APHS GRADE SCHOOL DEPARTMENT

School Year 2021-2022

Subject: ENGLISH Level: Grade 6

Unit Topic:
Lesson Title When Love Fell in Love: A Greek Mythology Story
Lesson Duration 5 days

Content Standards
READING/VIEWING
The learner demonstrates understanding of text elements to comprehend various texts and that reading a wide
range of texts provides pleasure and avenue for self-expression and personal development.
The learner demonstrates understanding of the forms and conventions of print, non-print, and digital
materials to understand various viewing texts.

WRITING COMPOSITION
The learner demonstrates understanding of different formats to write for a variety of audiences and purposes.
The learner expresses ideas effectively in formal and informal compositions to fulfill their own purposes for
writing.

ORAL LANGUAGE
The learner demonstrates understanding of the oral standards of English in order to participate in various oral
communication demands (situation, purpose and audience)

Performance Standards

READING/VIEWING
The learner uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of
purposes and uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view.
The learner evaluates effectively the message constructed and conveyed in various viewing texts.

WRITING COMPOSITION
The learner drafts and rewrites/revises texts using appropriate text types for a variety of audiences and
purposes publishes texts using appropriate text types for a variety of audiences and purposes.

ORAL LANGUAGE
The learner orally communicates information, opinions, and ideas effectively to different audiences using a
variety of literary activities

Learning Competencies
EN6V-Ia12.3.1
Infer meaning of unfamiliar words using expertise on context clues, synonyms and antonyms
EN6RC-Ih2.24.3
Evaluate narratives based on how the author developed the elements of a story: Plot (chronological and
sequential).
EN6RC-IIa5.5
The learner responds appropriately to the messages of the different authentic texts and notes significant
details of informational texts.
EN6WC-IIb1.1.6.1
The learner plans and composes a paragraph composition using an outline/other graphic organizers based on
the literary text/s presented.
EN6OL-Ib1.17
Relate an experience appropriate to the occasion
EN6VC-IVd1.4
Make connections between information viewed and personal experiences

Learning Experiences
DAY 1
ENGAGE
RIDDLES/REBUS
The teacher will ask the students to solve riddles and a rebus.
a. Riddle #1: Made by God in pairs, separated at birth on earth, found after years of search, inseparable
for the rest of time. What am I? -LOVE
b. Riddle #2: You ought to keep me after giving to someone else. What am I? –TRUST
c.

+ He + =

--------------------------------------- -------------------------------------

ELICIT
MENTIMETER/
A. The teacher will collate some insights from the students about this question, Have you ever felt jealous
to someone? Why? How did you overcome this feeling?

B. Afterwards, the teacher will collate some insights from the students through Mentimeter about this
question, “For you, what is more important in building a relationship with someone? Love or Trust?”
(Call one student from each side to defend his/her answer.)

EXPLORE*
SILENT READING/SHORT VIDEO VIEWING/Kahoot!
A. The teacher will introduce to the class a Greek Mythology story, “When Love Fell In Love” and ask
them to answer a short vocabulary practice through Kahoot! (Checking comes afterward through oral
questioning) He will ask some students to use the unfamiliar words in a meaningful sentence.
B. After the informal evaluation, he will call some students to read a particular paragraph of the story and
ask the others to take down notes of the important characters and details from the story while their
classmate is reading, and be ready for the checking of comprehension.
C. After having done the reading of the story, the teacher will then play a short video of the story and ask
the same thing for the students to do.
D. Lastly, before the period ends, the teacher will ask the students this closure question through
Mentimeter, “What part of the story did you like the most?”

VOCABULARY BUILDER
Directions: Give the meaning of the underlined words by using your expertise in context clues, synonyms and
antonyms.

1. Gods and goddesses are superior to humans because they possess extraordinary powers and immortality.
a. higher b. lower c. equal d. richer
2. The neglected temple was found muddy and cluttered with overgrown weeds and vines.
a. forgotten b. unknown c. famous d. abandoned
3. The Ancient Greeks paid homage to their gods and goddesses by praying to them and presenting offerings
in their temples.
a. property b. love c. respect d. wealth
4. Being a protective mother, Aphrodite was infuriated when a mortal woman hurt her beloved son Cupid.
a. delighted b. angry c. honored d. disappointed
5. Cupid was commissioned to use his magical arrows on Psyche, but his affections for her made it
impossible for him to follow this order.
a. utilized b. applied c. requested d. disobeyed

DAY 2
EXPLAIN*
WHEEL OF FORTUNE
A. The teacher will conduct a review about the story read.
B. Through Wheel of Fortune, he will call some students to answer a comprehension question.

COMPREHENSION QUESTIONS:
1. Why was Aphrodite cruel to Psyche?
2. How did Psyche accomplish all the difficult tasks given to her by Aphrodite
3. Why is Psyche’s beauty both a blessing and a curse?
4. Do you think that Cupid and Psyche truly loved each other? Justify your answer.
5. If you were Cupid, would you accept Psyche back despite her betrayal?
6. What did Cupid mean when he said, “Love cannot live where there is no trust”?

SEQUENCING OF EVENTS

A. The teacher will present a FLOW CHART and jumbled pictures related to the story read.
B. The students are expected to re-arrange the pictures and write a brief caption about it in their notebooks.
C. Afterwards, he will call some students through WHEEL DECIDE to share with class their answers.
D. To sum up, the teacher will go back to the question, “For you, what is more important in building a
relationship with someone? Love or Trust?”(Explain to them that both of them are equally important in
a relationship because it is said “Love cannot live where there is no trust”)

DAY 3
ELABORATE/EXTEND
A. The teacher will present a video of Acts of Kindness in a real world situation. After watching the short
video, ask some students to share their experiences wherein they have shown LOVE towards other
people.

B. PIE GRAPH MAKING (THRU POWERPOINT PRESENTATION)

DIRECTIONS: Assuming that you have 100% of love in your heart, divide this percentage into different
areas such as God, Family, Friends etc. through a Pie Graph. Then, compose a 1-2 paragraphs that explains
their Pie Graph.
C. MENTIMETER
The teacher will conduct an informal evaluation through Mentimeter. He will ask the students to type
 the area with the lowest percentage of love they have given. (Call some students to elaborate his/her
answer)

DAY 4
EVALUATE*
A. Presentation of Pie Graph with their Composition Paragraph.
B. The teacher will sum up the first batch of presentation.
DAY 5
EVALUATE
C. Continuation of the Presentation of Pie Graphs.
D. Quiz about the story. (10 PTS.)

*The five highlighted parts may be used on a daily lesson plan. For those who prefer a weekly plan, you may
use all the Es and even add subletters such as EXTEND A, EXTEND B, etc.
** EVALUATE may also have A and B or even more to include written tests, performance evaluations, outputs
such as projects.

Take Home Tasks (if any, by day or date)

Date Assigned: ________________
Task Details: LP Activity 35 (instructions as needed)
Submission Date: 5 p.m. December 10, 2021

Materials (including videos, films, etc. and link)

Wheel Decide, Pie Graph, Act of Kindness Video, Story Video, Mentimeter, Kahoot!, Powerpoint Presentation,
Flow Chart

References
Reading Book in English pages 269-271, www.youtube.com, google pictures,