
chron – a
4. hydro – d 9. morph – a
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5. techno – a 10. ped – a
Analyzing a Story Plot

Direct pupils to the discussion on analyzing story plot found on page 116. Have them
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understand the different sub-elements. Have them use a graphic organizer in analyz-
ing the plot of the story “The Reward” found in the exercise that follows.
Answers may vary.

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Presenting a Reader’s Theater

Direct pupils to the discussion on Reader’s Theater found on page 118. Have them
present a reader’s theater of The Baker’s Neighbor. Direct pupils to the exercise for the
specific guidelines.
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Using Tag Questions
Direct pupils to the discussion on tag questions found on pages 120–121. Have them
understand and apply the rules in the exercise that follows.

A. 1. she 4. they
2. she 5. won’t
3. haven’t I
B. 1. isn’t it 6. does she 11. had you
2. aren’t we 7. has she 12. haven’t you
3. was it 8. have I 13. hasn’t she
4. were they 9. can I 14. doesn’t she
.
5. do they 10. should I 15. doesn’t he
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Spelling Word Specific to HELE and ICT
Direct pupils to the list of words found on page 123. Have pupils identify the meanings of
,I
the words. Then, have the pupils answer the exercise.
Writing a Free Verse up

Answers may vary depending on dictated words.
Direct pupils to the discussion on free verse found on page 124. Have pupils analyze the
samples and use these as models in doing the exercise that requires them to write their
own free verse poem.
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Answers may vary.
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Amorsolo and Rice Planting
Ask pupils what they know about Fernando Amorsolo. Direct pupils to the discussion
and questions found on page 126. Have pupils research on the painting Rice Planting and
do the tasks.
ba
G. Test Yourself
A. 1. chron – acronym 5. path – pathetic

2. morph – phonology 6. demo – pandemonium
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3. zo – zoom 7. ped – pedagogue

4. sphere – stratosphere 8. phone – phony
B. 9. chronologically 14. zoology
10. pediatrician 15. metamorphosis
11. zodiac 16. cacophony
12. spheroid 17. sympathize
13. epidemic 18. protozoa

D. 19. isn’t he 24. do they
20. aren’t you 25. can I
21. didn’t he 26. won’t you
22. weren’t they 27. didn’t she
23. don’t they 28. wasn’t it
H. Wrap Up
Have the pupils go over the lesson title, big idea, and the verse. Have them create a free
.
verse poem about what are really important in life.
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I. Link and Write
Writing a Four-Stanza Poem
Tell the pupils that they will compose a poem. Go over the steps of the writing process
,I
found on pages 130–131. Then, have pupils start writing their drafts and eventually share
their work.
J. Performance Task
Be a Poet Laureate! up
Direct pupils to the situation found on page 132. Tell them that they are to present their
poem during an assembly. Show them the criteria found on page 132 to serve as their
guide.
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K. Unit Test
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1. d 11. d
2. c 12. a
3. c 13. c
4. c 14. c
5. c 15. b
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6. a 16. d
7. b 17. c
8. a 18. b
9. d 19. c
10. b 20. d
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L. Unit Learning Assessment

Guide the pupils in accomplishing the Synthesis and Reflection. Sample answers may be
supplied as models. Give pupils enough time to do this.

UNIT II: Earth, Our Home
Lesson
Title
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Lesson 6 Listening to a Pronouncing Story: The Following Spelling Words What Progress
When Mother News Report Words with Day the Frogs Subject with the [a] Really Is
Earth Makes the [a] and [aˉ] Cried and Verb and [aˉ] Sounds
ba
Recognizing
a Call Sounds Agreement
Words with Using Writing a News
pp. 140–163 the [a] and [aˉ] Retelling a Synonyms and Story
Big Idea:
Vowel Sounds News Report Antonyms as
What we Listened To Context Clues
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do to the Identifying
environment Big Ideas and
we do to Smaller Ideas in
ourselves. Paragraphs
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Lesson 7 Listening to an Pronouncing Story: The Using the Plural Spelling Words Organizations
Responding Article Excerpt Words with the Secret of Bog of Collective with the Short That Answer
to the Call Short and Long Creek Farm and Some and Long e the Call
Recognizing
e Sounds Recognizing Special Nouns Sounds
Words with the
up
pp. 164–193
Long e Sound Reciting Poems and Using Taking Down
Big Idea:
for a Verse Words with Important
There are Multiple
many ways by Choir Notes
Meanings
which we can
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help protect, Identifying
preserve, and the Stated or
nurture the Implied Main
Idea of a
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environment
Unit II: Earth, Our Home | 35

Paragraph .
Lesson 8 Listening to an Pronouncing Story: In Recognizing Spelling Words How Animals
Informational Words with the Memory of and Using with the Schwa Adapt to
Preserving
Text Schwa or [ǝ] Frankie Gerunds or [ǝ] Sound Unfriendly
the Wild
Sound Environment
pp. 194–217 Recognizing Identifying the
Words with the Sharing Events in a Plot
Big Idea: Impromptu
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Schwa or [ǝ]
Every wildlife, Recognizing
Sound Remarks
endangered Homophones
or not, plays a and Their
Meanings
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very important

role in the
ecosystem
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Lesson 9 Listening to Pronouncing Poem: The Using Indefinite Spelling Encounter with
Poem Words with the Wreck of the Pronouns Words with Nature’s Fury
Coping With
r-controlled Hesperus r-controlled
Nature’s Recognizing Making the
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Vowel Sounds Identifying the Vowels
Challenges Words with Indefinite
r-controlled Sharing a Meaning of Pronoun Agree Writing a
pp. 218–245
Vowels Personal Words with with Its Verb Personal
Big Idea: Recount Prefixes Recount
Nature has its
up
Using a Story
own way of Grammar to
maintaining Show Sequence
balance in an of Episodes in a
ecosystem. Story
,I
nc
.
Lesson 10 Listening to a Pronouncing Article: Want Recognizing Spelling Words Eco-Friendly
Nurturing News Article Words with the to Be an Eco- and Using with the Vowel Places
Mother Earth Digraph ea action Hero? Reflexive and Digraph ea
Recognizing
Intensive
pp. 246–272 the Sounds Reacting to Identifying the Writing a
Pronouns
of the Vowel the Content Meaning of Reaction Paper
Big Idea: Digraph ea of a Material Words with
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Take care of Presented Suffixes
nature and it
will take care Making a
Heading for a
ba
of you.
Paragraph
Identifying the
Key Concepts
or Sentences
lG
that Make Up
the Selection
Link and Write: Writing A Short Review

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Performance Task: Hail to You, Young Environmentalist!
up
,I
nc

.
Unit II
BIG QUESTION
How can we keep Earth as
.
our home?
nc
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Earth, Our Home
up
Begin the unit by asking the pupils the difference between house and home.
Ask further: What place do you consider your home? Then, instruct them to
open their books on pages 138–139. Draw their attention to the image and
to the unit title. Instruct the class to read the title aloud in unison. Elicit
some facts about the planet Earth. Ask: What makes Earth habitable? Is
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Earth our home? Why?
Call on a volunteer to read the given verse and ask some pupils to
explain its meaning.
Direct the pupils’ attention to the sidebar where the lesson titles are
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listed. Read the titles and tell the pupils that these are the lessons they will
explore throughout the unit. Then, direct the class to the Big Question.
Inform the pupils that the lessons they will tackle in this unit will provide
the answers for the Big Question.
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Lesson 6 When Mother Earth
Makes a Call BIG IDEA
Time allotment: 8–10 days
Pages: 140–163 What we do to the environment,
we do to ourselves.
I. Objectives
A. Listening
• Note details of a news report
.
• Recognize words with [a] and [ā] sounds
nc
B. Speaking
• Pronounce words with the [a] and [ā] sounds
• Retell a news report listened to
,I
C. Reading
• Read grade level text aloud with expression, appropriate phrasing, attention to punc-
tuation, and comprehension
up
• Use synonyms and antonyms as context clues
• Identify big ideas/key concepts in a paragraph of a story
D. Grammar
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Observe the rules for subject-verb agreement in sentences
E. Writing
• Spell words with the [a] and [ā] sounds
• Write a news story or article
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F. Viewing
Identify and describe visual images shown
II. Subject Matter

ba
A. Listening
• Listening to a news report
• Recognizing words with [a] and [ā] vowel sounds
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B. Speaking
• Pronouncing words with the [a] and [ā] sounds
• Retelling a news report listened to
C. Reading
• Reading selection: “The Day the Frogs Cried”
• Using synonyms and antonyms as context clues
• Identifying big idea and smaller ideas in paragraphs

D. Grammar
Following subject and verb agreement
E. Writing
• Spelling words with the [a] and [ā] sounds
• Writing a news story
F. Viewing
What Progress Really Is
G. Valuing
.
Caring for Nature
nc
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Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan up

Direct the pupils’ attention to the lesson title, verse, and big idea. Show images of disasters
brought about by man’s irresponsibility. Elicit reactions from the pupils.
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Listening to a News Report
Have pupils listen to a recorded news report entitled “Ecology Club Finds Gold in Gar-
bage” and have pupils answer the questions in Talk About These.
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Ecology Club Finds Gold in Garbage
Good morning! This is the Great Discovery Integrated School News Center.
For our news: “Ecology Club Members Find Gold in Garbage”
ba
A group of students from the Ecology Club of Great Discovery Integrated School in
Cavite ventured on a project to protect the environment through waste segregation.
This was the result of their overnight stay at the Center for Ecozoic Living and Learn-
ing (CELL) in Silang, Cavite. The Ecology Club members aimed to reduce the solid waste
generated by students and maintain the cleanliness of their surroundings. “We want
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to help lessen the volume of trash in our school.” Shane Frias, the club president said.
“Through our club, we will make the GDIS students know the importance of waste seg-
regation,” she further explained.
They began the project after talking to the students during the general assembly.
The students were made responsible for the segregation in the school canteen and the
gym. There were trash bags allotted for biodegradable, non-biodegradable, plastics, and
bottles.

Club members regularly collected the garbage and sorted them out for disposal. The
club earned an initial ₱400.00 and they projected a bigger amount in the future.
When asked about what they would do with their money, they said, “We have no
idea yet, but we will coordinate with the Student Coordinating Organization for humani-
tarian projects.”
“If Mother Earth could speak, probably she would say, Keep up the good work, kids.”
Here ends our news for today. This is Vincent, reporting from GDIS News Center.
Good day and God Bless!
.
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Recognizing Words with the [a] and [ā] Vowel Sounds
Direct pupils to the two sets of words found on page 141. Have them identify the differ-
ent sounds and give more examples for each. Then, have them answer the exercises that
follow.
,I
A. 1. box: change, day, May
2. box: braid, lady’s
3.
4.
5.
6.
7.
circle: habit, trash, canals
box: canine; circle: Canada
circle: champ, animal
up
box and circle: evaluate; circle: facts; box: statements
box: take, break
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8. circle: adapt; box: everyday
9. box: weigh, sleigh; circle: hammock
10. circle: handle
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INFORMAL ASSESSMENT
Have pupils give more words with the two a sounds. Have pupils create a
Word Bank. Then, have pupils choose five words from each group and use
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these in sentences.

Pronouncing Words with the [a] and [ā] Sounds
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Have the pupils repeat the pairs of words on page 143 after the teacher. Have pupils take
note of the different sounds. Then, have them answer the exercise.
Retelling a News Report Listened To
Direct pupils to the discussion on the different elements of a news report found on page
144. Have them apply these as they retell the news story “Ecology Club Finds Gold in
Garbage.” Then, have pupils do the exercise.

C. Reading (Read)
“The Day the Frogs Cried”
1. Motivation
Ask: How does industrial development affect Mother Nature’s creatures?w.
2. Word Study
a. High-frequency/Sight Words
.
practice on them.
nc
b. Word Power
,I
1. No
2. Yes
3. No
4. Yes
up 6. Yes
7. No
8. Yes
9. Yes
5. Yes 10. No
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Have pupils read the story “The Day the Frogs Cried” found on pages 146–149.
Assign pupils to read the lines of the different characters and take turns in reading
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the narration.


ba
Using Synonyms and Antonyms as Context Clues

Direct pupils to the discussion found on page 150. Have them understand and analyze
the examples given before answering the exercise.
Vi
1. A – shined 6. S – sickness
2. A – discouraged 7. S – leader
3. A – built 8. A – gray
4. A – hesitated 9. S – unbroken
5. A – unhappy 10. A – harmed

Identifying Big Ideas and Smaller Ideas in Paragraphs
Direct pupils to the discussion on big and small ideas found on page 152. Have them
understand what key concepts are. Have them read and understand the generaliza-
tions in Remember before answering the exercises.
Answers may vary.
.
Following Subject and Verb Agreement
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Direct pupils to the discussion on subject-verb agreement found on pages 155–157. Have
them understand and apply the rules in the exercises that follow.
,I
A. 1. receives 4. sell
2. works 5. try
3. makes
B. 1. C 6. don’t
2. C
3. are
4. C
5. C
up
7. is
8. C
9. complete
10. joins
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C. 1. help Rule 1 6. is Rule 5
2. needs Rule 9 7. has Rule 6
3. is Rule 3 8. is Rule 9
4. do Rule 1 9. are Rule 2
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5. is Rule 6 10. are Rule 11

Spelling Words with the [a] and [ā] Sounds
Direct pupils to the discussion found on page 159. Then, have them do the exercises that
follow.
ba
Answers may vary depending on dictated words.
Writing a News Story

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Direct pupils to the discussion on writing a news story found on page 160. Have pupils
analyze the sample. Have pupils read and understand the guidelines in Remember before
doing the exercise.
Answers may vary.

What Progress Really Is
Direct pupils to the pictures of “development” found on page 162. Have them identify
and describe each as well as give their advantages and disadvantages. Then, have them
do the task.
G. TEST YOURSELF
.
A. 1. fossils
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2. bones
3. searches, relics
4. successes
5. thieves
B. 6. S
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7. A
8. S
9. A
10. S
C. Circle up
For years people have carved figures and furniture from wood.
Underline
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Wood can be carved more easily than stone.
However, insects can destroy wood.
Many wood carvers like plain, unpainted wood best.
Beautifully carved pieces are liked by many.
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H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have them write a news
article about an environmental issue greatly affecting Mother Earth.
ba
Vi

Lesson 7 Responding to the Call
Pages: 164–193
There are many ways by
which we can help protect,
preserve, and nurture the
environment.
I. Objectives
A. Listening
• Summarize information from a text heard
.
• Recognize words with the long e sounds
nc
B. Speaking
• Pronounce words with the short and long e sounds
• Recite poems for a verse choir
,I
C. Reading
• Read grade level text aloud with purpose and understanding
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• Recognize and use words with multiple meanings
• Give the stated or implied main idea of a paragraph
D. Grammar
Use the plural of collective and some special nouns
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E. Writing
• Spell words with the short and long e sounds
• Reconstruct a dictated text by taking down important notes
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F. Viewing
Identify visual images shown
II. Subject Matter

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A. Listening
• Listening to an article excerpt
• Recognizing words with the long e sound
B. Speaking
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• Pronouncing words with the short and long e sounds

• Reciting poems for a verse choir
C. Reading
• Reading selection: “The Secret of Bog Creek Farm”
• Recognizing and using words with multiple meanings
• Identifying the stated or implied main idea of a paragraph

D. Grammar
Using the plural of collective and some special nouns
E. Writing
• Spelling words with the short and long e sounds
• Taking down the important notes
F. Viewing
Organizations that Answer the Call
G. Valuing
.
Demonstrating commitment and concern in conserving balance of life in an ecosystem
nc
,I
Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan up

Direct the pupils’ attention to the lesson title, verse, and Big Idea. Ask pupils to share how they
could help protect, preserve, and nurture the environment.
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Listening to an Article Excerpt
Have pupils listen to an excerpt from “The Nobel Peace Prize for Planting Trees” and
have pupils answer the questions in Talk About These. Have pupils give a five-sentence
lG
summary afterwards.
The Nobel Peace Prize for Planting Trees

(an excerpt)
by Beth Day Romulo
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The 2004 Nobel Peace Prize chalked up several surprising firsts. It was the first time the
prize, established in 1901, was awarded to an African woman. And it was the first time
the Nobel committee chose to widen the scope for the award to include work on the en-
vironment, as well as direct contributions to peace.
Vi
The two are actually closely linked, as the winner, Wangari Maathai, Kenya’s deputy en-
vironmental minister explained, when she received the award. “The environment is very
important in the aspects of peace because when we destroy our resources and resources
become scarce, we fight over that. I am working to make sure we don’t only protect the
environment, we also improve governance.”

A noted environmental activist for over 30 years Wangari Maathai was the first woman in
East and Central Africa to receive a doctorate. She earned this in 1964 in Biological Sci-
ence at St. Scholastica College in Atchison, Kansas. Ms. Maathai is known as the founder
of the Green Belt Movement that has endeavored to empower women, fight corruption
and improve the environment. She attracted global attention with her campaign to plant
30 million trees to offset national deforestation.
Recognizing Words with the Long e Sound
.
Direct pupils to the list of words found on page 166. Have them identify the long e sound.
nc
Then, have them answer the exercises that follow.
peaks, sleeping, keeping, beasts, bees, honeyed, ease, sea, each
,I
Pronouncing Words with the Short and Long e Sounds
Have the pupils repeat the pairs of words found on page 167 after the teacher. Have pupils
up
give more words. Have them read and understand the generalizations in Remember. Then,
have them answer the exercises.
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1. seed 4. step
2. breath 5. teen
3. speak 6. sweet
Reciting Poems for a Verse Choir

lG
Direct pupils to the discussion on a verse choir found on page 168. Distinguish among the
different voices. Then, have the pupils do the exercises.
C. Reading (Read)
“The Secret of Bog Creek Farm”
ba
1. Motivation
Ask: What are the advantages and disadvantages of factories?
2. Word Study
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practice on them.

b. Word Power
Answers may vary.
.
3. Reading for Fluency/Comprehension
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Have pupils read the story “The Secret of Bog Creek Farm” found on pages 172–174.
Have pupils take turns reading the different paragraphs.
,I
Recognizing and Using Words with Multiple Meanings
Direct pupils to the discussion found on page 175. Have them understand and ana-
up
lyze the examples given before answering the exercise.

B. pack v.
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1. b 4. b
2. d 5. d
3. h
crew n.
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1. c 4. c
2. b 5. a
3. c
pack n.
1. f 4. c
ba
2. b 5. a
3. g
Identifying the Stated or Main Idea of a Paragraph

Direct pupils to the discussion found on page 178. Have them understand how
Vi
to identify the main idea using the given examples. Then, have them answer the
exercises.
A. 1. a 4. a
2. c 5. c
3. b

Using the Plural of Collective and some Special Nouns
Direct pupils to the discussion found on pages 182–184. Have them understand how to
use the plural of various collective and special nouns. Have them understand the gener-
alizations in Remember before answering the exercises.
A. electronics The Netherlands

ceramics politics
.
eyeglasses mathematics
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measles acrobatics
mumps
B. 1. is 6. is
2. has 7. have
,I
3. is 8. were
4. was 9. are
5. has 10. have
C. 1. faculty 6. colony
2. troupe
3. herd
4. deck
5. battalion
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7. band
8. swarm
9. jury
10. school
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D. 1. C 5. C
2. C 6. have
3. C 7. C
4. C 8. Do
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Spelling Words with the Short and Long e Sounds
Direct pupils to the discussion found on page 187. Then, have them do the exercise that
follows.
ba
A. 1. chief 4. sieve
2. shield 5. yield
3. pierce
Vi
B. 1. preach 4. leaves
2. wheat 5. streak
3. stream
C. 1. creek 4. sleeve
2. breeze 5. speech
3. sneeze

D. 1. seize 4. deceive
2. ceiling 5. conceited
3. receipt
E. 1. homey 4. trolley
2. honey 5. donkey
3. alley
F. 1. algae 4. aeon
2. alumnae 5. antennae
.
3. aegis
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Taking Down the Important Notes
Direct pupils to the discussion on taking down important notes found on page 189. Have
pupils take note of the abbreviations. Have pupils do the exercise.
,I
A–C. Answers may vary.
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Organizations that Answer the Call
Direct pupils to discussion and task on page 191. Have pupils research on organizations
that help animals in need.
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G. Test Yourself
A. Set A: speck, dredge, spread, bobsled

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Set B: outreach, plead, belief, leech, knee, oatmeal

B. 1. colony 6. band
2. swarm 7. pile
3. school 8. bouquet
4. crew 9. fleet
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5. choir 10. constellation

C–D. Answers may vary.
H. WRAP UP
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Have the pupils go over the lesson title, Big Idea, and the verse. Have them create a list of
promises they will do to help protect, preserve, and nurture Mother Earth.

Lesson 8 Preserving the Wild
Pages: 194–217
Every wildlife, endan-
gered or not, plays a
very important role in
the ecosystem.
I. Objectives
A. Listening
.
• Note down relevant information from a text heard
• Recognize words with schwa or [ǝ] sound
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B. Speaking
• Pronounce words with the schwa or [ǝ] sound
• Share brief but impromptu remarks about topics of interest
,I
C. Reading
• Read aloud with expression, appropriate phrasing, attention to punctuation, and com-
prehension
up
• Recognize homophones and their meanings
• Identify the events in a plot
D. Grammar
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• Recognize how gerunds were used in sentences
• Use gerunds in sentences and in completing a free verse
E. Writing
lG
• Spell words with the schwa or [ǝ] sound correctly

• Compose a problem-and-solution paragraph
F. Viewing
Note and interpret details in photographs
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II. Subject Matter

A. Listening
• Listening to an informational text
• Recognizing words with schwa or [ǝ] sound
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B. Speaking
• Pronouncing words with the schwa or [ǝ] sound
• Sharing impromptu remarks

C. Reading
• Reading selection: “In Memory of Frankie”
• Identifying the events in a plot
• Recognizing homophones and their meanings
D. Grammar
Recognizing and using gerunds
E. Writing
• Spelling words with the schwa or [ǝ] sound correctly
.
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• Writing a problem-and-solution paragraph
F. Viewing
How Animals Adapt to Unfriendly Environment
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G. Valuing
Environmental awareness and concern
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Word cards
Phrase cards
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Word chart
Drawing materials
IV. Learning Plan

lG
Direct the pupils’ attention to the lesson title, verse, and big idea. Have pupils listen to the
song “Circle of Life” from The Lion King and elicit their reactions from it.
Listening to an Informational Text
Have pupils listen to the informational text “Water Pollution in the Philippines: A
ba
Glimpse” and answer the questions in Talk About These.
Water Pollution in the Philippines: A Glimpse

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Bodies of water abound in the Philippines, an archipelago. According to reports,

there are 412 principal river basins in 119 declared watersheds. There are bays and coastal
waters that cover about 300 thousand square kilometers and oceanic waters that cov-
er about 2 million square kilometers. Quite a number of lakes and multiple sources of
groundwater, all natural resources, add to the list. How clean or how polluted are these?

As observed, the bodies of water in our country are polluted, unattended, and
most of them are gradually dying. The Pasig River in Metro Manila, which is the main
drainage outlet for most of waterways, has been gravely polluted by informal settlers
despite government efforts to clean its water up. A lot of bays and coasts are being moni-
tored for hazards. Records show, however, that most of them are now unsuitable for a
tourist zone, fishery spawning area, and contact recreation or swimming area. Manila
Bay has been found out to contain harmful algal blooms (HABs) that threaten marine re-
sources and public health. Even Laguna de Bay, the largest lake and inland body of water
in the Philippines, shows being “stressed out” due to water pollution. Pollutants which
.
include industrial and agricultural wastes, erosion due to sedimentation, and siltation are
the stress factors being studied and proven.
nc
Groundwaters, likewise, are victims of grave pollution that comes from domestic
wastewater, agricultural runoffs, and industrial wastes. When contaminants reach the
water table, water-borne diseases such as diarrhea, cholera, and dysentery result because
of the pressure of coliform bacteria in drinking water supplies.
,I
Water pollution definitely affects marine life. Organisms that have to live in those
bodies of water get poisoned then die. Coral reefs are destroyed. If marine life continues
to weaken and disappear, then ecosystem and biodiversity slowly diminishes. What has
this to do with human life—to the Filipinos in particular?
up
Recognizing Words with the Schwa or [ǝ] Sound
Direct pupils to the list of words found on page 195. Have them identify the schwa sound.
Then, have them answer the exercises that follow.
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A. about syringe maroon correct
ashore chocolate avoid coral
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fatigue complete awake corral

sediment command custom compose
ago error afloat believe

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Pronouncing Words with the Schwa or [ǝ] Sound

Have the pupils repeat the phrases found on page 197 after the teacher. Direct pupils to
the discussion and exercise on the same page. Have them read and understand the gener-
alization in Remember. Then, have them answer the exercise.
Vi
Answers may vary.
Sharing Impromptu Remarks

Direct pupils to the discussion on sharing impromptu remarks found on page 198. Have
them read and understand the tips which they will apply in the exercise.

C. Reading (Read)
“In Memory of Frankie”
1. Motivation
Have pupils talk about their pets and how they take care of them. Have them share
anecdotes about their pets.
2. Word Study
.
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practice on them.
b. Word Power
,I
1. d
2. a
3. a
up 4. a
5. b
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Have pupils read the story “In Memory of Frankie” found on pages 200–202. Have
pupils take turns reading the different paragraphs.
lG

Discuss the answers to questions 1–8 as a class. For the questions about turtles, have
pupils research on Hawksbill turtles and present their findings in class.

Identifying the Events in a Plot
ba
Direct pupils to the discussion on the events in a plot found on page 203. Have them
understand and analyze the events from the story they just read. Have the pupils un-
derstand the different parts of the plot in Remember before answering the exercises.
Vi
Answers may vary.
Recognizing Homophones and Their Meanings

Direct pupils to the word list found on page 207. Have them differentiate the mean-
ings of the pairs of homophones. Then, have them answer the exercises.

chords, hoarse, bass, pale, war, bow, principal, real, bore, waste,
see
D. GRAMMAR (Check Your Grammar)

Recognizing and Using Gerunds
Direct pupils to the discussion on gerunds found on pages 208–209. Have them under-
stand how these are used. Have them understand the generalizations in Remember before
answering the exercises.
.
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A. 1. hunting – OP 6. gossiping – S
2. fishing – PN 7. playing – DO
3. reading – S 8. writing – DO
,I
4. walking – OP 9. planting – OP
5. mountain climbing – PN 10. focusing – OP
B–D. Answers may vary.
E. WRITING (Write It Down)

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Spelling Words with the Schwa or [ǝ] Sound
Direct pupils to the list of words found on page 212. Then, have them do the exercise that
follows.
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Writing a Problem-and-Solution Paragraph

lG
Direct pupils to the discussion found on page 212-213. Have pupils read and understand
the tips and apply these in the exercise.
Answers may vary.

ba
F. VIEWING (View It)

How Animals Adapt to Unfriendly Environment
Direct pupils to the photographs found on page 214. Have them describe and analyze the
animals then do the succeeding task.
Vi
G. TEST YOURSELF
A. 1. autumn 4. follower
2. awesome 5. dual
3. beagle 6. arcade

B. 7. allowed, aloud; allowed
8. beat, beet; beet
9. sent, cent; cent
10. disease, decease; disease
11. isle, I’ll; I’ll
12. too, two; two
13. tale, tail; tale
14. sealing, ceiling; ceiling
.
nc
H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have them create a mural
depicting the different wildlife creatures. Have them share this with others in order to
,I
spread the message of preserving them.
up
ro
lG
ba
Vi

Lesson 9 Coping with
BIG IDEA
Nature’s Challenges
Time allotment: 8–10 days Nature has its own way
Pages: 218–245 of maintaining balance
in an ecosystem.
I. Objectives
A. Listening
• Infer the speaker’s tone or mood
.
• Recognize words with the r-controlled vowels
nc
B. Speaking
• Pronounce correctly words with the r-controlled vowel sounds
• Relate an experience appropriate to the situation or occasion (personal recount)
C. Reading
,I
• Read grade level text with purpose and understanding
• Identify the meaning of words with prefixes
D. Grammar up
• Use story grammar episodes to show sequence of a story
• Use indefinite pronouns appropriately

• Make indefinite pronouns agree with verbs in number
ro
E. Writing
• Spell words with the r-controlled vowel sounds
• Write a personal recount in a letter
lG
F. Viewing
Relate visual images to personal experiences
II. Subject Matter

A. Listening
ba
• Listening to a poem
• Recognizing words with the r-controlled vowels
B. Speaking
• Pronouncing words with the r-controlled vowel sounds
Vi
• Sharing a personal recount

C. Reading
• Reading selection: “The Wreck of the Hesperus”
• Identifying the meaning of words with prefixes
• Using a story grammar to show sequence of episodes in a story

D. Grammar
• Using indefinite pronouns
• Making the indefinite pronouns agree with its verb
E. Writing
• Spelling words with the r-controlled vowels
• Writing a personal recount
F. Viewing
Encounter with Nature’s Fury
.
G. Valuing
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Appreciating the beauty of nature; Environmental awareness and concern
,I
Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan
up
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Have pupils recall what an
ecosystem is. Assign groups of pupils to research on different ecosystems and share their find-
ro
ings with the rest of the class at the end of the lesson.
Listening to a Poem
Have pupils listen to the poem “Sea Fever” and answer the questions in Talk About These.
lG
Sea Fever
by John Masefield
I must go down to the seas again, to the lonely sea and the sky,
ba
And all I ask is a tall ship and a star to steer her by,
And the wheel’s kick and the wind’s song and the white sail’s shaking,
And a grey mist on the sea’s face, and a grey dawn breaking.
I must go down to the seas again, for the call of the running tide
Vi
Is a wild call and a clear call that may not be denied;

And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.
I must go down to the seas again, to the vagrant gypsy life,
To the gull’s way and the whale’s way where the wind’s like a whetted knife;
And all I ask is a merry yarn from a laughing fellow-rover,
And quiet sleep and a sweet dream when the long trick’s over.

Recognizing Words with r-controlled Vowels
Direct pupils to the list of words found on pages 219–220. Have them listen and take note
the sounds the italicized letters make. Then, have pupils answer the exercises.
A. 1. fire
2. correct
3. forbear
4. curious
.
5. garrison
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B. Answers may vary depending on word pronounced by the teacher.

Pronouncing Words with the r-controlled Vowel Sounds
,I
Have the pupils repeat the pairs of words found on page 222 after the teacher. Have them
read and understand the generalization in Remember. Then, have them answer the exercise.
Sharing a Personal Recount
up
Direct pupils to the discussion found on page 223. Have them understand its components
and apply these in accomplishing the exercise.
C. Reading (Read)
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“The Wreck of the Hesperus”
1. Motivation
Ask: Have you ever experienced a shipwreck? Where have you seen or heard about it?
lG
2. Word Study
practice on them.
ba
b. Word Power
Vi
1. Yes 4. Yes
2. Yes 5. No
3. Yes 6. No

Have pupils take turns reading the lines in “The Wreck of the Hesperus” found on
pages 225–228.


Identifying the Meaning of Words with Prefixes
.
Direct pupils to the discussion on prefixes as well as the list of their meanings found
on page 229. Have pupils use this newfound knowledge in answering the exercise.
nc
(Answers may vary.)
1. not approved
,I
2. former senator
3. not direct
4. between states
5. rate below the normal
6. not reasonable
7. extra natural
8. produce again
up
9. more than crowded
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10. lead in a wrong way
Using Story Grammar to Show Sequence of Episodes in a Story

Direct pupils to the discussion and components of story grammar found on pages
230–231. Have pupils understand the components and apply these in answering the
lG
exercise.
Answers may vary.

ba

Using Indefinite Pronouns
Direct pupils to the discussion on indefinite pronouns found on pages 234–236. Have them
understand how these are used. Have them understand the generalizations in Remember
before answering the exercises.
Vi
A. 1. Everyone 6. Many
2. No one 7. few
3. None 8. Several (of the boys)
4. Either 9. Most (of the girls)
5. anyone 10. others

B. 1. Everybody 6. each
2. Everything 7. some
3. Everyone 8. Many
4. Nobody 9. None
5. All 10. Someone
D. 1. has 4. want
2. is 5. plant
3. are 6. prefer
.
E. has; was; has; comes; was
nc
Spelling Words with r-controlled Vowels
Direct pupils to the discussion found on page 240. Then, have them do the exercises that
,I
follow.
A. 1. ardent
2. arson
3. blister
4. certain
5. effort
up
9. dart
10. farm
11. hurricane
12. schooner
13. pore
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6. splinter 14. force
7. virtue 15. scornful
8. curse 16. worth
lG
Writing a Personal Recount

Direct pupils to the discussion found on page 241. Have pupils analyze the sample and
understand the parts of a personal recount before accomplishing the exercise that follows.
ba
Answers may vary.
F. VIEWING (View It)

Encounter with Nature’s Fury
Vi
Direct pupils to the photographs found on page 242. Have them describe what is happen-
ing. Have pupils accomplish the group task.

G. TEST YOURSELF
A. 1. circus
2. dirty
3. garlic
4. perfect
5. floral
6. hermit
.
7. target
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8. forty
9. marshal
10. thirsty
B. The indefinite pronouns should be circled.
11. each – is
,I
12. one – is
13. nothing – has
14. someone – was
17. each – has

up
15. anyone – doesn’t
16. anyone – does
18. anybody – doesn’t

19. everyone – is
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20. one – knows
C. im, ir, dis, il, dis
D. Answers may vary.
lG
E. is, has, chose, come
H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have the groups share
their findings with the class. Then, have each group create a diorama of their assigned
ecosystem and explain how balance is shown in it.
ba
Vi

Lesson 10 Nurturing Mother Earth
Pages: 246–272
BIG IDEA
Take care of nature
and it will take care
of you.
I. Objectives
A. Listening
.
• Note the significant ideas or events in a news article
nc
• Recognize the different sounds of the bowel digraph ea
B. Speaking
• Pronounce words with the word digraph ea correctly
,I
• React on the content of a material presented
C. Reading
• Read with automaticity sixth grade level high-frequency words
up
• Adjust reading rate based on type of text
• Identify the meaning of words with suffixes
• Make a heading for a paragraph
• Identify key concepts
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D. Grammar
Recognize and use reflexive and intensive pronouns
E. Writing
lG
• Spell words with the vowel digraph ea

• Write a simple reaction paper in response to a given text
F. Viewing
Draw conclusions based on visual images presented
ba
II. Subject Matter

A. Listening
• Listening to a news article
Vi
• Recognizing the sounds of the vowel digraph ea
B. Speaking
• Pronouncing words with the digraph ea
• Reacting on the content of a material presented

C. Reading
• Reading selection: “Want to Be an Eco-action Hero?”
• Identifying the meaning of words with suffixes
• Making a heading for a paragraph
• Identifying key concepts or sentences that make up the selection
D. Grammar
Recognizing and using reflexive and intensive pronouns
E. Writing
.
• Spelling words with the vowel digraph ea
nc
• Writing a reaction paper
F. Viewing
Eco-Friendly Places
,I
G. Valuing
Caring for the environment
up
Word cards
Phrase cards
ro
Word chart
Drawing materials
IV. Learning Plan

Direct the pupils’ attention to the lesson title, verse, and Big Idea. Relate these to Noah’s Ark.
lG
Elicit pupils’ reactions.

Listening to a News Article
Have pupils listen to the news article on CELL and answer the questions in Talk About
ba
These.
Mentors Visit the CELL

Vi
A group of old and new teachers from a Metro Manila grade school trooped to Silang,
Cavite on Friday, May 27 to see for themselves the Center for Ecozoic Learning and
Living, popularly known as CELL.
Like “Babes in the Woods,” the mentors were greeted by “Mother Earth” with a
smile as they set foot on the CELL’s sacred ground. This little paradise captured the men-
tor’s curiosity through the unique bamboo structure surrounded by greenery and the

nature-scented environment. The teachers were likewise fascinated by the multitude of
sounds from birds perched on branches, from crickets lying low on the grass, from the
cold morning breeze touching their faces, and most of all, from the cheers of the fl ora
saying “welcome to our world!”
What awed the teachers most was the recycling of human wastes that generate water
for the plants in the area and the biogas used for cooking and boiling water.
Recognizing the Sounds of the Vowel Digraph ea
.
Direct pupils to the list of words found on page 247. Have them listen and take note of the
nc
ea sounds. Then, have pupils answer the exercise.
1. greasy 6. tease 11. bread
,I
2. bead 7. realm 12. leaf
3. pleasant 8. breathe 13. heaven
4. streak 9. knead 14. plea
5. steal

Pronouncing Words with the Digraph ea
up
10. sweat 15. pheasant
Have the pupils repeat the phrases found on page 249 after the teacher. Have them read
ro
and understand the generalization in Remember. Then, have them answer the exercise.
Reacting on the Content of a Material Presented
Direct pupils to the discussion found on page 250. Have them understand how to write
a proper reaction using different key expressions. Then, have them answer the exercise.
lG
C. Reading (Read)
“Want to Be an Eco-action Hero?”
1. Motivation
ba
Ask: Do you want to be an environmental hero? How can you do this?

2. Word Study
Have the whole class read the words aloud. Then, call on individual pupils to do
Vi
practice on them.
b. Word Power

1. thermostat 5. detergent
2. resources 6. mold
3. efficiency 7. pollutant
4. consigned 8. watts

Have pupils take turns reading the paragraphs in “Want to Be an Eco-action Hero?”
found on pages 253–257.
.
nc
Discuss the questions as a class. Have pupils form groups and create posters for Ques-
tion 2.
,I
Identifying the Meaning of Words with Suffixes
Direct pupils to the discussion on suffixes as well as the list of their meanings found
on pages 258–259. Have pupils use this newfound knowledge in answering the exer-
cise.
1. guilty
2. government
up 6. musician
7. reliable
3. slowly 8. analyze
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4. likable 9. miraculous
5. majestic 10. magnetic
Making a Heading for a Paragraph

lG
Direct pupils to the discussion on making a heading for a paragraph found on page
260. Relate the heading to the main idea. Have pupils analyze the example given and
take note of the different ways in making a heading. Then, have them do the exercises.
ba
A. 1. b 4. b
2. a 5. c
3. a
Vi
C. 1. a 4. b
2. b 5. b
3. a
Identifying the Key Concepts or Sentences that Make Up the Selection

Direct pupils to the discussion on page 264 and have them answer the exercises.

A. 1. c
2. d
3. b
4. a
.
Recognizing and Using Reflexive and Intensive Pronouns
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Direct pupils to the discussion found on page 266. Have them understand how reflexive
and intensive pronouns are used. Have them understand the generalizations in Remem-
ber before answering the exercises.
,I
A. 1. herself 4. herself
2. himself 5. themselves
3. himself
B. 1. themselves
2. herself
3. themselves
up
4. himself
5. itself
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Spelling Words with the Vowel Digraph ea
lG
A. 1. dread
2. realm
3. health
4. pheasant
ba
5. peasant
6. steak
7. sweat
8. pleasure
9. treasure
Vi
10. league
Writing a Reaction Paper

Direct pupils to the discussion found on page 269. Have pupils analyze the sample and
understand the parts of a reaction paper before accomplishing the exercise that follows.

Eco-friendly Places
Direct pupils to the photographs found on page 270. Have them describe what is hap-
pening. Have them answer the questions in order to draw conclusions. Have pupils ac-
complish the task.
Answers may vary.
.
G. Test Yourself
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A. 1. clean, sweat, season
2. lead, learn, head, earn
3. cheaper, leave, leaky, treasure
,I
4. thread, least, features
5. earth, measure, lean, mead
B. 6. Our neighbors cleaned the esteros themselves.
up
7. They themselves went to the barangay captain and discussed
cleaning-up plans.
8. Did you yourself bring the bag of PET bottles to the recycling
facility?
9. Mother collects rainwater herself.
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10. I myself reuse rainwater from the washing machine for cleaning
concrete walls and floors.
C. joyful, contentment, simplicity, calmness, blissful, distraction
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D-E. Answers may vary.
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils write a reflec-
tion paper about these.
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I. Link And Write

Writing a Short Review
Tell the pupils that they will write a short review of anything they have read. Go over the
organizer and the steps of the writing process found on pages 273–274. Then, have pupils
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start writing their drafts and eventually share their work.
J. PERFORMANCE TASK
Hail to You, Young Environmentalist!
Direct pupils to the situation found on page 275. Tell them that they are to deliver a
speech about an environmental issue at a world youth conference. Show them the criteria
found on the same page to serve as their guide.

K. UNIT TEST
A. 1. brace 6. air
2. craft 7. uproar
3. speech 8. pork
4. hedge 9. pea
5. scare 10. heal
B. 1. leaves 6. run
.
2. sheep 7. his
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3. is 8. her
4. is 9. yourself
5. like 10. myself
C. 1. c 6. d
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2. b 7. c
3. c 8. a
4. d 9. b
5. c 10. a

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lG
ba
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UNIT III: Miracles of Science and Technology
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Lesson
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Title

Lesson 11 Listening to a Pronouncing Story: The Boy Using the Writing Words Wondrous
Some Poem Words with Who Brought Present Perfect with Initial “Scopes”
Initial and Final Heaven Tense and Final
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Miraculous Recognizing
Beginnings Consonant Nearer Consonant
the Sounds of
Blends Blends
pp. 284–309 Initial and Final Using
Consonant Sharing Commonly Writing About
Big Idea: Blends in Thoughts and Used Idioms One’s Feelings
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Miraculous Words Ideads About a or Reactions
beginnings Percieving
Topic of Interest
brought about Cause-effect
by the early Relationship
telescopes and
up
computers
paved the
way for more
miracles in
science and
,I
technology.
nc
.
Lesson 12 Listening to an Pronouncing Article: Using the Writing What’s the
Technology: Informal Article Words with Artificial Active and Words with Latest?
Past and Consonant Body Parts, Passive Voice of Consonant
Recognizing
Future Digraphs Anyone? Verb Digraphs
Words with
pp. 310–335 Consonant Observing Using Writing a
Digraphs Correct Definitions and Summary of an
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Big Idea: Phrasing and Appositives as Article Based
The fast Pausing Context Clues on a Given
development Outline
Making an
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of technology
is acutally Outline
changing the
world rapidly.
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Lesson 13 Listening to a Pronuoncing Story: Brother Using the Spelling Words Into the
Coping with Cause-Effect Words with ATM Subjunctive with the [f] Darkness!
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Technology Essay or Article the Consonant Mood to and [v] Sounds
Recognizing
Sounds [f] and Express Hopes
pp. 336–361 Discriminating Form-based Writing an
[p] and Wishes
Between the [f] Word Families Ending to a
Big Idea: and [p] Sounds Supporting Given Situation
Technology Predicting
Opinions
up
has brought Outcomes
conveniences
and comforts
to people in
,I
many ways.
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Unit III: Miracles of Science and Technology | 71

.
Lesson 14 Listening to Pronouncing Story: The Recognizing Spelling Words Why Problem-
Marvels in Recounts Words with the Legends of Simple with the [ch] solvers?
Science and [ch] Sound Archimedes Sentences Sound
Recognizing
Mathematics Go On . . .
Words with the Making a Stand Using Writing an
pp. 362–387 Sound [ch] Using Examples Connectors Information
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as Context and, or, Report
Big Idea: Clues and but in
Discovieries and Compound
inventions of Inferring
Sentences
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Characters’

great scientists
have made Traits and the
the solution of General Mood
many problems of Selection
lG
impossible.
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up
,I
nc
.
Lesson 15 Listening to Pronouncing Poem: Ollie Constructing Spelling Words A Painting
a Literary Words with the Mcbean and and Using with the [sh] Speaks
Creativity
Recount [sh] Sound the Study Complex Sound
Started It All
Machine Sentences
pp. 388–417 Recognizing Relating Writing
Words with the a Literary Recognizing a Literary
Big Idea: [sh] Sound as Account Word Recount
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Man’s creativity in shell Analogies
has led to the
most amazing Inferring How
the Story
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inventions and
discoveries. Would Turn
Out If Some
Episodes Were
Changed
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Inferring
Alternative
Actions Taken
by Characters
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Link and Write: Writing a Persuasive Essay
Performance Task: Make Way for a Breakthrough Initiator!

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.
Unit III
BIG QUESTION
How do science and technology
.
create miracles?
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Miracles of Science
,I
and Technology
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Direct the pupils to pages 282–283. Call their attention to the unit title
and have them read it. Ask: How have science and technology changed your
lives? Encourage them to share some of their daily activities that have been
enriched by science and technology. Then, call on an individual to read the
given verse. Elucidate the text.
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Have the pupils read the lesson titles listed in the sidebar. Ask: Based
on the titles, what do you think is each lesson about? You may ask the pupils
to turn to the pages where each lesson begins. Direct them to the table of
contents for the page numbers.
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Instruct the class to read the Big Question in unison. Tell the pupils
that the answers to this question will be the focus throughout the unit.
Thus, they are expected to answer it.
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Lesson 11 Some Miraculous
Beginnings
Pages: 284–309
Miraculous beginnings brought
about by the early telescope and
computers paved the way for more
miracles in science and technology.
I. Objectives
.
A. Listening
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• Give a heading or a title to a selection listened to
• Recognize the sounds of initial and final consonant blends in words
B. Speaking
• Pronounce words with the initial and final consonant blends
,I
• Share ideas and thoughts about a topic of interest
C. Reading
up
• Read aloud grade level appropriate text with an accuracy rate of 95–100%
• Recognize commonly used idioms and their meanings
• Perceive cause-effect relationship
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D. Grammar
Use present perfect tense of verb
E. Writing
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• Spell words with initial and final consonant blends

• Write about one’s feelings or reactions
F. Viewing
Compare and contrast visual elements to construct and confirm meaning
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II. Subject Matter

A. Listening
• Listening to a poem
• Recognizing the sounds of initial and final consonant blends in words
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B. Speaking
• Pronouncing words with initial and final consonant blends
• Sharing ideas and thoughts about a topic of interest

C. Reading
• Reading selection: “The Boy Who Brought Heaven Nearer”
• Using commonly used idioms
• Perceiving cause-effect relationship
D. Grammar
Using the present perfect tense
E. Writing
• Writing words with initial and final consonant blends
.
• Writing about one’s feelings or reactions
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F. Viewing
Wondrous “Scopes”
G. Valuing
Gratefulness to God for one’s wisdom
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Word cards
Phrase cards
Word chart
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Drawing materials
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IV. Learning Plan
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Have pupils share an
invention that changed man’s life and why. Tell pupils that these would not have been possible
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without the older discoveries.

Listening to a Poem
Have the pupils listen as you read the poem that follows. Have them answer the questions
in Talk About These; then, have pupils answer the exercise that follows.
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After World War II, there was a lot of probe

Inventions all over the globe.
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Have loomed before our eyes.

Einstein began it all, you see
In nuclear energy
Computers have been born
Then came maser and laser
And antibodies.

Rockets and missiles
Proudly launched by some nations
Only to showcase their power.
Lately robots thrive
Making households alive
And life more comfortable.
.
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Answers may vary.
Recognizing the Sounds of Initial and Final Consonant Blends in Words

Direct pupils to the list of words found on page 286. Have them distinguish the sounds in
each group. Then, have them answer the exercise.
,I
1. pl 6. lt
2. tr
3. cl
4. sl
5. st
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7. nt
8. st
9. nd
10. sp
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Pronouncing Words with Initial and Final Consonant Blends
Have the pupils read the poem found on page 287. Have them pronounce each blend
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clearly. Then, have them answer the exercises.
Answers may vary.

Sharing Ideas and Thoughts About a Topic of Interest
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Direct pupils to the discussion found on page 288. Have them form small groups in order
to accomplish the exercise.
Answers may vary.

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C. Reading (Read)
“The Boy Who Brought Heaven Nearer”
1. Motivation
Ask: Do you ever dream about reaching the sky? Say: It is easier now, given technology.
Ask: How about back then, before aircrafts were invented?

2. Word Study
practice on them.
b. Word Power
.
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1. branches 4. unfolded
2. surprised 5. wondered
,I
3. excited 6. chose

Have pupils take turns reading the paragraphs in “The Boy Who Brought Heaven
up
Nearer” found on pages 290–292.

Discuss the questions as a class. Have pupils create a class picture book of the story,
assigning each group to Questions 1–8.
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Using Commonly Used Idioms
Direct pupils to the discussion on commonly used idioms and their meanings found
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on page 294. Have pupils understand the meanings before accomplishing the exer-
cises.

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1. a good eye
2. a cold eye
3. the eye of a typhoon
4. to catch the eye
5. eye to eye
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6. pass through the eye of a needle

7. an eye for an eye
8. all eyes

Perceiving Cause-effect Relationship
Direct pupils to the discussion on cause-effect relationship found on page 296. Have
them identify which is which using the given examples. Have them take note of key
words and apply their knowledge in the exercises.
A. 1. Because he succeeded in his pendulum experiment, Galileo

set himself on the high road to many other discoveries.
2. Galileo wouldn’t accept any body else’s say so, that is why
.
he proved things for himself through experiments.
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3. As a result of his telescope invention, people were astounded
to see the streets and people of Padua, thirty kilometers away.
4. Church leaders had Galileo arrested and put in prison, so he
would not teach his “false” ideas.
5. One night was a very great night in history because with
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his telescope directed towards the heavens, Galileo saw not
just a few stars, but thousands upon thousands of them.
6. Companies can easily send documents because fax machines
have been developed.
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7. Filipinos can send short messages to their loved ones in the
provinces through the use of cellular phones.
8. Doing things are easy nowadays, as a result of technological
innovations.
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9. Money transfers are easily received since many banks and
institutions are offering telegraphic transfers.
10. As a result of the invention of webcams, people can now see
and talk to their friends abroad without having to visit them
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personally.
11. People can now carry their tablet computers anywhere
because of its size and lightweight design.
12. Because prices of cellular phones have significantly gone
down, most people have become “tech-savvy”.
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Using the Present Perfect Tense
Direct pupils to the discussion and examples on pages 299–301. Have them read and un-
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derstand the generalizations in Remember before answering the exercises.
A. have loved have taught have failed have opened

have bought have gazed have won have put
have showered have grieved have hoped have thought
have fallen have run have brought have instructed
have accepted have swum have wanted have introduced

B. 1. I have just forwarded the message.
2. Dad has just received my message.
3. The teacher has just used her cellphone.
4. I have just saved my classmate’s message.
5. I have just made a call to the office of the registrar.
6. I have just arrived from the trip to Bohol.
C–E. Answers may vary.
.
Writing Words with Initial and Final Consonant Blends
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Direct pupils to the list of words found on page 305. Have them take note of the initial and
final blends. Then, have them answer the exercise.
Answers may vary.
,I
Writing About One’s Feelings or Reactions
Direct pupils to the discussion found on page 306. Have pupils understand what a reac-
up
tion is by answering the questions. Then, have them answer the exercise.
Answers may vary.

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Wondrous “Scopes”
Direct pupils to the pictures of two “scopes” found on page 307. Have them use the
photographs in accomplishing the task.
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G. Test Yourself
A. 1. spleen 4. though
2. alarm 5. climb
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3. school
D. 1. has spoken 4. have used
2. have written 5. has shown
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3. has purchased
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils choose a
modern gadget and its corresponding “vintage” counterpart and have them research on
it. (For example, a cellular phone and the telephone.) Have pupils compare the two using
a Venn Diagram.

Lesson 12 Technology:
Past and Future BIG IDEA
Time allotment: 8–10 days The fast development of
Pages: 310–335 technology is actually
changing the world rapidly.
I. Objectives
A. Listening
• Note important pieces of information from an article listened to
• Recognize words with consonant digraphs
.
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B. Speaking
• Pronounce words with consonant digraphs
• Observe correct phrasing and pausing
C. Reading
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• Read with correct phrasing and pausing and comprehension
• Use definitions or appositives as context clues
• Make an outline
D. Grammar
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• Recognize the active or passive voice of verbs
• Use the active or passive voice of verb effectively
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E. Writing
• Write a list of words with consonant digraphs
• Write a brief summary of an article based on a given outline
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F. Viewing
Analyze and interpret meaning in visual images
II. Subject Matter

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A. Listening
• Listening to an informational article
• Recognizing words with consonant digraphs
B. Speaking
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• Pronouncing words with consonant digraphs

• Observing correct phrasing and pausing
C. Reading
• Reading selection: “Artificial Body Parts, Anyone?”
• Using definitions or appositives as context clues
• Making an outline

D. Grammar
Using the active and the passive voice of verb
E. Writing
• Writing words with consonant digraphs
• Writing a summary of an article based on a given outline
F. Viewing
What’s the Latest?
.
G. Valuing
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Being grateful to God for one’s wisdom

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Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan

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Direct the pupils’ attention to the lesson title, verse, and big idea. Have pupils recall movies
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that depict the fast development of technology. Ask: If these happened in real life, would our
lives be better? Why? Why not?
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Listening to an Informational Article

Have pupils listen to an informational article on the modern tools of communication and
answer the questions in Talk About These.
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Part I
Unlike person to person communication, mass media communication is communicat-
ing to a large number of people. Radio is one way to communicate sounds without wires.
Radio signals are sent through the air. At a radio station, sounds create vibrations in
microphones, which change these into electric currents. Radio transmitters broadcast
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the radio signals in all directions. The transistor radio is really a radio receiver. The cas-
sette recorder has a transmitter for it to function as a radio, too. An antenna receives the
radio signals. The speaker changes the electric currents into sound vibrations. Television
is communication with sounds and pictures with or without wires. At a TV station, cam-
eras change light into electric currents. These currents are changed into patterns of light
or video signals. Like in radio communication, microphones change sounds into electric
currents which are later converted back to sound or audio signals. The video and audio

signals are combined into television signals and are broadcast by a transmitter. The an-
tenna of your TV sets receives television signals from different stations. Today, however,
cable TV innovation has made possible audio and video to travel in cables. Cable TV is
better since signals do not travel in the air.
Part II
The computer which has become a major communication device, utilizes electricity in
the operation, in the conversion and transmission of data through telephone wires. Com-
municating through computers is made possible by networks of computers owned by
.
individuals, libraries, or any business establishments in almost all parts of the world.
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Through computer communication, electronic mail or e-mail, electronic shopping, elec-
tronic banking, and even electronic schooling is possible.
from “Electricity of the Modern Tools of Communication” by Alice B. Blas, Ed. D.,
S&T Digest, SD Publications, Vol. 1 No. 1
,I
Recognizing Words with Consonant Digraphs
Direct pupils to the list of words found on pages 311-312. Have them distinguish the
2. ch
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sounds in each group. Then, have them answer the exercise.
1. ch 6. sh
7. sh
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3. ph 8. wh
4. wh 9. ph
5. ck 10. ch
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Pronouncing Words with Consonant Digraphs
Have the pupils repeat the sets of words on page 313 after the teacher. Then, have them
answer the exercise.
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1. wholeheartedly, anything, achieve, anything, worth, Wright

2. the, technologically, machine, Northrop
3. technology, when, what
4. ethics, change, technology
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5. the, whether, machines, think, whether
Observing Correct Phrasing and Pausing

Direct pupils to the discussion found on pages 314–315. Have pupils form small groups to
practice phrasing and pausing using the given examples. Then, have them do the exercise.

C. READING (Read)
“Artificial Body Parts, Anyone?”
1. Motivation
Ask: Do you know of someone who has an artificial body part? Show pictures as well
and elicit pupils’ reactions.
2. Word Study
.
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practice on them.
b. Word Power
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Across Down
3. bionics
5. heart
7. human
up1. eye
2. limbs
3. breakthrough
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8. spare 4. it
11. intricate 6. ear
14. surgery 9. executor
15. dentures 10. bald
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17. sir 12. cares

19. arthritis 13. elbows
16. nor
18. in

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Have pupils take turns reading the paragraphs in “Artificial Body Parts, Anyone?”

Discuss Questions 1–8 as a class. A speaker may also be invited for deepening of
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understanding.
Using Definitions and Appositives as Context Clues
Direct pupils to the discussion found on page 321. Have pupils understand how to
use definitions and appositives in order to arrive at the meaning of a word as well as
the difference between them. Then, have them answer the exercise.

1. AP 4. DF
2. DF 5. AP
3. AP
Making an Outline
Direct pupils to the discussion on making an outline found on pages 322–324. Have
them understand and analyze the given samples for the different kinds. Then, have
them answer the exercise.
.
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A–C. Answers may vary.
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Using the Active and Passive Voice of Verb
Direct pupils to the discussion and examples found on pages 327–328. Have them under-
stand the difference between active and passive voice. Have them give their own examples
for each. Then, have them read and understand the generalizations in Remember before
answering the exercises.
A. 1. A
up
6. P
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2. A 7. P
3. A 8. A
4. P 9. P
5. A 10. A
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B. 1. The computer technician fixed the computer.

2. They used various tools for the repair.
3. The technician brought a bagful of disks, tools, and other
instruments.
4. He was called by the school director for the job.
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5. He did the repair in three hours.

6. The computer was reformatted by him.
7. Additional software was also installed in the computer.
8. He took extra care in repairing the computer.
9. The technician was thanked by the teachers.
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10. The computer was used by the delighted pupils.


Writing Words with Consonant Digraphs
Direct pupils to the discussion on digraphs found on page 331. Then, have them answer
the exercise.

Answers may vary.
Writing a Summary of an Article Based on a Given Outline

Direct pupils to the discussion found on page 332. Have them analyze the parts of an
outline using the given example. Then, have them accomplish the exercise.
Answers may vary.
.
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What’s the Latest?
Direct pupils to the headlines found on page 333. Then, have them work with a partner
on the task.
,I
G. Test Yourself
A. 1. A
2. D
3. A
4. D
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C. 1. P – Artificial blood vessels can replace damaged blood vessels.
2. A – Useful replacements for damaged parts of the human body
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are built by biomedical engineers.

3. A – The human body has been invaded by robots.
4. P – After a helicopter crash, Elizabeth Taylor, a famous
Hollywood celebrity, underwent a hip implant operation.
5. A – Mechanical replacements are carried out by surgeons to
enable patients to live a normal active life.
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H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils create a chart
listing the pros and cons of advanced technology.
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Lesson 13 Coping with
Technology BIG IDEA
Pages: 336–361
Technology has brought
convenience and comforts to
people in many ways.
I. Objectives
A. Listening
.
• Give possible cause or effect in a situation listened to
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• Recognize words with the consonant sounds [f] and [p]
B. Speaking
• Pronounce words with the consonant sounds [f] and [p]
• Share thoughts/feelings about the effects of high tech
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C. Reading
• Read aloud grade level text with accuracy, appropriate rate, and proper expression
• Predict outcomes
D. Grammar
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• Recognize form-based word families and their meanings
• Use the subjunctive mood to express hopes and wishes

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• Recognize the three types of conditional clauses and use their forms correctly
E. Writing
• Spell words with the [f] and [v] sounds
• Write an ending to a given situation
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F. Viewing
Analyze forms and conventions used to establish meaning and message
II. Subject Matter

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A. Listening
• Listening to a cause-effect essay or article
• Discriminating between the [f] and [p] sounds
B. Speaking
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• Pronouncing words with the consonant sounds [f] and [p]

• Supporting opinions
C. Reading
• Reading selection: “Brother ATM”
• Recognizing form-based word families
• Predicting outcomes

D. Grammar
Using the subjunctive mood to express hopes and wishes
E. Writing
• Spelling words with the [f] and [v] sounds
• Writing an ending to a given situation
F. Viewing
Into the Darkness!
G. Valuing
.
Hardwork and commitment in fullfiling one’s dream
nc
,I
Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan

up
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Have pupils share how tech-
nology has made life easier.
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Listening to a Cause-Effect Essay or Article
Have pupils listen to the article “What Has Tech Done?” and answer the questions and do
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the exercise in order to get the causes and effects from the article.
What Has Tech Done?
Look at what high-tech has done to our life in the early 21st century: Our eyes are
ba
opened by a perfect mug of coffee brewed automatically by a coffee maker. We work out
in our home gym to pursue a seemingly perfect body. Then we order some pills on-line
for our health. On our way to work, we jabber on mobile phones or play the latest games
on a portable gaming machine. Some of us spend hours at a nook in our office using a
computer, where we pay bills and make other financial transactions without needing a
bank teller, and send e-mails to those with whom we maintain friendship though we
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haven’t seen one another in years. Back home, we plug our mp3 player into our radio and
play a good selection of songs or operate the TV by remote on which we tune in to the
perfect cable movie for us. Couched on the sofa, we use the cordless phone to call for the
meal of the day at the nearest fast food or pizza parlor. Before going to bed, we go online
to chat with our friends or relatives near or far.

Answers may vary.
Discriminating Between the [f] and [p] Sounds

Cross out the following words:
.
[f] plow, pull, through, process, spit
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[p] photo, cliff, life, financial, pneumonia, pseudo

Pronouncing Words with the Consonant Sounds [f] and [p]
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Have the pupils repeat the pairs of words found on page 339 after the teacher. Then, have
them answer the exercise.
1.
2.
3.
4.
feign, pain
stop, stuff
press, fresh
pull, full
up
6.
7.
8.
9.
spear, sphere
cup, cough
phrase, praise
fool, pool
5. cap, calf 10. lap, laugh
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Supporting Opinions
Direct pupils to the discussion found on page 340. Then, have them answer the exercise
that follows.
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C. Reading (Read)
“Brother ATM”
1. Motivation
ba
Ask: What is an ATM? How can it makes things easier for people?
2. Word Study
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practice on them.
b. Word Power

1. in the red 4. enter your pin
2. a pain in the neck 5. exceeded your limit
3. make ends meet 6. balance inquiry

Have pupils take turns reading the lines in “Brother ATM” found on pages 342–345.
.
Discuss Questions 1–6 as a class.
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Recognizing Form-based Words Families
Direct pupils to the discussion found on page 346–347. Have pupils distinguish
among the different word families before answering the exercise.
,I
Answers may vary.
Predicting Outcomes
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Direct pupils to the discussion on predicting outcomes found on page 348. Have
them apply the skill in answering the exercises.
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Answers may vary.

Using the Subjunctive Mood to Express Hopes and Wishes
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Direct pupils to the poem found on page 352. Have them read the poem and answer the
questions that follow in order to apply the subjunctive mood. Direct them to the discus-
sion that follows on pages 353–354 and distinguish among the conditional clauses based
on the chart. Then, have them answer the exercises.
ba
A. were
were, would not
will buy
had given, would have held
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B. 1. were, would
2. undertake, will
3. cooperate
4. thought, could have invited
5. were, would
C–F. Answers may vary.

Spelling Words with the [f] and [v] Sounds
Direct pupils to the list of words found on page 358. Have them write down the words
dictated by the teacher.
Answers depend on what the teacher dictates.
Writing an Ending to a Given Situation
.
Direct pupils to the discussion found on page 358. Have them supply another ending to
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“Brother ATM.” Then, have them do the exercise.
Answers may vary.
,I
Into the Darkness!
Direct pupils to the discussion on power outages found on page 359. Then, have them
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form groups of five in order to accomplish the task.
G. Test Yourself
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A. 1. p, ph
2. f, ff, F, Ph, pp
3. ff, f, F
4. ff, ff, pp, p
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5. pp, f, ph
B–D. Answers may vary.
H. Wrap Up
ba
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils choose a
particular technology that they are thankful for. Have pupils research on its inventor and
have them write a letter expressing their gratitude to this inventor.
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Lesson 14 Marvels in Science
and Mathematics
Pages: 362–387
Discoveries and inventions of great
scientists have made the solution
of many problems possible.
I. Objectives
.
A. Listening
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• Differentiate a factual recount from a procedural recount
• Recognize words with the [ch] sound as in chin
B. Speaking
• Pronounce words with the [ch] sound as in chin
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• Make a stand based on an informed opinion
C. Reading
• Read with automaticity grade six level high-frequency/sight words (content words)
up
• Read aloud grade level text with an accuracy rate of 95–100%
• Use examples as context clues to word meaning
• Infer traits of characters and general mood of the selection
D. Grammar
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• Differentiate simple sentences and compound sentences
• Recognize the coordinating conjunctions used in compound sentences
E. Writing
lG
• Spell words with the [ch] sound as in chin

• Write an informational report
F. Viewing
Make connections between information viewed and personal experiences
ba
II. Subject Matter

A. Listening
• Listening to recounts
Vi
• Recognizing words with the sound [ch]
B. Speaking
• Pronouncing words with the [ch] sound
• Making a stand

C. Reading
• Reading selection: “The Legends of Archimedes Go On . . .”
• Using examples as context clues
• Inferrin character’s traits and the general mood of selection
D. Grammar
• Recognizing simple sentences
• Using the connectors and, or, and but in compound sentences
E. Writing
.
• Spelling words with the [ch] sound
nc
• Writing an information report
F. Viewing
Why Problem-solvers?
,I
G. Valuing
Determination, Accuracy, and Perseverance

Word cards
up
Phrase cards
ro
Word chart
Drawing materials
lG
IV. Learning Plan

Have pupils go over the lesson title, Big Idea, and verse. Draw out the meanings of ingenuity
and productivity. Have them create a word web to be posted in the classroom as their inspira-
tion as they achieve their dreams in their Vision Boards.
ba
Listening to Recounts
Have pupils listen to two recounts and answer the questions in Talk About These.
Vi
A. Charisse took two sheets of paper. She crumpled one sheet tightly into a ball and held
it in her right hand. In her left hand, she held the flat sheet parallel to the floor at the
same height as the paper ball. Then, she let go of both pieces of paper at the same
time. The paper ball fell to the floor first because the rounded surface of the ball gave
less resistance to the air.

B. The art of making moving pictures came from an invention called the kinetoscope
which was built by an American inventor named Thomas Edison in 1891. Two
brother, Auguste and Louis Lumiére built a similar machine and they named it cin-
ematographe. This machine projected pictures from a piece of film onto a screen
which the picture were shown one after the other very quickly. The images on the
screen appeared to move. In 1896, in Paris, the Lumiére brothers gave the world’s
first public film show.
.
Recognizing Words with the Sound [ch]
nc
culture, lurch, bastion, righteous, mutual, mature, tsunami, costume,
,I
statue, digestion, latched, matches, structure, courteous, virtual, hatch,
pasture

up
Pronouncing Words with the [ch] Sound
Have the pupils repeat the phrases found on page 365 after the teacher. Then, have them
ro
The following words should be encircled.
1. miniature, Statue 4. digestion, much
2. natural, dentures 5. mixture, culture, Christians
lG
3. capture, bastion
Making a Stand
that follows.
ba
Oral activity – no answer key needed
C. Reading (Read)
Vi
“The Legends of Archimedes Go On . . .”

1. Motivation
Ask: Who is Archimedes? What do you know about him?

2. Word Study
practice on them.
b. Word Power
.
nc
1. d 4. e
2. f 5. b
,I
3. a

Have pupils take turns reading the paragraphs in “The Legends of Archimedes Go
On . . .” found on pages 368–370.
up
ro
Using Examples as Context Clues
Direct pupils to the discussion found on page 371. Have pupils apply what they
learned as they answer the exercise.
lG
1. plants
2. dishonest
3. mixtures
4. idea
ba
Inferring Characters’ Traits and the General Mood of Selection

Direct pupils to the discussion on inferring traits and moods found on page 372.
Have them read and understand the generalizations in Remember before answering
the exercises.
Vi
A. 1. b 5. c
2. a 6. a
3. b 7. a
4. a 8. c

Recognizing Simple Sentences
Direct pupils to the discussion found on page 376. Have them identify the parts of a sim-
ple sentence. Have them read and understand the generalizations in Remember.
Using the Connectors and, or, and but in Compound Sentences

Direct pupils to the discussion found on pages 377–378. Have them analyze the examples
given and identify the uses of the different connectors. Have them understand what a
compound sentence and independent clause are. Then, have pupils do the exercises.
.
nc
A. 1. S 6. S
2. S 7. S
3. S 8. C
4. C 9. C
,I
5. C 10. C
B. 1. a, b
2. a, d
3.
4.
C. 1.
2.
c, d
a, b up
e – Many people do not believe in UFOs but many others do.
c – UFOs can mean spaceships and they can mean weird creatures.
3. d – Did a plane just disintegrate or was it a UFO attack?
ro
4. a – Some people laugh at unidentified flying objects; other people
take them seriously.
5. b – Would you board a UFO or would you run away?
lG
D–E. Answers may vary.

Spelling Words with the [ch] Sounds
Direct pupils to the list of words found on page 382. Have them recall and identify the
[ch] sounds before doing the exercise.
ba
1. gestures 7. digestion
2. structure 8. statue
Vi
3. statute 9. tumultuous
4. churn 10. righteous
5. scratch 11. Czechoslovakia
6. bastion 12. stench

Writing an Information Report
Direct pupils to the discussion found on page 383. Have them study the sample. Then,
have them do the exercise.
Answers may vary.

Why Problem-solvers?
.
Direct pupils to the photographs on latest discoveries and inventions found on page 384.
nc
Have them share which have helped solve problems. Then, have them do the task.
G. Test Yourself
,I
A. 1. rapporteur
2. differentiate
3. chalet
4. cache
5. piteous
6. usual
7. bestial
up
8. stomach
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9. creation
10. bouchée
B. 1. d 4. c
lG
2. a 5. e
3. b 6. f
H. Wrap Up
ba
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils create a
Problem-Solution chart showing how different forms of technology have solved problems.
Vi

Lesson 15 Creativity
BIG IDEA
Started It All
Time allotment: 8–10 days Man’s creativity has led to the
Pages: 388–417 most amazing inventions and
discoveries.
I. Objectives
A. Listening
• Infer the speaker’s tone, mood, and purpose
.
• Recognize words with the [sh] sound as in shell
nc
B. Speaking
• Pronounce words with the [sh] sound
• Relate a literary recount based on personal experience
,I
C. Reading
• Read with automaticity high-frequency/sight words (content)
• Read grade level text with accuracy, appropriate rate, and proper expression
• Recognize word analogies
up
• Infer how the story would turn out if some episodes were changed
• Infer alternative actions taken by characters
D. Grammar
ro
Recognize, construct, and use complex sentences
E. Writing
• Spell words with the [sh] sound
lG
• Write a literary recount (biography)
F. Viewing
Analyze the purpose and effects of a visual image (painting)
II. Subject Matter

ba
A. Listening
• Listening to a literary recount
• Recognizing words with the [sh] sound as in shell
Vi
B. Speaking
• Pronouncing words with the [sh] sound
• Relating a literary recount
C. Reading
• Reading selection: “Ollie McBean and the Study Machine”
• Recognizing word analogies

• Inferring how the story would turn out if some episodes were changed
• Inferring alternative actions taken by characters
D. Grammar
Constructing and using complex sentences
E. Writing
• Spelling words with the [sh] sound
• Writing a literary recount
F. Viewing
.
A Painting Speaks
nc
G. Valuing
Gratefulness and Creativity
,I
Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan

up
ro
Direct the pupils’ attention to the lesson title, verse, and big idea. Draw out what creativity
means. Have pupils share people who they think are creative. Make a Wall of Creatives to
serve as their inspiration.
lG
Listening to a Literary Recount
Have pupils listen to a recount from the life story of Thomas Edison and answer the ques-
tions in Talk About These afterwards.
ba
My train was standing by the platform at Smith’s Creek station. I was trying to
climb onto the freight car with both arms full of papers when the conductor took me by
the ears and lifted me. I felt something snap in my head, and my deafness started from
that time and has ever since progressed.
This deafness has been a great advantage to me in various ways. When in a tele-
Vi
graph office, I could hear only the instrument directly on the table at which I sat and un-
like the operators, I was not bothered by the other instruments. Again, in experimenting
on the telephone, I had to improve the transmitter so that I could hear it. This made the
telephone commercial, as the magneto telephone receiver of Bell was too weak to be used
as a transmitter commercially.

It was the same with the phonograph. The great defect of that instrument was the
rendering of the overtones in music and the hissing consonants in speech. I worked over
one year, twenty hours a day, Sundays and all, to get the word “specie” perfectly recorded
and reproduced on the phonograph. When this was done, I knew that everything else
could be done—which was a fact, again, my nerves have been preserved intact.
from The Travelling Newspaper Office
by William H. Meadowcroft
.
Recognizing Words with the [sh] Sound as in shell
nc
each set. Then, have them answer the exercise.
passion, crustaceous, operation, chauffeur, sugar, schuss, macheteer
,I
Pronouncing Words with the [sh] Sound
1. scissors
up
Have the pupils repeat the phrases found on page 390 after the teacher. Then, have them
4. messy
ro
2. chowder 5. actual
3. righteous
Relating a Literary Recount

Direct pupils to the discussion found on page 391. Then, have them apply the tips as they
lG
answer the exercise that follows.
C. Reading (Read)
“Ollie McBean and the Study Machine”
1. Motivation
ba
Ask: If given the chance, what machine or gadget would you invent?
2. Word Study
Vi
practice on them.
b. Word Power

1. c 4. b
2. a 5. d
3. c 6. c

Have pupils take turns reading the stanzas in “Ollie McBean and the Study Machine”
.
nc
Discuss Questions 1–7 in small groups. Have one pupil from each group report the
group’s answers.

Recognizing Word Analogies
,I
Direct pupils to the discussion found on pages 398–400. Have pupils apply what they
1. j
2. a
3. b
4. c
up
8. f
9. d
10. b
11. h
5. i 12. f
ro
6. h 13. g
7. g 14. b
Inferring How the Story Would Turn Out if Some Episodes Were Changed
lG
Direct pupils to the discussion found on page 402. Have them analyze the given ex-
amples before answering the exercises.
Answers may vary.

ba
Inferring Alternative Actions Taken by Characters

Direct pupils to the discussion found on page 404. Have them analyze the examples
before answering the exercise.
Vi
Answers may vary.

Constructing and Using Complex Sentences
Direct pupils to the discussion found on pages 405–406. Have them identify the parts
as well as differentiate between the two clauses. Have them read and understand the
generalizations in Remember. Then, have pupils do the exercises.

B. The following complex sentences are circled:
• Thomas Edison is an example of a worker who used his God-
given tallest to the fullest.
• He has thousands more in other countries where there are
roughly 6 000 patients.
• As long as the electric lamp or bulb lights our homes, Edison will
.
not be forgotten.
nc
• Whenever a mimeographing machine prints, he is remembered.
Main Clause Subordinating Clause
,I
• Thomas Edison is an example • who used his God-given
of a worker tallest to the fullest
• He has thousands more in • where there are roughly
up
other countries
• Edison will not be forgotten
• he is remembered
6 000 patients
• As long as the electric lamp
or bulb lights our homes
• Whenever a mimeographing
machine prints
ro
C. 1. ADJ; that would help him do his homework
2. ADV; because he became too lazy to do his school work
lG
3. ADV; If Ollie did not create the machine

4. ADV; while he lived in the baggage compartment of the train
5. ADJ; that he printed
6. ADV; Whenever Edison traveled
7. ADJ; who was known for his speed in telegraph operation
8. ADV; because he wanted to replace the gas lamp with the electric lamp
ba
9. ADJ; that would glow brightly without burning up

10. ADV; when electricity passed through it
E. 1. e 4. c
Vi
2. a 5. d
3. b
F. Answers may vary.

Spelling Words with the [sh] Sound
Direct pupils to the discussion found on page 410. Have them recall and identify the [sh]
sounds before doing the exercise.
Answers may vary.
Writing a Literary Recount

Direct pupils to the discussion found on pages 411–412. Have them study the sample and
.
analyze its parts. Then, have them do the exercise.
nc
Answers may vary.
,I
A Painting Speaks
Direct pupils to the discussion found on page 413. Have them answer the questions then
do the task with a partner.
G. Test Yourself up
A. 1. sufficient 6. contraption
ro
2. shiver 7. precision
3. chauffeur 8. schmear
4. garnish 9. machete
5. missionary 10. crustacean
lG

C. 1. b 4. b
2. a 5. b
3. a
ba
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils think of a
Vi
creative output they could share with the class.
I. Link And Write

Writing a Persuasive Essay
Tell the pupils that they will write a persuasive essay on the miracles of science. Go over
the organizer and the steps of the writing process found on pages 418–419. Then, have
pupils start writing their drafts and eventually share their work.

J. Performance Task
Make Way for a Breakthrough Initiator!
Direct pupils to the situation found on page 420. Tell them that they are to discuss a
techno breakthrough invention, or scientific discovery. Show them the criteria found on
page 420 to serve as their guide.
K. Unit Test
.
A. 1. breathe 6. though
nc
2. school 7. uphold
3. plumber 8. society
4. address 9. stomach
5. shepherd 10. aggression
B. 1. b 6. c
,I
2. d 7. d
3. c 8. a
4. d 9. b
5. a
C. 1. b
2. a
3. b
up 10. a
4. a
5. a
ro
D. 1. has been 5. has flourished
2. have used 6. were
3. has amazed 7. were
4. has used 8. spent
lG

ba
Vi

UNIT IV: Going and Staying Global
Around and Beyond
Vi
Lesson
Title
Lesson 16 Listening to Placing Stress Story: Recognizing Spelling Peacekeepers

ba
Kindness Is News Articles on the Right Motorboat Adjectives: Derived for Lasting
Everywhere Syllable Miracle Words and Adjectives Peace
Identifying
Phrases
pp. 430–457 the Numbers Expressing the Recognizing Writing a
of Syllables in Proper Mood Jargons and Ordering Comparison-
lG
Big Idea:
Words Their Meanings Attributive and-Contrast
Everywhere Adjectives Paragraph
miracle comes Drawing
to those Conclusions
who give Based on
ro
and receive Information
kindness. Given
up
,I
nc
Unit IV: Going and Staying Global Around and Beyond | 105
.
Lesson 17 Listening to an Talking About Poem: The Using the Spelling Go and See
Respect and Advertisement Propaganda in Bewildered Correct Absolute an Uncharted
Vi
Appreciation Advertisements Arab Forms of Adjectives Territory
Recognizing
for Other Adjectives in
Biases and Recognizing Writing an Ad
Lands Comparisons
Propaganda Clipped Words for Work
ba
pp. 458–481 Devices
Giving

Big Idea: Opinions
Every country, About
along with Information
lG
its people Read
and nature,
Recognizing
is unique that
the Types of
it therefore
Point of View
deserves due
ro
respect and
appreciation
up
,I
nc
.
Lesson 18 Listening to an Pronouncing Story: Young Using Adverbs Spelling Words BEWARE!
Familiar Advertisement Words with Fu Arrives in with the [j]
Comparing
Sights and and a the [j] Sound Chairmaker’s Sound
Adverbs
Moves Propaganda Way
Relating an Writing
in Other Incomparable
Recognizing Experience Recognizing a Cause-
Cultures Adverbs
Words with Loanwords and-Effect
Vi
pp. 482–517 the [j] Sound and Their Using Words Paragraph
Meanings That Can
Big Idea: Function as
Determining
ba
Although Adjectives and
context Author’s
as Adverbs
differentiates Purpose
one country Recognizing
from the Figures of
lG
other, the Speech
customs,
traditions,
values and
ro
practice of its
people are
universal in
nature.
up
,I
nc
.
Lesson 19 Listening to a Pronouncing Drama: A Using the Spelling Words The Common
Equality in Biography Words with Thousand Direct and with the [z] Thread
Vi
Diversity the [z] Sound and One Indirect Sound
Recognizing
Buddhas Discourse
pp. 518–545 Words with Summarizing Writing a
the [z] Sound Information Recognizing Dialogue
ba
Big Idea: Acronyms

People may and Their
differ in color Meanings
or race and
in culture or Identifying
lG
beliefs, but in the Author’s
God’s eyes, Literary
they are equal. Devices
ro
up
,I
nc
.
Lesson 20 Listening to an Pronouncing Article: My Using Spelling Words All for One
Breaking Informational Words with Family Prepositions with the Silent Cause
Walls and Article Silent Letters and Other and Letters
Barriers Globalizers: Prepositional
Recognizing Talking About Paraphrasing a
The world Phrases
pp. 546–571 Words with World Issues Source
is flat-and
the Silent g
Vi
it began in
Big Idea: or m
Kargudi
For a worthy
cause, people Recognizing
around the
ba
Commonly
world unite Used Foreign
and join hands Words
regardless of and Their
race, religion, Meanings
lG
and culture
Getting
Information
from
Newspapers
ro
Link and Write: Writing a Newspaper/Magazine Editorial
Performance Task: Writing a Proposal Letter

up
,I
nc
.
Unit IV
BIG QUESTION
What has the world and beyond
.
it in store for us?
nc
Going and Staying Global
,I
Around and Beyond
up
Before directing the class to the unit title on pages 428–429, have the pupils
define the word global. Then, instruct them to read the title aloud in uni-
son. Ask why they suppose the unit is given that title. Direct them to the
image and have them describe it.
Have the class read the given verse aloud. Elicit the meaning of the
ro
verse by asking: What places have you visited so far? What did you discover
about each place and its people? or What places in the world would you like
to explore? Why?
Call on volunteers to read the lesson titles in the sidebar and ask
lG
them to make inferences. You may also invite the pupils to check the pages
where the lessons begin.
Draw the pupils’ attention to the Big Question. Have the pupils read
it aloud in unison. Inform them that they will discover the answers to this
question in the lessons in this unit.
ba
Vi

Lesson 16 Kindness Is Everywhere
Pages: 430–457
BIG IDEA
Everywhere miracles come to
those who give and receive
kindness.
I. Objectives
A. Listening
.
• Infer mood through a speaker’s utterances
nc
• Identify number of syllables words have
B. Speaking
• Say a word correctly putting stress on the right syllable
,I
• Recite passages observing the correct word that each passage expresses
C. Reading
up
• Read aloud grade six level text with accuracy rate of 95–100 percent
• Recognize the jargon words and their meanings
• Draw conclusions based on information provided
D. Grammar
ro
• Recognize adjectives in the attributive and predicative positions
• Use two-word adjectives and phrasal adjectives in making descriptions
• Order adjectives in a series correctly
lG
E. Writing
• Spell derived adjectives
• Write a paragraph that compares and contrasts
F. Viewing
ba
Make inferences based on presentation and prior knowledge
II. Subject Matter

A. Listening
• Listening to news articles
Vi
• Identifying the number of syllables in words
B. Speaking
• Placing stress on the right syllable
• Expressing the proper mood
C. Reading
• Reading selection: “Motorboat Miracle”
• Recognizing jargon words and their meanings
• Drawing conclusions based on information given
D. Grammar
• Recognizing adjectives: words and phrases
• Ordering attributive adjectives
E. Writing
.
• Spelling derived adjectives
nc
• Writing a comparison-and-contrast paragraph
F. Viewing
Peacekeepers for Lasting Peace
G. Valuing
,I
Understanding, Faith, Loyalty, and Love
up
Word cards
Phrase cards
ro
Word chart
Drawing materials
IV. Learning Plan

lG
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Draw out what miracle
means. Have pupils share experiences of miracles.
Listening to News Articles
Have pupils listen to the news article and answer the questions in Talk About These
ba
afterwards.
US Ambassador Plays Mom to Filipino Orphans

Vi
Zamboanga City—US Ambassador to the Philippines Kristie Kenney took time off her
diplomatic duties in Metro Manila on Thanksgiving Day and played mother to orphans
and American soldiers here. Thanksgiving is an American tradition.
“I am playing Mom today and I am going to serve turkey to our soldiers and play
around with these wonderful children,” Kenney told reporters at the Zamboanga City
Orphanage Center in Barangay Talon-talon here on Thursday.

One of the children, 5-year-old Leah (not her real name), was seen riding piggy-
back on Kenney while others were watching. As Kenney moved around the orphanage
with Leah, other children started to follow her, begging for attention.
“It is nice to be in a place where people make you feel that you are family,” Kenney
said.
Explaining why she flew here to spend Thanksgiving, Kenney said: “Thanksgiving
is sharing something for the less fortunate.”
After spending some time at the orphanage, Kenney proceeded to the camp of
the Joint Special Operations Task Force Philippines, where she said she will serve turkey
.
to American soldiers. Around 200 American soldiers are based in this city and in Sulu
nc
conducting humanitarian work.
Aside from spending Thanksgiving here, Kenney also attended the signing of an
agreement involving a project aimed at protecting the city’s watershed areas, between city
and environment officials and the Eco-Gov, a program being funded by the United States
Agency for International Development.
,I
by Julie Alipala, Philippine Daily Inquirer
Identifying the Number of Syllables in Words
up
Direct pupils to the list of words found on page 432. Have them note the number of
syllables in each word. Then, have them answer the exercise.

ro
Placing Stress on the Right Syllable
Have the pupils repeat the words found on page 433 after the teacher. Then, have them
lG
1. hu man i ‘tar i an 6. ‘mil i tary

2. in ter ‘na tion al 7. ‘gen er a tor
3. ‘mir a cle 8. com ‘pel
4. ‘mis sion ary 9. re ‘joice
ba
5. ‘cer e mo ny 10. ‘cyl in der
Expressing the Proper Mood

that follows.
Vi
Answers may vary.
C. Reading (Read)
“Motorboat Miracle”
1. Motivation
Ask: What is a missionary? What does a missionary do? Can you name some famous
missionaries?
2. Word Study
.
practice on them.
nc
b. Word Power
,I
1. c
2. a

up 3. a
4. b
ro
Have pupils take turns reading the paragraphs in “Motorboat Miracle” found on
pages 437–440.

lG

Recognizing Jargons and Their Meanings
ba
1. computer 4. medicine
2. business 5. politics
3. sports
Vi
Drawing Conclusions Based on Information Given

Direct pupils to the discussion found on page 442. Have them analyze the given ex-
amples before answering the exercises.
Answers may vary.

Recognizing Adjectives: Words and Phrases/Ordering Attributive Adjectives
Direct pupils to the discussion found on pages 443–445. Have them learn to identify
adjectives using the given examples as well as understand the correct sequence of adjec-
tives. Have them give examples. Then, have them understand the generalizations in Re-
member before answering the exercises.
A.
.
One-Word + Noun Compound (Hyphenated Or
nc
Not) + Noun
low budget four-day stay
worth your money three-square kilometers heart of
,I
Asian neighbors Bangkok, Thailand
thirty thousand pesos
many tall and small ancient temples
up or wats
rare life-size golden statues
too expensive (offer)
good enough (for you)
ro
B. 1. a forty-minute basketball game
2. a five-page science report
3. a two-hour concert
lG
4. a ten-month school year

5. eight-hour sleep
D. 1. P; different 4. A; sudden
2. P; true 5. A; little
ba
3. A; mission
E. 1. two hundred lonely young American soldiers
2. one hungry-looking dirty five-year-old orphan girl
3. a large broken old white plastic chair
Vi
4. two square new Malaysian glass dining table

5. a handsome new red sixty-seater double-decked bus

Spelling Derived Adjectives
Direct pupils to the discussion found on page 449. Have them understand the different
ways in spelling derived adjectives before answering the exercise.
1. challenging 6. pitiful 11. healthful
2. peaceful 7. progressive 12. changed
3. tidal 8. observant 13. hidden
4. disturbed 9. courageous 14. dignified
5. wooden 10. symbolic 15. beautiful
Writing a Comparison-and-Contrast Paragraph

Direct pupils to the discussion found on pages 451–452. Have them analyze the sample.
.
nc
Answers may vary.
,I
Peacekeepers for Lasting Peace
Direct pupils to the discussion and photo found on page 454. Have them answer the ques-
tions then do the tasks.
G. Test Yourself
A. 1.
up
1st or 3rd; 4 syllables 6. 1st; 3 syllables
ro
2. 1st; 2 syllables 7. 1st; 2 syllables
3. 2nd; 3 syllables 8. 1st; 4 syllables
4. 1st; 3 syllables 9. 3rd; 4 syllables
5. 1st; 4 syllables 10. 2nd; 2 syllables
lG
B. 1. g 6. a
2. i 7. b
3. c 8. d
4. f 9. j
5. h 10. e
ba

D. 1. tall twenty-year-old Canadian basketball player
2. graceful young lady dancers
3. small stiff square paper plates
Vi
4. second old brick four-story building

5. Ara’s undesirable incomplete third report
E. Answers may vary.
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils view a film or
video about a miraculous person. Elicit reactions.

Lesson 17 Respect and Appreciation
for Other Lands BIG IDEA
Pages: 458–481 Every country, along with its
people and nature, is unique that
it therefore deserves due respect
and appreciation.
I. Objectives
.
A. Listening
nc
• Note details of an advertisement listened to
• Detect biases and propaganda devices used by speakers
B. Speaking
• React on the context of the materials presented
,I
• Create and present an advertisement
C. Reading
up
• Read with automaticity grade six high-frequency/sight words
• Recognize clipped words and their meanings
• Give opinions about information read
• Identify the speaker’s point of view
ro
D. Grammar
Use the degrees of comparison of regular and irregular adjectives
E. Writing
• Spell adjectives that have absolute meaning
lG
• Write an advertisement for work
F. Viewing
Infer purpose of the visual medium
ba
II. Subject Matter

A. Listening
• Listening to an advertisement
• Recognizing biases and propaganda devices
Vi
B. Speaking
Talking about propaganda in advertisements
C. Reading
• Reading selection: “The Bewildered Arab”
• Recognizing clipped words
• Giving opinions about information read
• Recognizing the types of point view
D. Grammar
Using the correct forms of adjectives in comparisons
E. Writing
• Spelling absolute adjectives
• Writing an ad for work
F. Viewing
.
Go and See an Uncharted Territory!
G. Valuing
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Valuing the lessons learned through one’s experiences

,I
Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan

up
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Elicit reactions from the
ro
pupils.
Listening to an Advertisement
lG
Have pupils listen to the advertisement and answer the questions in Talk About These
afterwards.
Eat Sweet Cupcakes—sweet and delectable baked goodies that excite your taste buds . . .
We have all the flavors you want—Decadent Chocolate, Luscious Strawberry, Creamy
ba
Custard, Nutty Pistachio—name it and we have it! Every kid in the world just loves Sweet
Cupcakes. Order now!
Recognizing Biases and Propaganda Devices

Direct pupils to the discussion found on pages 460–461. Have them understand the dif-
Vi
ferent devices using the given examples. Then, have them do the exercise.
Answers may vary.

Talking About Propaganda in Advertisements
Direct pupils to the discussion on propaganda found on page 462. Have them use propa-
ganda in accomplishing the exercises.
C. Reading (Read)
“The Bewildered Arab”
1. Motivation
.
Ask: How did you feel when you were in a new place for the first time?
nc
2. Word Study
practice on them.
,I
b. Word Power

up

ro
1. b 4. f 7. d
2. a 5. c 8. g
3. h 6. e

lG
Have pupils take turns reading the lines in “The Bewildered Arab” found on pages
464–465.
Discuss Questions 1–5 as a class. Have pupils work with a partner in answering Ques-
tion 3.
ba

Recognizing Clipped Words
Vi
1. exam – examination 6. none

2. lab – laboratory 7. birthcert – birth certificate
3. roaches – cockroaches 8. disc – diskette
4. doc – doctor 9. non-veg – non-vegetarians
5. tec – detective 10. fridge – refrigerator
Giving Opinions About Information Read
Direct pupils to the discussion found on pages 468–469. Have them analyze the given
example before answering the exercises.
Answers may vary.
Recognizing the Types of Point of View

Direct pupils to the discussion on point of view found on page 470. Have them dis-
tinguish the three types before answering the exercise.
.
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1. third 4. second
2. first 5. first
3. second
,I
Using the Correct Forms of Adjectives in Comparisons
Direct pupils to the discussion on degrees of adjectives found on pages 472–475. Have
up
them understand when and how to use the different degrees. Have them read the gener-
alizations in Remember before answering the exercises.
ro
A. Sentences may vary.
1. many cactus plants 4. much rain
2. bad weather 5. good year
3. ill feelings
lG
B. 1. best 5. many
2. worst 6. more
3. less 7. most
4. least 8. most
C. 1. hot, hottest, bad
ba
2. lowest, worst, coldest, average, many, colder

3. high, faster, fastest

Spelling Absolute Adjectives
Vi
Direct pupils to the discussion found on page 477. Have them study the spelling of the list
of words before answering the exercise.

Writing an Ad for Work
Direct pupils to the discussion on advertisements found on page 478. Have them analyze
the sample. Then, have them do the exercise.
Answers may vary.

Go and See an Uncharted Territory!
.
Direct pupils to the postcards found on page 480. Then, have them do the task.
nc
G. Test Yourself
A. 1. bike
,I
2. teen
3. tux
4. gym
5. flu
B. 1. 1
2. 3
C. 1. C
up
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2. largest
3. C
4. comparable
lG
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils share ways of
being harmonious with the global community.
ba
Vi
Lesson 18 Familiar Sights and Moves
in Other Cultures
Although context differentiates
one country from the other,
the customs, traditions, values,
and practice of its people are
universal in nature.
.
I. Objectives
nc
A. Listening
• Distinguish an advertisement from a propaganda
• Recognize words with the [j] sound
,I
B. Speaking
• Pronounce correctly words with the [j] sound
• Relate an experience appropriate to the occasion
C. Reading
up
• Read aloud with accuracy, expression, appropriate phrasing, attention to punctuation,
and comprehension
• Recognize loanwords or borrowed words and their meanings
ro
• Determine author’s purpose for writing
• Identify and classify figures of speech or figurative languages used
D. Grammar
lG
• Recognize and use the different kinds of adverbs

• Use the degrees of comparison of adverbs to complete actions
• Recognize and use words that can function as both adjectives and adverbs
E. Writing
ba
• Spell words with the [j] sound

• Write a cause-and-effect paragraph
F. Viewing
Infer the target audience
Vi
II. Subject Matter

A. Listening
• Listening to an advertisement and a propaganda
• Recognizing words with the [j] sound

B. Speaking
• Pronouncing words with the [j] sound
• Relating an experience
C. Reading
• Reading selection: “Young Fu Arrives in Chairmaker’s Way”
• Recognizing loanwords and their meanings
• Determining author’s purpose
• Recognizing figures of speech
.
nc
D. Grammar
• Using adverbs
• Comparing adverbs
• Incomparable adverbs
• Using words that can function as adjectives and as adverbs
,I
E. Writing
• Spelling words with the [j] sound
• Writing a cause-and-effect paragraph
F. Viewing
BEWARE!
G. Valuing
up
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Truthfulness, Respect for other cultures and beliefs

lG

Word cards
Phrase cards
Word chart
Drawing materials
ba
IV. Learning Plan

pupils.
Vi
A. LISTENING (Listen)
Listening to an Advertisement and a Propaganda
Have pupils listen to their classmates read announcements and answer the questions in
Talk About These afterwards.
The text will depend on the ads and propaganda brought by students as homework. How-
ever, the following can help in the absence of such:
1. There will be an audition for the play, Joseph the Dreamer. It will be held on Tuesday,
January 30, 2007 at 8:00 A.M., Audio Visual Center. Come with your priceless talent
in singing and acting.
2. Buy a pair of lightweight CATT shoes, and walk like a princess floating up the sky
with the clouds. It’s very affordable; only P500.
.
3. Try the best home-away-from-home in the city. Check-in for a night at LUXOR hotel
and feel the comfort of a real home. It’s where most celebrities go to relax and sleep.
nc
4. What: Exhibit of abstract art.
Where: National Museum, Wing B.
When: January 3–February 14
,I
Fee: Free of charge
Hurry! Don’t miss this!
5. Take home an H20 car now! It’s what everyone desires this millennium. It’s cheap
and affordable.
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6. Wanted: English teacher to handle non-English speaking foreigners. Salary: 300 pe-
sos/hour. Apply at AL’s Language School, Mahinhin St. Teachers Village, Quezon
City. Bring your credentials.
7. The Search for Miss Sunshine Shampoo is on! Join now! Registration is now going
ro
on. See Miss Ayala at 211 Sunrise Building, Baltazar St., Makati City, 1:00–4:00 PM.
Monday to Friday. If you are 18 years old and above, with long, silky hair, you may be
the girl we are looking for!
8. Use SMOOTIE body lotion. It truly gives your arms and legs that smooth feeling.
lG
Kim Reyes, your favorite teen actress uses it. Why don’t you use it, too?
9. Watch out for MS Mall midnight sale. All 2-year old shop items carry an 80% price
reduction.
10. Now Showing at Triple A Cinema—SMALLFOOT II, starring your favorite anime
characters—Flonna and Shriek.
ba
Don’t miss it!
Recognizing Words with the [j] Sound

Vi
Direct pupils to the groups of words found on page 484. Have them identify the [j] sound
in each group. Then, have them do the exercise.
1. g 5. dg 9. j 13. g
2. g 6. gg 10. gg 14. du
3. ge 7. g 11. ge 15. G
4. dg 8. j 12. du 16. g

Pronouncing Words with the [j] Sound
Have pupils repeat the phrases found on page 485 after the teacher before doing the ex-
ercise.
1. gesture 6.
judgment
2. John
suggest 7.
3. gradual 8.
journalist
.
4. soldier 9.
apology
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5. jaguar 10.
margarine
Relating an Experience
that follows.
,I
Answers may vary.
C. READING (Read)
up
“Young Fu Arrives in Chairmaker’s Way”
1. Motivation
Ask: What comes into your mind when you hear China? What do you know about
ro
China?
2. Word Study
lG
practice on them.
b. Word Power
ba
Vi
1. d
2. b
3. a
4. c
5. a
Have pupils take turns reading the paragraphs in “Young Fu Arrives in Chairmaker’s
Way” found on pages 488–491.
Discuss Questions 1–3 as a class. Have pupils work with a group in answering Ques-
tion 4.
Recognizing Loan Words and Their Meanings
.
Direct pupils to the discussion found on pages 492–493. Have pupils understand the
nc
meanings of the loanwords and apply what they learned as they answer the exercise.
Meanings may vary.

1. none
,I
2. dollar
a. Dutch; daler (taler)
b. basic monetary unit (as in US, Canada)
peso
up
a. Spanish; peso (weight)
b. basic unitary unit (as in several Latin America countries and
3. sushi
the Philippines)
ro
a. Japanese;
b. Japanese dish of cold cooked rice shaped in small cakes and
topped or wrapped with other ingredients (such as pieces of
raw fish)
lG
4. chop suey
a. Chinese; jaahp-seui (odds and ends), from jaahp (miscella-
neous) + seui (bits)
b. a combination of vegetables and meat or fish that is served
with rice
5. banjo
ba
a. probably of African origin; akin to Kimbundu mbanza, a sim-

ilar instrument
b. a musical instrument like a small guitar with a round body, a
long neck, and four or five strings
Vi
6. mosque
a. Arabic; masjid (place of worship)
b. a building that is used for Muslim religious services
7. Shampoo
a. Hindu and Urdu; cāpo, imperative of cāpnā (to press, mas-
sage)
b. a special liquid that is used for cleaning your hair; an act of
cleaning hair, a carpet, etc., with shampoo

8. Vodka
a. Russian; voda water (water)
b. a strong, clear alcoholic drink that is originally from Russia
9. hamburger
a. German; Hamburg (Germany’s second largest city), ham-
burger (demonym of Hamburg)
b. a flat, usually round cake of finely chopped beef that is
cooked and served usually in a roll or bun
10. Umbrella
.
a. Latin; umbella (flat-topped rounded flower)
nc
French; umbrelle (little shadow)
b. a device that is used for protection from the rain and sun
Determining Author’s Purpose

Direct pupils to the discussion found on page 495. Have them analyze the given
,I
example before answering the exercises.
A. 1. B
2. A
3. B
4. A
up 5. B
6. A
7. B
8. A
B. 1. 1
ro
2. 1
3. tell a story
4. give information
lG
Recognizing Figures of Speech

Direct pupils to the discussion on pages 497–499. Have them distinguish the different
figures of speech before answering the exercises.
ba
A. 1. hyperbole 6. metaphor
2. hyperbole 7. simile
3. simile 8. metaphor
4. simile 9. simile
5. metaphor 10. simile
Vi

C. 1. E 6. E
2. E 7. I
3. I 8. E
4. I 9. E
5. I 10. I
Using Adverbs (Comparing and Incomparable Adverbs)
Direct pupils to the discussion on the kinds of adverbs found on pages 502–504. Have
them understand the kinds and how to use them properly before answering the exercises.
A. 1. manner: fondly, lazily, cautiously, quietly, quickly, carefully

2. time: morning
3. place: along, backward, inside
.
4. frequency: seldom, every morning
nc
5. intensity: hardly, aloud, actually
B. 1. more commonly – most commonly
2. sooner – soonest
3. more simply – most simply
4. more clearly – most clearly
,I
5. more often – most often
6. later – latest
7. more thoroughly – most thoroughly
8.
9.
10.
up
more cautiously – most cautiously
faster – fastest
earlier – earliest
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Using Words That Can Function as Adjectives and as Adverbs
Direct pupils to the discussion found on page 508. Have them distinguish between the
two kinds before answering the exercises.
lG
A. 1. ADV 6. ADV
2. ADV 7. ADJ
3. ADJ 8. ADV
4. ADJ 9. ADJ
ba
5. ADV 10. ADJ


Spelling Words with the [j] Sound
Vi
Direct pupils to the discussion found on page 511. Have them study the list of words be-
fore answering the exercise.
Answers may vary.

Writing a Cause-and-Effect Paragraph
Direct pupils to the discussion found on pages 512–513. Have them analyze the sample.
Answers may vary.

BEWARE!
.
Direct pupils to the discussion and example on propaganda found on page 514. Then,
nc
have them do the tasks.
G. Test Yourself
A. 1. gregarious 6. headgear
,I
2. Greg 7. jalapeño
3. blogger 8. gram
4. target 9. shoulder
5. adhesive
B. 11. iceberg
12. alarm
13. measles
14. anchor
up
10. Juana
15. portfolio
16. kettle
17. queue
18. mountain
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C–E. Answers may vary.
H. Wrap Up
lG
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils share a mem-
orable experience they had in another country or with another culture.
ba
Vi
Lesson 19 Equality in Diversity
People may differ in color or race
and in culture or beliefs, but in
God’s eyes, they are equal.
I. Objectives
A. Listening
.
• Restate portions of a text heard to clarify meaning
nc
• Recognize words with the [z] sound
B. Speaking
• Pronounce words with the [z] sound correctly
• Summarize information conveyed through discussion
,I
C. Reading
and comprehension
up
• Read aloud with accuracy, expression, appropriate phrasing, attention to punctuation,
• Recognize acronyms and what they stand for

• Identify some of the devices an author uses in a text
D. Grammar
ro
• Distinguish direct discourse from indirect discourse
• Transform a direct discourse into an indirect discourse and vice versa
E. Writing
lG
• Spell words with the [z] sound

• Write a dialogue based on a given text
F. Viewing
Analyze the setting used in print, non-print, and digital materials
ba
II. Subject Matter

A. Listening
• Listening to a biography
Vi
• Recognizing words with the [z] sound
B. Speaking
• Pronouncing words with the [z] sound
• Summarizing information

C. Reading
• Reading selection: A Thousand and One Buddhas
• Recognizing acronyms and their meanings
• Identifying author’s literary devices
D. Grammar
Using the direct and indirect discourse
E. Writing
.
• Spelling words with the [z] sound
nc
• Writing a dialogue
F. Viewing
The Common Thread
,I
G. Valuing
Appreciating the world we live in, Respect for other cultures and beliefs

Word cards
Phrase cards
up
ro
Word chart
Drawing materials
lG
IV. Learning Plan

pupils.
Listening to a Biography
ba
Have pupils listen to the biography of Buddha and answer the questions in Talk About
These afterwards.
Siddhartha Gautama
Vi
Siddhartha Gautama was born in the 5th or 6th century BCE in Lumbini (now
Nepal). His parents were King Suddhodana, a leader of the large clan Shakya and Queen
Maya, who died shortly after his birth.
When the prince was just a few days old, a holy man prophesied that he would
either be a great military conqueror or a great spiritual leader. Preferring the first, Kind
Suddhodana prepared his son accordingly, raising the prince in luxury and shielding him
from knowledge and human suffering. Hence, reaching the age of 29, Prince Siddhartha
did have little experience of the world outside the walls of his opulent palaces.
One day, overcome with curiosity, Prince Siddhartha asked a charioteer to take
him a series of rides through the countryside. On these journeys he was stunned by a few
sights—of an aged man, then a sick man, and then a corpse. These stark realities of old
age, disease, and death frazzled and sickened the prince. Finally, the sight of a wander-
ing ascetic seized him. He learned from the charioteer that the ascetic was one who had
renounced the world and sought release or freedom from fear of death and suffering.
Returning to palace life, the prince had been haunted by the four sights he expe-
.
rienced in his journeys. Even the news of the birth of his son Rahula (meaning “better”)
nc
with his wife Yasodhara did not please him, along with the other luxuries and good times
he used to have. After having deep reflecting, he decided to leave the palace, shaved his
head, and changed his clothes for a beggar’s robe. His quest for enlightenment thus began.
Along with five disciples, Siddhartha learned about the many religions, philoso-
phies, as well as how to meditate from renowned teachers. Unsatisfied, they left to find
enlightenment by themselves. They attempted to find release from pain, holding their
,I
breath, fasting nearly to starvation.
Siddhartha finally realized enlightenment when he settled into meditation under a
sacred big tree, later known as the Bodhi tree. He then became a Buddha.
up
After his enlightenment, the Buddha went to the Deer Park in Isipatana, now the
province of Ultar Pradesh, India. There he found the five companions who had aban-
doned him, and to them he preached his first sermon which centered in the Four Noble
Truths. As a teacher, he attracted hundreds of followers, prescribing to them a path of
practice through which people can realize enlightenment.
Eventually, he became reconciled with his father, Kind Suddhodana. His wife, the
ro
devoted Yasodhana, became a nun and disciple while his son Rahula became a novice
monk at the age of 7, spending the rest of his life with his father. The Buddha died at the
age of 80. His last words to his followers: “All components in the world are changeable.
They are not lasting. Work hard to gain your own salvation.”
lG
Recognizing Words with the [z] Sound

Direct pupils to the groups of words found on page 520. Have them identify the [z] sound
in each group. Then, have them do the exercise.
ba
drizzle, disguise, visa, applause, cuisine, exile, chintzy, Zimbabwe, Asia,

Xerox, tousle, president, chinoiserie
Vi

Pronouncing Words with the [z] Sound
Have pupils repeat the phrases found on page 521 after the teacher before doing the ex-
ercise.

Circled words are the following:
1. Zimbabwe, Zambezi, Zambia, Mozambique, unrecognized
2. species, lizards
3. visa, authorization, citizen, exits
Summarizing Information
Direct pupils to the discussion found on page 522. Then, have them answer the exercises
that follow.
.
nc
Answers may vary.
C. Reading (Read)
,I
A Thousand and One Buddhas
1. Motivation
Ask: What is Buddhism? What do you know about it? About Buddha?
2. Word Study
a. High-frequency Words up
practice on them.
ro
b. Word Power
lG

1. Imperial 4. trample
ba
2. wanton 5. whir
3. lacquered 6. agony

Assign pupils to read the lines of the different characters in A Thousand and One Bud-
Vi
dhas found on pages 524–528.

Divide pupils into groups and have them accomplish several activities based on Ques-
tions 1–7. Have pupils from groups to present a scene from the play as instructed in
Question 8.
Recognizing Acronyms and Their Meanings
Direct pupils to the discussion found on pages 529–530. Have pupils understand the
meanings of the acronyms and apply what they learned as they answer the exercise.
A. 1. United Arab Emirates

2. Tax Identification Number
3. Department of Education
.
4. Armed Forces of the Philippines
nc
5. Laughing Out Loud
6. Sound Navigation and Ranging
7. State of the Nation Address
8. Estimated Time of Arrival
9. Intensive Care Unit
,I
10. Computerized Axial Tomography
up
Identifying the Author’s Literary Devices
Direct pupils to the discussion on various literary devices found on pages 532–533.
Have them analyze the given examples before answering the exercises.
ro
Answers may vary.

Using the Direct and Indirect Discourse
lG
Have pupils go over the conversation on page 536 and answer the questions that follow.
Direct pupils to the discussion on direct and indirect discourse found on pages 536–538.
Have them understand the difference and how to use them properly before answering the
exercises.
ba
A–D. Answers may vary.

Spelling Words with the [z] Sound
Vi
Direct pupils to the words found on page 541. Have them study the list of words before
answering the exercise.
1. nozzle 5. example 9. czarevitch

2. applause 6. drizzle 10. jacuzzi
3. disguise 7. frazzle 11. zucchini
4. bosom 8. desert 12. anxiety

Writing a Dialogue
Direct pupils to the discussion found on page 542. Have them analyze the sample. Then,
have them do the exercise.
Answers may vary.

The Common Thread
.
Direct pupils to the photographs found on page 543. Have them describe the setting in
nc
each. Draw out that they are all related to religion—the common thread that unites peo-
ple. Then, have pupils do the tasks.
G. Test Yourself
,I
A. 1. possible 4. Malaysia
2. extra 5. mask
3. Czech
B. 6. c
7. b
8. d
9. a
up
11. e
12. g
13. h
14. f
ro
10. j 15. i
C. 16. Scrooge told the spirit to tell him what that man was, with cov-
ered face, whom they saw lying dead.
17. The prince shouted fiercely to the soldier that he is the Prince of
lG
Wales and his person is sacred and the soldier should be hung
for laying hands upon him.
18. She pleaded for Mr. Rabbit to open the door.
ba
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils listen to the
song “We Are All God’s Children” and elicit their reactions from it. They may also per-
form the song or do an interpretative performance of it.
Vi
Lesson 20 Breaking Walls
and Barriers
Time Allotment: 8–10 days BIG IDEA
Pages: 546–571
For a worthy cause, people around
the world unite and join hands
regardless of race, religion, and
culture.
I. Objectives
.
A. Listening
nc
• Restate portions of a text head to clarify meaning
• Recognize words with the silent letters
B. Speaking
• Pronounce words with silent letters correctly
,I
• Summarize information conveyed through discussion
C. Reading
up
• Self-correct when reading
• Observe accuracy, appropriate rate, proper expression, and correct pronunciation in
oral communication
• Recognize and give the meaning of commonly used foreign words
ro
• Get information from the different parts of the newspaper
D. Grammar
Use single-word prepositions and compound prepositions correctly
E. Writing
lG
• Spell words with silent letters

• Paraphrase information and ideas from sources to be used in future research
F. Viewing
Analyze the characters used in print, nonprint, and digital materials
ba
II. Subject Matter

A. Listening
• Listening to an informational article
• Recognizing words with the g or m
Vi
B. Speaking
• Pronouncing words with silent letters
• Talking about world issues
C. Reading
• Reading selection: “My Family and Other Globalizers: The World Is Flat—and It Began
in Kargudi”

• Recognizing commonly used foreign words and their meanings
• Getting information from newspapers
D. Grammar
Using prepositions and prepositional phrases
E. Writing
• Spelling words with the silent letters
• Paraphrasing a source
F. Viewing
.
All for One Cause
nc
G. Valuing
Appreciating foreign cultures
,I
Word cards
Phrase cards
Word chart
Drawing materials
up
ro
IV. Learning Plan
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Show different tragedies
all over the world which people from other countries responded to. Elicit reactions from the
pupils.
lG
Listening to an Informational Article
Have pupils listen to an informational article about India and answer the questions in
Talk About These afterwards.
ba
Today, India has a population of 1.2 billion people. Imagine how it has grown
through the years. It has more people than any other country except China. A part of
Asia, India is the seventh largest country in the world with an area of 3 287 350 sq. km.
Vi
To the north of India are the Himalayas. Many people live in the fertile northern
plains, which are crossed by the great Ganges and Brahmaputra rivers. The south is a
high, flatland, with mountains called the Ghats along the coast. The Indian Ocean is also
located south of India.
India is very hot and dry in summer. Parts of the country are almost deserts. But
winds called monsoons bring heavy rain to the northeast every year.
Most Indians are farmers. They live in small villages and grow rice, wheat, tea,
cotton, and jute. India is also a fast-growing industrial country. Cities such as Calcutta
(Mother Teresa used to work with the poor in this place when she was still alive) and
Bombay are among the world’s biggest. The capital is New Delhi.
Hindi and English are the two main languages, but there are hundreds of others.
Most Indians are Hindus or Hinduism followers, but many follow the religion of Islam.
There are also many other religions in India, including Buddhism and Christianity.
.
Recognizing Words with the Silent g or m
nc
Direct pupils to the groups of words found on page 548. Have them identify the silent
letters in each group. Then, have them do the exercise.
,I

Pronouncing Words with Silent Letters
up
Have pupils repeat the words found on page 549 after the teacher before doing the
exercise.
Circled words are the following:

ro
A. comb debts, receipts
gnomes fascinating, scenes, foreign
designs raspberry, biscuits
lG
wrinkles daughter’s, guests

B. fasten
campaign, rhinoceros
Synagogue, Mosque
Talking About World Issues

ba
that follow.
Vi
Answers may vary.
C. Reading (Read)
“My Family and Other Globalizers: The World Is Flat—and It Began in Kargudi”
1. Motivation
Ask: How do you feel when you see a foreigner living in our country? How would YOU
feel if you had to live in another country?

2. Word Study
Have the whole class read the words aloud. Then, call on individual pupils to do
practice on them.
b. Word Power
the words aloud. Draw out the meaning of the words using context clues and/
or pictures. Then, have the pupils practice reading the phrases taken from the
.
selection until they get it right.
nc
1. a 3. b
2. b 4. c
,I
Assign pupils to take turns reading the paragraphs of “My Family and Other Glo-
balizers: The World Is Flat—and It Began in Kargudi” found on pages 552–554.
up
Discuss the answers to Questions 1–6 as a class. Have pupils do Question 7 individu-
ally and Question 8 as a group.
ro
Recognizing Commonly Used Foreign Words and Their Meanings
Direct pupils to the discussion found on page 556. Have pupils understand the mean-
ings of the foreign words and apply what they learned as they answer the exercise.
lG
1. haute cuisine 6. bon voyage

2. al fresco 7. in absentia
3. aloha 8. ad hoc
ba
4. a cappella 9. magna cum laude

5. dolce vita 10. modus operandi
Getting Information from Newspapers

Direct pupils to the discussion on the newspaper and its parts found on pages 558–
559. Have them understand and differentiate among the parts before answering the
Vi
exercises.
A. 1. current news 4. editorial

2. entertainment section 5. sports section
3. classified ads 6. world news
Using Prepositions and Prepositional Phrases
Direct pupils to the discussion on prepositions and prepositional phrases found on pages
561–562. Have them understand how to use them properly before answering the exer-
cises.
A. manner: with passion and strength

place: at Olympia in Greece, in a different country
.
time: in 776 BC, in AD 394, in 1894
nc
B. 1. from, into
2. into, in
3. in, between
4. with
5. by
,I
6. during, in
7. in, in, on
8. for
9. in
10. between
up
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Spelling Words with Silent Letters
Direct pupils to the words found on page 565. Have them study the list of words and un-
derline the silent letters found in each word before answering the exercise.
lG
The encircled letters are the following:

1. gh 6. g
2. p 7. n
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3. k 8. h
4. w 9. t
5. n 10. t
Sentences may vary.
Vi
Paraphrasing a Source
Direct pupils to the discussion found on page 566. Have them analyze the sample and
understand the steps. Then, have them do the exercise.
Answers may vary.

All fore One Cause
Direct pupils to the photographs found on page 568. Have them describe what the people
are doing, why they are doing it, and what the nationalities of the people are. Have them
do the tasks.
G. Test Yourself
.
A. 1. balm, cologne, subtle
nc
2. create, produce, shepherd
3. comb, reign
4. Wednesday
5. phlegm
,I
B. 6. vis-à-vis 10. au revoir
7. en route 11. con dolore
8. en ami 12. dulce dunum
9. crux 13. viva voce
C. 14. f
15. d
16. g
17. e
up
19. j
20. a
21. b
22. c
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18. i 23. h
D. 24. P; into 29. P; inside
25. P; away 30. P; around
26. P; on 31. P; between
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27. P; from 32. M; through

28. P; on 33. P; above
H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils think of and
present a song that would best capture the lesson’s theme.
ba
I. Link And Write

Writing a Newspaper/Magazine Editorial
Tell the pupils that they will write an editorial about a chosen issue. Go over the organ-
izer and the steps of the writing process found on pages 572–573. Then, have pupils start
Vi
writing their drafts and eventually share their work.
J. Performance Task
Writing a Proposal Letter
Direct pupils to the situation found on page 574. Tell them that they are to write a letter
to the school board asking for book donations. Show them the criteria found on page 574
to on serve as their guide.
K. Unit Test
1. b 9. d 17. b
2. c 10. d 18. c
3. b 11. c 19. a
4. a 12. a 20. a
5. b 13. b 21. b
6. d 14. d 22. b
.
7. a 15. d 23. d
nc
8. b 16. a

,I
up
ro
lG
ba
Vi

PA R T
.
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RESOURCE
,I
up
MATERIALS
ro
lG
ba
Vi
Pronunciation Key
Symbol Key Words Symbol Key Words
a apple, man b bee, bat
ā ape, cake d deer, dog
ä cot, car f fall
.
e egg, elf g give
nc
ē ear h help, ham
i ink, kit j jam, gel
,I
ī ice, kite k kiss, call
ō go, bone l leg, leaf
σı·
law, for, oar
oil, boil
good, book
up m
p
meat, mat
nose, nest
put, peas
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cool, food r rain, red
σu out, cow s sell, snail
u up, cup t tea, top

lG
u fur, shirt v van, vine
ə a in ago w wish, wall
e in agent y yarn, yoyo

ba
i in pencil z zebra, zero
o in atom ch chat, arch
u in circus ŋ sing, drink

Vi
sh push, shell
th thin, truth
th then, father
zh measure

Handwriting Model
Aa† Bb† Cc†
.
Dd† Ee† Ff†
nc
Gg† Hh† Ii†
,I
Jj† Kk† Ll† up
Mm† Nn† Oo†
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Pp† Qq† Rr†
lG
Ss† Tt† Uu†

ba
Vv† Ww† Xx†

Yy† Zz†
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Resource Materials | 145

Assessment tools
Rubrics
Qualitative Description
Proficient
.
Partially proficient
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Above novice
Novice
,I
Spelling and Handwriting Model
Spells grade-appropriate high-frequency words accurately, prints manuscript
appropriately up
forms very legibly, and spaces letters, words, and sentences neatly and
Spells grade-appropriate high-frequency words with no significant errors, prints

legible manuscript forms, and spaces letters, words, and sentences appropriately
ro
Spells grade-appropriate high-frequency words with few significant errors and
many minor errors, uses somewhat legible manuscript forms and sometimes
applies unclear spacing between letters, words, and sentences
lG
Spells grade-appropriate high-frequency words with many significant and

minor errors, prints illegible manuscript forms and often applies unclear spacing
between letters, words, and sentences
Punctuation and Capitalization

ba
Uses capital letters to begin sentences, names of persons and places and also
uses sentence-end punctuation marks correctly at all times
Vi
uses sentence-end punctuation marks with some errors now and then
uses sentence-end punctuation marks with few errors
uses sentence-end punctuation marks with many errors

Oral Communication
Gives a creative, highly-effective oral presentation in simple “share-and-tell”

activities
Gives an ordinary oral presentation in simple “share-and-tell” activities
Gives limited oral presentation in simple “share-and-tell” activities
.
Gives a very limited oral presentation in simple “share-and-tell” activities
nc
Listening
Listens attentively to oral text delivered live and shows comprehension by
,I
carrying out instructions and responding to detail questions correctly at all times
Listens attentively to oral text delivered live and shows comprehension most of
detail
up
the time by correctly carrying out instructions and responding to questions on
Occasionally listens attentively to oral text delivered live and occasionally

shows comprehension by correctly carrying out instructions and responding to
questions on details
ro
Seldom listens attentively to oral text delivered live and rarely shows
comprehension by correctly carrying out instructions and responding to
questions on details
lG
Writing
Consistently uses well-formed sentences and correct mechanics in grade-

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appropriate composing activities
Oftentimes uses well-formed sentences and correct mechanics in grade-

Occasionally uses well-formed sentences and correct mechanics in grade-

Vi
Rarely uses well-formed sentences and correct mechanics in grade-appropriate

composing activities

Vocabulary
Uses new grade-appropriate vocabulary introduced in stories and informational

texts with fluency, accuracy, and precision

texts with few significant errors
.
texts with many significant errors
nc
texts with very many significant errors
,I
Sentence Structure and Grammar
Uses correct content and function words and word order when constructing
up
complete sentences all the time
Commits occasional errors in the use of content and function words and in word
order when constructing complete sentences
Commits many errors in the use of content and function words and in word
ro
Commits very many errors in the use of content and function words and in word
lG
Social Conventions
Consistently uses appropriate social conventions in all large and small group
situations
ba
Uses appropriate social conventions in most large and small group situations
Uses appropriate social conventions in some large and small group situations
Uses appropriate social conventions in very few large and small group situations
Vi

Multidimensional Fluency Scale for Reading Prosody
PACE 1 Reads slowly and laboriously.

2 Reads moderately slow.
3 Reads with an uneven mixture of fast and slow pace.
4 Consistently reads at a conversational pace; appropriate rate
throughout reading.
.
nc
SMOOTHNESS 1 Makes frequent extended pauses, hesitations, false starts, sound outs,
repetitions, and/or multiple attempts.
2 Experiences several “rough spots” in text where extended pauses or
hesitations are more frequent and disruptive.
3 Occasionally breaks smooth rhythm because of difficulties with
,I
specific words and/or structures.
4 Generally reads smoothly with some breaks, but resolves word and
structure difficulties quickly, usually through self-correction.
PHRASING
reads word-by-word.
up
1 Reads in monotone with little sense of phrase boundaries; frequently
2 Frequently reads in two- and three-word phrases, giving the

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impression of choppy reading; improper stress and intonation fail to
mark ends of sentences and clauses.
3 Reads with a mixture of run-ons, mid-sentence pauses for breath, and
some choppiness, reasonable stress and intonation.
lG
4 Generally reads with good phrasing, mostly in clause and sentence

units, with adequate attention to expression.
EXPRESSION
AND VOLUME
1 Reads as if just trying to “get words out.” Little sense of trying to make
ba
text sound like natural language. Tends to read in a quiet voice.

2 Begins to use voice to make text sound like natural language in some
areas but not in others. Focus remains largely on pronouncing words.
3 Makes text sound like natural language throughout the better part
of the passage. Occasionally slips into expressionless reading. Voice
Vi
volume is generally appropriate throughout the text.

4 Reads with good expression and enthusiasm throughout the text. Varies
expression and volume to match his or her interpretation of the passage.
Usually a score below 8 indicates that fluency/prosody may be a concern.

Adapted from Zutell & Rasinski, 1991

Cursive Handwriting Rubric
Read the questions. Shade the box of your answer to each question.
1. Do you write from left to right? Yes Not Always
2. Do you write from top to bottom? Yes Not Always
3. Do you form the big letters correctly? Yes Not Always
.
4. Do you form the small letters correctly? Yes Not Always
nc
5. Do all the letters sit on the baseline? Yes Not Always
6. Do all the numbers sit on the baseline? Yes Not Always
7. Are all the tall letters as tall as each other? Yes Not Always
,I
8. Are all the short letters as short as each other? Yes Not Always
9. Are the numbers a little bit shorter than tall letters Yes Not Always
10. Are there even spaces between letters?
11. Are there even spaces between words?

up
and a little bit taller than short letters?
Yes
Yes
Not Always
Not Always
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12. Do the letters slant in the same direction? Yes Not Always
13. Do you connect the small letters correctly? Yes Not Always
14. Do you know which capital letters connect Yes Not Always
lG
with small letters?
15. Do you connect capital letters with small letters Yes Not Always
correctly?
16. Can you correctly rewrite from manuscript to cursive? Yes Not Always
ba
17. Can you correctly rewrite from cursive to manuscript? Yes Not Always
18. Do you spell all words correctly? Yes Not Always
19. Do you use capital letters correctly? Yes Not Always

Vi
20. Do you use punctuation marks correctly? Yes Not Always
I am ( ) with what I can do.

Professional Articles
Children’s Poetry
Neomili S. Bondoc
Children’s poetry is created for children, as the name suggests. Poems help children develop their
language skills in a creative way. Children become aware of sound patterns and how these sound
.
patterns are connected with each other when children hear, recite, or sing poems. Eventually,
nc
children will be able to identify the individual sounds in words which they can eventually use
when they are learning how to read. In this process, they will be able to distinguish the location
of specific letters in the words as they read or recite poems.
Children may gain a lot from poetry. But young learners may tend to ignore poetry. They
,I
are bothered by the thought that poems are hard to understand. One great tip to make these
young minds read and try writing poetry is to teach poetry in a fun way. Below are some sug-
gestions that educators can apply in the poetry classroom.
up
Start reading poems that students will surely enjoy. This will make them feel comfortable
that poems are indeed exciting and not hard to understand.
Select poems that relate to students. Observe your students and find a poem that relates
to their personal interests. This is very effective!
Have individual poetry recitation in class. Let the pupils choose their favorite poem and
ro
recite it in class. There should be some poetry every day. Children can be encouraged to per-
form with props and costumes. They can use different accents and gestures. This will help
them develop their performance skills. The way a student delivers a poem is an indication of
his/her comprehension of that poem.
lG
Let the whole class perform poems interactively. Divide the class into small groups and
assign them a specific word. Each group will repeat their word as the poem leader says it. They
can think of a creative way of repeating the word. It can be with an action, a different accent,
and through other ways.
Get the pupils into a “poetry marathon.” Let the students read or recite tongue twisters
ba
under time pressure. This will be an enjoyable and fun experience for them.
Let the pupils interpret poems. After reading a poem to the class, ask the pupils the things
that came to their mind while listening to the poetry reading. This will not only enhance their
listening skills but the pupils’ thinking skills as well.
Vi
Invite guest performers. Parents, other teachers, or even the principal can be invited to be
the poet for the day in the classroom. This will further encourage the pupils to read poems.
Have a poetry celebration. Have the pupils read poems that are appropriate for the special
occasions being celebrated. This will add joy to the particular event.
Read poetry every day. This is the most important way to make your students excited
about poetry. Pupils will surely look forward to each day for poetry time if you carry out the
abovementioned tips.

Play in the Classroom
Neomili S. Bondoc
Drama is a term which comes from a Greek word meaning “to do” or “to act.” A story acted
out is called a play. It is a combination of aesthetic works from different artists: author, direc-
tor, actor, and designer.
Play can be an important tool of change among the pupils. Drama in the classroom pro-
vides practical experience in communicating as it helps develop skills such as reading, writing,
speaking, and listening. Aside from the benefits of learning language, play is also fundamental
.
in strengthening other subject areas. It gives an opportunity for the pupils to learn how to work
nc
together and collaborate.
The use of play or drama in the classroom can be rewarding that it can make the pupils
more proficient and more rounded individuals while providing an enjoyable experience both
for the teachers and the pupils
But even with these benefits, teachers are still averse to use drama activities in the class-
,I
room due to various reasons.
I am not a drama specialist. If teachers feel that they cannot approach drama activities very
well because they don’t know the purpose of the activity, they can look for practical theater
up
books that target teachers of other subjects to give motivation to their lesson and not to teach
drama. These books are user-friendly and expound the activities the way anybody could com-
prehend, re-explain, and appreciate their purpose.
I won’t risk myself feeling foolish in my class. If teachers are caught performing unprepared,
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they will definitely look silly in front of the class. Teachers should not be seen “performing”
the drama alone, but everybody should do it altogether.
For starters, teachers need to understand that they need to start slowly. They can begin
with warm-up games so everybody will feel comfortable with each other. And besides, it won’t
lG
matter if teachers can’t act, the pupils will do the acting and they will be the experts.
For me, drama is just “playing.” If conventional teachers’ notion about this is that drama
is not a serious method for learning English they will really be cautious of concentrating too
much on “drama” and not the real subject, English. Teachers need to realize the benefits play
can give their pupils. They can integrate each lesson to drama. Pupils can learn vocabulary with
ba
the right pronunciation through reading the play scripts; their listening skills will be developed
if some of their classmates will read the story aloud and they will develop their speaking skills
as well; ungrammatical error will be lessened through the course of writing their own script.
And as a final project, they can produce their own play using their own story. This can also
provide the pupils real-life situations other than merely focusing on books alone.
Vi
I will have a chaotic class. If teachers have a large class, they will often think that they will
lose control of their pupils when using drama activities. This will really happen if they are
not engaged in the play. Teachers should see to it that they have established rapport with the
pupils and that communicative games are used to encourage group interconnection. Pupils
who are not actors in the play can be given responsibilities for the backstage and can be part
of the production and technical staff.

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Teacher’s Manual

and Resource Materials

n Aurora Zenaida Lourdes M. Caro

Artworks belong solely to Vibal Group, Inc.

Member: Philippine Educational Publishers Association (PEPA), Book Development

The Rainbows in English, K to 12 Edition, is a set of instructional materials for the

• Language allows individuals to communicate through varied literary genres.

towards themselves as language users and when they engage in meaningful

The Rainbows in English, K to 12 Edition is guided by the Department of Educa-

Furthermore, the Rainbows in English, K to 12 Edition is informed by the tenets

up The unit opener includes

The lesson opener in-

that summarizes the les-

In GRAMMAR, direct instruction

on the form, meaning, and use

This icon signals that a related

TEST YOURSELF is made up of various types of

These are supplemented by alternative assessment

supplemented by alternative assessment strategies found

The Unit Learning Assessment is a unit

what they have learned from the lessons in

• the instructional materials that compose

Education (DepEd) Integrated Language

• the significant features of the Rainbows in

Lesson Objectives This is a list of the

Subject Matter This is a list of the specific

content to be taken up in each of the

Lesson Learning Plan Each Learning Plan

The Answer Key to specific exercises are provided

Informal Assessment strategies are provided

Listening, Writing, Vocabulary, Sentence

Professional Articles These are a set of

Rainbows in English K to 12 Series

Unit I Content and Learning Activities Overview.................................... 3

UNIT I The Roles We Play.................................................................... 6

Unit II Content and Learning Activities Overview................................... 35

Lesson 6 When Mother Earth Makes a Call................................... 39

Lesson 9 Coping with Nature’s Challenges..................................... 57

Unit III Content and Learning Activities Overview.................................. 70

UNIT III Miracles of Science and Technology........................................ 74

Lesson 14 Marvels in Science and Mathematics................................ 92

UNIT IV Going and Staying Global Around and Beyond..................... 110

• demonstrates com- • uses the correct NOUNS

• demonstrates com- • uses the correct PRONOUNS

Unit I: The Roles We Play | 3

4 | Rainbows in English • Grade 6

Link and Write: Writing a Four-Stanza Poem

Unit I: The Roles We Play | 5

What is your role in school and at home?

6 | Rainbows in English • Grade 6

Recognize and use the different types of sentences

• Interpret visual media

II. Subject Matter

• Listening to an informational text

• Reciting a poem excerpt

Unit I: The Roles We Play | 7

IV. Learning Plan

Honoring the Name

Why is our country called “The Philippines?”

8 | Rainbows in English • Grade 6

Reciting a Poem Excerpt

Answers may vary.

Unit I: The Roles We Play | 9